THE BEST OF BAROQUE - Core Knowledge Foundation ... functions of music in the baroque Era and today.
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2004 Core Knowledge® National Conference, The Best of Baroque, Music (Grade 6) 1
THE BEST OF BAROQUE Grade Level: Music (6th Grade) Presented by: Janet Smith, Groveport Madison Local School District, Groveport, OH Length of Unit: 12 lessons of 50 minutes each I. ABSTRACT
“The Best of Baroque” combines the content of the Core Knowledge Sequence with the National Standards for teaching music. Sixth grade music students will learn about listening strategies, as well as the culture, music and two prominent composers of the Baroque period, namely J.S. Bach and G.F. Handel. They will demonstrate their understanding of the content through several assessments, culminating in their choice of one of four final assessments designed to address multiple intelligences. Teaching strategies will also address current Ohio Proficiency Test Outcomes for 6th grade in Reading.
A. Concept Objective(s): 1. The learner will sing [speak] music [text] written in two and three parts.
(National Standard 1d) 2. The learner will listen to, analyze and describe music by describing
specific music events in a given aural example, using appropriate terminology. (National Standard 6a)
3. The learner will describe distinguishing characteristics of representative music genres and styles from a variety of cultures. (National Standard 9a)
4. The learner will compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed. (National Standard 9c)
B. Content from the Core Knowledge Sequence: 1. Baroque (ca. 1750 – 1825)
Counterpoint, fugue, oratorio Johann Sebastian Bach: selections from Brandenburg Concertos,
selections from The Well-Tempered Clavier, selections from the Cantatas such as BWV 80, BWV 140, or BWV 147,
George Frederick Handel: selections from Water Music, “Hallelujah Chorus” from The Messiah
C. Skill Objectives: 1. Listen to selected music and correctly identify timbre and dynamics. 2. Listen to selected music and correctly discuss tempo and melody. 3. Gather information about the culture of the Baroque Era in Europe. 4. Compare/contrast roles of musicians and functions of music in the
Baroque Era and today. 5. Understand the compositional idea of a fugue. 6. Define musical terms relating to the Baroque Era. 7. Learn about the life and work of J.S. Bach and G.F. Handel. 8. Recognize genres, styles and specific works from the Baroque Era.
III. BACKGROUND KNOWLEDGE
A. For Teachers:
2004 Core Knowledge® National Conference, The Best of Baroque, Music (Grade 6) 2
1. The Enjoyment of Music. Machlis and Forney W.W. Norton & Co. 2. A History of Western Music. Grout. W.W. Norton & Co. 3. The New College Encyclopedia of Music. Westup and Harrison. W.W.
Norton & Co. B. For Students:
1. The orchestra and families of instruments. (grade 5, Core Knowledge Sequence)
2. Basic elements of music -i.e., rhythm, melody, timbre. (grade 5, Core Knowledge Sequence)
3. Terms for dynamics and their symbols. (grade 5, Core Knowledge Sequence)
4. Rounds and canons. (grade 5, Core Knowledge Sequence) 5. Frequently used Italian terms for tempo (grade 6, Core Knowledge
Sequence) IV. RESOURCES
A. Bach’s Fight For Freedom, Sony Classical Film and Video. c. 1995 Devine Productions Ltd. 53:00
B. Handel’s Last Chance, Sony Classical Film and Video. c. 1996 Devine Productions, Ltd. 51:00
C. Comeau, Gilles, & Covert, Rosemary. An Illustrated History of Music For Young Musicians, The Baroque Period. Ontario, Canada: Centre franco-ontarien de resources pedagogiques, 2000. 2-89442-882-0
D. Carratello, John & Carratello, Patty. Focus on Composers, Huntington Beach, CA: Teacher Created Materials, Inc., 1994. 1-55734-492-2
E. Ammons, Mark. Music A.D. 450-1995, Mark Twain Media, Inc., 1995. Printing No. CD-1890
F. The Best of Bach from the 6th Grade Core Knowledge CD collection G. Handel Greatest Hits from the 6th Grade Core Knowledge CD collection H. Westrup, J.A. & Harrison, F.Ll. The New College Encyclopedia of Music, New
York, NY: W.W. Norton & Company, Inc. 1976. 0-393-02191-2 I. Machlis, Joseph & Forney, Kristine. The Enjoyment of Music, New York, NY:
W.W. Norton & Company, Inc. 1999 0-393-97299-2 J. National Standards for Arts Education, Reston, VA: Music Educators
National Conference. 1994. 1-56545-036-1 K. In The Hall of The Mountain King, Edvard Grieg L. Canon in D, Johann Pachelbel M. Two-Part Inventions, J.S. Bach N. Fugue in C Minor, WTC. I, J.S. Bach O. Grout, Donald Jay. A History of Western Music, New York, NY: W.W. Norton &
Company, Inc. 0-393-95136-7
V. LESSONS Lesson One: The Best of Baroque, A Beginning A. Daily Objectives
1. Concept Objective(s) a. Gain an overview of the study of the Baroque Era and music. b. Become familiar with terms/skills needed for this study c. Self-assess understanding of terms/skills needed for this study.
2. Lesson Content
2004 Core Knowledge® National Conference, The Best of Baroque, Music (Grade 6) 3
a. Review as necessary from earlier grades: The orchestra and families of instruments, keyboard instruments
b. Understand the following notation and terms: symbols for quiet and loud
3. Skill Objective(s) a. Recognize and name instruments and their families b. Correctly define elements of music c. Correctly describe elements of music in aural examples. d. Demonstrate knowledge of Baroque Era composers.
B. Materials 1. Instrument Bingo, Cheryl Lavender (CD version would work better) 2. Appendix A - Elements of Music worksheet 3. Appendix B – Listening Sheet 4. Appendix E –Group Work Scoring Rubric 5. Toccata and Fugue in D Minor, J.S. Bach (The Best of Bach CD) 6. Appendix F – Self Assessment Sheet
C. Key Vocabulary 1. review of terms from previous year.
D. Procedures/Activities 1. When students first arrive, play the first 2-3 minutes of Toccata and
Fugue in D Minor, by J.S. Bach. Ask them to write down their reactions on a piece of paper.
2. Have students share their reactions. They usually say it reminds them of a scary movie.
3. Explain to them that it is not a ‘scary’ piece of music at all, but is a classical composition written by a very famous composer. Explain that they are going to learn about that composer and the time period in which he lived in the days to come. First, they have some work to do to be ready.
4. Place students in pre-determined groups, or by counting off, etc. Distribute instructions for centers. Center 1: Instrument Bingo – students play one round. Center 2: Matching of terms. Students have a sheet with terms and cards with definitions. They must find correct definitions and write them by the terms. Group 3: Listening. Have students listen to a Baroque selection and fill out a listening sheet.
5. Go over the group work scoring rubric. Explain that their ability to work in groups will be a part of their entire assessment for the unit, and that you will discuss that in detail next lesson. Have them work at the centers for 5 minutes each center. (If necessary, make two centers for each activity so all students are engaged right away, i.e., two matching of terms, two instrument bingo or two groups at instrument bingo, two listening/describing music, etc.)
E. Assessment/Evaluation 1. Give students the self-assessment sheet for homework. Tell them that
they also need to bring a two-pocket folder for all of the work they will do during this unit.
Lesson Two: How Do We Listen? A. Daily Objectives
1. Concept Objective(s)
2004 Core Knowledge® National Conference, The Best of Baroque, Music (Grade 6) 4
a. The learner will listen to, analyze and describe music by describing specific music events in a given aural example, using appropriate terminology. (National Standard 6a)
2. Lesson Content a. Recognize frequently used Italian terms (for tempo) b. Understand the following [dynamic] terms: pp, p, mp, ff, f, and
mf 3. Skill Objective(s)
a. Listen to selected music and correctly identify timbre and dynamics.
b. Listen to selected music and correctly discuss tempo and melody.
B. Materials 1. An example of Abstract art (borrowed from Art teacher) 2. Canon in D, Pachelbel 3. In the Hall of the Mountain King, Grieg 4. Appendix B – Listening Sheet (one copy as overhead, copies for
students) 5. Appendix C – Listening Sheet scoring rubric 6. Appendix D – Listening Sheet Tempo Terms to Know. 7. Appendix I – The Best of Baroque, An Overview
C. Key Vocabulary 1. Review of terms from previous year/study for tempo, dynamics and
families of instruments, p.146 D. Procedures/Activities
1. Collect the students’ self-assessments. Ask if anyone would like to share any of their thoughts from their assessment.
2. Distribute the Unit Overview Sheet, and explain to them what they will be studying and how they will be demonstrating their understanding. Point out that listening and describing what they hear will be a significant portion of their assessment. Explain that you’re going to spend time today helping them to listen and describe the music they hear.
3. Have s