Unit 33-Assignment 3 - Specialist Unit -Solo Music Performance Skills
Music Theory Advanced - burlington-nj.net 7 through 12... · UNIT #3 – Composition & Arranging 50...
Transcript of Music Theory Advanced - burlington-nj.net 7 through 12... · UNIT #3 – Composition & Arranging 50...
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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
Music Theory Advanced
Revision Date: 8/8/2018
Submitted by: David Thomas May
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Table of Contents:
Contents Course Overview ........................................................................................................................................................................................................... 3
Pacing Chart ................................................................................................................................................................................................................... 5
Unit #1 Music Notation and Literacy Overview At-a-Glance ....................................................................................................................................... 5
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: ............................................................................................................... 8
Unit #2 Basic of Harmonic Structure Overview At-a-Glance ..................................................................................................................................... 10
Unit #2 Targeted Instructional Planning to Address Central Unit Standards: ............................................................................................................. 13
Unit #3 Composition & Arranging Overview At-a-Glance ......................................................................................................................................... 15
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: ............................................................................................................. 18
Unit #4 Music History Overview At-a-Glance ............................................................................................................................................................ 20
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: ............................................................................................................. 22
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Course Overview In this course, students will develop musical skills in the areas of music and notational and harmonic literacy, sight reading, and music history.
They will also develop a greater sensitivity to musical details such as the effect of harmony and rhythm on mood along with historical and cultural
integrity through listening and performing music. Students will master the vocabulary and cognitive skills to evaluate various musical works,
personal performance and the performances of others, as well as problem solving skills to address various musical questions. Through their
preparation and study the students will also engage historical and social information as it effected the compositions being studied.
The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and
parents/guardians know what they need to do to in their quest for mastery. The standards are designed to be comprehensive and relevant to the real
world, reflecting the knowledge and skills that our young people need for success in post high school studies and careers. With American students
fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The Burlington City High School Music department has adopted and implemented the New Jersey Student Learning Standards (NJSLS) in
coordination with the National Coalition of Core Arts Standards (NCCAS) for Performing Arts as the cornerstone of the music and performing arts
curriculum. Areas of study within the music department are designed to be challenging, high school and college preparatory courses in which
students will be exposed to a variety of musical styles, music literature, composing and creative techniques, performance styles, and artistic
evaluative and communication skills.
The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards (NJSLS) and National
Coalition of Core Arts Standards (NCCAS), but to ensure that students will be prepared for college and career opportunities following high school
graduation.
Primary Resource(s)
Textbooks
Music Theory for Everyone Frank Leanza & Leonard Gallo
Crystal Publishers, New Jersey Copyright: 1985 – 2008 revised
Software
Audacity
GarageBand
Sibelius Notation Software
LOGIC-Pro
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Web-Sites
www.muscitheory.net
www.emusictheory.com
www.itunes.com
Supplemental Materials (including various level of texts at each grade level)
Backgrounds in Music Theory Maurice C. Whitney
Schirmer Books Division of MacMillan Publishing Co., Inc.
866 Third Avenue, New York, NY 10022
Master Theory Books I & II Charles S. Peters & Paul Yoder
Neil A Kkjos Music Company – San Diego Ca.
Sight and Sound Arpad Darazs & Stephen Jay Boosey & Hawkes, Inc. Oceanside, New York
The Concise Oxford Dictionary of Music – Percy A. Scholes Oxford University Press London, England
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Pacing Chart Unit # & Title Pacing
(must equal 165 days for full-year or 83
days for
half-year course)
UNIT #1 – Music/Notational Literacy 35
UNIT #2 – Harmonic Structure & Analysis 50
UNIT #3 – Composition & Arranging 50
UNIT #4 – Music History 35
Unit #1 Music Notation and Literacy Overview At-a-Glance Unit #1 – Music Notation and Literacy
Unit Description:
In this unit the students will be taught and exposed to Advanced Musical symbols and terminology.
(In order to use a language fluently one must be able to Read, Write and Speak the language).
Essential Skills:
Identify the advanced components and written/printed symbols for music notation in composition.
Interpret and understand in functional manner the presence of advanced time signature and notational elements.
Interpret and understand in functional manner notations of pitch on the advanced use musical staves.
Identify the visual indications / elements of harmony in written notation.
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Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
NJ State Learning Standard(s)
1.1 The Creative Process
1.1.12.B.1
1.1.12.B.2
1.2 History of the Arts and Culture
1.1.12.A.1
1.1.12.A.2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJ State Learning Standard(s)
Literacy Mathematics
NJSLSA.R1 N-Q.A.1.3
NJSLSA.R7 MP4
RST.11-12.3 MP6
NJSLSA.W5
NJSLSA.SL2
NJSLSA.SL5
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students
with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Supplemental instruction and work will be made
available for modified learning in reference to the
student learning models described above.
Listening and visual aids can be provided as well
Integration of 21st century skills through NJSLS 9 and Career
Education:
9.2.12.C.1
9.2.12.C.2
9.2.12.C.3
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness of musical notation.
Lessons integrate a focus on musical literacy so that students can
better understand the demands of performance
Assessments- including benchmarks, formative,
summative, and alternative assessments
Classroom participation
Classroom attendance
Following directions
Written Tests & Quizzes
Suggested Interdisciplinary Activities for this Unit
Career Education: Have students study various examples
(audio / video) and point out QUALITY or NON-QUALITY physical
demonstrations in musical scores & performances.
Health/PE: Identifying group dynamics / interaction in athletic and
physical education class activities.
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Oral Testing with effective communication skills
Completion of assignments on time and as
instructed
Individual performance activities and projects
Utilization of skills on compound levels
throughout the course
English Language Arts/Literacy: Have students reference literature as it
relates to mood and emotion of musical works.
Math: Hand out various measuring, graphing / mathematical and physics
based exercises or worksheets relating to notation duration.
Science: Hand out various measuring, graphing / mathematical and physics
based exercises or worksheets relating to notation duration.
Social Studies: Find various social and historical musical references to
correlate to the objective under study.
Technical Subjects: Objectives for these activities would include
compositions, creative or scientific explorations, and tech development of
the subject matter. This would be accomplished using the various software
that are available online, in the media center and in the music lab.
World Languages: Have students use vocabulary sheets and define the
vocabulary words used in advanced music expression texts. Vocabulary
may include Latin, Italian, French, German, Spanish and English terms.
Arts: Have students use comparison sheets to critique, compare and define
the presentations used in the music selections they expose themselves to and
then contrast them to the arts accompanying them in time and presence.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Resources
Grade or experience level work sheets, practice videos and recordings available in our
music lab under the SIBELIUS SOFTWARE work pages and study files found on the
Music Lab Computers in F-189
Audacity Sound Software
Harvard Dictionary of Music
Groves Encyclopedia of Music / Music History
The Structure of Singing: System and Arts in Vocal Technique – Richard Miller
Integration of the Technology
Standard
8.1.12.A.1
8.1.12.F.1
8.2.12.A.2
Students will be able to access online
work assignments and supplemental
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Adventures in Singing: A Process for exploring, discovering & developing vocal
potential –Clifton Ware
150 Rounds for Singing & Teaching
Basic Music Theory – How to Read, Write & Understand written music – Jonathan
Harnum
ONLINE RESOURCE SITES:
http://vocalist.org.uk/ http://itunes.com/ http://www.apple.com/education/itunes-u/
http://www.jwpepper.com/
http://www.musictheory.net/
Ricci Adams – Music Theory mobile apps:
Theory
Tenuto
materials for support in the area of
notational literacy and thus increasing
their use and understanding of
technology usage and adaptation into
their learning experience.
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.1.12.B.1
Understanding nuanced
stylistic differences among
various genres of music is a
component of musical
fluency. Meter, rhythm,
tonality, and harmonics are
determining factors in the
categorization of musical
genres.
1.1.12.B.2
Introduce new and advanced
applied written symbols used in
music notation.
Refer students to
www.Musictheory.net for
supplemental explanations and
work on advanced notation
Provide examples (print and/or
electronic) of notational samples
Take notes and participate in
class discussion, Q & A
Generate individual questions
for and participate in
classroom learning
Respond to essential
notational questions using
written examples from around
the room and student
researched advance samples.
Student and teacher generated
rubrics
Student evaluation of online
technological examples for
creation and practice.
Assign student composed
examples for classroom
discussion and evaluations
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Musical proficiency is
characterized by the ability to
sight-read advanced notation.
Musical fluency is also
characterized by the ability to
classify and replicate the
stylistic differences in music
of varying traditions.
for student evaluation and
performance.www.jwpepper.com
Have students create their
own advanced notation
examples
Notebook/Music manuscript
creations
1.2.12.A.1
1.2.12.A.2
Students will be able to
identify the basic elements of
Basic and Advanced Musical
Notation as recognized in
Historical resources and
performances.
Introduce written octavos and
scores for review and
identification.
Lecture and teach on the
interaction of symbols and
written elements for composition
and performance.
Teach the identification of good
use of symbols for performance
definition in musical notation.
Teach basic interpretation and
use of notation symbols for
performance execution.
Teach elements of dynamics and
performance style in vocal
octavos
Student notetaking and
identification on musical
notational symbols
Note taking and listening
exercises to identify and
describe the proper use of
notation in live performance
Class projects in proper
execution and use of notation
symbols
Oral presentation of the
evolution of symbols in music
notation.
Notes on class participation in
and classroom discussion of
various performance elements
that can be used in music
notation.
Student and teacher generated
rubrics.
Student evaluation of in class,
and online visual
presentations examples for
notation.
Assign student assignments to
provide examples for
classroom practice and
evaluations of well-defined
notation.
Assign student assignments to
provide quiz questions for
fellow classmates to practice
identification of music
notation symbols.
Notebook/Music manuscript
creations
Exit ticket
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Unit #2 Basic of Harmonic Structure Overview At-a-Glance Unit #2 – Basics of Harmonic Structure
Unit Description:
In this unit the students will learn the elements used in creating/analyzing harmony in musical works.
Essential Skills:
Define the elements of harmony between pitches in a given scale structure or staff.
Define the proper notations that are designated within a given scale and staff.
Define proper understanding and presentation of harmony notations within a given key signature.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
NJ State Learning Standard(s)
1.1 – The Creative Process
1.1.12.C.3
1.4 Aesthetic Responses & Critique Methodologies
1.4.12.B.1
1.4.12.B.2
1.4.12.B.3
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJ State Learning Standard(s)
Literacy Mathematics
NJSLSA.R1 N-Q.A.1.3
NJSLSA.R7 MP4
RST.11-12.3 MP6
NJSLSA.W5
NJSLSA.SL2
NJSLSA.SL5
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students
with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Integration of 21st century skills through NJSLS 9 and Career
Education:
9.2.12.C.1
9.2.12.C.2
9.2.12.C.3
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Appropriate composition exercises for harmony
notation, will be explained and demonstrated to assist
students with varied composition techniques and
demonstration.
Use of recorded videos or student compositions to
help demonstrate / illustrate the target behavior.
Activities where appropriate, can reference composing elements
associated with accurate notation usage.
Lessons integrate a focus on musical competency in composition
and analysis of notation so that students can better understand the
demands and preparation of good arranging and notation.
Assessments- including benchmarks, formative,
summative, and alternative assessments
Classroom participation
Classroom attendance
Following directions
Written Tests & Quizzes
Oral Testing with effective communication skills
Completion of assignments on time and as instructed
Individual performance activities and projects
Utilization of skills on compound levels throughout
the course
Suggested Interdisciplinary Activities for this Unit
Career Education: Have students study various examples
(audio / video) and point out QUALITY or NON-QUALITY notational
exhibitions in musical scores.
Health/PE: Identifying physical movement and postures in athletic and
physical workout activities set to various key signatures or musical
modes.
English Language Arts/Literacy: Have student reference literature as it
relates to describing harmonic mood in music.
Math: Compare frequency measurements in various music intervals
Science: Discuss frequency differences in scale steps.
Social Studies: Discuss music moods in different cultures.
Technical Subjects: Discuss or apply technical application for
evaluating interval relations in harmony.
World Languages: Have students search multi lingual terms in
traditional music expression texts. These terms may include vocabulary
in Latin, Italian, French, German, Spanish and English.
Arts: Have students use comparison sheets to critique, compare and
define the musical used in the music selections they are learning.
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Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Resources
Grade or experience level work sheets, practice videos and recordings available in our
music lab under the SIBELIUS SOFTWARE work pages and study files found on the
Music Lab Computers in F-189
Audacity Sound Software
Harvard Dictionary of Music
Groves Encyclopedia of Music / Music History
The Structure of Singing: System and Arts in Vocal Technique – Richard Miller
Adventures in Singing: A Process for exploring, discovering & developing vocal
potential –Clifton Ware
150 Rounds for Singing & Teaching
Basic Music Theory – How to Read, Write & Understand written music – Jonathan
Harnum
ONLINE RESOURCE SITES:
http://vocalist.org.uk/ http://itunes.com/ http://www.apple.com/education/itunes-u/
http://www.jwpepper.com/
http://www.musictheory.net/
Ricci Adams – Music Theory mobile apps:
Theory
Tenuto
Integration of the Technology
Standard
8.1..12.C.1
8.1.12.F.1
8.2.12.A.2
8.2.12.B.4
PODCAST lectures
You Tube Singing Master
classes
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Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.1.12.C.3
Students will be able to
identify and create the basic
elements of harmonic
foundation for composing
along with proper use of key
signature and modes.
Introduce the inter-active
elements of the harmonic
structure and scale systems.
Lecture and teach on the
interaction of the notational
frequency relationships and
elements of pitch.
Teach the coordination of
interval construction and
structure.
Teach basic intervals that exist
in major and minor scales.
Teach elements of altered
Interval structure.
Student notetaking and
identification of intervals.
Informative / explanatory
notation writing to
demonstrate the proper
understanding and command
of interval elements and
construction.
Class projects in constructing
intervals within scales and
activities for manipulating the
standard intervals of a scale.
Oral presentation of scale
evaluations.
Notes on class participation in
and classroom discussion of
various interval elements in
contemporary music, video,
audio.
Student and teacher generated
rubrics
Student evaluation of in class,
and online visual presentations
examples for scales and
intervals.
Present student assignments to
compose examples for
classroom discussion and
evaluations of GOOD and
POOR interval structure
Notebook/Music manuscript
creations.
1.4.12.B.1
Archetypal subject matter
exists in all cultures and is
Review and discuss a timeline
of music composition over the
past 1,000 years
Collaborative notetaking and
think/pair/share evaluation
Student and teacher generated
rubrics
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embodied in the formal and
informal aspects of art.
1.4.12.B.2
The cohesiveness of a work of
art and its ability to
communicate a theme or
narrative can be directly
affected by the artist’s
technical proficiency as well
as by the manner and physical
context in which it is
performed or show.
1.4.12.B.3
Art and art-making reflect and
affect the role of technology in
a global society
Teach and discuss how the
social development over this
time period may have had an
effect on the musical tone &
presentation and styles.
Review the eventual
incorporation of frequency
identification and electronics
into the timeline.
Teach basic musical style
periods that fall along the
timeline.
Teach elements of cultural
influence from around the
world as they would affect the
timeline development
elements.
Informative /explanatory
discussion on the topic.
Oral presentations on modern
day tonality.
Notebook entries based on
participation in and discussion
of various modes (e.g. Major,
minor, Ionic, Diatonic, ,
Mixolydian, Lydian etc.)
Social/Cultural analysis and
reviews from historical
changes around the globe in
music tonality.
Teacher will offer open-ended
questions for students to
develop discussion and debate.
Independent study project on
an artist of the student choice
for presentation in oral format
for the rest of the class.
Exit ticket
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Unit #3 Composition & Arranging Overview At-a-Glance Unit #3 – Composition & Arranging
Unit Description:
In this unit the students will learn how to combine the elements of the first two units (Notation and Harmonic Structure) and apply them
in live application by creating and or analyzing examples and moving forward into full blown published musical works for individual
and ensemble performance.
Essential Skills:
A working understanding of interpreting rhythmic and melodic notation.
A functional comfort level of reading and vocalizing particular vowel and consonant sounds in singing.
Comfortable understanding and control of breath support in the vocalization process.
A trained ear for pitch control and differentiation.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
NJ State Learning Standard(s)
1.3 – Performance
1.3.12.B.1
1.3.12.B.2
1.3.12.B.3
1.3.12.B.4
1.4 Aesthetic Responses & Critique Methodologies
1.4.12.B.1
1.4.12.B.2
1.4.12.B.3
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJ State Learning Standard(s)
Literacy Mathematics Science
NJSLSA.R1 MP4 HS-LS1-2
NJSLSA.R7 MP6 HS-LS1-4
RST.11-12.3
NJSLSA.W5
NJSLSA.SL2
NJSLSA.SL5
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Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Students can pursue a variety of levels of sight reading
materials to work on their sight reading skills.
Simplified or personalized examples can be prepared for
students in need of special formatting.
Integration of 21st century skills through NJSLS 9 and Career
Education:
9.2.12.C.1
9.2.12.C.2
9.2.12.C.3
Skills for real time processing and computing.
Learning incorporates skills focusing on accuracy that can
be related to accuracy in financial, economic, business, and
entrepreneurial literacy.
Assessments- including benchmarks, formative, summative,
and alternative assessments
Classroom participation
Classroom attendance
Following directions
Written Tests & Quizzes
Oral Testing with effective communication skills
Completion of assignments on time and as instructed
Individual performance activities and projects
Utilization of skills on compound levels throughout the
course
Suggested Interdisciplinary Activities for this Unit
Career Education: Have students study various examples
Of modern and historical music notation for vocal performance.
Health/PE: Identifying signs and symbols for instant processing /
reading in physical education class activities.
English Language Arts/Literacy: Have students read aloud from
never before seen literature to practice instant processing and
“sight reading”
Math: Have students work out math problems un announced for
practice in working on new materials and problems.
Science: Design science activities or experiments to instill on the
spot processing and decision making for the students
Social Studies: Have students read aloud from never before seen
literature to practice instant processing and “sight reading”.
Technical Subjects: Students may be given web search projects or
scavenger hunt type activities involving reading at sight.
World Languages: Have students read text aloud in their
language of study.
Arts: Students can perform and/or evaluate on the spot
performance of artistic skills and creativity following simple
instruction sheets.
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Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Resources
Supplemental exercises can be made available from the music library at
varying levels of difficulty to meet the student level of experience.
Large print copy can be requested or assigned.
School media center computers can allow students to do supplemental
listening and reading work on their own.
Grade or experience level work sheets, practice videos and recordings
available in our music lab under the SIBELIUS SOFTWARE work pages
and study files found on the Music Lab Computers in F-189
Audacity Sound Software
Harvard Dictionary of Music
Groves Encyclopedia of Music / Music History
The Structure of Singing: System and Arts in Vocal Technique – Richard
Miller
Adventures in Singing: A Process for exploring, discovering & developing
vocal potential –Clifton Ware
150 Rounds for Singing & Teaching
Basic Music Theory – How to Read, Write & Understand written music –
Jonathan Harnum
ONLINE RESOURCE SITES:
http://vocalist.org.uk/ http://itunes.com/ http://www.apple.com/education/itunes-u/
http://www.jwpepper.com/
http://www.musictheory.net/
Ricci Adams – Music Theory mobile apps:
Theory
Tenuto
Integration of the Technology Standard
8.12.1.A.1
8.1.12.D.1
8.1.12.D.5
8.2.12.A.3
Use of sight reading music examples from
SIBELIUS SOFTWARE
Musictheory.net samples are available for
assignment in the music lab.
www.jwpepper.com sing-a-long mp3 files
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Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.3.12.B.1
Technical accuracy,
musicality, and stylistic
considerations vary according
to genre, culture and historical
era.
1.3.12.B.2
The ability to read and
interpret music impact musical
fluency.
1.3.12.B.3
Understanding of how to
manipulate the elements of
music is a contributing factor
to musical artistry.
1.3.12.B.4
Basic vocal and instrumental
arranging skills require
theoretical and understanding
of music composition
Teach the composing process:
Key Signature, Time
Signature, idea or motif.
Teach how to arrange
harmonic and rhythmic
repetition as well as contrasts.
Provide examples (print
and/or electronic) of various
musical samples for review of
composition and arranging
techniques.
Have students explore the
music library for examples
that would make good
arranging projects.
Take notes on the composing
process
Create question sheets about
selected composition samples.
Make suggestions for creative
markings to assist with live
performance of composition
or arrangement.
Individual and group attempts
at performing the
compositions.
Student and teacher generated
rubrics
Error evaluation of subjective
elements: notational, timing
and harmonic accuracy.
Objective evaluation of
classmates on styling and
mode determination.
Notebook checks
Exit ticket
1.4.12.B.1
Archetypal subject matter
exists in all cultures and is
embodied in the formal and
informal aspects of art.
Review the sight-reading
process: Titles, Times, Tones,
Texts, and the Track.
Students will participate in
lecture presentations and take
notes on the compositional
aspects of student composed
selections.
Student and teacher generated
rubrics
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1.4.12.B.2
The cohesiveness of a work of
art and its ability to
communicate a theme or
narrative can be directly
affected by the artist’s
technical proficiency as well
as by the manner and physical
context in which it is
performed or show.
1.4.12.B.3
Art and art-making reflect and
affect the role of technology in
a global society
- Reference time and date of
compositions and
Composers/Lyricists.
-
- Provide examples (print
and/or electronic) of mixed
historical musical samples.
-
Have students explore the
music library for examples
that would make good
references for historical and
compositional comparison.
Create question sheets about
selected samples.
Reference modes or rhythmic
feels within music content of
original compositions.
Study content messages to
further establish historical
placement of compositions.
Use of historic and subjective
elements: timing and
scale/mode content.
Notebook checks
Exit ticket
20
Unit #4 Music History Overview At-a-Glance Unit #4 – Music History
Unit Description:
In this unit the class will get exposure and information on the historical elements and details of compositions for music compositions and
music arrangements. The impacts of cultural, religious and social developments over the course of time will afford the students the
opportunity to understand how these things changed the elements of the musical creations through time.
Essential Skills:
Listening and analytic skills for tone, pitch, lyric content, rhythm and stylistic feel.
Understanding of the time period as far as the average socio-economic population and political social design.
Basic development of the skills regarding Notation – Performance – Music Literacy and Reading
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
NJ State Learning Standard(s)
1.1 – The Creative Process
1.3.12.B.1
1.3.12.B.2
1.3.12.B.3
1.3.12.B.4
1.2 History of the Arts and Culture
1.1.12.A.1
1.1.12.A.2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJ State Learning Standard(s)
Literacy
NJSLSA.R1
NJSLSA.R7
RST.11-12.3
RH.11-12.1
RH.11-12.7
NJSLSA.W5
NJSLSA.SL2
NJSLSA.SL
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Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students
with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Adjustments can be made for learning needs including
resource materials and revised texts as well as grade
level presentation for reading and listening skills.
Variations will be made to lesson presentations that
may present cultural challenges for student
comprehension and identification.
Integration of 21st century skills through NJSLS 9 and Career
Education:
9.1.12.A.5
9.1.12.F.1
9.1.12.F.2
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
Learning incorporates skills focusing on financial, economic,
business, and entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better
understand the elements that may have effected historical evolution
and the human condition.
Assessments- including benchmarks, formative,
summative, and alternative assessments
Classroom participation
Classroom attendance
Following directions
Written Tests & Quizzes
Oral Testing with effective communication skills
Completion of assignments on time and as
instructed
Individual performance activities and projects
Utilization of skills on compound levels
throughout the course
Suggested Interdisciplinary Activities for this Unit
Career Education: Have students encounter examples
of music for vocal performance throughout history.
Health/PE: Experience classic styles of dance throughout history that
would pertain to the studied music styles.
English Language Arts/Literacy: Have students read literature to that
would coordinate with the time periods associated with the musical
selections under study.
Math: Have students work out math timelines.
Science: Create science experiments to evaluate historical instruments and
their material composition.
Social Studies: Investigate the social impacts upon composers and cultural
music development throughout history.
Technical Subjects: Create and explore data bases set up for historic music
collections as well as new applications like iTunes and Spotify.
World Languages: Discuss musical styles from other languages and the
difficulties with translating lyrics and maintaining meaning in the lyric
content.
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Arts: Students can evaluate styles and instrumentations that are associated
with historical styles throughout time.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources
Review music of varying historic periods
Various resource books on musical history and periods in
entertainment.
Integration of the Technology Standard
1) Use of music data bases and apps including:
iTunes – Spotify – Rhapsody jwpepper
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.3.12.B.1
Technical accuracy,
musicality, and stylistic
considerations vary according
to genre, culture and historical
era.
1.3.12.B.2
The ability to read and
interpret music impact musical
Review chronological
progressions of composition
- Reference compositions by
their composer or lyricist.
-
- Reference music examples
(print and/or electronic)
(recorded or live performance)
Students will participate in
lecture presentations and take
notes on the historical and
compositional aspects of
listening selections over time.
Create question sheets about
selected period samples.
Student and teacher generated
rubrics
Use of historic and subjective
elements: Instrumentations,
styles, arrangement, vocal
configurations (SATB-SSA-
TTBBetc.)
Notebook checks
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fluency.
1.3.12.B.3
Understanding of how to
manipulate the elements of
music is a contributing factor
to musical artistry.
1.3.12.B.4
Basic vocal and instrumental
arranging skills require
theoretical and understanding
of music composition
of mixed historical time
periods.
-
- Have students explore the
music library for examples
that would make good
references for historical and
compositional arrangement
comparison.
Reference time periods within
harmonic content and their use
of various styles or mode
selection.
Identify cultures, countries
and century of origins.
Study content
instrumentations to further
establish historical placement
of compositions.
Exit ticket
1.2.12.A.1
Cultural and historical events
impact art-making as well as
how audiences respond to
works of art.
1.2.12.A.2
Access to the arts has a
positive influence on the
quality of an individual’s
lifelong learning, personal
expression, and contributions
to community and global
citizenship.
Analyze compositions for
rhythmic, melodic and chord
or harmony structure
indications that would help to
categorize time period.
- Identify chronologic time
period of compositions by
their composer or lyricist and
their lifetimes.
-
- Reference music examples
(print and/or electronic)
(recorded or live performance)
of mixed historical time
periods.
-
Take notes on the historical
elements associated with
carious time periods and the
compositions of the day.
Create question sheets about
selected centuries and the
styles associated with those
times.
Make a personal time line for
reference to help them with
proper time period placement
of compositions under study.
Have students explore the
internet to find reference
examples for historical and
compositional comparison.
Student and teacher generated
rubrics
Listening activities and
quizzes for evaluation of
historical placement of
musical compositions.
Use of historic and subjective
elements: Instrumentations,
styles, arrangement, vocal
configurations (SATB-SSA-
TTBBetc.)
Notebook checks
Exit ticket