Music Grades 9-12 Piano Lab Curriculum

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MANCHESTER TOWNSHIP SCHOOL DISTRICT

CURRICULUM

Content Area: Music

Course Title: Piano Lab Grade Level: 9-12

Introduction to Theory/Piano Fundamentals

Repertoire

September/January

Theory/Piano Rudiments Musical Elements

Repertoire & Etudes

October/February

Theory/Piano Rudiments Repertoire

Scales/Triads Analysis/Critique

November/March

Concert Preparation and Etiquette

Technology Critique Critique/Analysis Recital-Authentic

Performance/Etiquette Exams

December/ April-May

January: June

Date Created: May 2012

Board Approved on: September 19, 2012

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Unit Overview

Content Area: Music Fundamentals

Unit Title: Introduction to Theory/Piano Fundamentals

Repertoire

Target Course/Grade Level: Piano Lab/9-12

Unit Summary

Basic Notation/Theory Rudiments Keyboard familiarity; posture, right, left hand, C position/pitches/notation Grand staff Time signature Melodic, harmonic intervals –2nds, 3rds Musical elements: Melody, rhythm, text, harmony, timbre, and form. Musical terminology

Songs as appropriate for development level (etudes, repertoire)

Ear training

Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language

21st century themes: Students develop musical and piano literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum.

Learning Targets

Standards

1.1, 1.3.

Content Statements

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music. Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1

Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions.

1.1.12.B.2

Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.

1.3.12.B.2

Analyze how the elements of music are manipulated in original or prepared musical scores.

Unit Essential Questions

What are theory rudiments? What is notation? How does this apply to piano? How do I play the piano? What is proper piano posture and

Unit Enduring Understandings

Basic theory rudiment comprehension.

Notation comprehension.

Basic piano fundamentals comprehension.

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hand placement? What are melodic, and harmonic

intervals -2nds, 3rds What is ear training? What can I

notate?

Comprehension of melodic and harmonic. intervals – 2nd and 3rds.

Basic ear training & notation (intervals, rhythms).

Unit Learning Targets (Objectives) Students will be able to ...

Comprehend basic theory rudiments and notation, and how to apply it to the piano.

Incorporate piano technique. Differentiate between proper hand position and posture in order to produce accurate sound.

Comprehend basic ear training exercises.

Comprehend musical elements fundamentals. Differentiate between melody, rhythm, harmony, texture, timbre, form.

Evidence of Learning

Formative Assessments

Workbook activities

Section quizzes - Aura, oral & written

Web/Internet assignments (ie:musictheory.net)

Summative Assessments

Unit tests – Aural, oral, performance, & written

Modifications (ELLs, Special Education, Gifted and Talented)

Preferred seating

Small group/independent instruction

Handouts

Follow all IEP/504 modifications

Extended time

Advanced assignments for G & T

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources:

Adult Piano course ;Thompson and Johnson.

Royal Conservatory of Music Series (Etudes, techniques, repertoire);Fredrick Harris Music

Theory ; Saker, Alfredson

IPOD PLAYER/Itunes

Piano boards (dry erase boards)

DVD presentations/Utube clips

The world’s great composers; D. Bouchier

Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca

A History of Western Music; D.J. Grout, C. Palisca

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World musics CD/MP3 collection ~ Millennium

Smart Board

Music websites (ie:www.musictheory.net)

Garageband (MAC program)

MENC Website

Teacher Notes:

Incorporate theory rudiments simultaneously with playing the piano and musical elements on an on-going process. It is essential for students to grasp piano technique in order to progress throughout all units. Students will have to demonstrate proper piano technique to show comprehension.


http://www.musictheory.net/

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Unit Overview

Content Area: Music

Unit Title: Theory/Piano Rudiments Musical Elements Repertoire & Etudes


Unit Summary

Melodic intervals – 4th & 5ths

C major chord, F major chord and G7 chord

Introducing new hand positions

New time signature

Dynamics

Slurs and legato playing

Scales – majors

Triads – elementary – majors

Ear training

Songs as appropriate for development level (etudes, repertoire)

Musical elements & terminology

Introduction to Great Composers of different genres.

Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language.


Learning Targets

Standards

1.1, 1.3, 1.4.

Content Statements

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music.

Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music.

Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1


1.1.12.B.2


1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with

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technical accuracy, appropriate musicality, and the relevant stylistic nuance

1.3.12.B.2 Analyze how the elements of music are manipulated in original or prepared musical scores.

1.4.12.A.2

Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.


How does theory continue to build upon past instruction and how the concepts apply to the piano?

What are scales and triads? How do I play scales?

What are C major, F major, and G7 chords?

How do new time signatures apply to the piano?

What are dynamics and how do I play them?

What are different techniques of playing (ie: slurs and legato playing)

What is a scale? How do I play it? – majors? What are triads – elementary –

majors? How do I play it? How do I notate what I hear?


Comprehension of basic scales and triads.

Comprehension of C major, F major, and G7 chords.

Comprehension of more advanced time signatures.

Comprehension of dynamics and application to the piano.

Comprehension of basic piano playing techniques.

Comprehension of basic scales and how to play them.– majors

Comprehension of basic triads and how to play them.– majors

Basic comprehension of notating ear training.

Unit Learning Targets (Objectives) Students will be able to ... Comprehend basic scales and triads that can be demonstrated while playing the piano. Comprehend C major, F major, and G7 chords that can be demonstrated while playing the

piano. Perform more advanced time signatures and dynamics on the piano. Comprehend basic piano playing techniques. Comprehend basic scales and how to play them– majors. Comprehend basic triads and how to play them– majors.

Comprehend basic ear training.

Evidence of Learning

Formative Assessments

Workbook activities






Preferred seating

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Handouts


Extended time



Adult Piano course; Thompson and Johnson.

Royal Conservatory of Music Series (Etudes, techniques, repertoire); Fredrick Harris Music

Theory; Saker, Alfredson

IPOD PLAYER/Itunes







Smart Board



MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory rudiments in order to progress throughout all units. Students require time to practice and comprehend triads, chords, and repertoire. It would be beneficial for students to travel to a piano center (ie; Steinway, NYC) to see the inner workings of a piano, how a piano is made, and maintained. Students will be exposed to future career options as well (ie: piano tuner, technician).


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Unit Overview

Content Area: Music

Unit Title: Theory/Piano Rudiments Repertoire Scales/Triads Analysis/Critique


Unit Summary

Introducing new hand positions

Melodic, harmonic intervals

Sharps

Songs as appropriate for developmental level (etudes & repertoire)

Ear training

Musical elements & terminology

Introduction to Great Composers of different genres

Scales – majors

Triads –majors

Analysis and critique of etudes/repertoire



Learning Targets

Standards

1.1, 1.3, 1.4.

Content Statements

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music.

Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music.

Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1


1.1.12.B.2


1.3.12.B.1 Analyze compositions from different world cultures and genres with respect

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to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance.

1.4.12.A.2



What are sharps on the piano and how do I play them?

What is G position?

What are the different triads and scales?

How does musical terminology apply to the piano?

How do theory rudiments apply to etudes and repertoire?

How does one critique piano works based on theory rudiments, and musical elements.

How do different genres of music evolve and change from genre to genre?


Comprehension for right hand & G position.

Comprehension of sequentially developed triads and scales.

Comprehension of how to appropriately perform etudes and repertoire.

Comprehension of how to notate ear training.

Comprehension of musical elements and terminology in relations to the piano.

Comprehension of how to accurately analyze and critique musical works.


Perform more advanced repertoire, triads, and scales. Apply theory rudiments to etudes, repertoire, and critiquing/analysis of music. Address how different genres of music evolve and change from genre to genre.

Evidence of Learning Formative Assessments

Workbook activities






Preferred seating


Handouts


Extended time



7/2012




IPOD PLAYER/Itunes







Smart Board



MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory rudiments in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. Encourage students to bring in their own music when addressing the elements of music (I recommend listening to the music ahead of time to ensure content is appropriate).


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Unit Overview

Content Area: Music

Unit Title: Concert Preparation and Etiquette

Technology Critique


Unit Summary

Concert/recital etiquette and preparation

Writing G, D7, & broken chords

Introducing new position

Waltz time

Technology - Recording and editing repertoire for critique and analysis (Garage Band)




Learning Targets

Standards

1.1, 1.2.

Content Statements

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. History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 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. Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1


1.1.12.B.2


1.2.12.A.2

Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.

1.3.12.B.1

Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with

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technical accuracy, appropriate musicality, and the relevant stylistic nuance. 1.3.12.B.2


1.4.12.A.4

Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.


What is appropriate concert/recital etiquette and preparation?

What are G, D7, & broken chords? How does one notate G, D7, & broken chords?

Why are there differing hand positions when performing? How are they advantageous or necessary?

How do I use modern technology to recording, editing, and critique or analyze repertoire (Garage Band)?

How does one progress and improve piano performance? Songs as appropriate for developmental level (etudes & repertoire)


Comprehension of what is appropriate concert/recital etiquette and preparation?

Comprehension of G, D7, & broken chords including how to notate.

Comprehension of differing hand positions and how they are advantageous.

Comprehension of Garage Band and its applications in order to record, edit, and critique or analyze repertoire.

Perform songs as appropriate for progression. (etudes & repertoire)

Unit Learning Targets (Objectives) Students will be able to...

Demonstrate appropriate concert/recital etiquette and preparation.

Write G, D7, & broken chords.

Demonstrate comprehension and execution of new positions.

Demonstrate how to use technology - Recording and editing repertoire for critique and analysis (Garage Band)

Perform songs as appropriate for developmental level (etudes & repertoire)


Workbook activities






Preferred seating


Handouts


Extended time

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Unit Overview

Content Area: Music

Unit Title: Critique/Analysis Recital-Authentic performance/Etiquette

Exams


Unit Summary

Chord progressions

Blues

Right hand extended position

Technology – Garage band


Recital (etiquette)

Exam






IPOD PLAYER/Itunes







Smart Board



MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. Students can use Garage band to critique and analyze their own performance. Garage band provides an avenue to other careers in the music industry including sound engineering.


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Learning Targets

Standards

1.1,1.2,1.3.

Content Statements

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. History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 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.

Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1


1.1.12.B.2


1.2.12.A.2

Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.

1.3.12.B.1 Analyze how the elements of music are manipulated in original or prepared musical scores.

1.4.12.A.4

Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.


What are chord progressions?

What is the blues?

How does one use technology – Garage band, to manipulate and alter sound?

How does one prepare an authentic performance for a recital?

How does one achieve and perform in recital (etiquette) form?


Comprehension of chord progressions.

Demonstrate the blues.

Demonstrate how to use technology – Garage band, to manipulate and alter sound.

Demonstrate an authentic performance and recital (etiquette) form.


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Demonstrate comprehension of chord progressions, the blues, and how to use technology – Garage band, to manipulate and alter sound.

Demonstrate an authentic performance and recital (etiquette) form.


Workbook activities






Preferred seating


Handouts


Extended time






IPOD PLAYER/Itunes







Smart Board



MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. It is helpful to have a venue and audience to perform their recital. It provides an opportunity for an authentic experience. Also, it would be beneficial for


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students to see a live piano recital such as local colleges, music centers, or large concert venues such as the Count Bassie Theatre, New York/Philadelphia (often dress rehearsals are a fraction of the cost).

Music Grades 9-12 Piano Lab Curriculum

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Transcript of Music Grades 9-12 Piano Lab Curriculum