Garfield Public Schools 34 Outwater Lane, Garfield, NJ ... October 2014/Music... · Garfield Public...

Garfield Public Schools

34 Outwater Lane, Garfield, NJ

Elementary Music Curriculum

Deborah Lester

Holly Anzaldi-Goldstein

Rita Linkute-Apaza

Michelle Sherbert

Pamela Pedersen

Administration:

Mr. Nicholas Perrapato - Superintendent of Schools

Alexandra Bellenger - Curriculum Supervisor

Sharon Clarizio - Supervisor/Facilitator

Gail Pivirotto - Supervisor/Facilitator

Joyce Yuppa - Supervisor/Facilitator

Board Resolution Date: 8-26-13 Res. # 08-126-13

Curriculum Map Kindergarten Music

Trimester 1

Topic Unit Description Number of Weeks

Rhythm Steady Beat Move to beat Play on beat Tempo

4

Melody; Tone Color Singing Skills

Using our Voice Singing/Not singing Vocal production Tone color Dynamics

4

History of Arts/culture

Multicultural traditions

Sing multicultural songs

4

Trimester 2

Melody High/Low Pitch Hearing/singing/playing Moving to melodic movement

5

Form Same/Different Phrases, moving to music, playing instruments

4

Expressive Quality Style, Tempo, Dynamics

Instrument sounds Sing multicultural songs

3

Trimester 3

Rhythm, Melody Patterns Long/Short Sounds, Melodic Movement

4

Harmony Texture Accompaniment/No accompaniment;

3

Tone Color Instrument/Vocal sounds

Instrument sounds Vocal production

5

Curriculum Map 1st Grade Music

Trimester 1

Rhythm Beat Beat/No Beat; Strong/Weak Beat

5

Vocal Sounds Tone Quality Singing/Not singing Vocal production Pitch matching

2

Expressive Quality Mood, Tempo, Dynamics

Use of voice, instruments Multicultural songs

5

Trimester 2

Rhythm Patterns; Long/Short sounds Reading quarter notes, rests; eighth notes

6

Harmony Texture Accompaniment/No accompaniment; rounds/ostinato

3

Form AB, ABA, Verse/Refrain

Phrases, Same/Different

3

Trimester 3

Instruments Instrumental Families Physical Characteristics; How they are played; How they sound

4

Melody Melodic Movement Hearing and reading melodic movement

5

Expressive Qualities Style Use of vocal color, dynamics, tempo

3

Curriculum Map 2nd Grade Music

Trimester 1

Topic Unit Description Number of Weeks

Rhythm Meter/ rhythm patterns

Strong & weak beats Even and uneven rhythm

patterns

4

Melody Singing Skills

Using our Voice Phrases Dynamics Tempo Ostinatos

4

History of Arts/culture

Multicultural traditions

Sing multicultural songs 4

Trimester 2

Melody Phrasing Phrase endings; Repeated phrases

Rounds

4

Form Same/Different AB, ABA form Introduction\ coda; Repetition\contrast:

5

Expressive Quality Style, Tempo, Dynamics

Instrument sounds Sing multicultural songs

3

Trimester 3

Rhythm, Melody Patterns Step/ Leap, and Repeat Notation Meter in 2 and 3 Melodic Rhythm

4

Harmony Texture Chords: Chord changes Texture: Two or more pitches sounding simultaneously Harmony \no harmony

3

Tone Color Instrument/Vocal sounds

Melody\no melody instruments; String sounds; Individual instruments

Vocal production

5

Garfield Elementary School Aligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST

CENTURY GLOBAL SKILLS

Unit Overview Content Area: MUSIC

Unit Title: Performance

Target Course/Grade Level: Music/K-2

Duration: September to June

Description 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.

Concepts & Understandings Concepts: Rhythm Beat: Beat/ No beat; Silent beat(rest) Meter: Strong & weak beats in 2 and 3; Meter in 2 and 3 Duration: Longer and shorter ; Notation Rhythm Patterns: Repeated Patterns rhythm patterns in songs, charts, movement, ostinatos; even and uneven rhythm patterns Melody Pitch: Higher and Lower Melodic contour: Upward\ Downward; Melodic contour Step/ Leap, and Repeat (Intervals): movement by leaps and repeats Melodic Pattern: Melodic patterns: same, different; Melodic rhythm, ostinato Phrases: Phrase endings; Repeated phrases Harmony Chords: Chord changes Texture: Two or more pitches sounding simultaneously; Accompaniment\ no accompaniment; Harmony \no harmony; ostinato Tone Color Environment: Nature; Machine; Found Vocal Sounds: Various tone qualities produced by individuals (male, female, child ) and groups Instrumental sounds: Melody\no melody instruments; String sounds; Individual instruments: Form: Introduction\ coda; Repetition\contrast: AB,ABA; Solo\chorus; Phrase: long\ short Expressive Qualities Style: Music from a variety and cultures; Style differences determined by tempo, rhythm, melody, tone color Dynamics: Loud\soft; Louder\softer Tempo: Fast\slow; Faster\slower

Understandings 1.3.2.B.1 The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.2.B.3 Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments. 1.3.2.B.4 Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing. 1.3.2.B.5 Improvisation is a foundational skill for music composition. 1.3.2.B.6 Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts. 1.3.2.B.7 Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing.




Unit Overview Content Area: Music

Unit Title: The Creative Process

Target Course/Grade Level: K-2

Duration: September- June

Description: 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.

Concepts & Understandings

Concepts: Rhythm Beat: Beat/ No beat; Silent beat(rest) Meter: Strong & weak beats in 2 and 3; Meter in 2 and 3 Duration: Longer and shorter ; Notation Rhythm Patterns: Repeated Patterns rhythm patterns in songs, charts, movement, ostinatos; even and uneven rhythm patterns Melody Pitch: Higher and Lower Melodic contour: Upward\ Downward; Melodic contour Step/ Leap, and Repeat (Intervals): movement by leaps and repeats Melodic Pattern: Melodic patterns: same, different; Melodic rhythm, ostinato Phrases: Phrase endings; Repeated phrases Harmony Texture: Two or more pitches sounding simultaneously; Accompaniment\accompaniment; Harmony \no harmony; ostinato Tone Color

Understandings: 1.1.2.B.1 Ear training and listening skill are prerequisites for musical literacy.

1.1.2.B.2 The elements of music are foundational to basic music Literacy. 1.1.2.B.3 Music is often defined as organized sound that is dependent on Predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. 1.1.2.B.4 Musical instruments have unique qualities of tonality and Resonance. Conventional instruments are divided into musical families according to shared properties




Environment: Nature; Machine Vocal Sounds: Various tone qualities produced by individuals (male, female, child ) and groups Instrumental sounds: Melody\no melody instruments; Individual instruments Form: Introduction\ coda; Repetition\contrast: AB, ABA; Solo\chorus; Phrase: long\ short Expressive Qualities Style: Music from a variety and cultures; Style differences determined by tempo, rhythm, melody, tone color Dynamics: Loud\soft; Louder\softer Tempo: Fast\slow; Faster\slower

Learning Targets

CPI Codes 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 eighth notes and 1.1.2.B.4

Categorize families of instruments and identify their associated musical properties.

Math. K.C.C.2; Math.1.G.1, Math.2.G.1, Literacy.SL.1.1




21

st Century Themes and Skills

21st Century Themes: Understanding other nations and cultures, including the use of non-English languages using 21

st century skills to

understand and address global issues Skills:

Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts Develop, implement and communicate new ideas to others effective Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Identify and ask significant questions that clarify various points of view and lead to better solutions Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of

forms and contexts Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their

impact Communicate effectively in diverse environments (including multi-lingual) Demonstrate ability to work effectively and respectfully with diverse teams

Guiding Questions

Essential Question(s): How can we explore and identify the elements of music?

Unit Results

Students will ...

1.1.2. B.1 -1.1.2.B.2.

Each student will: Sing alone and with others with rhythmic and tonal accuracy.

Sing accompanied and unaccompanied with rhythmic and tonal accuracy.




Develop and expressively perform a varied personal repertoire of songs.

Explore and experience age and skill level appropriate melodic and rhythmic patterns.

Sing in a variety of rhythm structures.

Demonstrate healthy singing techniques, including singing posture, breathe support, head tone, unified vowels, and articulated consonants.

Vocalize tonal home tone, echo and perform melodic patterns (major and minor scales)

Explore vocal and mouth sounds.

Expand vocal range as possible, develop head voices with purity of sound

Sing songs from diverse cultures.

Sing with sensitivity to blend – choral sound, ensemble.

1.1.2. B.3.

Each student will: Use icons and traditional notation.

Read and write musical symbols and terms.

Read and notate rhythmic/ melodic patterns and accompaniments at student’s reading level 1.1.2. B.4.

Melody\no melody instruments

Identify instruments according to their shared properties

Each student will: Play alone and with others.

Play accompanied and unaccompanied (percussion instruments)

Develop and expressively perform a varied personal repertoire of songs.

Explore and experience age and skill level -appropriate melodic and rhythmic patterns.

Play a variety of instruments

Demonstrate ability to perform multiple and melodic rhythm patterns in contrasting meter’s while maintaining a steady pulse.

Echo and perform rhythm patterns that include:

Play songs from diverse cultures.

Perform accompaniment




Assessments:

Observation;

Observation using observation checklists;

Peer Assessment

Quiz

Performance/Observation

Observation/Peer Critique

Rating Sheet

Circling the picture

Suggested Activities

The following activities can be incorporated into the daily lessons:

Sing songs representing genres and styles from diverse cultures;

Memorize a repertoire of songs;

Sing melodic patterns in echo and call-and –response forms;

Perform speech peaces in canon;

Sing simple drones and melodic obstinate;

Sing songs using dynamics;

Explore timbre possibilities using body percussion and no pitch instruments;

Use instruments as “sound effect” for stories, poems, and dramatizations

Explore techniques for playing percussion instruments;

Play steady beat and strong beat using percussion instruments;

Play instruments in group;

Read Long/Short icons;

Play songs from diverse cultures;

Perform accompaniments;

Materials: Smart Board, computers, music instruments (Rhythm sticks, bells, drums, Boom whackers, Shakers tambourines) , music sheets, I-Pad, Books; Keyboard,




All activities are incorporated, including DI.

- Singing alone or with other; - Singing different part of the song ( verses or just refrain) - Adjust the tempo of the song to match their beat. - Choose other pitched instruments that allow children to participate in accompanying the song. - Have children to work with partners to invent their own pattern - Sing, clap or play accompaniment that includes other instruments (percussion) - Each student will get a different instruments (instruments with pitch and percussion instruments) - Imitate how you keep the beat using body parts and instruments - Clap the steady beat as they listen - Walk to the steady beat - Playing instruments alone or with others; playing different patterns( long-short) using different notes or rhythm; - Reading different patterns;

G/T: Longer answers/responses to questions; more questions; longer written responses;

Pictures (visual aids) to assist with concepts such as pitch (high/low), dynamics (loud/soft), tempo (turtle/rabbit) Assist students with movement to sense musical characteristics.

Music books: Selected children’s literature; Word Wall Kit by Veronica Harper Be a Recorder Star by Ed Sueta The Music Connection by Silver Burdett Ginn Instrument Zoo by Sally Albrecht, Charles Grace, and Mitch Wyatt; Back to the Boom whackers BLB Studios 101 ideas for the Music Classroom by Michael and Jill Gallina The Thumb in the Night by Sharon Burch Ready to Read Music by Jay Althouse 60 Music Quizzes by Jay Althouse Let’s Learn Music by Hayes The Flying Jazz Kitten by S. Burch Ready –to –use Music Activities Kit by Audrey L. Adair The Big Book of Music Games by Debra Olson Pressall and Lorilee Malecha




First Songs Hickory, Dickory Dock and other favorite nursery rhymes by Sanja Rescek Carnival of the Animals by Saint- Saens Music Puzzlers Makes Learning about Music more Enjoyable by Jerold Kellman

Music Instruments: Recorder, Percussion instruments ( Rhythm sticks, bells, drums, Boom whackers, Shakers Tambourines) Keyboard, and Piano;

Websites: Brain Pop; Ricky Adams Music Theory; You tube; classics for kids, NY Philharmonic, Dallas Symphony Orchestra, Classics for Kids, Music K-8




–––





Unit Title: History of the Arts and Culture


Duration:

Description All students will understand the role, development, and influence of the arts throughout history and across cultures.

Concepts & Understandings Concepts Meter

Rhythm Patterns: Even/uneven

Melody Melodic contour

Harmony Accompaniment Ostinato Harmony/no harmony

Vocal Sounds Various tone qualities and styles used in different cultures and time periods

Instrumental Sounds Various instruments used in different cultures and time periods Form Repetition/Contrast AB, ABA Verse/Refrain Solo/Chorus

Dynamics Loud/Soft Louder/Softer

Tempo Fast/Slow

Understandings 1.2.2.A.1

Identify characteristic theme-based works of music such as works based on themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 The function and purpose of art-making across cultures is a reflection of societal values and beliefs.




Faster/Slower Expressive Qualities Style differences determined by tempo, rhythm, melody and tone color

Learning Targets CPI Codes

1.2.2.A.1 Identify characteristic theme-based works of music such as works based on the themes of family and community, from various historical periods and world cultures.

CCSS: Writing: Writing to compose an opinion; Recall information and answer a question

1.2.2.A.2 The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

CCSS: Writing: Writing to compose an opinion; Recall information and answer a question

21st Century Themes and Skills Themes: Using 21st century skills to understand and address global issues; Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogues in personal, work and community contexts Understanding other nations and cultures, including the use of non-English languages. Skills: Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Analyze and evaluate major alternative points of view Interpret information and draw conclusions based on the best analysis




What role has music played in world culture in the present day and throughout history?

Unit Results Students will ...

Sing songs from diverse cultures. Create stylized dance movements that reflect specific musical examples and cultural styles Play songs from diverse cultures. Respond to musical stimuli through a variety of ways. Discern similarities and differences among musical styles, genres, historical periods and interpretations Analyze and compare the musical characteristics, styles, and interpretations of aural examples Assessments

District created singing rubric assessments

Visual observation of performance

Listening guides

Reflection paragraphs DI:

Pictures on listening guides (Spec Ed and ELL)

Writing assessments: 3 or 4 sentences instead of paragraph (Spec Ed); Circle pictures instead of writing (ELL)

Suggested Activities The following activities can be incorporated into the daily lessons:

Hispanic Awareness Month: songs from Latin America – listening for instruments, language, subjects related to cultural traditions, unique beat patterns (Ex. El Barquito, Bate Bate

Chinese New Year: Listen to and perform Lion Dance

Holiday songs: Learn about cultural tradition and musical style for Los Posados, Hanukkah, Kwanzaa, Christmas

Compare/Contrast music about weather (Ex. Vivaldi, Debussy, contemporary songs about snow) DI:

Provide simpler (Spec Ed)/challenging (GT) accompaniments for rhythm instruments

One on one assistance with instrument playing and movement (Spec. Ed)

Use written and visual (pictures) information (Ex. listening maps with vocabulary and descriptive pictures for Spec Ed and ELL)

Provide additional guidance (Spec Ed) or demonstration (ELL) for creation of physical movements




Materials:

Music Connection lessons and CDs

Music K-8

Family Pictures by Carmen Garza

You Tube

Websites: sfskids, nyphilkids, Brainpop, Classics for Kids

Internet for information and visuals




Unit Overview Content Area: MUSIC

Unit Title: Performance

Target Course/Grade Level: Music/K-2

Duration: September to June

Description 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.

Concepts & Understandings Concepts: Rhythm Beat: Beat/ No beat; Silent beat(rest) Meter: Strong & weak beats in 2 and 3; Meter in 2 and 3 Duration: Longer and shorter ; Notation Rhythm Patterns: Repeated Patterns rhythm patterns in songs, charts, movement, ostinatos; even and uneven rhythm patterns Melody Pitch: Higher and Lower Melodic contour: Upward\ Downward; Melodic contour Step/ Leap, and Repeat (Intervals): movement by leaps and repeats Melodic Pattern: Melodic patterns: same, different; Melodic rhythm, ostinato Phrases: Phrase endings; Repeated phrases Harmony Chords: Chord changes Texture: Two or more pitches sounding simultaneously; Accompaniment\ no accompaniment; Harmony \no harmony; ostinato Tone Color Environment: Nature; Machine; Found Vocal Sounds: Various tone qualities produced by individuals (male, female, child ) and groups Instrumental sounds: Melody\no melody instruments; String sounds; Individual instruments: Form: Introduction\ coda; Repetition\contrast: AB,ABA; Solo\chorus; Phrase: long\ short Expressive Qualities Style: Music from a variety and cultures; Style differences determined by tempo, rhythm, melody, tone color Dynamics: Loud\soft; Louder\softer Tempo: Fast\slow; Faster\slower

Understandings 1.3.2.B.1 The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.2.B.3 Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments. 1.3.2.B.4 Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing. 1.3.2.B.5 Improvisation is a foundational skill for music composition. 1.3.2.B.6 Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts. 1.3.2.B.7 Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing.




Learning Targets CPI Codes

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. Math. K.C.C.2, Literacy. SL.K.1

1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Literacy.SL.2.1

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. Literacy. SL.K.1

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. Math. K.C.C.2

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. Math.1.G.1, Math.2.G.1

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. Literacy.SL.1.1

21st Century Themes and Skills THEMES

Using 21st century skills to understand and address global issues.

Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems.

SKILLS

Create new and worthwhile ideas (both incremental and radical concepts)

Develop, implement and communicate new ideas to others effectively

Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work \

Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas

View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes

Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact

Demonstrate ability to work effectively and respectfully with diverse teams

Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

Guiding Questions




How does music develop imagination and creativity and help students to develop the full range of their abilities?

How does participation in music develop self-discipline and focus and develop the capacity to refine work and aspire to high quality standards?

Unit Results Students will ...

1.3.2.B.1 Sing alone and with others with rhythmic and tonal accuracy. Sing accompanied and unaccompanied with rhythmic and tonal accuracy. Play alone and with others. Play accompanied and unaccompanied. Play a variety of instruments. Progress from personal tempo to external tempo. 1.3.2.B.2 Develop and expressively perform a varied personal repertoire of songs. Expand vocal range, develop head voices with purity of sound. Demonstrate healthy singing techniques, including singing, posture, breath support, head tone, unified vowels, and articulated consonants. Sing with sensitivity to blend- choral sound, ensemble. Perform and create movements to express musical ideas 1.3.2.B.3 Play alone and with others. Play accompanied or unaccompanied. Explore age appropriate melodic and rhythmic patterns. Demonstrate ability to perform multiple and melodic rhythmic patterns in contrasting meters while maintaining a steady pulse. 1.3.2.B.4 Demonstrate healthy singing techniques, including singing, posture, breath support, head tone, unified vowels, and articulated consonants. Recognize triads and vocalize tonal home tone, echo and perform melodic patterns (major and minor scales). Sing: Ostinatos, two part rounds, canons (demonstrating balance between parts). Perform and create movements to express musical ideas. Develop and expressively perform a varied personal repertoire of songs. Accompany part singing with a variety of instruments. 1.3.2.B.5 Create and perform purposeful response to accompany musical stimuli. Respond musically in context. Improvise in response to a musical prompt. 1.3.2.B.6 Sing in a variety of rhythmic structures. Move to show meter and form.




Echo and perform rhythm patterns. Read and identify rhythmic and melodic accompaniments at student reading level. 1.3.2.B.7 Sing with sensitivity to blend- choral sound, ensemble. Recognize the cues of the conductor. Demonstrate an understanding of conducting patterns. Assessments: Grading percentages; Singing rubrics; Custom Scoring (Kindergarten, ELL); Rating Sheet; Observations

Suggested Activities The following activities can be incorporated into the daily lessons:

Singing: Singing alone or with others; in harmony; blending Playing: Melodic or rhythmic patterns; playing high vs. low sounds; playing fast vs. slow; playing loud

vs. soft Responding to music with physical movement expressively(e.g, sunshine arms, hopping like rabbits,

dancing like leaves, moving like snowflakes) Kindergarten: Responding to music through movement. 1st Grade: Playing instruments to show dynamics (loud or soft). 2nd Grade: Sing ostinatos to create harmony. Differentiated learning techniques: (Included for DI, ELL, Special Ed Inclusion, G/T) Singing: More group singing, modeling tones before having them sing G/T: Giving more complex singing patterns and asking questions about the patterns Pictures (visual aids) to assist with concepts such as pitch (high/low), dynamics (loud/soft), tempo (Fast/Slow) Playing: Simplify rhythmic or melodic patterns, assist with playing, model how to play the instrument G/T: Give more complex rhythmic or melodic patterns to play; have them sight read patterns Assist students with movement to sense musical characteristics.

Suggested Materials: Selected children’s literature Selected sheet music for programs (varies by school) Peter and the Wolf The Music Connection by Silver Burdett Ginn Hickory, Dickory Dock and other favorite nursery rhymes by Sanja Rescek Carnival of the Animals by Saint- Saens Danse Macabre by Saint-Saens Music K-8 Various Recorded music; Musical instruments: keyboard, and four families of orchestral instruments;




Websites: Brain Pop; Ricki Adams Music Theory; You tube; classics for kids, NY Philharmonic, Dallas Symphony Orchestra, Classics for Kids, Music K-8





Unit Title: Critique Methodologies


Duration: September-June

Description: 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.

Concepts & Understandings

Concepts Vocal

Singing independently and in groups; pitch matching Pitch/Rhythm/Rhythmic and Melodic Patterns: Call and response; echoing; rhythmic accompaniments

Movement High and low; Steady Beat/Simple Notation (Quarter notes, Eighth notes, Quarter rests, Half notes, Whole notes): Movement to examples of tempo change Sounds/Dynamics: Aural and visual identification using classroom instruments; AABA, ABA, Verse and refrain Form

Understandings 1.4.2.B.1

Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.2 Constructive criticism is an important evaluative tool

that enables artists to communicate more effectively. 1.4.2.B.3

Contextual clues are embedded in works of art and provide insight into artistic intent.




Learning Targets

CPI Codes

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.

SL.K.3,4,5,6 ; SL.1.3,4,5,6;SL.2.3,4,5,6 ;

21st

Century Themes and Skills

Use a wide range of idea creation techniques

Analyze and evaluate major alternative points of view

Incorporate group input and feedback into work

Reflect critically on learning experiences and processes

Guiding Questions

How can we demonstrate and apply arts philosophies, judgment and analysis to works of music?

Unit Results

Students will ... 1.4.2.B.1: Apply critical and creative thinking when expressing feelings about musical examples; Create and apply criteria to evaluate music he or she performs or hears

1.4.2.B.2: Constructive criticism is an important evaluative tool that enables artists to communicate more effectively 1.4.2.B.3: Contextual clues are embedded in works of art and provide insight into artistic intent




Assessments: Circling the pictures; Rating Sheet; Observation;

Post performance: Critique original performance (i.e., critique your favorite performance)

Suggested Activities

The following activities can be incorporated into the daily lessons:

Listening: Compare and contrast two listening examples, using elements of music and personal preference;

Form: AB, Verse/Refrain

Responding to music with physical movement ( e.g sunshine arms, hopping like rabbits, dancing like leaves, moving like snowflakes)

Materials: All activities are incorporated, including DI. DI: Listening: Read questions to students. G/T: Longer answers/responses to questions; more questions; longer written responses; Pictures (visual aids) to assist with concepts such as pitch (high/low), dynamics (loud/soft), tempo (turtle/rabbit) Assist students with movement to sense musical characteristics.

Music books:




Selected children’s literature

Peter and the Wolf

The Music Connection by Silver Burdett Ginn

Instrument Zoo by Sally Albreht, Charles Grace, and Mitch Wyatt;

Lives of the Musicians by Kathleen Krull

Back to the Boomwhackers BLB Studios

We are going to the Lion Hunt by David Axtell

The Thump in the Night by Sharon Burch

First Songs

Hickory, Dickory Dock and other favorite nursery rhymes by Sanja Rescek

Carnival of the Animals by Saint- Saens

Music K-8

Recorded music;

Musical instruments: keyboard, and four families of orchestral instruments;

Websites: Brain Pop; Ricki Adams Music Theory; You tube; classics for kids, NY

Philharmonic, Dallas Symphony Orchestra, Classics for Kids, Music K-8

Garfield Public Schools 34 Outwater Lane, Garfield, NJ ... October 2014/Music... · Garfield Public...

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