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NEWARK PUBLIC SCHOOLS

Curriculum Guide: GENERAL MUSIC

Grades K-8

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson

NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

General Music Kindergarten-Grade 5

Course Philosophy

General music programs are designed to encourage children’s natural enthusiasm for music. For many children, this is their first experience with any type of structured music class. Through the experience of singing, playing instruments, creating, moving, guided listening, and other experiential involvement, children will discover and explore their inner musicality. With the goal of reaching music literacy while supporting the development of literacy, students increase their awareness of rich and diverse cultures, beliefs, and societies of humankind. As students examine the role of music and literacy throughout history and in different cultures, they develop respect for diversity.

A quality general music program, addresses the learning needs of the whole child. Studies in music and literacy address the physical, emotional, social, intellectual, and aesthetic development of children. Music and literacy engages students by providing an experiential approach to the learning process. Music study allows learners to be successful by addressing various learning styles and intelligences while simultaneously reinforcing the rules and development of literacy.

The processes of learning, creating, and understanding music and literature are the primary goals of the general music program. While performance is an important aspect of music study, it does not substitute for students’ development of creative processes and of broader integrated experiences and understanding. The experience of composing music allows for students to use their imaginative and critical thinking skills to create their own music. Students develop aesthetic awareness and learn to evaluate and validate their work and the choices they make. Students also look outside themselves, discovering and demonstrating respect for the efforts and work of others. Additionally, a quality music program will lead to stronger literacy skills.

Course Description

General Music Grade Kindergarten through Grade 5 is characterized by active involvement in music-making through the body, voice, movement, and instruments. It recognizes the many doors through which a child can enter the musical world and provides opportunities for aural, visual, and kinesthetic learners to feel successful in music via a multi-dimensional approach. The nurturing of the whole musician who can hear, feel, understand, and physically express music, contributes to the child’s ability to synthesize the intellect, senses, emotions, and physical body in ways that have important implications in their total educational experience. The integration of the study of literature will only enhance the well-rounded educational experience of the child. The

social dimensions of group music-making are also a central quality of the general music program.

Mastery Criteria:

Summative Assessments – 65%

Formative Assessments – 25%

Homework/Practice- 10%

Recommended Textbooks/Resources

Spotlight on Music

Teacher Reference Texts

Spotlight on Music

Course Proficiencies

K-2

1. Singing, alone and with others, a varied repertoire of music. a. sing independently, on pitch and in rhythm, with appropriate timbre, diction, and

posture, and maintain a steady tempo. b. Sing expressively, with appropriate dynamics, phrasing, and interpretations.c. Sing from memory a varied repertoire of songs representing genres and styles

from diverse culture.d. Sing ostinato, partner songs, and rounds. e. Sing in groups, blending vocal timbres, matching dynamic levels and responding

to the cues of a conductor.

2. Performing on instruments, alone and with others, a varied repertoire of music.

a. Perform on pitch, in rhythm, with appropriate dynamics and timbre and maintain a steady tempo.

b. Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic and harmonic instruments.

c. Perform expressively a varied repertoire of music representing diverse genres and styles.

d. Echo short rhythms and melodic patterns.e. Perform in groups, blending instrumental timbres, matching dynamics levels and

responding to the cues of a conductor/f. Perform independent instrumental parts while other students sing or play

contrasting parts.

3. Understanding relationships between music, the arts, and disciplines outside the arts with an emphasis on literacy.

a. Identify similarities and differences in the meanings of common terms used in the various arts.

b. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

4. Understanding music in relation to history and culture. a. identify by genre or style aural examples of music from various historical periods and cultures.b. describe in simple terms how elements of music are used in music examples from various cultures of the world.c. identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. d. identify and describes roles of musicians in various music settings and cultures.e. demonstrate audience behavior appropriate for the context and style of music performed.

Curriculum Units

Musical Elements Concepts Cycle Full Year Schedule

Duration Beat/MeterRhythm

1-4 36 hours

Pitch Melody/HarmonyTonality – Major/Minor

1-4 36 hours

Design TextureForm/Structure

1-4 36 hours

Tone Color Vocal/Instrumental Tone Color

1-4 36 hours

Expressive Qualities DynamicsTempoArticulation

1-4 36 hours

Cultural Context StyleHistorical Background

1-4 36 hours

Literacy VocabularyGrammar

1-4 36 hours

Suggested Course Pacing

Kindergarten These units are good.

Musical Elements

Concept Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Duration Beat/Meter

Rhythm

Beat, Maintain steady beat, beat through movement.

Free rhythms, pat to the beat.

Review beat.

Rests.

Strong beat and weak beat.

One and two sounds in a beat.

Beats in silence.

Rhythmic clapping, word rhythms, dotted quarter notes

2/4, 4/4, and 6/8 time meters.

Rhythmic accuracy, quarter notes and eighth notes.

Review 2/4, 4/4, and 6/8 meter.

Review quarter, eighth, and dotted quarter notes.

Pitch Melody

Harmony

Tonality- Major and Minor

Melody

Harmony

Major, Pentatonic

Melodic Contour, higher and lower notes, octave intervals.

Harmony, Accompaniment, Ostinato

Major, Pentatonic

So-mi pattern

Tone Cluster, Interlude

Major, Pentatonic

Pitch contour, Middle C to G, lower to higher melody, higher to lower melody.

Drone accompaniment

Major, Pentatonic

Same and different melodies, lower pitches.

Review Harmony

Major, Pentatonic

Melodic improvisation, so-la-so-mi motive.

Drum Accompaniment

Major, Minor

Design Texture

Form and Structure

Vocal septet, Texture

Simple melodies.

Texture

ABA form, sections.

Glissando

Echo

Lip buzzing, tremolo

Same/Different Sections

Duet, aria, opera

Repeated Section, ABACABA, ABA

Texture

Echo, Mirroring, ABA

Tone Color Vocal and Instrumental Tone Color

Sound of the voice.

Percussion. Strings Brass Woodwinds Orchestra/band.

Expressive Qualities

Dynamics Softer and louder.

Gradually louder and softer.

Song/poem dynamics.

Review softer and louder.

Blend and balance.

Pp, p, mf, f, ff

TempoSteady beat. Slower to

faster.Faster to slower.

Rubato to words.

Review tempo units.

Markings, quarter = 120.

Cultural Context

Style

Background

Holiday

Maori, Japan, Mexican, New England.

Spanish.

England, African American.

Puerto Rican, Yoruban, African, Waltz.

Renaissance, Korean, Chinese, Welsh.

Panamanian, Shiloh, French, Brazilian.

South African, Hungarian, Argentinian

Ghanian, Bulgarian, Ugandan, Russian, Israelis.

Pantomime Playing, Pera

French, German

French Canadian, Native American.

Literacy Vocabulary Listening. Review and comprehension of listening.

Structure. Language clarity.

Historical context.

Everyday application.

Unit I: The Creative ProcessContent Area: General Music Target Course/Grade Level: K-2Unit SummaryAll students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandards 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.Content Statements Ear training and listening skills are prerequisites for musical literacy.The elements of music are foundational to basic music literacy.Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties.CPI# Cumulative Progress Indicator (CPI)1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural

prompts and printed scores.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre,

dynamics, form, and melody.1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns,

and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.

1.1.2.B.4 Categorize families of instruments and identify their associated musical properties.Unit Essential Questions How do underlying structures unconsciously guide the creation of art works? Does art have boundaries?

Unit Enduring Understandings Underlying structures in art can be found via analysis and inference. Breaking accepted norms often give rise to new forms of artistic expression.

Unit Learning TargetsI can experience a beat.I can sing higher and lower pitches.I can echo a harmony.I can identify notes by ear.I can perform with expression.I can identify musical instruments and families.I can identify musical form.I can understand vocabulary words and phrases associated with this unit.

Evidence of LearningSummative Assessment End of Unit/Chapter TestsConcert PerformancesProductionsEnd of Course Exam with appropriate level writing task.Equipment needed: See www.menc.org/forums/viewtopic.php?id=2053 as per New Jersey State StandardsTeacher Resources: Pending NPS Adopted Textbook Series: http://spotlightonmusic.macmillanmh.com/music/studentsChoral Library: www.musicanet.org/en/index.php?nim=25

http://www.musicanet.org/en/index.php?nim=25

http://spotlightonmusic.macmillanmh.com/music/students

Formative Assessments Question and Answer Short Quizzes Homework Assignments

Observations of Performances Projects

Lesson PlansLesson Timeframe

Lesson 1 – Music Moves Me 36 HoursLesson 2 – Music Helps Me Learn 36 HoursLesson 3 - Say Hello With A Song 36 Hours

Lesson 4 – All About You and Me 36 HoursLesson 5 – Together Through Music 36 Hours

Lesson 6 – Musical Friends 36 HoursTeacher Notes:

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit: http://www.artsalive.ca/en/mus/instrumentlab/brass.html http://www.dsokids.com/listen/instrumentlist.aspx ? http://www.austinsymphonykids.org/conduct.html http://www.factmonster.com/ipka/A0885967.html

http://www.factmonster.com/ipka/A0885967.html

http://www.austinsymphonykids.org/conduct.html

http://www.dsokids.com/listen/instrumentlist.aspx

http://www.artsalive.ca/en/mus/instrumentlab/brass.html

Unit II: History Content Area: General Music Target Course/Grade Level: K-2Unit SummaryAll students will understand the role of, development, and influence of music throughout history and across cultures.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandards 1.2 History of the Arts and Culture: All students will understand the role of, development, and influence of the arts throughout history and across cultures.Content Statements Music from diverse cultures and historical eras has distinct characteristics and common themes that are revealed by contextual clues within the works of art. CPI# Cumulative Progress Indicator (CPI)1.2.2.A.1 Identify characteristic theme-based works of music based on the themes of family and

community, from various historical periods and world cultures.

Unit Essential Questions Does art define culture or does culture

define art? What is old and what is new in any work of

art? How important is ‘new’ in art?

Unit Enduring Understandings Culture affects self-expression, whether

we realize it or not. Every artist has a style; every artistic

period has a style.


Evidence of LearningSummative Assessment End of Chapter TestsConcert PerformancesProductionsEnd of Course Exam with appropriate level writing task.Equipment needed: See www.menc.org/forums/viewtopic.php?id=2053 as per New Jersey State StandardsTeacher Resources: Pending NPS Adopted Textbook Series: http://spotlightonmusic.macmillanmh.com/music/studentsChoral Library: www.musicanet.org/en/index.php?nim=25




Lesson 1 – Friends and Fun 36 HoursLesson 2 – Around The Town 36 Hours

Lesson 3 – Making Friends 36 Hours



Lesson 4 – Hear and See 36 HoursLesson 5 - Our Musical World 36 HoursLesson 6 - Your Turn, My Turn 36 Hours

Teacher Notes:

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:

http://www.nga.gov/exhibitions/caldwel.shtm http://www.calder.org/home http://www.flickr.com/groups/calder/

http://www.flickr.com/groups/calder/

http://www.calder.org/home

http://www.nga.gov/exhibitions/caldwel.shtm

Unit III: Performance Content Area: General Music Target Course/Grade Level: K-2Unit SummaryAll students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandards 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.Content Statements The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts.Complex scores may include compound meters and the grand staff.Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.CPI# Cumulative Progress Indicator (CPI)1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of

pitch, rhythm, dynamics, and tempo.

1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.

Unit Essential Questions How does creating and performing in the

arts differ from viewing the arts? To what extent does the viewer properly

affect and influence the art and the artist and to what extent is the art for the artist?

Unit Enduring Understandings The arts serve multiple functions:

enlightenment, education, and entertainment.

Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.

The artistic process can lead to unforeseen or unpredictable outcomes


Evidence of LearningSummative Assessment End of Chapter TestsConcert PerformancesProductionsEnd of Course Exam with appropriate level writing task.Equipment needed: See www.menc.org/forums/viewtopic.php?id=2053 as per New Jersey State Standards

Teacher Resources: Pending NPS Adopted Textbook Series: http://spotlightonmusic.macmillanmh.com/music/studentsChoral Library: www.musicanet.org/en/index.php?nim=25




Lesson 1 – The Sounds Around Us 36 HoursLesson 2 – Animals! Animals! Animals! 36 Hours

Lesson 3 – We Are A Community 36 HoursLesson 4 – Working Together 36 Hours

Lesson 5 – Music In Us! 36 HoursLesson 6 – Everything Grows 36 Hours

Teacher Notes:


http://www.metoperafamily.org/education/schools/opera_classroom.aspx http://www.philtulga.com/Peter.html http://www.pbs.org/wnet/gperf/genre/cinema.html#cine_vid

http://www.pbs.org/wnet/gperf/genre/cinema.html#cine_vid

http://www.philtulga.com/Peter.html

http://www.metoperafamily.org/education/schools/opera_classroom.aspx



Unit IV: AestheticsContent Area: General Music Target Course/Grade Level: K-2Unit SummaryAll students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of dance, theatre, music, and visual art.Content Statements Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

CPI# Cumulative Progress Indicator (CPI)1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in music and identify

characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

1.4.2.A.2 Compare and contrast culturally and historically diverse works of music that evoke emotion and that communicate cultural meaning.

1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through music.


define art? What’s the difference between a thoughtful

and a thoughtless artistic judgment? What is old and what is new in any work of

art? How important is “new” in art?

Unit Enduring Understandings Aesthetics fosters artistic appreciation;

interpretation, imagination, significance and value.

The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision-making.

Experts can and do disagree about the value, power and source of art.








Lesson 1 – Around the Town 36 HoursLesson 2 – The Sounds Around Us 36 Hours

Lesson 3 – Hear and See 36 HoursLesson 4 – We Are A Community 36 Hours

Lesson 5 – Our Musical World 36 HoursLesson 6 – Music In Us! 36 Hours

Teacher Notes:


http://www.royalbcmuseum.bc.ca/MainSite/default.aspx http://www.flickr.com/ http://www.dimdim.com http://www.openacircle.com/ http://users.imag.net/~sry.jkramer/nativetotems/ http://www.native-languages.org/totem.htm

http://www.native-languages.org/totem.htm

http://users.imag.net/~sry.jkramer/nativetotems/

http://www.openacircle.com/

http://www.dimdim.com/

http://www.flickr.com/

http://www.royalbcmuseum.bc.ca/MainSite/default.aspx

Unit V: Critique Content Area: General Music Target Course/Grade Level: K-2Unit SummaryAll students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of dance, theatre, music, and visual art.Content Statements Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.

CPI# Cumulative Progress Indicator (CPI)1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to

performances.

Unit Essential Questions When is art criticism vital and when is it

not?

Unit Enduring Understandings The critical processes of observing,

describing, interpreting, and evaluating leads to informed judgments about the relative merits of artworks





Lesson Plans



Lesson TimeframeLesson 1 – Around the Town 36 Hours

Lesson 2 – The Sounds Around Us 36 HoursLesson 3 – Hear and See 36 Hours

Lesson 4 – We Are A Community 36 HoursLesson 5 – Our Musical World 36 Hours

Lesson 6 – Music In Us! 36 HoursTeacher Notes:

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit: http://www.rickwalton.com/folktale/jacoba13.htm http://www.cln.org/themes/fairytales.html http://en.wikipedia.org/wiki/List_of_fairy_tales http://www.andersenfairytales.com/en/main http://artswork.asu.edu/arts/teachers/assessment/resources.htm http://www.nj.gov/education/njpep/classroom/arts_assessment/worddocs/

Creativity_InventionRubric.doc http://www.nj.gov/education/njpep/classroom/arts_assessment/index.html http://www.nj.gov/education/njpep/classroom/arts_assessment/worddocs/

AuthenticAssessment.pdf

http://www.nj.gov/education/njpep/classroom/arts_assessment/worddocs/AuthenticAssessment.pdf

http://www.nj.gov/education/njpep/classroom/arts_assessment/worddocs/AuthenticAssessment.pdf

http://www.nj.gov/education/njpep/classroom/arts_assessment/index.html

http://www.nj.gov/education/njpep/classroom/arts_assessment/worddocs/Creativity_InventionRubric.doc

http://www.nj.gov/education/njpep/classroom/arts_assessment/worddocs/Creativity_InventionRubric.doc

http://artswork.asu.edu/arts/teachers/assessment/resources.htm

http://www.andersenfairytales.com/en/main

http://en.wikipedia.org/wiki/List_of_fairy_tales

http://www.cln.org/themes/fairytales.html

http://www.rickwalton.com/folktale/jacoba13.htm

Unit I: The Creative ProcessContent Area: General Music Target Course/Grade Level: 3-5Unit SummaryAll students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music.Primary interdisciplinary connections: Language Arts Literacy, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandards 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.Content Statements The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.CPI# Cumulative Progress Indicator (CPI)1.1.5.B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and

melodic and harmonic progressions, and differentiate basic structuresUnit Essential Questions How do underlying structures unconsciously guide the creation of art works? Does art have boundaries?

Unit Enduring Understandings Underlying structures in art can be found via analysis and inference. Breaking accepted norms often give rise to new forms of artistic expression.

Unit Learning TargetsI can sing and dance in different time signatures.I can sing in different keys.I can vocalize various melodies.I can identify and perform many harmonic progressions.I can sing many intervals in different keys. I can understand vocabulary words and phrases associated with this unit. I can use those terms in written form to share my feelings about music.





Lesson 1 – Music For The Fun Of It! 36 HoursLesson 2 – The World Around You 36 Hours

Lesson 3 – Music For Everyone 36 HoursLesson 4 – Musical Messages, Musical Journeys 36 Hours



Lesson 5 – Americans Sing! 36 HoursLesson 6 – Coming To America 36 Hours

Teacher Notes:


http://www.smartmusic.com/Students/Default.aspx http://www.computermusicshop.com http://www.ars-nova.com/theory.html http://method-behind-the-music.com/theory/notation http://www.amazon.com/Am-Phoenix-Poems-Two-Voices/dp/0064460924

http://www.amazon.com/Am-Phoenix-Poems-Two-Voices/dp/0064460924

http://method-behind-the-music.com/theory/notation

http://www.ars-nova.com/theory.html

http://www.computermusicshop.com/

http://www.smartmusic.com/Students/Default.aspx

Unit II: History Content Area: General Music Target Course/Grade Level: 3-5Unit SummaryAll students will understand the role of, development, and influence of music throughout history and across cultures.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandards 1.2 History of the Arts and Culture: All students will understand the role of, development, and influence of the arts throughout history and across cultures.Content Statements Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre.CPI# Cumulative Progress Indicator (CPI)1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music,

theatre, and visual art from diverse cultures throughout history.


define art? What is old and what is new in any work of

art? How important is ‘new’ in art?

Unit Enduring Understandings Culture affects self-expression, whether

we realize it or not. Every artist has a style; every artistic

period has a style.






Lesson 1 – Tunes, Tales and Traditions 36 HoursLesson 2 – Music On The Go! 36 HoursLesson 3 – Happy Go Lucky! 36 Hours



Lesson 4 – Musical Discoveries 36 HoursLesson 5 – The Old Becomes New 36 Hours

Lesson 6 – A Tale To Be Told 36 HoursTeacher Notes:


http://www.artcyclopedia.com/artists/picasso_pablo.html http://www.artlex.com/ArtLex/c/cubism.html http://www.princetonol.com/groups/iad/lessons/elem/elemlessons.html http://www.artchive.com/artchive/P/picasso.html http://www.cbsnews.com/stories/2007/01/18/sunday/main2371451.sht http://www.haberarts.com/picassus.html http://www.metmuseum.org/toah/hd/cube/hd_cube.htm http://www.citrinitas.com/history_of_viscom/modernists.html http://www.picasso.fr/us/picasso_page_exhibitions-museums-books-

auctions.php http://www.pvpusd.k12.ca.us/teachweb/hokanson/picasso.html

http://www.pvpusd.k12.ca.us/teachweb/hokanson/picasso.html

http://www.picasso.fr/us/picasso_page_exhibitions-museums-books-auctions.php

http://www.picasso.fr/us/picasso_page_exhibitions-museums-books-auctions.php

http://www.metmuseum.org/toah/hd/cube/hd_cube.htm

http://www.haberarts.com/picassus.html

http://www.cbsnews.com/stories/2007/01/18/sunday/main2371451.sht

http://www.artchive.com/artchive/P/picasso.html

http://www.princetonol.com/groups/iad/lessons/elem/elemlessons.html

http://www.artlex.com/ArtLex/c/cubism.html

http://www.artcyclopedia.com/artists/picasso_pablo.html

Unit III: Performance Content Area: General Music Target Course/Grade Level: 3-5Unit SummaryAll students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandards 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.Content Statements The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts.Complex scores may include compound meters and the grand staff.Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.CPI# Cumulative Progress Indicator (CPI)1.3.5.B.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range

and timbre of the developing voice.1.3.5.B.4 Decode how the elements of music are used to achieve unity and variety, tension and

release, and balance in musical compositions.Unit Essential Questions

How does creating and performing in the arts differ from viewing the arts?

To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?

Unit Enduring Understandings The arts serve multiple functions:

enlightenment, education, and entertainment.

Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.

The artistic process can lead to unforeseen or unpredictable outcomes


Evidence of Learning




Lesson 1 – Sing A Wish, Dance A Dream 36 HoursLesson 2 – Express Yourself! 36 Hours

Lesson 3 – One Musical Planet 36 HoursLesson 4 – A Time To Dream, A Time To Sing 36 Hours

Lesson 5 - Expressions in Song 36 HoursLesson 6 - Music for Changing Times 36 Hours

Teacher Notes:


http://www.metoperafamily.org/education/schools/opera_classroom.aspx http://www.philtulga.com/Peter.html http://www.pbs.org/wnet/gperf/genre/cinema.html#cine_vid

http://www.pbs.org/wnet/gperf/genre/cinema.html#cine_vid

http://www.philtulga.com/Peter.html

http://www.metoperafamily.org/education/schools/opera_classroom.aspx

Unit IV: Aesthetics Content Area: General Music Target Course/Grade Level: 3-5Unit SummaryAll students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of dance, theatre, music, and visual art.Content Statements Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts.CPI# Cumulative Progress Indicator (CPI)1.4.5.A3 Demonstrate how art communicates ideas about personal and social values and is

inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

Unit Essential Questions Does art define culture or does culture define art? What’s the difference between a thoughtful and a

thoughtless artistic judgment? What is old and what is new in any work of art? How important is “new” in art?

Unit Enduring Understandings Aesthetics fosters artistic appreciation;

interpretation, imagination, significance and value.

The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision-making.

Experts can and do disagree about the value, power and source of art.






Lesson 1 – The World Around You 36 Hours



Lesson 2 - Tunes, Tales and Traditions 36 HoursLesson 3 – Musical Messages, Musical

Journeys36 Hours

Lesson 4 – One Musical Planet 36 HoursLesson 5 – Expressions in Song 36 Hours

Lesson 6 – Music For Changing Times 36 HoursTeacher Notes:

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit: http://www.pbs.org/art21/ http://www.artbabble.org/ http://tendu.tv/ http://www.readwritethink.org/lessons/index.asp?

grade=2&strand=3&engagement=22&display.x=29&display.y=10 Biography, interviews, essays, artwork images and video clips from PBS series Art:21 -- Art

in the Twenty-First Century Season 2(2003) www.pbs.org/art21/artists/ walker /index.html

http://www.pbs.org/art21/artists/walker/index.html

http://en.wikipedia.org/wiki/Art:21_--_Art_in_the_Twenty-First_Century

http://en.wikipedia.org/wiki/Art:21_--_Art_in_the_Twenty-First_Century

http://en.wikipedia.org/wiki/Public_Broadcasting_Service

http://www.pbs.org/art21/artists/walker/

http://www.readwritethink.org/lessons/index.asp?grade=2&strand=3&engagement=22&display.x=29&display.y=10

http://www.readwritethink.org/lessons/index.asp?grade=2&strand=3&engagement=22&display.x=29&display.y=10

http://tendu.tv/

http://www.artbabble.org/

http://www.pbs.org/art21/

Unit V: Critique Content Area: General Music Target Course/Grade Level: 3-5Unit SummaryAll students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music.Primary interdisciplinary connections: Language Arts, Social Studies and Math21st century themes: Global Awareness, Civic Literacy and Health Literacy

Learning TargetsStandard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of dance, theatre, music, and visual art.Content Statements Identifying criteria for evaluating performances results in deeper understanding of art and art-making.Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion.CPI# Cumulative Progress Indicator (CPI)1.4.5.B.1 Assess the application of the elements of art and principles of design in

dance, music, theatre, and visual artworks using observable, objective criteria.

1.4.5.B.2 Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers.

Unit Essential Questions When is art criticism vital and when is it

not?

Unit Enduring Understandings The critical processes of observing,

describing, interpreting, and evaluating leads to informed judgments about the relative merits of artworks


Evidence of LearningSummative Assessment End of Unit/Chapter TestsConcert PerformancesProductionsEnd of Course Exam with level appropriate writing task.Equipment needed: See www.menc.org/forums/viewtopic.php?id=2053 as per New Jersey State StandardsTeacher Resources: Pending NPS Adopted Textbook Series: http://spotlightonmusic.macmillanmh.com/music/studentsChoral Library: www.musicanet.org/en/index.php?nim=25






Lesson 1 – The World Around You 36 HoursLesson 2 - Tunes, Tales and Traditions 36 Hours

Lesson 3 – Musical Messages, Musical Journeys 36 HoursLesson 4 – One Musical Planet 36 HoursLesson 5 – Expressions in Song 36 Hours

Lesson 6 – Music For Changing Times 36 HoursTeacher Notes:


http://www.nj.gov/education/njpep/classroom/arts_assessment/index.html http://www.smartmusic.com/ http://www.singorama.com/?hop=index5htm

http://www.singorama.com/?hop=index5htm

http://www.smartmusic.com/

http://www.nj.gov/education/njpep/classroom/arts_assessment/index.html

LESSON REFLECTIONReflect on the lesson you have developed and rate the degree to which the lesson Strongly,

Moderately or Weakly meets the criteria below.

Lesson Activities: Strongly Moderately WeaklyAre challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills with both written and verbal responses.

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills in both written and verbal forms.

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment that display both written and verbal comprehension.Provide data to inform and adjust instruction to better meet the varying needs of learners

General MusicGrade 6-8

Course Philosophy

A general music program that serves sixth through eighth grade should contain three elements: knowledge/cognition, practical/performance, and writing/literacy. Knowledge and cognition in musical learning emphasize an ability to interpret and analyze notation as well as an understanding of history in music which includes knowledge of key persons in musical history. Practical and performance learning emphasizes musicianship and musical ability as well as a strong understanding of musical terminology. While knowledge/cognition and practical/performance are the primary elements of a middle school music program, an overarching theme of writing/literacy should exist.

Course Description

Knowledge and cognition are obviously major components of the K-5 music program. By the time students arrive in sixth grade, their musical literacy should include a grasp on reading basic notation and developed listening skills through ear training. Through their middle school years, this knowledge should evolve so that the students are able to analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores. Additionally, since the building blocks of the elements of music are hopefully established by the completion of 5th grade, sixth through eighth grade students will develop compositional skills that allow them to approach music with critical thinking. By the end of eighth grade, music students should develop the ability to compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. A quality music program will also emphasize music history and corresponding key persons that ideally will be accompanied by a hands-on performance element. A natural promotion of literacy will occur as the necessary vocabulary becomes more sophisticated and diverse.

The practical and performance aspects of a middle school level music program contain four parts. The first is the ability to perform instrumental or vocal compositions using complex standard notation. Students should be able to read a score and identify the various characteristics in their playing. The second is the ability to perform independently and in groups with expressive qualities, such as dynamics, appropriately aligned with the stylistic characteristics of the genre. The third relates heavily to literacy as it is the understanding of discipline-specific arts terminology. Students completing the eighth grade should be able to apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. The fourth

component of practical and performance related music for middle school students is improvisation and can only be attempted once students truly have an understanding of the elements of music as well as stylistic nuances of historical eras and genres of music. Sixth through eighth grade students should be able to improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.

Mastery Criteria:

Summative Assessments – 65%

Formative Assessments – 25%

Homework/Practice- 10%

Recommended Textbooks/Resources

Spotlight on Music

Teacher Reference Texts

Spotlight on Music

General Music - nps.k12.nj.us€¦ · Web viewThrough the experience of singing, playing...

Documents

Transcript of General Music - nps.k12.nj.us€¦ · Web viewThrough the experience of singing, playing...