MUSIC K-6...1.3.2.B.4 – Vocalize the home tone of familiar and unfamiliar songs, and demonstrate...

Adopted January 2019

Chesterfield Township Elementary School

Performing Arts

MUSIC

Curriculum Guide Grades

K-6

1


Table of Contents

Rationale and Philosophy & NJ State Standards 2

Pacing Guide 6

Standards of Study by Grade Level

Kindergarten ____________________ 7

Grade 1 17

Grade 2 27

Grade 3 37

Grade 4 47

Grade 5 57

Grade 6 67

Scope and Sequence 77

Differentiation Guide 81

2


RATIONALE AND PHILOSOPHY

“During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it

brought me great peace of mind. I have shared my love of music with people throughout this world,

while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean,

and the Far North, and all of this started with the music appreciation course that I was taught in a third

grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where

music was not taught to children.”

- General H. Norman Schwarzkopf — United States Army

Our philosophy is to expose students to musical experiences, and through those experiences for students to gain knowledge. All students shall be exposed to a variety of music, songs, dances, and performances from diverse cultures and genres as a part of the weekly music education. Students will engage in critical thinking through performance, listening, creating, analysis and critique, as a part of the regular music curriculum. Upon completion of the Chesterfield Township music program, students shall acquire general fundamental skills, appreciation of the arts, and the foundation for a well-rounded education.

NJ Standards and Strands Visual and Performing Arts

NJCCCS: Standard 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.

By the end of grade 2, all students progress toward BASIC LITERACY in the following content

knowledge and skills in MUSIC.

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.

By the end of grade 5, all students demonstrate BASIC LITERACY in the following content


1.1.5.B.1 – Identify the elements of music in response to aural prompts and printed

music notational systems.

1.1.5.B.2 – Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords,

and melodic and harmonic progressions, and differentiate basic structures.

http://www.state.nj.us/education/cccs/def/1/VPAgrade2.html

http://www.state.nj.us/education/cccs/def/1/VPAbl.html

http://www.state.nj.us/education/cccs/def/1/VPAeleofmusic.html



http://www.state.nj.us/education/cccs/def/1/VPAeleofmusic.html

3


NJCCCS: Standard 1.2 History of the Arts and Culture: All students will understand

the role, development, and influence of the arts throughout history and across cultures.


knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART.

1.2.2.A.1 – Identify characteristic theme-based works of dance, music, theatre, and

visual art, such as artworks based on the themes of family and community, from various

historical periods and world cultures.

1.2.2.A.2 – Identify how artists and specific works of dance, music, theatre, and visual

art reflect, and are affected by, past and present cultures.



1.2.5.A.1 – Recognize works of dance, music, theatre, and visual art as a reflection of

societal values and beliefs.

1.2.5.A.2 – Relate common artistic elements that define distinctive art genres in dance,

music, theatre, and visual art.

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.

NJCCCS: Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.



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.2 – Demonstrate developmentally appropriate vocal production/vocal

placement and breathing technique.

1.3.2.B.3 – Demonstrate correct playing techniques for Orff instruments or equivalent

homemade instruments.

1.3.2.B.4 – Vocalize the home tone of familiar and unfamiliar songs, and demonstrate

appropriate posture and breathing technique while performing songs, rounds, or canons

in unison and with a partner.

1.3.2.B.5 – Improvise short tonal and rhythmic patterns over ostinatos, and modify

melodic or rhythmic patterns using selected notes and/or scales to create expressive

ideas.





http://www.state.nj.us/education/cccs/def/1/VPAgen.html



http://www.state.nj.us/education/cccs/def/1/VPAhometone.html

http://www.state.nj.us/education/cccs/def/1/VPAost.html

4


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

1.3.2.B.7 – Blend unison and harmonic parts and vocal or instrumental timbres while

matching dynamic levels in response to a conductor’s cues.



1.3.5.B.1 – Sing or play music from complex notation, using notation systems in treble

and bass clef, mixed meter, and compound meter.

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.3 – Improvise and score simple melodies over given harmonic structures using

traditional instruments and/or computer programs.

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.

NJCCCS: Standard 1.4 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.



1.4.2.A.1 – Identify aesthetic qualities of exemplary works of art in dance, music,

theatre, and visual art, 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 dance,

music, theatre, and visual art 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 each of the four arts

disciplines (dance, music, theatre, and visual art).

1.4.2.A.4 – Distinguish patterns in nature found in works of dance, music, theatre, and

visual art.



1.4.5.A.1 – Employ basic, discipline-specific arts terminology to categorize works of

dance, music, theatre, and visual art according to established classifications

1.4.5.A.2 – Make informed aesthetic responses to artworks based on structural

arrangement and personal, cultural, and historical points of view.



http://www.state.nj.us/education/cccs/def/1/VPAmixdmeter.html

http://www.state.nj.us/education/cccs/def/1/VPAcompmeter.html



http://www.state.nj.us/education/cccs/def/1/VPAew.html



http://www.state.nj.us/education/cccs/def/1/VPAdisspecificartster.html

5


1.4.5.A.3 – 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.)


knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART

1.4.2.B.1 – Observe the basic arts elements in performances and exhibitions and use

them to formulate objective assessments of artworks in dance, music, theatre, and

visual art.

1.4.2.B.2 – Apply the principles of positive critique in giving and receiving responses to

performances.

1.4.2.B.3 – Recognize the making subject or theme in works of dance, music, theatre,

and visual art.



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.

1.4.5.B.3 – Use discipline-specific arts terminology to evaluate the strengths and

weaknesses of works of dance, music, theatre, and visual art.

1.4.5.B.4 – Define technical proficiency, using the elements of the arts and principles of

design.

1.4.5.B.5 – Distinguish ways in which individuals may disagree about the relative merits

and effectiveness of artistic choices in the creation and performance of works of dance,

music, theatre, and visual art.





6


PACING GUIDE

Kindergarten – Second Grade Rhythm Melody Harmony Timbre Expression Cultural

Connection

September ✓ ✓

October ✓ ✓ ✓

November ✓ ✓ ✓ ✓

December ✓ ✓ ✓

January ✓ ✓ ✓ ✓ ✓

February ✓ ✓ ✓

March ✓ ✓ ✓ ✓

April ✓ ✓ ✓ ✓

May/June ✓ ✓ ✓ ✓ ✓ ✓

Third Grade – Sixth Grade Rhythm Melody Harmony Timbre Expression Cultural

Connection

September ✓ ✓

October ✓ ✓ ✓

November ✓ ✓

December ✓ ✓

January ✓ ✓

February ✓ ✓ ✓ ✓

March ✓ ✓

April ✓ ✓

May/June ✓ ✓ ✓ ✓ ✓ ✓

7


KINDERGARTEN RHYTHM

Core Content Standards: 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. 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the

arts throughout history and across cultures. 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. 1.4 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.

Interdisciplinary Connections: ● Math K.CC.A.1- Count to 100 by ones and by tens.

● Math K.MD.A.1- Describe measurable attributes of objects, such as length or weight. Describe several

measurable attributes of a single object.

● SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

● SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

● SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

21st Century Practices:

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation.

Essential Questions: • What is rhythm? • In what ways does rhythm impact how we hear/feel

music? • Where can rhythm be found (musical/non-musical

sources)?

Enduring Understandings: • Rhythm is the short and long sounds and silences

in music • Rhythm and beat are not the same • Rhythm can be found/created within natural and

synthetic sources • Rhythm can be found in all music

Knowledge, Skills, and Instructional Objectives: 1. To respond to a beat with movement or rhythm instruments

2. To differentiate between steady beat/no beat

3. To practice identifying and moving to strong beats and rhythm patterns

4. To perceive and respond to long and short sounds

5. To play/clap repeated patterns

6. To respond, recognize and perform rhythm patterns, using notational symbols

8


Recommended Instructional Activities/ Resources: • Read, write, create and perform rhythmic patterns • Sing, dance, clap, pantomime, conduct, play rhythm instruments/body percussion using various rhythmic

patterns

Modification Strategies/Activities:

Special Education: Assistive technology, Graphic organizers, Oral review after instruction, Different color

paper of copies for different things, Extra time, Following routines, Special seating, Flexible grouping, Clear

expectations of goals, Consistency, Student buddies, Stopping and checking for understanding

English Language Learners: Assistive technology, Graphic organizers, Oral review after instruction,

Different color paper of copies for different things, Extra time, Following routines, Special seating, Flexible

grouping, Clear expectations of goals, Consistency, Student buddies, Stopping and checking for understanding,

repetition, Give immediate positive reinforcement and feedback, Allow use of manuscript, cursive, or typing for

assignments, Leniency in spelling and neatness (to an agreed upon level), Provide a copy of notes Avoid pressures

for speed or accuracy, alternate version of tests/worksheets

Students at Risk for Failure: Assistive technology, Extra time, Special seating, Student buddies, Stopping

and checking for understanding

Gifted and Talented: Adapt amount of work required, Use different forms of assessments that demonstrate

different learning styles, Allow hands-on activities, and cooperative groups to learn new concepts, Allow work to

be completed in various formats

Students With 504 Plans: Assistive technology, Graphic organizers, Oral review after instruction, Different

color paper of copies for different things, Extra time, Following routines, Special seating, Flexible grouping, Clear


Suggested Assessments/ Benchmarks:

• Teacher observation of student participation • Performance rubrics • Worksheets and classwork • Evaluations

• Self-assessment

• Accommodated/modified assessments, if required by I.E.P., or 504 Plan

9


KINDERGARTEN MELODY





understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Interdisciplinary Connections:

● SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and

texts with peers and adults in small and larger groups. ● SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other

media by asking and answering questions about key details and requesting clarification if something is

not understood. ● SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is

not understood.



Essential Questions: • What is melody? • In what ways does melody impact how we

hear/feel music? • How does pitch affect the contour of a melody?

Enduring Understandings: • Melody is a pattern of pitch and duration in space

and time • Melody can be found and created in natural and

synthetic sources • Melodic contour is the movement of pitch in an

upward, downward or repeated direction, by steps

and leaps

Knowledge, Skills, and Instructional Objectives: 1. To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic) 2. To distinguish high and low tones

3. To distinguish upward and downward direction

4. To identify melodic steps, leaps and repeats

5. To identify and perform melodic patterns

6. To identify phrases

7. To read notational symbols

10


Recommended Instructional Activities/ Resources: ● Sing, dance, pantomime, and play instruments by rote and through reading notation

● Match and differentiate pitch




















• Teacher observation of student participation • Performance rubrics • Worksheets and classwork • Evaluations • Self-assessment • Accommodated/modified assessments, if required by I.E.P., or 504 Plan

11


KINDERGARTEN HARMONY









● SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.



Essential Questions: • What is harmony? • In what ways does harmony impact how we

hear/feel music?

Enduring Understandings: • Harmony is all pitched parts of a song other than

the melody • Harmony is the enhancement of a song through

chords, accompaniment, ostinato, countermelody

and additional parts

Knowledge, Skills, and Instructional Objectives: 1. To identify the effect of a song with accompaniment vs. no accompaniment

2. To play and/or sing harmony parts

3. To perform an ostinato or counter-melody to a song

4. To identify rhythmic and melodic ostinatos and counter-melodies by clapping, playing an

instrument, and/or singing 5. To practice singing an independent second vocal part



12






















13


KINDERGARTEN TIMBRE






Interdisciplinary Connections: ● SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and

texts with peers and adults in small and larger groups. ● SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other

media by asking and answering questions about key details and requesting clarification if something is

not understood. ● SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is

not understood.



Essential Questions: • What is timbre? • In what ways does timbre impact how we hear/feel

music?

Enduring Understandings: • Timbre is the unique tone used to identify a sound • Timbre impacts the listener through tone color

and sound combinations, including vocal,

instrumental, environmental, and natural, encompassing all sound

Knowledge, Skills, and Instructional Objectives: 1. To perceive the timbre of voices

2. To produce a variety of timbres

3. To distinguish between a single voice and several voices

4. To identify instruments by their timbre

5. To choose appropriate instruments for sound effects and accompaniments

6. To explore sounds of nature, machine sounds, and found sounds

7. To improvise with various vocal/instrumental timbres

14


Recommended Instructional Activities/ Resources: • Listen to a variety of instruments and sounds • Sing songs and play classroom instruments alone and in a group • Listen to and analyze various vocal and instrumental works • Play games



















●

Suggested Assessments/ Benchmarks: Teacher observation of student

participation

● Performance rubrics

●

Worksheets and classwork

●

Evaluations

●

Self-assessment

●

Accommodated/modified assessments, if required by I.E.P., or 504 Plan

15


KINDERGARTEN EXPRESSION






Interdisciplinary Connections: ● NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

● NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

● NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including

visually and quantitatively, as well as in words.



● SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is

not understood.



Essential Questions: • What is form? • What is tempo? • What are dynamics? • How do form, tempo, and dynamics affect style

and mood? • In what ways do expressive elements impact how

we hear/feel music? • In what ways does multi-ethnic music use

expression to represent individual culture?

Enduring Understandings: • Form is structure or outline of a piece of music • Tempo is the speed of a piece • Dynamics are the various volumes in music • Form, tempo and dynamics work together to

create an overall style and mood • Expressive elements provide the listener with the

tools to interpret a piece of music • Each culture uses unique and distinctive elements

of expression

16


Knowledge, Skills, and Instructional Objectives: 1. To notice and respond to fast and slow music

2. To explore fast, slow and changing tempi

3. To hear how music can suggest feelings and images

4. To perceive and respond to loud and soft sounds

5. To discern and perform: call-response, solo-chorus, two-part dialogue (echo song),

verse-refrain, rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB

6. To perceive and perform repeated and contrasting sections in music

7. To respond to the expressive qualities of a song

8. To create expressive movements, dramatizations, sound effects, and other

accompaniments to music

9. To discover and respond to the images created in various styles and moods of music

Recommended Instructional Activities/ Resources: • Play games using fast/slow, loud/soft, high/low • Play pattern games using a variety of shapes and colors

• Sing and perform songs, sing in a program • Dance, pantomime, create and improvise movement • Listen and critique



















17




GRADE 1 RHYTHM






visual art.


● SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

● SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

● SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.



Essential Questions: • What is rhythm? • In what ways does rhythm impact how we

hear/feel music? • Where can rhythm be found (musical/non-musical

sources)?




18



2. To differentiate between steady beat/no beat 3. To practice identifying and moving to strong beats and rhythm patterns 4. To perceive and respond to long and short sounds 5. To play/clap repeated patterns 6. To respond, recognize and perform rhythm patterns, using notational symbols

Recommended Instructional Activities/ Resources: • Read, write, create and perform rhythmic patterns • Sing, dance, clap, pantomime, conduct, play rhythm instruments/body percussion using various rhythmic

patterns





















19


GRADE 1 MELODY









● SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.









and leaps

Knowledge, Skills, and Instructional Objectives: 1. To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic)

2. To distinguish high and low tones





20

























21


GRADE 1 HARMONY







● SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts

with peers and adults in small and larger groups. ● SL.1.2. Ask and answer questions about key details in a text read aloud or information presented

orally or through other media. ● SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information

or clarify something that is not understood.




hear/feel music?





Knowledge, Skills, and Instructional Objectives: 1. To identify the effect of a song with accompaniment vs. no accompaniment

2. To play and/or sing harmony parts


4. To identify rhythmic and melodic ostinatos and counter-melodies by clapping, playing an instrument,

and/or singing

5. To practice singing an independent second vocal part



22





















• Teacher observation of student participation • Performance rubrics • Worksheets and classwork

• Evaluations

• Self-assessment


23


GRADE 1 TIMBRE








with peers and adults in small and larger groups. ● SL.1.2. Ask and answer questions about key details in a text read aloud or information presented

orally or through other media. ● SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information





music?


and sound combinations, including vocal, instrumental, environmental, and natural, encompassing all sound

Knowledge, Skills, and Instructional Objectives: 1. To perceive the timbre of voices


3. To distinguish between a single voice and several voices


5. To choose appropriate instruments for sound effects and accompaniments

6. To explore sounds of nature, machine sounds, and found sounds

7. To improvise with various vocal/instrumental timbres

24





















●


participation

●

Performance rubrics

●


●

Evaluations

●

Self-assessment

●


25


GRADE 1 EXPRESSION






Interdisciplinary Connections: ● NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,


NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger






● SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information











of expression

26






5. To discern and perform: call-response, solo-chorus, two-part dialogue (echo song), verse-refrain,

rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB



8. To create expressive movements, dramatizations, sound effects, and other accompaniments to

music


Recommended Instructional Activities/ Resources: • Play games using fast/slow, loud/soft, high/low • Play pattern games using a variety of shapes and colors

• Sing and perform songs, sing in a program • Dance, pantomime, create and improvise movement • Listen and critique

















27





• Teacher observation of student participation • Performance rubrics • Worksheets and classwork • Evaluations • Self-assessment


GRADE 2 RHYTHM


govern the creation of works of art in dance, music, theatre, and visual art. 1.10 History of the Arts and Culture All students will understand the role, development, and influence of

the arts throughout history and across cultures. 1.11 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. 1.12 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an




● SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

● SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.





sources)?




28



2. To differentiate between steady beat/no beat

3. To practice identifying and moving to strong beats and rhythm patterns

4. To perceive and respond to long and short sounds

5. To play/clap repeated patterns


Recommended Instructional Activities/ Resources: • Read, write, create and perform rhythmic patterns • Sing, dance, clap, pantomime, conduct, play rhythm instruments/body percussion using various

rhythmic patterns





















29


GRADE 2 MELODY






visual art.













and leaps

Knowledge, Skills, and Instructional Objectives: 1. To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic) 2. To distinguish high and low tones





30























31




GRADE 2 HARMONY






visual art.







32



hear/feel music?





Knowledge, Skills, and Instructional Objectives: 1. To identify the effect of a song with accompaniment vs. no accompaniment 2. To play and/or sing harmony parts


4. To identify rhythmic and melodic ostinatos and counter-melodies by clapping, playing an

instrument, and/or singing






















33




GRADE 2 TIMBRE








with peers and adults in small and larger groups. ● SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally

or through other media. ● SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension,

gather additional information, or deepen understanding of a topic or issue.




music?


and sound combinations, including vocal, instrumental, environmental, and natural, encompassing all sound

34


Knowledge, Skills, and Instructional Objectives: 1. To perceive the timbre of voices 2. To produce a variety of timbres 3. To distinguish between a single voice and several voices 4. To identify instruments by their timbre 5. To choose appropriate instruments for sound effects and accompaniments 6. To explore sounds of nature, machine sounds, and found sounds 7. To improvise with various vocal/instrumental timbres




















●


participation

●

Performance rubrics

●


●

Evaluations

35


●

Self-assessment

●


GRADE 2 EXPRESSION







● NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,


















of expression

36






5. To discern and perform: call-response, solo-chorus, two-part dialogue (echo song), verse-refrain,

rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB



8. To create expressive movements, dramatizations, sound effects, and other accompaniments to music


Recommended Instructional Activities/ Resources: • Play games using fast/slow, loud/soft, high/low • Play pattern games using a variety of shapes and colors • Sing and perform songs, sing in a program • Dance, pantomime, create and improvise movement • Listen and critique



















37




GRADE 3 RHYTHM






visual art.


● SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher

led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

● SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

● SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.





sources)?




38



2. To differentiate between steady beat and rhythm

3. To practice identifying and moving to strong beats, rhythm patterns, and meter


5. To analyze rhythmic elements in a piece of music


rhythmic patterns





















39


GRADE 3 MELODY







● SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.











and leaps

Knowledge, Skills, and Instructional Objectives:

1. To identify melodic steps, leaps and repeats, visually and aurally

2. To identify and perform melodic patterns, visually and aurally

3. To identify and analyze the contour of a melody

4. To recognize, define, and describe phrases in a song

5. To read, write and sing pitches from notational symbols

6. To aurally recognize major and minor tonality

40


Recommended Instructional Activities/ Resources: • Sing, dance, pantomime, play recorder and play classroom instruments by rote and through reading

notation

• Create, notate, re-write, compose, and/or improvise a melody • Listen, analyze and critique melodic music • Play games





















41


GRADE 3 HARMONY













hear/feel music? • Can you identify the origin of music by time and/or

location based on harmonic elements?




and additional parts • Each time period and/or culture has a specific use

for harmony

Knowledge, Skills, and Instructional Objectives: 1. To become aware of harmonic characteristics of different styles of music

2. To perform and/or create harmony by clapping, playing an instrument, and/or singing: ostinato,

counter-melody, descant, partner song, round, cannon


4. To understand tonality, chords, and harmonic progressions

Recommended Instructional Activities/ Resources: • Sing, dance, listen, pantomime, and play instruments by rote and through reading notation • Sing, play pitched percussion, and play recorder using counter melody, partner songs, cannons, rounds,

and straight harmony

• Listen to melody-alone vs. melody with chords • Play games

42









Repetition, Allow use of manuscript, cursive, or typing for assignments, Leniency in spelling and neatness (to an

agreed upon level), Provide a copy of notes Avoid pressures for speed or accuracy, Give immediate positive

reinforcement and feedback, Alternate versions of tests/worksheet

Students at Risk For Failure: Provide additional cultural and pertinent background information, Assistive

technology, Student buddies, Stopping and checking for understanding


different learning styles, Allow different hands-on activities, and cooperative groups to learn new concepts, Allow

work to be completed in various formats






GRADE 3 TIMBRE






43








Essential Questions: • How can you identify various timbre? • In what ways does timbre impact the listener’s

perception of music?

Enduring Understandings: • Timbre is the unique tone used to identify a sound • Timbre impacts the listener’s perception of music

through tone color and sound combinations, including vocal, instrumental, environmental, and natural, encompassing all sound

Knowledge, Skills, and Instructional Objectives: 1. To identify the timbre of voices


3. To examine the effects produced by different vocal combinations

4. To hear and perform various vocal timbre for different styles of music


6. To analyze music in terms of the instruments used

7. To determine the distinguishing characteristics of instruments alone and in a group including

Woodwind, Brass, Percussion, and Strings in an Orchestra/Band

8. To improvise and compose with various vocal/instrumental timbre







44

















GRADE 3 EXPRESSION






visual art.


● NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,







45







and mood? • In what ways do expressive elements impact

music? • In what ways does multi-ethnic music use





of expression

Knowledge, Skills, and Instructional Objectives: 1. To experience and identify the effects of various tempi



4. To recognize the relationship of dynamics to the character of a piece of music

5. To perform appropriate dynamics to an existing or original piece of music

6. To discern and perform: call-response, solo-chorus, two-part dialogue, verse-refrain, rounds, cannons,

introductions, codas, theme and variation, binary form, ternary form, rondo form



9. To create expressive movements, dramatizations, sounds and sound effects, and other accompaniments

to contribute to the style and mood of a piece of music


46


11. To identify expressive elements that contribute to the style and mood of a piece

Recommended Instructional Activities/ Resources: • Play classroom instruments • Sing songs • Act out a story song using appropriate body language • Write original poem using form • Compose original song using form • Show form through patterned dance movements • Analyze listening selection for: tempo, dynamics, mood/style, form • Create a sound piece • Play games



















47




GRADE 4 RHYTHM




creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 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.

Interdisciplinary Connections: ● SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-


● SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and

formats (e.g.,visually, quantitatively, and orally). ● SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.


CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation.



sources)?




48








rhythmic patterns





















49


GRADE 4 MELODY







● SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their

own clearly. ● SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and










and leaps








50



notation






















GRADE 4 HARMONY

51







visual art.


● SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

● SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and










and additional parts • Each time period and/or culture has a specific use

for harmony









52





















• Teacher observation of student participation

• Performance rubrics • Worksheets and classwork • Evaluations • Self-assessment • Accommodated/modified assessments, if required by I.E.P., or 504 Plan

GRADE 4 TIMBRE






53



● SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their

own clearly. ● SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and














7. To determine the distinguishing characteristics of instruments alone and in a group including Woodwind,

Brass, Percussion, and Strings in an Orchestra/Band







54


















GRADE 4 EXPRESSION






visual art.

Interdisciplinary Connections: ● SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

● SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally).

● SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

55











of expression














56























57


GRADE 5 RHYTHM






visual art.



● SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats

(e.g., visually, quantitatively, and orally). ● SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons

and evidence.





sources)?










rhythmic patterns

58






















GRADE 5 MELODY






visual art.

59



● SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their

own clearly. ● SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats


and evidence.









and leaps








notation








60
















GRADE 5 HARMONY







● SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.



and evidence.

61










and additional parts • Each time period and/or culture has a specific

use for harmony
























62







GRADE 5 TIMBRE









● SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

● SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.



63
































64






GRADE 5 EXPRESSION






visual art.





and evidence.

Interdisciplinary Connections: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past

and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills

enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens

in local, national, and global communities.

65











of expression














66























67


GRADE 6 RHYTHM




creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 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.



led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and

expressing their own clearly. ● SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively,

orally) and explain how it contributes to a topic, text, or issue under study. ● SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are

supported by reasons and evidence from claims that are not.





sources)?










rhythmic patterns

68






















GRADE 6 MELODY






visual art.

69



led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

● SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

● SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.









and leaps









notation








70
















GRADE 6 HARMONY







● SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.



71









chords, accompaniment, ostinato, countermelody and additional parts

• Each time period and/or culture has a specific use

for harmony

























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GRADE 6 TIMBRE







● SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.









73






























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GRADE 6 EXPRESSION






Interdisciplinary Connections: ● ELA: RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the

text says explicitly as well as inferences drawn from the text.

● RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments.

● RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and

background knowledge) texts in different forms or genres (e.g., stories and poems; historical novels

and fantasy stories) in terms of their approaches to similar themes and topics

● Social Studies:

● 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think

analytically about how past and present interactions of people, cultures, and the environment shape

the American heritage. Such knowledge and skills enable students to make informed decisions that

reflect fundamental rights and core democratic values as productive citizens in local, national, and

global communities.

● SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.



75











of expression














76























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Scope and Sequence Chart P = PREPARE Experience a new concept physically and aurally without labeling it

I=INTRODUCE Concept presented and practiced at an introductory level

D= DEVELOP Previously presented concept reintroduced and practiced

R=REINFORCE Concept practiced and extended toward mastery

RHYTHM K 1 2 3 4 5 6

To respond to a beat with movement or

rhythm instruments

P, I I, D I, D I, D D D, R D, R

To differentiate between steady/no beat P, I D R

To differentiate between steady beat and

rhythm

P, I I, D D,R

To practice identifying and moving to strong

beats and rhythm patterns

P P I

To practice identifying and moving to strong

beats and rhythm patterns and meter

I D D R

To perceive and respond to long and short

sounds

P, I I, D D, R R R

To play/clap repeated patterns P, I I, D D D D, R R R

To respond, recognize and perform rhythm patterns using notational symbols

P, I I, D D D D, R R R

To analyze rhythmic elements in a piece of

music

P I D D, R

MELODY K 1 2 3 4 5 6

To differentiate between songs (melodic),

chants (non-melodic), and rhymes

(nonmelodic)

P, I D R R R R R

To distinguish high and low tones P, I I, D D D D R R

To distinguish upward and downward

direction

P P, I I, D I, D D D D

To identify melodic steps, leaps, and repeats

aurally

P P P P, I I, D D D

To identify melodic steps, leaps, and repeats

visually

P P, I I I, D D D R

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To identify and perform melodic patterns

aurally

P, I I I, D D R R R

To identify and perform melodic patterns

visually

P P, I P, I I I, D D

To identify phrases P P, I I I I, D D D

To identify and analyze the contour of a melody P P P P, I I, D D

To recognize, define and describe phrases in a

song

P P P, I I I, D D

To read notational symbols P P, I I I, D D D

To read, write and sing pitches from notational

symbols

P P I I, D D

To aurally recognize major and minor tonality P P P P P I I

HARMONY K 1 2 3 4 5 6

To identify the effect of a song with

accompaniment vs. no accompaniment

P P P, I I, D D R R

To play and/or sing harmony parts P P P, I I, D I, D D D

To become aware of harmonic characteristics

of different styles of music

P P I I

To perform an ostinato or counter-melody P I I, D D D D D

To identify rhythmic and melodic ostinatos and

counter-melodies by clapping, playing an

instrument, and/or singing

P P P P, I

To perform and/or create harmony by clapping,

playing an instrument, and/or singing: ostinato,

counter-melody, descant, partner song, round,

cannon

P, I P, I I I, D

To practice singing an independent second

vocal part

P P P, I P, I I I I, D

To understand tonality, chords, and harmonic

progression

P P P, I I I, D

TIMBRE K 1 2 3 4 5 6

To perceive the timbre of voices P, I I, D D R R R R

To identify the timbre of voices P P P I, D D D, R R

To produce a variety of timbres P, I I, D D D R R R

To distinguish between a single voice and P, I I, D D D R R R

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several voices

To examine the effects produced by different

vocal combinations

P P P, I I I, D D

To hear and perform various vocal timbre for

different styles of music

P P, I P, I I I, D D

To identify instruments by their timbre P P I I, D D D, R R

To choose appropriate instruments for sound

effects and accompaniments

P P P, I I, D I, D D D

To explore sounds of nature, machine sounds,

and found sounds

P P, I P, I I I, D R

To analyze music in terms of the instruments

used

P P P, I P, I I I, D D, R

To determine the distinguishing characteristics

of instruments alone and in a group including

P P, I I, D D, R R

woodwinds, brass, percussion and strings in an

orchestra/band

To improvise with various vocal/instrumental

timbre

P P P, I I I, D D

To compose with various vocal/instrumental

timbre

P P, I I I

EXPRESSION K 1 2 3 4 5 6

To notice and respond to fast and slow music P, I P, I I, D I, D D D, R R

To experience and identify the effects of various

tempi

P P P, I I I, D D R

To explore fast, slow, and changing tempi P I I, D D D R R

To hear how music can suggest feelings and

images

P P P, I I, D D D R

To perceive and respond to loud and soft

sounds

P, I I I, D D R R R

To recognize the relationship of dynamics to the

character of a piece of music

P P, I P, I P, I I, D D R

To perform appropriate dynamics to an existing

or original piece of music

P P, I P, I P, I D R R

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To discern and perform: call-response,

solo/chorus, two-part dialogue (echo song),

verse/refrain, rounds, cannons, introductions,

codas, ABA, AAAB, AABA, ABAB

P P P, I P, I I D R

To discern and perform: theme and variation,

binary form, ternary form, rondo form

P P, I I D

To perceive and perform repeated and

contrasting sections in music

P, I I I, D I, D D D R

To respond to the expressive qualities of a song P, I I D R

To create expressive movements,

dramatizations, sound effects and other

accompaniments to music

P, I I, D D R

To create expressive movements,

dramatizations, sounds and sound effects and

other accompaniments to contribute to the

style and mood of a piece of music

P, I D D R R

To discover and respond to the images created

in various styles and moods of music

P P, I I, D I, D D R R

To identify expressive elements that contribute

to the style and mood of a piece of music

P P, I I, D D D

Materials

Making Music, Silver Burdett Ginn, 2003, 2005

World of Music Silver Burdett Ginn, 1999

From Bach to Rock

Music K-8 Magazine

Recorder Karate

Classroom Percussion Instruments, Recorders, Guitar, Piano, Band Instruments

Computer, iPod, Eno Board, CD Player

Manipulatives

Various Recordings

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DIFFERENTIATION ADAPTATIONS Areas for consideration when designing accommodations

Learning Environment Allow a “time out” or private

space for students to choose Use

preferential seating Provide

opportunities for movement Vary activities both in and out of

desk/table

Curriculum Adapt amount of work required

Use different forms of

assessments that demonstrate

different learning styles Allow

different visual aids, concrete

examples, hands-on activities,

and cooperative groups to learn

new concepts Allow work to be

completed in various formats

Teaching and Learning Styles Adapt the way instruction is

delivered to the learner- use

multiple teaching styles to teach

a new concept Use concrete

examples and move towards the

abstract Provide an overview of

lesson at beginning Monitor the rate and manner in

which the material is being

presented

Time Demands Allow extra time to complete tests Give different versions of tests Follow a routine Set specific time limits for test

Cooperative Learning Use flexible grouping Use student choice in grouping

Assign peer helpers to check in

on one another

Behavior Concerns Give clear expectations of

goals for the class period Be

consistent in follow through

with both positive and negative consequences Use of cues Give immediate positive

reinforcement and feedback

Avoid power struggle Allow for a time out or “cool off”

space in classroom for designated

amount of time

Attention/Focus Concerns Give notification of transitions Use of cues to refocus Seat near teacher or in area of less

distraction Introduce assignments in sequential steps Make sure books/materials are on the correct pages

Organization Give copy of notes Allow

student to leave

unnecessary materials in a

nearby area Color coded materials Use of binder system Use

a checklist for work in

smaller units

Written Expression Allow

use of manuscript, cursive,

or typing for assignments Leniency in spelling and neatness

(to an agreed upon level) Provide a copy of notes Avoid

pressures for speed or

accuracy

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Visual Processing Give highlighted/color coded

copy of notes Avoid copying notes from the

board Check in with student to be sure

that visuals are comprehended

from the beginning of lesson Avoided cluttered worksheets

keeping them clear and well

defined

Language Processing Give both written and verbal

directions Slow the rate of presentation

and paraphrase information

Keep statements short and to the

point Allow for extra wait time

Use student’s name before

asking a question Use of visuals and hands-on

materials Familiarize students with new

vocabulary before lesson

Audio Processing Provide a copy of notes Use of a checklist Keep statements short and to the point Use of eye contact Have

student sit closer to

instruction Use of student buddy to check in with sitting nearby

Use of visuals Stop

and check in for

understanding

MUSIC K-6...1.3.2.B.4 – Vocalize the home tone of familiar and unfamiliar songs, and demonstrate...

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Transcript of MUSIC K-6...1.3.2.B.4 – Vocalize the home tone of familiar and unfamiliar songs, and demonstrate...