kenilworth public schools

Kenilworth Public Schools Curriculum Guide

Content Area Performing Arts –

General Music

Grades Kindergarten - Sixth

Written November 2012

BOE Approved December 10, 2012



General Music

Grade Kindergarten



Kenilworth Public Schools

Unit 1-

High and Low Unit 2-

Voice Choice Loud and Soft

Unit 3- Fast/Slow

Unit 4- Long/Short

Unit 5- Melodic Contour

Unit 6- Mood and Musical

Storytelling

Weeks 1-8

Weeks 9-16 Weeks 17-22 Weeks 23-26 Weeks 27-31 Weeks 32-38

Unit Description: Students will sing, move, and listen to music while exploring concepts of high/low and upward/downward melodic direction.

Unit Description: Students will explore the concept of loud and soft and find different ways to use their voices: whisper, talk, sing, and shout.

Unit Description: Students will explore the concept of fast and slow steady beat through movement and song.

Unit Description: Students will explore the concept of long and short through songs and movement.

Unit Description: Students will explore the melodic contour of songs.

Unit Description: Students will explore how music can be used to convey a mood and tell a story.

Unit Targets:

• Sing, alone and with others, a varied repertoire of music.

• Listen and respond to music of diverse cultures and styles.

• Explore high/low pitch and upward/downward melodic direction.

Unit Targets:

• Recognize and create different vocal timbres and textures.

• Distinguish between sound/silence, loud/soft dynamics.

• Create movements and dramatizations for songs/poems.

• Reinforce concepts from previous unit.

Unit Targets:

• Sing and move to songs with fast/slow tempi.

• Distinguish between fast and slow.

• Recognize steady beat

• Reinforce concepts from previous units.

Unit Targets:

• Distinguish between longer/shorter sounds.

• Follow iconic music notation representing long and short sounds.


Unit Targets:

• Distinguish between upward and downward melodic direction in songs.


Unit Targets: • Respond to music and

articulate how music can communicate mood and emotion.

• Improvise patterns, using sound and movement.


General Music- Kindergarten Scope and Sequence

Unit title: High and Low Unit summary: Students will sing, move, and listen to music while exploring concepts of high/low and upward/downward melodic direction. Primary interdisciplinary connections: Language Arts 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.7, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 High and low pitch 2 Upward and downward melodic direction Big Idea: To understand the building blocks of a melody, we must first understand the difference between high and low pitch. Unit Essential Questions: • How does the shape of the music change?

Is it high or low? Does it move up or down?

Unit Enduring Understandings: Music is made up of a combination of high and low sounds that move up and down to create a melody.

Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music. • Listen and respond to music of diverse cultures and styles. • Explore high/low pitch and upward/downward melodic direction.

Evidence of Learning Summative Assessment: N/A Formative Assessments: • Teacher Observation of:

o In-class activities o Assessment Games o Songs

General Music- Kindergarten Unit One

Lesson Plans Activities Timeframe

• Seasons • Hi-Dee-Roon • Ikhanda Maslombe • Three Little Pigs Jive • Sol/Mi Pitch-matching solo game • SQUILT

8 Weeks

Teacher Resources Teacher Note • Stereo and Keyboard/Piano • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs

The teacher is constantly assessing each student’s progress through the use of games, songs, and activities

used in class.

Unit title: Voice Choice – Loud and Soft Unit summary: Students will explore the concept of loud and soft and find different ways to use their voices: whisper, talk, sing, and shout. Primary interdisciplinary connections: Language Arts 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.7, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.3 Content Statements: 1 Different Voices 2 Sing, Speak, Whisper, Shout 3 Loud/Soft Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: • How can you use your voice and body to

make sounds and music?

Unit Enduring Understandings: There are many ways we can use our voices and bodies to make sounds and music. We can sing, speak, shout, whisper, pat, tap, clap, snap, to name a few.

Unit Learning Targets Students will… • Recognize and create different vocal timbres and textures. • Distinguish between sound/silence, loud/soft dynamics • Create movements and dramatizations for songs/poems.

Evidence of Learning

Summative Assessment: N/A Formative Assessments:

General Music- Kindergarten Unit Two

• Teacher Observation of:



• Voice Choice • I’m A Very Fine Turkey • Grizzly Bear • 5 Little Snowmen • SQUILT

8 Weeks



used in class.

Unit title: Fast and Slow Unit summary: Students will explore the concept of fast and slow steady beat through movement and song. Primary interdisciplinary connections: Language Arts 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Categorizing Sounds 2 Distinguish between Fast/Slow Big Idea: Music is made interesting through the use of contrast. Unit Essential Questions: • Is the steady beat of the music fast or

slow?

Unit Enduring Understandings: The tempo of the music contributes to its mood.

Unit Learning Targets Students will… • Sing and move to songs with fast/slow tempi. • Distinguish between fast and slow. • Recognize steady beat.


o In-class activities o Instrument playing o Assessment Games o Songs

General Music- Kindergarten Unit Three


• Johnny Mister Brown • Goldilocks and the Three Bears • Flight of the Bumblebee • Busy Buzzy Busy Bee • Fast/Slow Express • SQUILT

6 Weeks



used in class.

Unit title: Long/Short Unit summary: Students will explore the concept of long and short through songs and movement. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes:

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 Steady Beat 2 Long/Short 3 Reading iconic rhythmic notation Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: • How is sound organized to make music?

Unit Enduring Understandings: Music is organized into patterns that create order and clarity.

Unit Learning Targets Students will… • Distinguish between longer/shorter sounds. • Follow iconic music notation representing long and short sounds.


Summative Assessment: N/A Formative Assessments: • Teacher Observation of:


General Music- Kindergarten Unit Four


• Spider With A Beat • Little Spider • Polly Wee • Hungry Dog

4 Weeks



used in class.

Unit title: Melodic Contour Unit summary: Students will explore the melodic contour of songs. Primary interdisciplinary connections: Language Arts 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 Same/Different 2 Upward and downward melodic direction Big Idea: Being able to specifically listen for the shape of a melody will help us to become active listeners and performers. Unit Essential Questions: • What is it that shapes the music?

Unit Enduring Understandings: The twists and turns within the melody of a song are what give a song its uniqueness.

Unit Learning Targets Students will… • Distinguish between upward and downward melodic direction in songs. • Explore high/low pitch.



o In-class activities o Discussion o Assessment Games o Songs

General Music- Kindergarten Unit Five


• The Hungry Dog • Waltz from Leonard Bernstein’s Dance Suite. • Silverly (poem) • Nanny Goat • Storm Dance

5 Weeks



used in class.

Unit title: Mood and Musical Storytelling Unit summary: Students will explore how music can be used to convey a mood and tell a story. Primary interdisciplinary connections: Language Arts 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Listening and responding 2 Instrumental timbres 3 Mood in music Big Idea: Music can be used to convey an emotion or to tell a specific story. Unit Essential Questions: • How can we create a mood and tell a story

through music?

Unit Enduring Understandings: There are many ways to tell a story through music. We can use musical contrast and a variety of timbres to create a mood and help paint a musical picture.

Unit Learning Targets Students will… • Respond to music and articulate how music can communicate mood and emotion. • Improvise patterns, using sound and movement.



General Music- Kindergarten Unit Six


• Piano Moods • I Am A Promise • Bird Calls/Bird Songs • Five Little Chickadees • The Farmer in the Dell • Count and Move

7 Weeks



used in class.



General Music

Grade First




Unit 1-

Sounds I Make Unit 2-

Halloween Contrasts Unit 3-

Holiday Notes Unit 4-

Peter and the Wolf Unit 5-

Reading Rhythms Unit 6-

Spring Concert

Weeks 1-4


Unit Description: Students will explore the various ways in which they can use their voices: whisper, talk, sing, shout.

Unit Description: Students will explore contrasts such as high/low, long/short, fast/slow in the context of Halloween songs.

Unit Description: Students will explore same/different phrases, upward/downward melodic direction, and notation for one beat through seasonal music.

Unit Description: Students will explore instrumental timbres and programmatic music through the study of Prokofiev’s Peter and The Wolf.

Unit Description: Students will explore musical notation for quarter notes, eighth notes, and quarter rests.

Unit Description: Students will apply concepts learned throughout the year to the preparation of music for the Spring Concert.

Unit Targets:

• Demonstrate a variety of vocal timbres and textures.

• Recognize and perform loud/soft dynamics.


• Improvise rhythmic, patterns and use as accompaniments to a speech piece.

Unit Targets:

• Differentiate between high/low pitches.

• Distinguish between long/short sounds.

• Distinguish between fast/slow tempi.

• Practice locomotor and nonlocomotor movements, and develop alternating patterns within that repertoire.


Unit Targets:

• Identify same/different phrases and sections within a song.

• Differentiate between upward and downward melodic direction.

• Become familiar with notation for one sound per beat.


Unit Targets:

• Listen and respond to expressive qualities in music of diverse cultures and styles.

• Identify a variety of instrumental timbres.

• Create movements and dramatizations for a musical story.


Unit Targets:

• Demonstrate steady beat/silent beat/no beat.

• Read and play musical notation for one sound per beat, two sounds per beat, and no sound per beat.

• Improvise patterns to accompany a song.


Unit Targets: • Incorporate concepts

previously taught into the preparation of a performance for parents and students.

• Sing a varied repertoire of music in public performance.

• Perform alternating patterns of nonlocomotor movements to accompany songs.

General Music- Grade 1 Scope and Sequence

Unit title: Sounds I Make Unit summary: Students will explore the various ways in which they can use their voices: whisper, talk, sing, and shout. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.3 Content Statements: 1 Different Voices 2 Sing, Speak, Whisper, Shout Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: • How can you use your voice to make

sounds and music?

Unit Enduring Understandings: There are many ways we can use our voices and bodies to make sounds and music. We can sing, speak, shout, whisper, pat, tap, clap, snap, to name a few.

Unit Learning Targets Students will… • Demonstrate a variety of vocal timbres and textures. • Recognize and perform loud/soft dynamics. • Sing, alone and with others, a varied repertoire of music. • Improvise rhythmic, patterns and use as accompaniments to a speech piece.

Evidence of Learning Summative Assessment: N/A Formative Assessments:

General Music- Grade 1 Unit One




• Hello Everybody • Clap Your Hands • Peanut, Peanut Butter…Jelly • ABCs • Laughing Time • Haydn’s Surprise Symphony

4 Weeks

Teacher Resources Teacher Note • Stereo and Keyboard/Piano • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Music and You Book and CDs


used in class.

Unit title: Halloween Contrasts Unit summary: Students will explore contrasts such as high/low, long/short, fast/slow in the context of Autumn and Halloween songs. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.3 Content Statements: 1 Categorizing Sounds 2 Contrast in music: High/Low, Long/Short, Fast/Slow Big Idea: Music is made interesting through the use of contrast. Unit Essential Questions: • Why is contrast in music so important?

Unit Enduring Understandings: Contrasts provide music with the variety that allows for emotional expression.

Unit Learning Targets Students will… • Identify same/different phrases and sections within a song. • Distinguish between long/short sounds. • Distinguish between fast/slow tempi. • Practice locomotor and nonlocomotor movements, and develop alternating patterns within that

repertoire.



General Music- Grade 1 Unit Two


• Mr. Brown and Mr. Black • High and Low Dance • Halloween • Town Hall Halloween Ball • Jack o’ Lantern • Spooky Loo • Scary Sounds with instruments

4 Weeks



used in class.

Unit title: Holiday Notes Unit summary: Students will explore same/different phrases, upward/downward melodic direction, and notation for one beat through seasonal music. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21st Century Themes: Global Awareness, Civic Literacy

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.4, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Same/Different 2 Upward and downward melodic direction 3 Associating notes with beats in the music Big Idea: Children are intuitive listeners. Being able to specifically listen for the shape of a melody will help us to become active listeners and performers. Unit Essential Questions: • What is it that shapes the music?

Unit Enduring Understandings: The twists and turns within the melody of a song are what give a song its uniqueness.

Unit Learning Targets Students will… • Identify same/different phrases and sections within a song. • Differentiate between upward and downward melodic direction. • Become familiar with notation for one sound per beat.




General Music- Grade 1 Unit Three


• Harvest Song • The Turkey Ran Away • Leaves • Burn Little Candles/We Are Little Candles • Chinese Dance from The Nutcracker • Snowflake

8 Weeks



used in class.

Unit title: Peter and the Wolf Unit summary: Students will explore instrumental timbres and programmatic music through the study of Prokofiev’s Peter and The Wolf. Primary interdisciplinary connections: Language Arts, Social Studies 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.4, 1.4.2.A.1, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Listening and responding 2 Instrumental timbres 3 Dramatizing Big Idea: Music can be used to convey an emotion or to tell a specific story. Unit Essential Questions: • How does a composer tell a story through

music?

Unit Enduring Understandings: There are many ways to tell a story through music. Composers oftentimes create themes for different instruments to depict the various characters in their stories.

Unit Learning Targets Students will… • Listen and respond to expressive qualities in music of diverse cultures and styles. • Identify a variety of instrumental timbres. • Create movements and dramatizations for a musical story.

Evidence of Learning Summative Assessment: Instrument Matching Assignment Formative Assessments:

General Music- Grade 1 Unit Four




• Introduction of Peter and the Wolf themes • Introduction to the instruments of the orchestra • Read Peter and The Wolf adapted by Janet Schulman • Peter and The Wolf 1995 cartoon • Dramatize Peter and the Wolf • Complete instrument identification assignment

5 Weeks



used in class.

Unit title: Reading Rhythms Unit summary: Students will explore musical notation for quarter notes, eighth notes, and quarter rests. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.2, 1.1.2.B.3, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 Steady Beat 2 Reading rhythmic notation 3 Improvising Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: • How is sound organized to make music?


Unit Learning Targets Students will… • Demonstrate steady beat/silent beat/no beat. • Read and play musical notation for one sound per beat, two sounds per beat, and no sound per

beat. • Improvise patterns to accompany a song.

Evidence of Learning Summative Assessment: In-class solo rhythm performance Formative Assessments: • Teacher Observation of:


General Music- Grade 1 Unit Five


• Pease Porridge Hot • Fuzzy Wuzzy • Messenger Song • Valentine Rhythms • Bell Horses • Playing tubanos

4 Weeks



used in class.

Unit title: Spring Concert Unit summary: Students will apply concepts learned throughout the year to the preparation of music for performance at the Spring Concert. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: Health Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.4, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Music Tells A Story 2 Performance 3 Healthy Singing Techniques Big Idea: Through teamwork and self-discipline, we work together over a sustained period of time toward the goal of a successful expression of our musical selves. Unit Essential Questions: • Why is performing such an important part

of our music education?

Unit Enduring Understandings: • Utilizing our knowledge of musical elements,

we can creatively express ourselves through musical performance. The hard work and cooperation necessary to produce this musical expression will result in our musical and personal growth.

Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music. • Read and perform quarter notes/rests, eighth notes. • Respond to expressive qualities in music. • Perform alternating patterns of nonlocomotor movements to accompany songs. • Incorporate concepts previously taught into the preparation of a performance for parents and

students.


General Music- Grade 1 Unit Six

Summative Assessment: Spring Concert Performance Formative Assessments: • Teacher Observation of:



• Performance of 1st Grade song repertoire thus far. • Continued rhythm study. • Preparation and performance of age-appropriate

repertoire.

13 Weeks



used in class.



General Music

Grade Second




Unit 1- Sounds

Around Us

Unit 2- Rhythm Study/ Winter Concert

Unit 3- Delving Deeper

into Reading Music

Unit 4- Instrument Families

Unit 5- Musical Form

Unit 6- 2nd Grade Review

Weeks 1-6 Weeks 7-16 Weeks 18-26 Weeks 27-31 Weeks 32-38 Weeks 39-41

Unit Description: Students will use their voices and instruments to explore concepts of high/low, beat/rhythm, and basic rhythmic notation.

Unit Description: Students will continue to study rhythmic notation while preparing a musical play for the Winter Concert.

Unit Description: Students will delve deeper into following the “map” of simple musical scores through study of seasonal and folk songs.

Unit Description: Students will learn about the four families of the orchestra: Brasses, Woodwinds, Strings, Percussion.

Unit Description: Students will explore structure and form in songs and classical compositions.

Unit Description: Students will sing and move to music that reinforces concepts taught throughout the year.

Unit Targets:

• Differentiate high and low pitch and upward/downward melodic direction.

• Differentiate between beat/rhythm.

• Read basic rhythmic notation.


Unit Targets:

• Read and perform quarter notes/rests, eighth notes.

• Respond to expressive qualities in music.

• Perform patterns of nonlocomotor movements to accompany songs.


Unit Targets:

• Follow the elements of a basic musical score using repeat signs, multiple verses, D.C. al fine, fermata, piano/forte.

• Read and perform quarter notes/rests, eighth notes, half notes, dotted half notes.


Unit Targets:

• Identify various instrumental timbres of brass, woodwind, strings, and percussion instruments.


Unit Targets: • Identify contrasting

sections within a song and recognize AB and ABA, and Rondo form.

• Improvise rhythmic and melodic patterns to accompany a piece and illustrate form.

• Distinguish between fast and slow tempi.

Unit Targets: • Sing, alone and with

others, a varied repertoire of music.

• Practice repertoire of locomotor and nonlocomotor movements.




Unit title: Sounds Around Us Unit summary: Students will use their voices and instruments to explore concepts of high/low, beat/rhythm, and basic rhythmic notation. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.4.2.A.1, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 High/Low Pitch 2 Beat/Rhythm 3 Rhythmic Notation Big Idea: There are sounds all around us that can be organized into music. Unit Essential Questions: • How can we categorize the sounds in we

hear in life and in music?

Unit Enduring Understandings: • There are many ways we can classify the

sounds we hear. We can think of categories in terms of opposites: High/Low, Loud/Soft, and Long/Short.

Unit Learning Targets Students will… • Differentiate high and low pitch and upward/downward melodic direction. • Differentiate between beat/rhythm. • Read basic rhythmic notation. • Sing, alone and with others, a varied repertoire of music.




In-class activities Games Songs


• Hello There (echo song) • There’s A Beat In My Feet • It’s Time To Sing • Old King Glory • America/You’re A Grand Old Flag

6 Weeks



used in class.

Unit title: Rhythm Study/Winter Concert Unit summary: Students will continue to study rhythmic notation while preparing a musical play for the Winter Concert. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: Health Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.4, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Music Tells A Story 2 Performance 3 Healthy Singing Techniques Big Idea: Through teamwork and self-discipline, we work together over a sustained period of time toward the goal of a successful expression of our musical selves. Unit Essential Questions: • Why is performing such an important part




Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music. • Read and perform quarter notes/rests, eighth notes. • Respond to expressive qualities in music. • Perform patterns of nonlocomotor movements to accompany songs.

Evidence of Learning Summative Assessment: Winter Concert Performance Formative Assessments:





• Performance of 2nd Grade song repertoire thus far. • Preparation and performance of an age-appropriate

seasonal mini-musical.

10 Weeks



used in class.

Unit title: Delving Deeper Into Reading Music Unit summary: Students will delve deeper into following the “map” of simple musical scores through study of seasonal and folk songs. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 Forms and patterns in music 2 Following music notation and symbols 3 Reading rhythms Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: • How is sound organized to make music?


Unit Learning Targets Students will… • Follow the elements of a basic musical score using repeat signs, multiple verses, D.C. al fine,

fermata, piano/forte. • Read and perform quarter notes/rests, eighth notes, half notes, dotted half notes. • Sing, alone and with others, a varied repertoire of music.


Summative Assessment: Music Symbols Test Formative Assessments: • Teacher Observation of:




• Martin’s Big Words (book), Martin Luther King (song) • Jim Along Josie (ABA form) • Shake My Sillies Out (quarter notes/rests) • The More We Get Together (same/different phrases) • Time To Wake Up (accents, crescendo, verses) • Grizzly Bear (rhythms)

9 Weeks



used in class.

Unit title: Instrument Families Unit summary: Students will learn about the four families of the orchestra: Brasses, Woodwinds, Strings, Percussion. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.4, 1.4.2.B.3 Content Statements: 1 Instruments of the orchestra 2 Brasses, Woodwinds, Strings, Percussion 3 Timbre Big Idea: It is important to be able to identify a variety of instrumental timbres used in western music. Unit Essential Questions: • What are the instruments of the orchestra

and how are they categorized?

Unit Enduring Understandings: Instruments are categorized according to their timbre, materials, and playing techniques.

Unit Learning Targets Students will… • Identify various instrumental timbres of brass, woodwind, strings, and percussion instruments. • Sing, alone and with others, a varied repertoire of music.


Summative Assessment: Instrument Identification Test Formative Assessments: • Teacher Observation of:




• Yankee Doodle • Instrument Chant • Listen To The Brasses • We Are Good Musicians • The Little Person’s Guide To The Orchestra

5 Weeks



used in class.

Unit title: Musical Form Unit summary: Students will explore structure and form in songs and classical compositions. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.3 Content Statements: 1 Musical Form 2 Accompanying with instruments 3 Contrasts in Music Big Idea: Most western music is structured in organized sections. Unit Essential Questions: • Why is an understanding of musical form

important to our study of music?

Unit Enduring Understandings:

• Being able to map the form of a composition helps us to break it down for understanding.

Unit Learning Targets Students will… • Identify contrasting sections within a song and recognize AB and ABA, and Rondo form. • Improvise rhythmic and melodic patterns to accompany a piece and illustrate form. • Distinguish between fast and slow tempi. • Sing, alone and with others, a varied repertoire of music.




In-class activities Instrument playing Games Songs


• Shoo Fly • March of the Siamese Children • Rondo song • Viennese Musical Clock • Michael Finnegin

7 Weeks



used in class.

Unit title: 2nd Grade Review Unit summary: Students will sing and move to music that reinforces concepts taught throughout the year. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7, 1.4.2.A.4, 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Content Statements: 1 Elements of Music 2 Singing 3 Listening 4 Playing Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: • How can we apply our knowledge of

musical elements to our own enjoyment of music?

Unit Enduring Understandings: The knowledge we develop can improve our understanding of music, and thereby increase our enjoyment of it.

Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music. • Practice repertoire of locomotor and nonlocomotor movements. • Listen and respond to music of diverse cultures and styles.

Evidence of Learning Summative Assessment: Simon Listening Assessment Formative Assessments:



In-class activities Instrument playing Games Songs


• Simon Listening/Playing Game • Grandma’s Feather Bed • Various movement activities. • Perform repertoire of songs learned this year.

3 Weeks



used in class.



General Music

Grade Third




Unit 1-

Reading Music Unit 2-

Patriotic Unit 3-

Musical Elements Unit 4-

Singing about Civil Rights

Unit 5- Spring Concert

Unit 6- 3rd Grade Review


Unit Description: Students will read rhythm and follow melodic direction in song scores.

Unit Description: Students will continue to study rhythmic notation while preparing patriotic music for Veterans Day.

Unit Description: Students will explore meter, form and dynamics in songs and orchestral music.

Unit Description: Students will explore elements of music in historical songs, and recognize how music can be a reflection of societal values/beliefs.

Unit Description: Students will apply concepts learned throughout the year to the preparation of a musical play for the Spring Concert.

Unit Description: Students will sing and move to music that reinforces concepts taught throughout the year.

Unit Targets:

• Read basic rhythmic notation including quarter, eighth, half, dotted half, whole, and sixteenth notes.

• Follow upward and downward melodic direction in the context of the major scale and scale degrees.

• Play instruments to accompany a song.

Unit Targets: • Sing, alone and

with others, a varied repertoire of music using a variety of languages from a musical score.


Unit Targets:

• Become familiar with meter.

• Identify common forms and patterns in music.

• Compare/contrast instrumental and vocal timbres.

• Demonstrate understanding of dynamics, dynamic contrasts, and their terminology.


Unit Targets:

• Respond to expressive qualities in music of diverse cultures and styles.

• Recognize works of music as a reflection of societal values and beliefs.


Unit Targets: • Incorporate concepts

previously taught into the preparation of a performance for parents and students.

• Sing a varied repertoire of music in public performance.

Unit Targets: • Sing, alone and

with others, a varied repertoire of music.

• Practice repertoire of locomotor and nonlocomotor movements.




Unit title: Reading Music Unit summary: Students will read rhythm and follow melodic direction in song scores. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.4.5.A.2, 1.4.5.B.2 Content Statements: 1 Rhythm 2 Melodic Contour Big Idea: Rhythm is a pattern of movement in time. Unit Essential Questions: • How does rhythm influence the way you

feel about a piece of music?

Unit Enduring Understandings: • Rhythmic patterns help determine the mood

and shape of a piece of music. Rhythm can convey a variety of emotions in music.

Unit Learning Targets Students will… • Read rhythmic notation including quarter, eighth, half, dotted half, whole, and sixteenth notes. • Follow upward and downward melodic direction in the context of the major scale. • Play instruments to accompany a song.


Summative Assessment: Rhythm Performance Test Formative Assessments: • Teacher Observation of performance in

class.

Lesson Plans


Activities Timeframe • Hello To All The Children Of The World • You’re A Grand Old Flag • Name, Name, What’s Your Name? • Alligator Pie • Long-Legged Sailor

4 Weeks


Unit title: Patriotic Music Unit summary: Students will continue to study rhythmic notation while preparing patriotic music for Veterans Day. Primary interdisciplinary connections: Language Arts, Social Studies, Math, Health 21st Century Themes: Civic Literacy, Global Awareness, Health Literacy

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.1, 1.2.5.A.2, 1.3.5.B.1, 1.3.5.B.2, 1.4.5.A.3, 1.4.5.B.2 Content Statements: 1 Patriotic Music 2 Healthy Singing Techniques 3 Rhythm Big Idea: Music is often used to express the values of a culture. Unit Essential Questions: • How can we use music to express our

national pride?

Unit Enduring Understandings: • Music is used throughout the world in

ceremonies and rituals that help a culture express its identity.

Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music using a variety of languages from a

musical score. • Read rhythmic notation including quarter, eighth, half, dotted half, whole, and sixteenth notes.

Evidence of Learning Summative Assessment: Veterans Day Performance Formative Assessments: • Teacher Observation of performance in

class.



• Star-Spangled Banner • You’re A Grand Old Flag • Patriotic selections for Veterans Day • Armed Forces Medley

6 Weeks


Unit title: Musical Elements Unit summary: Students will explore meter, form and dynamics in songs and orchestral music. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.2, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2 Content Statements: 1 Forms and Patterns In Music 2 Instrumental/Vocal Timbres 3 Meter 4 Dynamics Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: • How is sound organized to make music?

Unit Enduring Understandings: • Music is organized into patterns that create

order and clarity. Unit Learning Targets Students will… • Identify common forms and patterns in music. • Compare/contrast instrumental and vocal timbres. • Demonstrate understanding of dynamics, dynamic contrasts, and their terminology. • Become familiar with meter.

Evidence of Learning Summative Assessment: N/A Formative Assessments: • Teacher Observation • Worksheets • Games and movement activities



• Supercalifragilisticexpialidocious • The Alpine Song • The Gobble Song • Indian Stick Song • The Nutcracker • The Twittering Machine/Marvelous Toy • Ding Dong Diggidiggidong

6 Weeks


Unit title: Singing About Civil Rights Unit summary: Students will explore elements of music in historical songs, and recognize how music can be a reflection of societal values/beliefs. Primary interdisciplinary connections: Language Arts, Social Studies 21st Century Themes: Global Awareness, Civic Literacy

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4, 1.4.5.B.5 Content Statements: 1 Expressive Qualities of Music 2 Songs communicate ideas and goals. Big Idea: Music is a source of hope and inspiration for social movements. Unit Essential Questions: • Why is music so instrumental in societal

change and reflective of a society’s values?

Unit Enduring Understandings: • In times of change and upheaval, people turn to

music as a source of inspiration and comfort.

Unit Learning Targets Students will… • Respond to expressive qualities in music of diverse cultures and styles. • Recognize works of music as a reflection of societal values and beliefs.


Summative Assessment: Music composition project Formative Assessments: • Teacher Observation • Worksheets



• Spiritual – Chatter With The Angels • Song – Martin Luther King • Story of Rosa Parks • Song – Sister Rosa • Song – Back of The Bus • Music Composition Project – Students compose their

own songs about something they feel strongly about.

4 Weeks

Teacher Resources Teacher Note • Stereo and Keyboard/Piano • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Recording Software (Garage Band) • iPad or Mac Laptop for composition

Unit title: Spring Concert Unit summary: Students will apply concepts learned throughout the year to the preparation of a musical play for the Spring Concert. Primary interdisciplinary connections: Language Arts 21st Century Themes: Civic Literacy

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.1, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.2, 1.4.5.B.4, 1.4.5.B.5 Content Statements: 1 Healthy Singing Technique 2 Music Tells A Story 3 Performance Big Idea: Through teamwork and self-discipline, we work together over a sustained period of time toward the goal of a successful expression of our musical selves. Unit Essential Questions: • Why is performing such an important part




Unit Learning Targets Students will… • Apply knowledge of concepts previously taught into the preparation of a performance for

parents and students (rhythm, melody, and dynamics). • Sing a varied repertoire of music in public performance.


Summative Assessment: Final Performances on the Spring Concerts Formative Assessments:


• Teacher Observation • Song Games and Activities


• Vocal Technique activities for use of head voice • Breath Support exercises • Warm-up Songs/vocalises • Prepare a grade level appropriate mini-musical play of

approximately 30 minutes • Critique performance

17 Weeks

Teacher Resources Teacher Note • Stereo and Keyboard/Piano • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Recording Software (Garage Band) • iPad or Mac Laptop • Microphones and Sound Equipment • Stage Risers

Unit title: 3rd Grade Review Unit summary: Students will sing and move to music that reinforces concepts taught throughout the year. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3,1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3 Content Statements: 1 Elements of Music 2 Singing Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: • How can we apply our knowledge of


Unit Enduring Understandings: • The knowledge we develop can improve our

understanding of music, and thereby increase our enjoyment of it.

Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music. • Review the elements of music through games and activities.


Summative Assessment: N/A Formative Assessments: • Review Games • Class Discussion • Teacher Observation



• Yankee Doodle Stick Passing Rhythm Game. • Various movement activities. • Perform repertoire of songs learned this year.

3 Weeks




General Music

Grade Fourth




Unit 1-

Elements of Music Unit 2-

Reading Notes on the Music

Staff

Unit 3- Introduction to

Recorder

Unit 4- Recorder Karate

Group Study

Unit 5- Musical Genre:

Opera

Unit 6- 4th Grade Review


Unit Description: Students will explore the elements of music through study of songs and classical compositions.

Unit Description: Students will learn to read the notes of the treble clef.

Unit Description: Students will learn and practice basic recorder techniques.

Unit Description: Students will work together in groups to practice recorder techniques and apply them to new songs.

Unit Description: Students will explore the genre of opera.

Unit Description: Students will perform activities that reinforce concepts taught throughout the year.

Unit Targets:

• Read and perform rhythmic notation.

• Identify meter. • Demonstrate

understanding of dynamics and their terminology.

• Sing a variety of music from diverse cultures and historical time periods.

• Compose rhythmic speech pieces.

Unit Targets: • Understand

terminology of the music staff and musical alphabet.

• Read and write the notes of the treble clef.


Unit Targets:

• Hold the recorder properly.

• Learn fingerings for B,A,G.

• Practice proper breath support.

• Create a pleasing tone on the recorder.


Unit Targets:

• Play songs on the recorder to demonstrate understanding of the music staff, including terminology: treble clef, measure, bar line, pitch names.

• Improvise rhythmic and melodic patterns.


Unit Targets: • Listen and respond to

expressive qualities in music of diverse cultures and styles, and compare elements of style in contrasting pieces.


Unit Targets: • Sing, alone and with

others, a varied repertoire of music.



Unit title: Elements of Music Unit summary: Students will explore the elements of music through study of songs and classical compositions. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21st Century Themes: Civic literacy, Global Awareness

Learning Targets Standards: 1.1.5.B.1-2, 1.2.5.A.1, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.4, 1.4.5.A.1-3, 1.4.5.B.1-5 Content Statements: 1 Rhythm 2 Meter 3 Dynamics Big Idea: The study of a variety of music will lead to an understanding of how the basic musical elements work together. Unit Essential Questions: • How do composers use the elements of

music to create expression and interest?

Unit Enduring Understandings: • Building on the foundation of rhythm and

meter, composers use dynamics to create expression in music.

Unit Learning Targets Students will… • Read and perform rhythmic notation. • Identify meter. • Demonstrate understanding of dynamics and their terminology. • Sing a variety of music from diverse cultures and historical time periods. • Compose rhythmic speech pieces.

Evidence of Learning Summative Assessment: Music Elements Test Formative Assessments:


• Group Composition Project • Worksheets • Teacher Observation


• Rhythmic Composition • Compare/Contrast Songs (Soldier, Soldier/Lazy John) • Study The Star-Spangled Banner and Compare/Contrast

Performances of the national anthem. • Study In The Hall Of The Mountain King

16 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Texts and CDs • In The Hall of The Mountain King recording

Unit title: Reading Notes on the Music Staff Unit summary: Students will learn to read the notes of the treble clef. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3 Content Statements: 1 Music Staff 2 Notes of the Treble Clef Big Idea: Being able to read the notes on the staff will enable us to sing and play a variety of music. Unit Essential Questions: • How will understanding the musical

alphabet help you to perform and create music?

Unit Enduring Understandings: • Being able to read the notes of the treble clef

will enable us to write our own music, as well as sing and play music written by others.

Unit Learning Targets Students will… • Understand terminology of the music staff and musical alphabet. • Read and write the notes of the treble clef.


Summative Assessment: Notes of the Treble Clef Test Formative Assessments: • Games • Worksheets • Teacher Observation



• Song: Every Good Boy Does Fine • Song: FACE • Flag Day and other note identification worksheets • Write Your Own Melody project

5 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Stereo • Classroom Instruments

There are a variety of games, written worksheets and activities

that can be employed to familiarize students with notes of the treble

clef.

Unit title: Introduction To The Recorder Unit summary: Students will learn and practice basic recorder techniques Primary interdisciplinary connections: Language Arts 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3 Content Statements: 1 Making sound on the recorder 2 Playing notes B,A,G Big Idea: Learning to play an instrument is a valuable experience that will help us apply our musical knowledge. Unit Essential Questions: • How will playing the recorder help us to

grow in our musical knowledge?

Unit Enduring Understandings: • Playing the recorder allows us to apply our

knowledge of melody and rhythm to the creation of our own music and the performance of songs.

Unit Learning Targets Students will… • Hold the recorder properly. • Practice proper breath support. • Learn fingerings for B, A, G. • Create a pleasing tone on the recorder.

Evidence of Learning Summative Assessment: Written Recorder Test Formative Assessments: • In-class performance • Teacher Observation



• Teacher demonstrations of recorder techniques • Echoing activities to practice tone • Introduce songs Hot Cross Buns, Gently Sleep, and

Merrily We Roll Along,

5 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Recorder Karate Book and CD • Stereo

Unit title: Recorder Karate Group Study Unit summary: Students will work together in groups to practice recorder techniques and apply them to new songs. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.4 Content Statements: 1 Playing the recorder 2 Reading notes and rhythms 3 Self-evaluation and constructive critique of others Big Idea: Working cooperatively can enhance our own awareness and understanding Unit Essential Questions: • How will critique help me to grow as a

musician?

Unit Enduring Understandings: • Constructive criticism from my peers will help

me to correct mistakes and improve my performance.

Unit Learning Targets Students will… • Play songs on the recorder to demonstrate understanding of the music staff, including

terminology: treble clef, measure, bar line, pitch names. • Work as a group to improve performance of assigned songs. • Improvise rhythmic and melodic patterns.

Evidence of Learning Summative Assessment: Recorder Belt Testing Formative Assessments:


• In-class performance • Peer Observation • Teacher Observation


• Large group introduction of new notes/songs. • Small group practice on songs according to each

student’s own pace. • Song: It’s Raining, Old MacDonald, Twinkle Twinkle,

When The Saints Go Marching In, Ode To Joy • Recorder belt testing throughout unit as students master

songs.

8 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Recorder Karate Book and CD • Stereo

Unit title: Musical Genre - Opera Unit summary: Students will explore the genre of opera Primary interdisciplinary connections: Language Arts, Social Studies 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.5.B.1, 1.2.5.A.2, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.1, 1.4.5.B.3, 1.4.5.B.4 Content Statements: 1 What is opera? 2 Opera composer study 3 Responding to music Big Idea: Opera incorporates many artistic elements in order to tell a dramatic story. Unit Essential Questions: • What differentiates opera from other styles

of music?

Unit Enduring Understandings: • Opera is an art form that tells a story through

music, drama, and dance. Unit Learning Targets Students will… • Listen and respond to expressive qualities in music of diverse cultures and styles. • Compare elements of style in contrasting operatic pieces. • Learn about the life and work of an important opera composer.


Summative Assessment: Opera Test Formative Assessments: • Class Discussion • Teacher Observation



• Compare/Contrast two arias • Study the story of “The Barber of Seville.” • View composer special: “Rossini’s Ghost.”

4 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Stereo • Opera Recordings • “Rossini’s Ghost” DVD

Unit title: 4th Grade Review Unit summary: Students will perform activities that reinforce concepts taught throughout the year. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3 Content Statements: 1 Elements of Music 2 Singing Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: • How can we apply our knowledge of


Unit Enduring Understandings: • The knowledge we develop can improve our

understanding of music, and thereby increase our enjoyment of it.

Unit Learning Targets Students will… • Sing, alone and with others, a varied repertoire of music. • Review the elements of music through games and activities.


Summative Assessment: N/A Formative Assessments: • Review Games • Class Discussion • Teacher Observation



• 4th Grade Review Jeopardy • Perform repertoire of songs learned this year.

3 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Stereo



General Music

Grade Fifth




Unit 1-

Patriotic Unit 2-

Holiday Music From Around The

World

Unit 3- Reading Notes On

The Staff

Unit 4- Musical Form

Unit 5- Instruments Of The

Orchestra

Unit 6- Rhythm


Unit Description: Students will study elements of music through the preparation of patriotic music for Veterans Day.

Unit Description: Students will explore music for the holiday season from diverse cultures and historical time periods.

Unit Description: Students will read the notes of the treble clef in the context of exercises and songs.

Unit Description: Students will learn about the structure and form in music.

Unit Description: Students will explore instruments in the four families of the orchestra.

Unit Description: Students will explore rhythm in music through the study of songs and classical compositions.

Unit Targets:

• Sing, alone and with others, in unison and harmony, from a musical score.


Unit Targets: • Respond verbally and

in writing to expressive qualities in music of diverse cultures and styles, and compare elements of style in contrasting pieces.

• Sing a varied repertoire of music from diverse cultures and historical time periods.


Unit Targets:

• Demonstrate understanding of the music staff, including terminology: treble clef, measure, bar line, meter, pitch names.


Unit Targets:

• Identify and compare common forms and patterns in music including AB (verse/refrain), ABA (D.C. al fine), Rondo form, first and second endings, introduction, coda.


Unit Targets: • Compare and contrast

a variety of vocal and instrumental timbres.


Unit Targets: • Perform rhythmic

patterns using quarter notes/rests, eighth notes/rests, half notes/rests, dotted half notes, whole notes/rests, sixteenth notes and combinations thereof.

• Improvise rhythmic and melodic patterns with voices and instruments.



Unit title: Patriotic Unit summary: Students will study elements of music through the preparation of patriotic music for Veterans Day. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21st Century Themes: Civic literacy, Health Awareness

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.1, 1.4.5.B.2, Content Statements: 1 Patriotic Music 2 Rhythm 3 Healthy Singing Techniques Big Idea: Music is often used to express the values of a culture. Unit Essential Questions: • How can we use music to express our

national pride?

Unit Enduring Understandings: Music is used throughout the world in ceremonies and rituals that help a culture express its identity.

Unit Learning Targets Students will… • Sing, alone and with others, in unison and harmony, from a musical score. • Sing a variety of music from diverse cultures and historical time periods. • Compose rhythmic speech pieces.

Evidence of Learning Summative Assessment: Rules Rhyme Project, Vets Day Test Formative Assessments: • Veterans Day performance • Worksheets • Teacher Observation



• Rules Rhyme rhythmic composition • The Star-Spangled Banner • Thankful For The USA • Patriotic selections for Veterans Day • Armed Forces Medley

10 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Texts CDs • Stereo

Unit title: Holiday Music From Around The World Unit summary: Students will explore music for the holiday season from diverse cultures and historical time periods. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.5 Content Statements: 1 Holiday music from various cultures 2 Masterwork: Handel’s Messiah Big Idea: Music is used in celebrations around the world. Unit Essential Questions • How is the holiday music we hear from

other cultures different from our holiday music?

Unit Enduring Understandings • Each culture has its own musical style.

Though each style may be different, we all use music in our celebrations.

Unit Learning Targets Students will… • Respond verbally and in writing to expressive qualities in music of diverse cultures and styles,

and compare elements of style in contrasting pieces. • Sing a varied repertoire of music from diverse cultures and historical time periods.


Summative Assessment: Handel Test Formative Assessments: • Thanksgiving song project • Teacher Observation



• Twelve Days Of Turkey composition • Handel’s Messiah • Handel’s Last Chance composer bio • Holiday music lessons in Making Music text

6 Weeks


Unit title: Reading Notes on the Music Staff Unit summary: Students will read the notes of the treble clef in the context of exercises and songs. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3 Content Statements: 1 Music Staff 2 Notes of The Treble Clef Big Idea: Being able to read the notes on the staff will enable us to sing and play a variety of music. Unit Essential Questions: • How will understanding the musical



• Being able to read the notes of the treble clef will enable us to write our own music, as well as sing and play music written by others.

Unit Learning Targets Students will… • Understand terminology of the music staff and musical alphabet. • Read and write the notes of the treble clef.


Summative Assessment: Notes of the Treble Clef Test Formative Assessments: • Class Discussion • Teacher Observation • Worksheets • Games



• Sing songs to reinforce knowledge of the treble clef. • Play games and complete worksheets to practice pitch

names. • Song: Every Good Boy Does Fine • Song: FACE • Flag Day and other note identification worksheets • Write Your Own Melody project

4 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Texts CDs • Stereo • Classroom Instruments



clef.

Unit title: Musical Form Unit summary: Students will learn about the structure and form in music. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.2, 1.4.5.B.3 Content Statements: 1 Musical Form 2 Rondo Big Idea: Most western music is structured in organized sections. Unit Essential Questions: • Why is an understanding of musical form

important to our study of music?


• Being able to map the form of a composition helps us to break it down for understanding.

Unit Learning Targets Students will… • Identify and compare common forms and patterns in music including AB (verse/refrain), ABA

(D.C. al fine), Rondo form, first and second endings, introduction, and coda. • Listen and respond to music of diverse cultures and styles, and compare form in contrasting

pieces.


Summative Assessment: Form Test Formative Assessments: • Class Rondo • Teacher Observation • Class Discussion



• Prokofiev’s Troika from Lietenant Kije Suite • Class Rondo – The Breath of Winter • Orff piece – Ice and Sleet/Thunderstorm Chant with

movement

4 Weeks


Unit title: Instruments Of The Orchestra Unit summary: Students will explore instruments in the four families of the orchestra. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.2.5.A.2, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2 Content Statements: 1 Instruments of the orchestra 2 Brasses, Woodwinds, Strings, Percussion 3 Timbre Big Idea: It is important to be able to identify a variety of instrumental timbres used in western music. Unit Essential Questions: • What are the instruments of the orchestra

and how are they categorized?


Instruments are categorized according to their timbre, materials, and playing techniques.

Unit Learning Targets Students will… • Identify instruments in the four families of the orchestra aurally and visually. • Compare and contrast a variety of vocal and instrumental timbres.


Summative Assessment: Instrument Test Formative Assessments: • Class Discussion • Teacher Observation • Worksheets


• The Little Person’s Guide To The Orchestra


• Four families of the orchestra power point.

4 Weeks


This unit could be taught at different times of the year, depending on the schedule.

Individual families of the orchestra can be taught separately.

Unit title: Rhythm Unit summary: Students will explore rhythm in music through the study of songs and classical compositions. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.5.B.1, 1.1.5.B.2, 1.2.5.A.2, 1.3.5.B.1, 1.3.5.B.2, 1.3.5.B.3, 1.3.5.B.4, 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4 Content Statements: 1 Reading Rhythms 2 Composing Rhythmic Pieces Big Idea: Rhythm is a pattern of movement in time that forms the foundation for most of the music we hear. Unit Essential Questions: • How will understanding rhythm benefit

your music endeavors?

Unit Enduring Understandings: • We can build on the foundation of rhythm to

compose our own music. Unit Learning Targets Students will… • Read and perform rhythmic notation. • Perform rhythmic patterns using quarter notes/rests, eighth notes/rests, half notes/rests, dotted

half notes, whole notes/rests, sixteenth notes and combinations thereof. • Improvise rhythmic and melodic patterns with voices and instruments. • Compose a piece within set rhythmic guidelines.

Evidence of Learning Summative Assessment: Rhythm Test, Madalina Catalina Composition Formative Assessments: • Classroom Projects • Class Discussion • Teacher Observation • Worksheets



• Baked Potato Jingle • Madalina Catalina • Say What? • Mrs. Murphy’s Chowder project • Mallet Madness

6 Weeks




General Music

Grade Sixth




Unit 1-

Creating/Composing Unit 2-

World Music Drumming

Unit 3- Reading Notes On

The Staff

Unit 4- Culture Sharing

Unit 5- Rhythm

Unit 6- Musical Genre:

The Blues


Unit Description: Students will explore the elements of music through a variety of creative composition projects.

Unit Description: Students will work together as an ensemble to play music in the style of West African drumming.

Unit Description: Students will read the notes of the treble clef in the context of exercises and songs.

Unit Description: Students will listen and respond to a variety of music presented by their peers.

Unit Description: Students will explore rhythm in music through the study of songs and classical compositions.

Unit Description: Students will explore chord progressions and expressive elements of music through the study of the blues.

Unit Targets:


• Compose and perform a musical piece using voices and instruments within specific guidelines.

• Sing, alone and with others, in unison and harmony, from a musical score.

Unit Targets: • Improvise rhythmic

and melodic patterns with voices and instruments.

• Sing a varied repertoire of music from diverse cultures and historical time periods


Unit Targets:

• Compose a melody to demonstrate understanding of the music staff, including terminology: treble clef, measure, bar line, meter, pitch names.


Unit Targets:

• Respond verbally and in writing to expressive qualities in music of diverse cultures and styles, and compare elements of style in contrasting pieces.


Unit Targets: • Compose a piece

using rhythmic patterns using combinations of quarter notes, quarter rests, eighth notes, eighth rests, half notes, half rests, dotted half notes, whole notes, whole rests, sixteenth notes, and sixteenth rests.


Unit Targets: • Listen and respond to

an original American art form.

• Incorporate expressive qualities into a musical composition and performance.



Unit title: Creating/Composing Unit summary: Students will explore the elements of music through a variety of creative composition projects. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21st Century Themes: Civic Literacy

Learning Targets Standards: 1.1.8.B.1, 1.1.8.B.2, 1.2.8.A.3, 1.3.8.B.1, 1.3.8.B.2, 1.3.8.B.3, 1.3.8.B.4, 1.4.8.A.1, 1.4.8.B.1 Content Statements: 1 Composing 2 Rhythm Big Idea: Critical thinking and creation are integral to the understanding of music. Unit Essential Questions: • How does composing help us learn about

music?

Unit Enduring Understandings: • Composing allows us to combine our

knowledge of elements of music into something new, thereby strengthening our understanding of those elements.

Unit Learning Targets Students will… • Compose 8-measure rhythmic speech pieces. • Compose and perform musical compositions using voices and instruments within specific

guidelines. • Sing, alone and with others, in unison and harmony, from a musical score.

Evidence of Learning Summative Assessment: Rules Rhyme Project, Star-Spangled Banner Poem, Spooky Song Composition Project Formative Assessments:


• Class Discussion • Teacher Observation


• Rules Rhyme composition • Study of The Star-Spangled Banner • The Star-Spangled Banner found poems • Study of The Banshee • “Spooky Song” composition based on found sounds •

10 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Stereo • Classroom instruments • Recording software/hardware

Unit title: World Music Drumming Unit summary: Students will work together as an ensemble to play music in the style of West African drumming. Primary interdisciplinary connections: Social Studies, Math 21st Century Themes: Global Awareness, Civic Literacy

Learning Targets Standards: 1.1.8.B.1, 1.1.8.B.2, 1.2.8.A.1, 1.2.8.A.2, 1.3.8.B.1, 1.3.8.B.2, 1.3.8.B.3, 1.3.8.B.4, 1.4.8.A.1, 1.4.8.A.2, 1.4.8.A.3, 1.4.8.A.4 Content Statements: 1 Drumming 2 Communication, listening, and respect 3 Musical traditions from around the world Big Idea: The cooperative teamwork and respect inherent in West African Drumming make for a valuable experience for students everywhere. Unit Essential Questions: • How does World Music Drumming help us

to develop respect and work together?

Unit Enduring Understandings: • Creating music in such a collaborative and

cooperative manner breeds respect and understanding within an ensemble.

Unit Learning Targets Students will… • Improvise rhythmic and melodic patterns with voices and instruments. • Sing a varied repertoire of music from diverse cultures and historical time periods. • Work cooperatively as an ensemble to perform songs together.

Evidence of Learning Summative Assessment: World Drumming Test Formative Assessments:


• Class Discussion • Teacher Observation of student

performance


• World Music Drumming Introduction in Making Music text.

• Drum circle introduction with ice-breaker activities. • Playing techniques for drums. • Playing techniques for various shakers. • Playing songs together as a drum circle.

6 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • World Music Drumming Text • A variety of drums and small percussion

This unit could be inserted in its entirety at different times

throughout the school year, depending on that year’s schedule. It could also be introduced and then

broken up into one to two week lessons over the course of the year.

Unit title: Reading Notes On The Music Staff Unit summary: Students will read the notes of the treble clef in the context of exercises and songs. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.8.B.1, 1.3.8.B.1, 1.3.8.B.2, 1.3.8.B.3 Content Statements: 1 Music Staff 2 Notes of the Treble Clef Big Idea: Being able to read the notes on the staff will enable us to sing and play a variety of music. Unit Essential Questions: • How will understanding the musical


Unit Enduring Understandings: • Being able to read the notes of the treble clef

will enable us to write our own music, as well as sing and play music written by others.

Unit Learning Targets Students will… • Understand terminology of the music staff and musical alphabet. • Read and write the notes of the treble clef. • Compose a melody to demonstrate understanding of the music staff.


Summative Assessment: Notes Test Formative Assessments: • Class Discussion • Teacher Observation • Worksheets • Melody Composition



• Sing songs to reinforce knowledge of the treble clef. • Compose a melody using notes of the treble clef. • Play games and complete worksheets to practice pitch

names.

4 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Stereo • Classroom instruments



clef.

Unit title: Culture Sharing Unit summary: Students will listen and respond to a variety of music presented by their peers. Primary interdisciplinary connections: Language Arts, Social Studies 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.B.1, 1.1.8.B.2, 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3, 1.4.8.A.1, 1.4.8.A.2, 1.4.8.A.3, 1.4.8.A.4, 1.4.8.A.5, 1.4.8.A.6,1.4.8.A.7, 1.4.8.B.1, 1.4.8.B.2, 1.4.8.B.3 Content Statements: 1 Responding to music 2 Each culture has its own musical traditions. Big Idea: It is important to listen to a variety of music outside our normal scope of knowledge. Unit Essential Questions: • Why is it important to listen to a variety of

music?

Unit Enduring Understandings: • Listening to music from various genres and

historical time periods will broaden our perspective.

Unit Learning Targets Students will… • Respond verbally and in writing to expressive qualities in music of diverse cultures and styles,

and compare elements of style in contrasting pieces. • Make an individual presentation to the class of music that is important to his/her family and/or

culture.


Summative Assessment: Culture Sharing Presentation and Paper Formative Assessments: • Class Discussion • Teacher Observation • Response Papers



• Culture Sharing presentation of music to the class. • Students provide written critique of presentations. • Students respond to music they hear in presentations.

4 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Stereo (CD/cassette player) • Mp3 player • Record player

This 4-week unit could be inserted at different times of the year, depending on the schedule. It works best in the late winter or

early spring.

Unit title: Rhythm Unit summary: Students will explore rhythm in music through the study of songs and classical compositions. Primary interdisciplinary connections: Language Arts, Math 21st Century Themes: N/A

Learning Targets Standards: 1.1.8.B.1, 1.1.8.B.2, 1.3.8.B.1, 1.3.8.B.2, 1.3.8.B.3, 1.3.8.B.4 Content Statements: 1 Reading Rhythms 2 Composing Rhythmic Pieces Big Idea: Rhythm is a pattern of movement in time that forms the foundation for most of the music we hear. Unit Essential Questions: • How will understanding rhythm benefit

your music endeavors?

Unit Enduring Understandings: • We can build on the foundation of rhythm to

compose our own music. Unit Learning Targets Students will… • Read and perform rhythmic notation. • Compose a piece using rhythmic patterns including combinations of quarter notes, quarter

rests, eighth notes, eighth rests, half notes, half rests, dotted half notes, whole notes, whole rests, sixteenth notes, and sixteenth rests.


Summative Assessment: Rhythm Test, Rhythm Composition Project Formative Assessments: • Class Discussion • Teacher Observation • Rhythm Worksheets



• Play games and complete worksheets to practice rhythmic values.

• Compose a rhythm piece to perform for the class.

8 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Stereo

Unit title: Musical Genre – The Blues Unit summary: Students will explore chord progressions and expressive elements of music through the study of the blues. Primary interdisciplinary connections: Language Arts, Social Studies 21st Century Themes: Global Awareness, Civic Literacy

Learning Targets Standards: 1.1.8.B.1, 1.1.8.B.2, 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3, 1.3.8.B.1, 1.3.8.B.2, 1.3.5.B.4, 1.4.8.A.1, 1.4.8.A.2, 1.4.8.A.3, 1.4.8.A.4, 1.4.8.A.5, 1.4.8.A.7, 1.4.8.B.1 Content Statements: 1 What are the blues? 2 Structure of the blues 3 Composing Big Idea: Simple chord progressions and an emotionally communicative style make the blues an effective tool for self-expression. Unit Essential Questions: • What makes the blues such an enduring

musical style, such that we continue to hear its influences in popular music?

Unit Enduring Understandings: • The blues provide a means of expression for all

of life’s ups and downs.

Unit Learning Targets Students will… • Listen and respond to expressive qualities in an original American art form. • Compare elements of style in contrasting blues songs. • Incorporate expressive qualities into the composition and performance of a blues song.


Summative Assessment: Blues Song Project Formative Assessments:


• Class Discussion • Teacher Observation • Blues Worksheet


• Compare/Contrast two blues songs. • Work cooperatively in groups to compose and perform a

three-verse blues song.

4 Weeks

Teacher Resources Teacher Note • Computer and Computer Projector • Teacher-created PowerPoint • Making Music Texts and CDs • Music K-8 Songbooks and CDs • Blues Recordings • Stereo • Recording software/hardware



Instrumental Music Grades Fourth - Eighth





Instrumental Music

Grade Fourth




Unit 1-

Introduction to Instrumental Music

Unit 2- Away We Go!

Unit 3- Concert Preparation

Unit 4- Moving Along!


Unit 6- We Made It!

Weeks 1-5


Unit Description: Instrument assembly/ care, tone production, pitch/ rhythm reading.

Unit Description: Learning more complex rhythms and pitches and terms.

Unit Description: Using previously learned concepts in new music for performance.

Unit Description: Application and practice of concepts.


Unit Description: Acquire new skills for further study.

Unit Targets:

• Demonstrate basic instrument care.

• Demonstrate good tone.

• Recognize and perform rhythm figures: whole notes, half notes, quarter notes and their respective rests.

• Performing on instruments, alone and with others.

• Recognize and perform Concert Bb, C, D, Eb, and F.

Unit Targets:


• Recognize and perform a variety of dynamic, tempo, and articulation markings appropriate to level 1 compositions.

• Recognize and perform concert A, G.

• Recognize and perform eighth notes.

Unit Targets:


• Recognize and perform instrument specific pitches/ rudiments.

• Recognize and perform concert Bb major key signature.

• Prepare for and Perform in public.

• Historical or cultural information regarding compositions performed.

Unit Targets:


• Recognize and perform concert Ab.

• Recognize and perform concert Eb major key signature.

Unit Targets:


• Percussion: recognize and perform single eighth notes/rests.


Unit Targets: • Reinforce concepts

from previous unit. • Perform, alone and

with others, a Bb concert scale, within the range of their ability OR perform basic percussion rudiments.

• Audition for placement in ensemble.

Instrumental Music- Grade 4 (1st year) Scope and Sequence

Unit title: Introduction to Instrumental Music Unit summary: Instrument assembly/ care, tone production, pitch/ rhythm reading Primary interdisciplinary connections: Math, Art 21st Century Themes: Health

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Basic instrument care 2 Good tone 3 Recognize and perform rhythm figures 4 Performing on instruments, alone and with others Big Idea: Beginning/The Basics Unit Essential Questions: • How does your instrument work? • How do we know what to play? • How do you play your instrument?

Unit Enduring Understandings: • Different instruments are played differently • Different instruments make different sounds • Music notation allows us to read and write

music Unit Learning Targets Students will… • Demonstrate basic instrument care. • Demonstrate good tone. • Recognize and perform rhythm figures: whole notes, half notes, quarter notes and their

respective rests. • Performing on instruments, alone and with others. • Recognize and perform Concert Bb, C, D, Eb, and F.

Evidence of Learning Summative Assessment: Formative Assessments: Observations

Instrumental Music- Grade 4 -Year 1 Unit One

• Use Benchmarks from the method book, or similar.

• Teacher observations


• Instrument assembly • Tone production • Note/rhythm reading

Weeks 1-5

Teacher Resources Teacher Note • 2 method books (primary and secondary)

We currently use the Standard of Excellence series from grades 4-12

as a primary method book. Additional method books are used at the discretion of the individual

teacher.

Unit title: Away We Go! Unit summary: Learning more complex rhythms and pitches and terms. Primary interdisciplinary connections: Math, Art, History 21st Century Themes: Health

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce concepts from previous unit. 2 Dynamic, tempo, and articulation markings appropriate to level 1 compositions. 3 New pitches 4 Eighth notes Big Idea: Moving on. Unit Essential Questions: • What are eighth notes? • Why do we warm up? • What do these terms mean?

Unit Enduring Understandings: • Understanding general terminology. • Recognizing 8th notes.

Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform a variety of dynamic, tempo, and articulation markings appropriate to

level 1 composition. • Recognize and perform concert A, G. • Recognize and perform eighth notes.


Instrumental Music- Grade 4 -Year 1 Unit Two




• Learn new pitches, extending the range • Learn new time/ key signatures • Learn eighth notes

Weeks 6-11

Teacher Resources Teacher Note • 2 method books (primary and secondary)

Unit title: Introduction to Instrumental Music Unit summary: Concert Preparation Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce concepts 2 Instrument specific notes/rudiments 3 Key Signature Big Idea: Music can be performed many ways. Unit Essential Questions: • What does a key signature do? • What do these terms mean?

Unit Enduring Understandings: • Musical terms tell the player HOW to play. • A key signature tells you what accidentals are

to be played. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument specific pitches/ rudiments. • Recognize and perform concert Bb major key signature. • Prepare for and Perform in public. • Historical or cultural information regarding compositions performed.


Instrumental Music- Grade 4 -Year 1 Unit Three




• Transfer knowledge from method book to concert literature

Weeks 12-19

Teacher Resources Teacher Note • 2 method books (primary and secondary) • Concert Music

Concert time. Concepts will be reinforced through literature.

Unit title: Moving Along Unit summary: Application and practice of concepts. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce concepts 2 Instrument specific notes/rudiments 3 Key Signature Big Idea: There are many ways to express musical ideas. Unit Essential Questions: • What does a key signature do? • What do these terms mean?

Unit Enduring Understandings: • Musical terms tell the player HOW to play. • A key signature tells you what accidentals are

to be played. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform concert Ab. • Recognize and perform concert Eb major key signature.

Evidence of Learning Summative Assessment: Formative Assessments: Observations • Use Benchmarks from the method book, or

similar. • Teacher observations

Instrumental Music- Grade 4 -Year 1 Unit Four



Weeks 20-25


Unit title: Concert Preparation Unit summary: Using previously learned concepts in new music for performance. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce concepts 2 Instrument specific notes/rudiments Big Idea: People perform music alone and together. Unit Essential Questions: • Why do we perform music together?

Unit Enduring Understandings: • People perform music together to express

themselves as a community. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Percussion: recognize and perform single eighth notes/rests. • Prepare for and Perform in public.

Evidence of Learning Summative Assessment: Performance and discussion Formative Assessments: Observations • Use Benchmarks from the method book, or


Instrumental Music- Grade 4 -Year 1 Unit Five



Weeks 26-32


Unit title: We Made It! Unit summary: Acquire new skills for further study. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Scale 2 Audition Big Idea: Complex music requires more skills. Unit Essential Questions: • How do we perform complicated music

Unit Enduring Understandings: • Learning and practice is necessary for

improvement Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Perform, alone and with others, a Bb concert scale, within the range of their ability OR perform

basic percussion rudiments. • Audition for placement in ensemble.

Evidence of Learning Summative Assessment: Performance and Discussion Formative Assessments: Observations • Use Benchmarks from the method book, or


Instrumental Music- Grade 4 -Year 1 Unit Six



Weeks 33-38


Auditions for 5/6 band



Instrumental Music

Grade Fifth




Unit 1-

Broaden our Horizons

Unit 2- Lots of Dots

Unit 3- Concert

Preparation Performing Together

Unit 4- Performing Alone

Unit 5- Concert

Preparation

Unit 6- Changing

Moods

Weeks 1-5

Weeks 6-12 Weeks 13-19 Weeks 20-25

Weeks 26-32

Weeks 33-38

Unit Description: Learning more complex rhythms, pitches, and terms.




Unit Description: : Using previously learned concepts in new music for performance.


Unit Targets:

• Reinforce concepts from previous unit/ year.

• Recognize and perform a variety of dynamic, tempo, and articulation markings appropriate to level 1- 1.5 compositions.

• Perform, alone and with others, a Bb, Eb, F concert scales, within the range of their ability OR perform basic percussion rudiments.

Unit Targets:


• Recognize and perform dotted quarter/ single eighth note patterns.

• Percussion: 9-stroke roll, 15-stroke roll, eighth/sixteenth combos.

• Recognize and perform instrument specific pitches/ rudiments for repertoire.

Unit Targets:



• Prepare for and perform in public.


Unit Targets:


• Prepare and perform a solo piece for performance.

• Recognize and perform syncopation.

Unit Targets:







with others, a Bb, Eb, F, and g concert scale, within the range of their ability OR perform more advanced percussion rudiments.

Instrumental Music- Grade 5 (2nd year) Scope and Sequence

Unit title: Broadening Our Horizons Unit summary: Learning more complex rhythms, pitches, and terms. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce previous concepts 2 Recognize and perform a variety of tempo/dynamic/ articulation marks 3 Bb, Eb, F concert scales or percussion rudments Big Idea: Complex music requires more skills. Unit Essential Questions: • Why do we learn these terms/ techniques?

Unit Enduring Understandings: • Understanding musical vocabulary leads to

more expressive performance. Unit Learning Targets Student will… • Reinforce concepts from previous unit/ year. • Recognize and perform a variety of dynamic, tempo, and articulation markings appropriate to

level 1- 1.5 compositions. • Perform, alone and with others, a Bb, Eb, F concert scales, within the range of their ability OR

perform basic percussion rudiments.



Instrumental Music- Grade 5- Year 2 Unit One



Weeks 1-5


Unit title: Lots of Dots Unit summary: Learning more complex rhythms, pitches, and terms. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce previous concepts 2 Recognize and perform a variety of tempo/dynamic/ articulation marks 3 Bb, Eb, F concert scales or percussion rudments Big Idea: Complex music requires more skills. Unit Essential Questions: • Why do we learn these terms/ techniques?

Unit Enduring Understandings: • Understanding musical vocabulary leads to

more expressive performance. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform dotted quarter/ single eighth note patterns. • Percussion: 9-stroke roll, 15-stroke roll, eighth/sixteenth combos. • Recognize and perform instrument specific pitches/ rudiments for repertoire.



Instrumental Music- Grade 5-Year 2 Unit Two



Weeks 6-12


Unit title: Concert Preparation: Performing Together Unit summary: Using previously learned concepts in new music for performance. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce previous concepts 2 Specifics for repertoire 3 Music History/ Appreciation Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why are we learning new techniques?

Unit Enduring Understandings: • We need these techniques to perform the

literature. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument specific pitches/ rudiments for repertoire. • Prepare for and perform in public. • Historical or cultural information regarding compositions performed.


similar. • Teacher observations • Performance

Instrumental Music- Grade 5-Year 2 Unit Three



Weeks 13-19



Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce previous concepts 2 Syncopation 3 Solo performance Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why do people perform music alone?

Unit Enduring Understandings: • Solo performance allows for individual

expression and can enhance ensemble playing. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Prepare and perform a solo piece for performance. • Recognize and perform syncopation.


Summative Assessment: Performance and discussion Formative Assessments: Observations • Use Benchmarks from the method book, or


Instrumental Music- Grade 5- Year 2 Unit Four



Weeks 20- 25

Teacher Resources Teacher Note • 2 method books (primary and secondary) • Solo Literature

SoE has set solo pieces. Feel free to expand into popular

selections. This may enhance the students’ learning.


Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Reinforce previous concepts 2 Specifics for repertoire 3 Music History/ Appreciation Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why are we learning new techniques?

Unit Enduring Understandings: • We need these techniques to perform the

literature. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument specific pitches/ rudiments for repertoire. • Prepare for and perform in public. • Historical or cultural information regarding compositions performed.



Instrumental Music- Grade 5-Year 2 Unit Five



Weeks 26-32


Unit title: Changing Moods Unit summary: Learning more complex rhythms, pitches, and terms. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Minor Scale 2 Interval 3 Reinforce previously learned concepts Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why are there two types of scales?

Unit Enduring Understandings: • Different scales produce different moods.

Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Perform, alone and with others, a Bb, Eb, F, and g concert scale, within the range of their

ability OR perform more advanced percussion rudiments.




Instrumental Music- Grade 5-Year 2 Unit Six



Weeks 33-38

Teacher Resources Teacher Note • 2 method books (primary and secondary) • Solo Literature • Concert Music



Instrumental Music

Grade Sixth




Unit 1-

Off and On Unit 2-

Chromatic Experience


Performing Together

Unit 4- Mississippi


Performing Together

Unit 6- Performing Alone

Weeks 1-5







Unit Description: Solo/ ensemble literature.

Unit Targets:

• Reinforce concepts from previous unit/ year.

• Perform, alone and with others, a Bb, Eb, F, and g concert scale, within the range of their ability OR perform more advanced percussion rudiments.

• Recognize and perform single eighth notes/rests.

Unit Targets:


• Recognize and perform instrument-specific pitches/ rudiments for repertoire.

• Perform alone and with others Ab and c concert scales.

• Recognize and perform cut time (alle breve).

Unit Targets:


• Recognize and perform instrument- specific pitches/ rudiments for repertoire.

• Recognize and perform enharmonics/ chromatic scale.


• Historical or cultural information regarding compositions.

Unit Targets:

• Reinforce concepts from previous unit


• Recognize and perform sixteenth notes.

Unit Targets:






from previous unit. • Recognize and

perform instrument- specific pitches/ rudiments for repertoire.

• Prepare and perform a solo/ ensemble piece for performance.

Instrumental Music- Grade 6 (3rd year) Scope and Sequence

Unit title: Off and On Unit summary: Learning more complex rhythms, pitches, and terms. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Minor Scale 2 Interval 3 Reinforce previously learned concepts Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why are there two types of scales?

Unit Enduring Understandings: • Different scales produce different moods.

Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Perform, alone and with others, a Bb, Eb, F, and g concert scale, within the range of their

ability OR perform more advanced percussion rudiments.


Summative Assessment: Performance and discussion, Formative Assessments: Observations • Use Benchmarks from the method book, or


Instrumental Music- Grade 6 Year 3 Unit One



Weeks 1-5


Unit title: Chromatic Experience Unit summary: Learning more complex rhythms, pitches, and terms. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Chromatic Scale 2 Cut Time (Alle Breve) 3 Reinforce previously learned concepts Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why would a composer use cut time?

Unit Enduring Understandings: • Ease of reading.

Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument-specific pitches/ rudiments for repertoire. • Perform alone and with others Ab and c concert scales. • Recognize and perform cut time (alle breve).



Instrumental Music- Grade 6 Year 3 Unit Two



Weeks 6-12


Unit title: Concert Preparation Performing Together Unit summary: Using previously learned concepts in new music for performance. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Chromatic Scale/ enharmonics 2 Instrument specific pitches/ rudiments 3 Reinforce previously learned concepts 4 Public Performance Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • How can a chromatic scale effect music

composition?

Unit Enduring Understandings: • Chromatic tones add variety to music.

Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument- specific pitches/ rudiments for repertoire. • Recognize and perform enharmonics/ chromatic scale. • Prepare for and perform in public. • Historical or cultural information regarding compositions.



Instrumental Music- Grade 6 Year 3 Unit Four



Weeks 13-19


Unit title: Chromatic Experience Unit summary: Learning more complex rhythms, pitches, and terms. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Sixteenth notes 2 Instrument specific pitches/ rudiments 3 Reinforce previously learned concepts Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • What are sixteenth notes?

Unit Enduring Understandings: • Recognize and perform 16th notes.

Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument- specific pitches/ rudiments for repertoire. • Recognize and perform sixteenth notes.




Instrumental Music- Grade 6 Year 3 Unit Four



Weeks 20-25


Unit title: Concert Preparation Performing Together Unit summary: Using previously learned concepts in new music for performance. Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Recognize previously learned concepts in concert literature 2 Instrument specific pitches/ rudiments 3 Reinforce previously learned concepts 4 Public Performance Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • What devices did the composer use in this

piece to create interest/ variety?

Unit Enduring Understandings: • Students will be able to identify learned

musical devices in concert literature. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument- specific pitches/ rudiments for repertoire. • Prepare for and perform in public. • Historical or cultural information regarding compositions performed.



Instrumental Music- Grade 6 Year 3 Unit Five



Weeks 26-32


Unit title: Performing Alone Unit summary: Solo/ensemble literature Primary interdisciplinary connections: Math, Art, History, World Languages 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.2,B.1; 1.1.2,B.2; 1.3.2,B.1; 1.3.2, B.6; 1.3.2,B.7; 1.4.2, A.2 Content Statements: 1 Recognize previously learned concepts in solo/ small ensemble literature 2 Instrument specific pitches/ rudiments 3 Reinforce previously learned concepts Big Idea: Musical Concepts are constant across the repertoire. Unit Essential Questions: • Why do people perform music alone/ in

small ensembles?

Unit Enduring Understandings: • A greater range of expression can be found

through participation in various ensembles. Unit Learning Targets Students will… • Reinforce concepts from previous unit. • Recognize and perform instrument- specific pitches/ rudiments for repertoire. • Prepare and perform a solo/ ensemble piece for performance.




Instrumental Music- Grade 6 Year 3 Unit Six



Weeks 33-38




Instrumental Music

Grade Seventh - Eighth




Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Weeks 1-8


Unit Description: Reinforcing Elementary Concepts and Learning Targets.

Unit Description: Learning more complex rhythms and pitches and terms.


Unit Description: Application and practice of concepts.


Unit Description: Acquire new skills for further study.

Unit Targets:

• Basic instrument care. • Demonstrate good

tone. • Recognize and

perform rhythm figures: whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and dots, and their respective rests.

• Performing on instruments, alone and with others.

• Recognize and perform Concert Bb, Eb, Ab, F, C, g, and c scales.

Unit Targets:


• Recognize and perform a variety of dynamic, tempo, and articulation markings appropriate to level 1 compositions.

• Recognize and perform concert A, G.

Unit Targets:


• Recognize and perform instrument specific pitches/ rudiments.

• Recognize and perform concert Bb major key signature.



Unit Targets:


• Recognize and perform concert Ab.

• Recognize and perform concert Eb major key signature.

Unit Targets:


• Percussion: recognize and perform single eighth notes/rests.




with others, a Bb concert scale, within the range of their ability OR perform basic percussion rudiments.

• Audition for placement in ensemble.

Instrumental Music- Grades 7-8 (4th-5th Year) Scope and Sequence



Theater Appreciation Grade Seventh - Twelfth





Theater Appreciation

Grade Seventh




Unit 1-

Theater in Me Unit 2-

Storytelling Unit 3-

Non-Verbal Communication

Unit 4- Voice and Tone

Unit 5- Putting it Together

Week 1 Weeks 2-3 Weeks 4 Week 5 Week 6

Unit Description: The exploration of theater in each student’s historical, cultural and personal background.

Unit Description: The narration of events in words, images and sounds.

Unit Description: The creation and analysis of silent expression.

Unit Description: The realization and application of how voice and tone affects meaning.

Unit Description: The creation of storytelling using non-verbal communication and voice and tone to express meaning.

Unit Targets: • Distinguish between

dramatic traditions reflected in various cultures and historical eras.

Unit Targets: • Create believable

characters in scripted and improvised performances.

• Analyze various theatrical performances for form, function and originality.

Unit Targets: • Determine the

effectiveness of techniques used in actor training.

• Articulate character objectives, tactics and obstacles and apply those methods to character portrayal.

• Formulate criteria to evaluate performances of both traditional and nontraditional performances.

Unit Targets: • Differentiate among

vocal rate, pitch, volume, and justify how they affect meaning and character.

Unit Targets: • Analyze various

theatrical performances for form, function and originality.

• Articulate character objectives, tactics and obstacles and apply those methods to character portrayal.

• Create believable characters in scripted and improvised performances.

Theater Cycle I- Grade 7 Scope and Sequence

Unit title: Theater in Me Unit summary: The exploration of theater in each student’s historical, cultural and personal background. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.1, 1.1.8.C.3, 1.4.8.A.1, 1.4.8.A.4, 1.4.8.A.6, 1.4.8.A.7 Content Statements: 1 Critique 2 Self-Awareness Big Idea: Theater is directly linked to our everyday lives. Unit Essential Questions: • How is Theater already part of everyday

life?

Unit Enduring Understandings: • Theater encompasses many aspects of everyday

life. Unit Learning Targets Students will… • Distinguish between dramatic literature and traditions reflected in various cultures and

historical eras. • Formulate criteria to evaluate performances of both traditional and nontraditional

performances. • Analyze various theatrical performances for form, function and originality.

Evidence of Learning Summative Assessment: Mask Project (see below) Formative Assessments: Playwright’s Notebook

Theater Cycle I- Grade 7 Unit One


Mask Project: MY MASK

Directions:

1. Draw either a face on the mask below based on how you think people view you. (Ex- Happy face, sad face, angry face, serious face…etc) 2. In the center of the mask draw the thing you couldn’t live without. 3. In the top left corner of the mask draw a place you love to visit. 4. In the bottom right corner of the mask draw a talent that you have. 5. In the bottom left corner of the mask draw a food you enjoy eating 6. In the top right corner of the mask draw something that you enjoy doing. 7. Below the mask write your personal motto, a phrase you always say, or a quote you like. Students should decorate the rest of the mask to their liking- what it says about them. Playwright’s Notebook- What are the different masks we wear every day?

1 week

Teacher Resources Teacher Note • Mask Template and instructions

Unit title: Storytelling Unit summary: The narration of events in words, images and sounds. Primary interdisciplinary connections: History, English 21st Century Themes: Global Awareness

Learning Targets Standards: 1.3.8.C.2, 1.4.8.A.1, 1.4.8.A.7 Content Statements: 1 Part of the stage 2 Short story analysis 3 Stage Pictures 4 Jo-Ha-Kyu Big Idea: Storytelling is one way of providing links to culture and personal aesthetics throughout the ages. Unit Essential Questions: • How does storytelling provide insight into

the lives of people, their traditions and their values?

Unit Enduring Understandings: • Insight into various cultures and the people of

those cultures is provided through the art of storytelling in many ways.

Unit Learning Targets Students will… • Create believable characters in scripted and improvised performances. • Analyze various theatrical performances for form, function and originality.


Summative Assessment: 7th Grade by Gary Soto Activity (See below) Formative Assessments: Simon Says- Stage Direction

Theater Cycle I- Grade 7 Unit Two


Tour of the Stage- Stage Directions and Cross, Upstage someone, Discovered, FOH, Wings, Apron, Blocking, BOH, Pit, Fly Space, Rigging, Boom Lights, Strip Lights, Curtains- Traveler- Main Curtain…etc. Play Simon Says with Stage Directions Plot- Jo-Ha-Kyu (Beginning, Middle, End) Slide Show- Vacation Pictures- Stage Pictures (3 beginning of vacation, 3 middle, 3 end). Narrator talks about the various pictures their group created. Storytelling through Images- Read “7th Grade” by Gary Soto. Divide class into groups. Group decided 6 key moments from the story. Create a picture that represents each moment using levels, eye focus, contrast, body position, space. Show to class- picture is good if the class can identify the moment.

3 days

2 days

1 week

Teacher Resources Teacher Note • 7th Grade by Gary Soto

Unit title: Non-Verbal Communication Unit summary: The creation and analysis of silent expression. Primary interdisciplinary connections: History, English 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.2, 1.3.8.C.1, 1.3.8.C.2, 1.4.8.A.1, 1.4.8.A.3, 1.4.8.A.4, 1.4.8.A.6, 1.4.8.A.7 Content Statements: 1 Subtext 2 Pantomime 3 Objectives, Tactics, Obstacles Big Idea: Nonverbal communication can be just as influential as verbal communication. Unit Essential Questions: • How does one communicate nonverbally?

Unit Enduring Understandings: • Nonverbal communication still provides

meaning and emotion. Unit Learning Targets Students will… • Determine the effectiveness of vocal and acting techniques used in actor training. • Formulate criteria to evaluate performances of both traditional and nontraditional

performances. • Articulate character objectives, tactics and obstacles and apply those methods to character

portrayal

Evidence of Learning Summative Assessment: Nonverbal Scene (see below) Formative Assessments: Pictures Worth 1000 Words (see below)

Theater Cycle I- Grade 7 Unit Three


Pictures Worth 1000 Words Magazine pictures will be hung up around the room with a number.

Students will write down what they think the model is saying. (Non-verbal communication) Discuss.

Non-verbal scene- Objective/Tactics/Obstacles Students will be given a group of criteria that their non-verbal scene must contain: Criteria includes- -number of people entering the space -number of people exiting the space -focal object Students must create a non-talking skit that encompasses their criteria but still makes sense to the audience. Audience will critique the scene on what was clear and what was not.

1 week

1 week

Teacher Resources Teacher Note • Magazine pictures

Unit title: Voice and Tone Unit summary: The realization and application of how voice and tone affects meaning. Primary interdisciplinary connections: English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.3 Content Statements: 1 Tone 2 Voice Big Idea: How we say things is just as important as what we’re saying. Unit Essential Questions: • What is the correlation between tone and

meaning?

Unit Enduring Understandings: • Tone and meaning go hand in hand.

Unit Learning Targets Students will… • Differentiate among vocal rate, pitch, volume, and justify how they affect meaning and

character.


Summative Assessment: Spare Scene Formative Assessments: Playwright’s Notebook- Write about a time when you misinterpreted what someone wrote about you or to you.

Theater Cycle I- Grade 7 Unit Four


Spare Scene- (To be discuss and performed as a class first) A-Hello B-Hi A-How are you? B-Fine, I guess. A-Do you know what time it is? B-No. A-Don’t you have a watch on? B- Not on me. A-Well? B-Well what? A-What did you do last night? B-What do you mean? A-What did you do last night? B-Nothing. A-Nothing? B-I said nothing. A-Sorry I asked. B-That’s all right. Perform the scene two different ways to show that the meaning can change.

Give students other spare scenes and have them create character relationship/location/obstacles/tactics/objective. Perform for the class.

1 week

1 week

Teacher Resources Teacher Note • Spare Scenes

Unit title: Putting it Together Unit summary: The creation of storytelling using nonverbal communication and voice and tone to express meaning. Primary interdisciplinary connections: English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.3 Content Statements: 1 Need vs. want 2 Tone 3 Movement 4 Non-verbal communication Big Idea: Using tone, voice and nonverbal communication to convey meaning. Unit Essential Questions: • How does our voice and movement affect

meaning?

Unit Enduring Understandings: • All we say and do affects meaning.

Unit Learning Targets Students will… • Analyze various theatrical performances for form, function and originality. • Articulate character objectives, tactics and obstacles and apply those methods to character

portrayal. • Create believable characters in scripted and improvised performances.

Evidence of Learning Summative Assessment: Twisted Fairytales (see below) Formative Assessments: Noah’s Ark (see below) Fairytale Checkpoints

Theater Cycle I- Grade 7 Unit Five


Noah’s Ark Students must convince Noah to let them be the 2nd of the animals on the ark. Think about- -Dire Circumstances -Need vs. Want -Tone (determination/desperation) -Movement- becoming the animal (cannot tell it must act it) Twisted Fairytales Students must take a fairytale and change one major element. (Ex- Cinderella- Cinderella is a guy) Then they must create a 3-minute skit to tell the entire story. They must decide what is important to the plot and what can they leave out.

2 days

1 ½ weeks

Teacher Resources Teacher Note • Fairytale Books for Reference



Theater Appreciation

Grade Eighth




Unit 1- Presenting Moi

Unit 2- Jo-Ha-Kyu

Unit 3- Raising the Stakes

Unit 4 The Monologue

Week 1

Week 2-3 Week 4 Week 5-6

Unit Description: The historical and cultural influence of theater in each student’s life.


Unit Description: The articulation of meaning through voice and tone.

Unit Description: The performance of a monologue from a traditional or non-traditional theatrical production.

Unit Targets: • Examine theatrical

performances using different multimedia facets.

• Analyze various theatrical performances for form, function and originality.

• Distinguish between dramatic literature and traditions reflected in various cultures and historical eras.

Unit Targets: • Create a believable character

in scripted and improvised performances.

Unit Targets: • Differentiate among vocal

rate, pitch, volume, and justify how they affect meaning and character.

• Determine the effectiveness of vocal and acting techniques used in actor training.

Unit Targets: • Formulate criteria to

evaluate performances of both traditional and nontraditional performances.

• Interpret the use of metaphors and symbols in traditional/non-traditional script /performances.

• Classify the different roles of the theater professional.

Theater Cycle I- Grade 8 Scope and Sequence

Unit title: Presenting Moi Unit summary: The historical and cultural influence of theater in each student’s life. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.1, 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3, 1.4.1.A.1, 1.4.8.A.3, 1.4.8.A.7, 1.4.8.B.3, Content Statements: 1 Self-Awareness 2 Critique Big Idea: Theater is directly linked to our everyday lives. Unit Essential Questions: • How is theater already part of everyday

life?

Unit Enduring Understandings: • Theater encompasses many aspects of everyday

life. Unit Learning Targets Students will… • Analyze various theatrical performances for form, function and originality. • Examine theatrical performances using different multimedia facets. • Distinguish between dramatic literature and traditions reflected in various cultures and

historical eras.

Evidence of Learning Summative Assessment: Infomercial Formative Assessments: Playwright’s Notebook- Prompts/Pictures/Quotes...

Theater Cycle I- Grade 8 Unit One


Infomercial Students will choose a partner. Students will interview the partner to find out anything and everything about them. Students will create an infomercial selling the partner as the product and using the information they gathered as selling points. They will present to the class.

1 week

Teacher Resources Teacher Note • Infomercial examples- Snuggie

Unit title: Jo-Ha-Kyu Unit summary: The narration of events in words, images and sounds. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.3.8.C.2 Content Statements: 1 Jo-Ha-Kyu 2 Obstacles/Tactics/Objectives 3 Stage Movement/Directions Big Idea: Stories have a beginning, middle and an end. Unit Essential Questions: • How does a story’s structure relate to

artist’s intent?

Unit Enduring Understandings: • The relationship between artist and story is one

and the same. Unit Learning Targets Students will… • Create a believable character in scripted and improvised performances.


Summative Assessment: Silent Movie (see below) Formative Assessments: Jo-Ha-Kyu scene (see below)

Theater Cycle I- Grade 8 Unit Two


Jo-Ha-Kyu Write a story – 3 beginning sentences, 3 middle, 3 ending Opening sentence- “So & so opened their locker and…” Silent Film -Students will take their stories and divide into groups. -Students will create a skit that corresponds to the story and rehearse their skit. -Students will film their skit -Students will enhance their story with instrumental music.

2 days

1 ½ weeks

Teacher Resources Teacher Note • iPads • iMovie

Unit title: Raising the Stakes Unit summary: The articulation of meaning through voice and tone. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.2, 1.1.8.C.3 Content Statements: 1 Voice 2 Tone Big Idea: How we say things is just as important as what we’re saying. Unit Essential Questions: • What is the correlation between tone and

meaning?

Unit Enduring Understandings: • Tone and meaning go hand in hand.

Unit Learning Targets Students will… • Differentiate among vocal rate, pitch, volume, and justify how they affect meaning and

character. • Determine the effectiveness of vocal and acting techniques used in actor training.

Evidence of Learning Summative Assessment: Spare Scene (see below) Formative Assessments: Trapped Activity (see below)

Theater Cycle I- Grade 8 Unit Three


Spare Scene -Establishing location -Relationship -Circumstances -Objectives/Tactics -Raising the stakes Trapped -Must establish location without telling the audience (Example: Top of a roller coaster) -Reaction to being trapped -Failed attempt to get out -Successful attempt -No one can die or get hurt in their scenario

3 days

2 days

Teacher Resources Teacher Note • Spare Scenes (1 per duo)

Unit title: The Monologue Unit summary: The performance of a monologue from a traditional or nontraditional theatrical production. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.C.2, 1.1.8.C.3 Content Statements: 1 Monologue Big Idea: A monologue is the dramatization of someone else’s words. Unit Essential Questions: • How can you dramatize someone else’s

words?

Unit Enduring Understandings: • Someone else’s words can be dramatized using

various techniques. Unit Learning Targets Students will… • Formulate criteria to evaluate performances of both traditional and nontraditional

performances. • Interpret the use of metaphors and symbols in traditional/nontraditional script performances • Classify the different roles of the theater professional.

Evidence of Learning Summative Assessment: The Monologue Performance Formative Assessments: Checkpoints and rehearsals of monologue

Theater Cycle I- Grade 8 Unit Four


Lecture: Monologue- “Kristine” from A Chorus Line. Break it apart: What does the text tell us? -Obvious first, Implied, Hidden meaning/Choices -Moment before -Who are you talking to? Where are you? -Beats IMC- Students will go to the IMC and research through various websites and books to find a 1 minute monologue from a play that is appropriate for school. It must be approved by the teacher and then the student will start dissecting the monologue and rehearsing the monologue by taking the following steps:

1. Read it aloud.

2. Mark the beats and phrases of importance.

3. Answer the follow questions- Who are you talking to? What is your relationship to that person? Where are you? What is going on? What happened the moment before you start to speak?

4. Using your verb packets, find action verbs that work with what is going on in the monologue. If the monologue changes moods, then the action verbs will change.

2 days

2 days (IMC)

1 ½ weeks

Teacher Resources Teacher Note • Monologue Books



Theater Appreciation Grades Ninth - Twelfth




Unit 1-

Storytelling Unit 2-

The Monologue & Scene Work

Unit 3- Playwrights

Unit 4- Think Like a

Designer

Unit 5- Doing the Duo

Unit 6- The Production

Staff

Unit 7- Putting it Together


Weeks 33-38


Unit Description: The performance of a monologue from traditional or non-traditional theatrical productions.

Unit Description: The exploration of the style, language, and history of famous playwrights and theatrical styles.

Unit Description: The creation of various elements of theatrical design.

Unit Description: The performance of a scene using traditional and non-traditional theatrical art forms.

Unit Description: The recognition and application of the various roles in a production.

Unit Description: The culmination of the elements of theatre and design in traditional and non-traditional theatrical art forms.

Unit Targets: • Differentiate

among vocal rate, pitch, volume, and justify how they affect meaning and character.

• Determine the effectiveness of vocal and acting techniques used in actor training.

• Analyze traditions of theatre in

Unit Targets: • Articulate

character objectives, tactics and obstacles and apply those methods to character portrayal.

• Dramatize someone else’s words.

Unit Targets: • Distinguish

between dramatic literature and traditions reflected in various cultures and historical eras.

• Analyze various theatrical works using the elements of tragedy and comedy.

Unit Targets: • Apply the basic

physical properties and implement them into a theatre design.

• Classify the different roles of the theater professional including the development of technology.



• Differentiate among vocal rate, pitch, volume, and justify how they affect meaning and character.

• Critique performances

Unit Targets: • Classify the

different roles of the theater professional including the development of technology.



• Apply the basic physical properties and implement them into a theatre design.

• Dissect theatrical performances for artist’s intent,

Theater Appreciation- Grades 9-12 Scope and Sequence


Western and Non-Western examples.

• Create a believable character in scripted and improvised performances.

• Dramatize someone else’s words.

• Analyze traditions of theatre in Western and Non-Western examples.

both live and through multimedia.

emotional influence, and cultural implications.

Unit title: Storytelling Unit summary: The narration of events in words, images and sounds. Primary interdisciplinary connections: English, History 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.C.2, 1.2.12.A.2, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.B.3 Content Statements: 1 Jo-Ha-Kyu 2 Pantomime 3 Nonverbal Communication 4 Voice and Tone Big Idea: Storytelling is one way of providing links to cultural and personal aesthetics throughout the ages. Unit Essential Questions: • What is the correlation between

storytelling and cultural and personal aesthetics?

Unit Enduring Understandings: • Storytelling and aesthetics of both culture and

personal significance are directly related.

Unit Learning Targets Students will… • Create a believable character in scripted and improvised performances. • Dramatize someone else’s words. • Evaluate the value of theater based on individual tradition, culture and overall background. • Differentiate among vocal rate, pitch, volume, and justify how they affect meaning and

character. • Determine the effectiveness of vocal and acting techniques used in actor training. • Analyze traditions of theatre in Western and Non-Western examples.

Evidence of Learning Summative Assessment: Final Performances (see below) Formative Assessments

Theater Appreciation- Grades 9-12 Unit One

Playwright’s Notebook- Various prompts/quotes/reflection topics that students write about in their composition notebook Picture is Worth 1000 Words (see below) Greek Myth Presentation (see below)

Lesson Plans Activities

Timeframe

Jo Ha Kyu: Beginning-Middle-End Any structure has the beginning, middle and end. Ideally the end has the beginning of another. Formed a group of 7 in lines. A moves out, creates an action and ends it. Group B comes out, does group A action, then their own, ends it and moves back. C does A, B action and adds their own. A does A B C action, B the same; Next the whole group does the mini Jo Ha

Kyu and a larger Jo Ha Kyu. *Hard to do the action of the person in front of you if they were not clear.

Storytelling Revisited with Jo-Ha-Kyu-3 Beginning sentences, 3 middle,

3 ending (Playwright’s Notebook) “So and So opened his locker and…”

Vacation Photos Creating a story through pictures Slide Show- (Vacation Pics, Museum Exhibits) Form small groups 1 person talks about the pictures that is created by the other group members 3 Beginning Slides 3 middle Slides (middle of trip) 3 end Slides (end of trip) *Person talking does not know what the group is going to do *Group has no planning time The Lottery Read The Lottery by Shirley Jackson

Moment Chain- Working together in groups,

2 weeks

1 week

1 week

students will pick the 6 most important moments from The Lottery and create those moments in a picture using their bodies, facial expression, tableau, levels…etc.

Pantomime Show clips on Charlie Chaplin & Marcel Marceau Practice various exercises in Pantomime as a group and individually Introduce Blocking/Movement Cross/Discovered/Upstaging Students must bring in a piece of Instrumental Music

Divide into groups- Choose 1 song amongst the group Write a story based on the music- Must have Jo-Ha-Kyu Perform story- movement only no words/dialogue Meet with Group to choose music and begin writing story Finish story and begin rehearsing Greek Theater Students get into groups and write their own myth on how it came to be that children must attend school. Students are to create masks based on the different characters in their myths. Students are to create a movement piece based on their myth. They are not allowed to talk during their pantomime, but we must be able to understand their story from just the movement alone. Movement Scenes- Entrances & Exits, Fixed Objects, Spatial Relations-

You will have 5 minutes to create a scene—WORK ON YOUR FEET—don’t talk about what you’re going to do—just do it.

Think jo-ha-kyu

1: someone enters the space (what is the composition?)

2: the spatial relationship changes (kinesthetic response)

3 weeks

3 weeks

1 week

Teacher Resources Teacher Note • The Lottery by Shirley Jackson • Examples of Greek Myths

3: use an object

4: use fixed point

(while all the time thinking about dynamic state- heightened intensity or energy)

Jo-Ha-Kyu Scene 10 Minutes to plan a story- Jo-Ha-Kyu -When they get up to present, give them 1 sentence. Ex: “Luke, I am your father.” -The sentence is the only thing they can speak, the rest is subtext and non-verbal communication. -When the group is finished- ask the class- “What was the story?” -Was the group successful in telling the story? “I’m gonna make him an offer he can’t refuse.” “Toto, I have a feeling we’re not in Kansas anymore.” “You can’t handle the truth.” “There’s no crying in baseball.” “Nobody puts Baby in a corner.” “I’ll get you my pretty and your little dog, too.” “Life is like a box of chocolates…you never know what you’re gonna get.”

Unit title: The Monologue Unit summary: The performance of a monologue from a traditional or nontraditional theatrical production. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.C.2, 1.3.13.C.1, 1.3.12.C.2 Content Statements: 1 Monologue Big Idea: A monologue is the dramatization of someone else’s words. Unit Essential Questions: • How can you dramatize someone else’s

words?


various techniques. Unit Learning Targets Students will… • Articulate character objectives, tactics and obstacles and apply those methods to character

portrayal. • Dramatize someone else’s words. • Create a believable character in scripted and improvised performances.

Evidence of Learning Summative Assessment: The Monologue Performance Formative Assessments: Checkpoints and rehearsals of monologue

Theater Appreciation- Grades 9-12 Unit Two


Lecture: Monologue- “Kristine” from A Chorus Line. Break it apart: What does the text tell us? -Obvious first, Implied, Hidden meaning/Choices -Moment before -Who are you talking to? Where are you? -Beats IMC- Students will go to the IMC and research through various websites and books to find a 1 minute monologue from a play that is appropriate for school. It must be approved by the teacher and then the student will start dissecting the monologue and rehearsing the monologue by taking the following steps: Follow the rules outlined for them -Read it aloud -Identify all terms/words/places/people they do not know and look up -Identify obvious, implied, subtext -Where are you? Who are you talking to? -Shape of the argument -Action verbs- -Objective/Tactics -Beats -Tone/Body Language/Gestures Mock Performance of Monologue-

Students will perform the monologue in front of the class and receive feedback from teacher and audience.

Final Performance of Monologue

2 days

2 days (IMC)

1 week

1 week

3 days

Teacher Resources Teacher Note • Monologue Books

Unit title: Playwrights Unit summary: The exploration of the style, language and history of famous playwrights and theatrical styles. Primary interdisciplinary connections: History, English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.C.1, 1.2.12.A.1 Content Statements: 1 Shakespeare 2 Commedia dell’arte 3 Dramatic Structure Big Idea: Theatrical styles are rooted with tradition and history. Unit Essential Questions: • How has theater changed over time? • How does the culture influence theater and

vice versa?

Unit Enduring Understandings: • Theater has changed over time through the

differing use of elements and styles. • Theater and culture go hand in hand.

Unit Learning Targets Students will… • Distinguish between dramatic literature and traditions reflected in various cultures and

historical eras. • Analyze various theatrical works using the elements of tragedy and comedy. • Analyze traditions of theatre in Western and Non-Western examples.

Evidence of Learning Summative Assessment: Final performances (see below) Formative Assessments: Checkpoints of performances Playwright’s Notebook

Theater Appreciation- Grades 9-12 Unit Three

Lesson Plans

Activities Introduction to Shakespeare. Show PPT. Start with phrases they might use or definitely have heard of. Show them a bunch of pictures they must remember. Write them down- person with the most gets a prize. Each student gets an interesting fact about Shakespeare. Students must go around the room and remember as many facts as they can. Divide into groups. Groups must arrange the facts they remember into a creative collage. Points for each fact and creativity points. Playwright’s Notebook- Write a diary entry as Shakespeare choosing one of the interesting facts. Ex: Dropping out of school at 14 because his parents couldn’t afford it. Meeting Anne Hathaway for the first time. The death of his son due to the plague. Diary should be in 1st person and express emotions and describing thoughts. Romeo and Juliet letter exchange. Write a letter to one of your parents expressing your love for Romeo/Juliet. Give notebook to another person in class- they become your parent responding to your letter. Go back and forth a couple of times writing letters as Romeo/Juliet & parent. Discussion- What makes Shakespeare hard? Look at the Prologue from “Romeo and Juliet”

Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife.

Timeframe 1 day

1 day

2 days

The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Dissect it- What does it mean? What words do you know? What words don’t you know? Break it apart and figure out the meaning. Show RSC Complete Works Abridged version of the Prologue Divide into groups and act it out in a creative way. Divide class into group of 4 and give each group a Shakespeare scene. Each group must paraphrase the text into modern language Come up with a creative way to present both the Shakespeare and the modern text. Scenes: Midsummer Night’s Dream- Act II, Scene I- Helena, Demetrius Twelfth Night- Act I, Scene V- Olivia, Viola Othello- Act III, Scene III- Othello, Iago (Part I) Romeo & Juliet- Act III, Scene V- Romeo and Juliet (It is the lark) Much Ado About Nothing-Act IV, Scene I- Beatrice & Benedick Hamlet- Act I, Scene V- Hamlet, Ghost Taming of the Shrew- Act II, Scene I- Kate, Petruchio *Each class needs either the computer lab, iPads with the Lexicon website or the Lexicon* Witches Rap Divide into larger groups (6) Give them the Witches Speech from Macbeth They must use their resources of the lexicon to look up any words they do not know Must be performed as a rap Introduction to Commedia dell ‘arte

1 week

1 week

2 weeks

Playwright’s Notebook- Write about a movie or TV where the father of one character does not approve of the person his daughter is dating. Read The Servant of Two Masters by Carlo Goldoni Students should be able to analyze the script for the following: Protagonist Antagonist Inciting Incident Point of Attack Turning Points (Complications) Climax Denouement

Teacher Resources Teacher Note • Shakespeare scenes • The Servant of Two Masters

Unit title: Think Like a Designer Unit summary: The creation of various elements of theatrical design. Primary interdisciplinary connections: English, History, Art 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.C.3, 1.3.12.C.1, 1.4.12.B.3 Content Statements: 1 Design Concept 2 Costume Design Big Idea: Design is one element of theatre Unit Essential Questions: • How does design enhance a theatrical

experience?

Unit Enduring Understandings: • Design uses the elements of art and theater

combined to enhance a theatrical experience. Unit Learning Targets Students will… • Apply the basic physical properties and implement them into a theatre design. • Classify the different roles of the theater professional including the development of technology.

Evidence of Learning Summative Assessment: Design Project (see below) Formative Assessments Checkpoints for each project.

Theater Appreciation- Grades 9-12 Unit Four

Lesson Plans

Activities Color Psychology- Thinking Like a Designer Learning About Colors Divide groups into pairs or groups of 3 Each pair or group will be given a color and they will be responsible for informing the rest of the class about that color: its significance, meaning, and the various things it represents. Design Concept- Each Designer starts with a concept First thing they do is read the play See where the text strikes home/heart for them Playwright’s Notebook- Where did The Servant of Two Masters hit for you? Based on that concept, students will create a PowerPoint presentation where they will find 5 images and 1 sound that evokes the heart of the text. Must also provide a written justification for each image and sound, a title slide and a bibliography that shows specifically where they got their images and sound. Thinking Like a Costume Designer- Students will learn the process of a costume designer. Read the script, concept of director, sketch, render, make costume. Show PPT of costume designs. Students will be divided into groups and will create a costume based on the Renaissance style (they can do research and bring in images). The costume design will be built from newspaper and tape Any supplies they have with them on the first day the project is assigned. If the group is working well together, they will get more supplies. Runway/Walk-Off will occur the last day of that week.

Timeframe

1 week

2 weeks

1 week

Teacher Resources Teacher Note • Computers • Newspapers • Tape • Markers

Unit title: Doing the Duo Unit summary: The performance of a scene using traditional and non-traditional theatrical art forms. Primary interdisciplinary connections: English, History, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.C.1, 1.3.13.C.1, 1.3.12.C.2 Content Statements: 1 Scene Work Big Idea: A scene is the dramatization of someone else’s words and relationship between two people. Unit Essential Questions: • How can you dramatize someone else’s

words?


various techniques. Unit Learning Targets Students will… • Articulate character objectives, tactics and obstacles and apply those methods to character

portrayal. • Dramatize someone else’s words. • Create a believable character in scripted and improvised performances.

Evidence of Learning Summative Assessment: Scene Performance (see below) Formative Assessments Mock Performance of Scene Student led critique Self- Reflection

Theater Appreciation- Grades 9-12 Unit Five


Timeframe

Doing the Duo Students will learn how to tackle a scene. Students will be assigned a partner and a scene that they will perform. They must identify: Shape of the Argument Action Verbs Objective Conflict Tactics Playwright’s Notebook- What if- Students will write in their notebook a what if statement. Pass the notebook to someone else- They write a “Then” statement. Based on what the “Then” statement is, another student will write another “what if” statement. Continue until there are 4 “What If’s” and “Then” statements. Students will then write an argument building the shape of it based on the statements in their notebook.

2 Weeks

Teacher Resources Teacher Note • Scenes

Unit title: The Production Staff Unit summary: The recognition and application of the various roles in a production. Primary interdisciplinary connections: English, History, Art 21st Century Themes: Global Awareness

Learning Targets Standards 1.1.12.C.3, 1.4.12.B.3 Content Statements: 1 Director 2 Audition Process 3 Production Staff Big Idea: A theatrical production is more than just the actors on stage. Unit Essential Questions: • How do the various roles of a theater

professional influence a production?

Unit Enduring Understandings: • The various roles of the theater professional

influence a production using the many elements of theater, art and design.

Unit Learning Targets Students will… • Classify the different roles of the theater professional including the development of technology.


Summative Assessment: Mock Audition (see below) Formative Assessments Every Little Step worksheet

Theater Appreciation- Grades 9-12 Unit Six

Lesson Plans

Activities

Timeframe Introduction to the rest of the Production Staff.

Read from “Theater Arts” Booklet- The Production Staff. Complete worksheet on “Who’s Job is it?” Discuss the job of the Director. Playwright’s Notebook- What are you looking for when you audition someone. Class Activity- Come up with criteria for auditions. Watch the documentary “Every Little Step”. The students will become the director while watching and choose the people they think are best for each part. Students will participate in a mock audition. Students will either be: -Director -Assistant Director -Auditionee Teacher will be the reader. Directors- How to give direction to actors. Actors- How to take the direction from the director and apply it to their scene. Auditioning for The Servant of Two Masters -Beatrice -Truffladino -Florindo -Clarice -Smeraldina -Silvio Auditonees must prepare the given scene. Directors and Assistants must come up with criteria on how they are judging the audtionees. They also must cast their part with the people who auditioned.

2 days

5 days

1 ½

Teacher Resources Teacher Note • Every Little Step DVD and workshop • Scenes from Servant of Two Masters

Unit title: Putting it Together Unit summary: The culmination of the elements of theatre and design in traditional and non-traditional art forms. Primary interdisciplinary connections: English, History, Art 21st Century Themes: Global Awareness

Learning Targets Standards 1.1.12.C.2, 1.1.12.C.3, 1.3.12.C.1, 1.3.12.C.2, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.2 Content Statements: 1 Script Analysis 2 Costume and Scenic Design 3 Scene/Monologue 4 Publicity Big Idea: A theatrical production is made up of many elements of theatre and art combined. Unit Essential Questions: • How do all the elements of theater and art

shape a production?

Unit Enduring Understandings: • Theater, art and their respected elements are

combined artistically and creatively to shape a production.

Unit Learning Targets Students will… • Create believable characters in scripted and improvised performances. • Apply the basic physical properties and implement them into a theatre design. • Dissect theatrical performances for artist’s intent, emotional influence, and cultural

implications.

Evidence of Learning Summative Assessment: Final Project (see below) Formative Assessments

Theater Appreciation- Grades 9-12 Unit Seven

Checkpoints along the way


Timeframe

THEATER APPRECIATION FINAL GROUP PROJECT

The class will be divided into groups. Each group will be assigned a play and each student will complete the individual and group assignments for that play as outlined below.

I. Script Analysis- Identify the following: a. Inciting Incident b. Protagonist/Antagonist c. Major Dramatic Question d. Major climax of ALL acts (indicate

specific lines) e. Major crisis of the last act (indicate specific

lines) f. Beginning of the denouement g. Setting (Time, Year, Season, Time of Day,

Place) h. Environment (Economic, Political, Social,

Religious) i. Central idea of the text in one sentence:

“This play is about…”

II. Monologue or Scene a. Dramatize and interpret a monologue or

two person scenes from your play. If there is not a monologue, design one by combining lines from a scene or if there is a scene with more than two people, try to eliminate the extra people and still have the scene make sense. The performance of your monologue/scene will be the day of your final exam. MUST BE MEMORIZED!!

III. Scenic Design a. Create a three-dimensional set to scale

(Diorama OK) Include fabric and texture

swatches. It must be one scene from your play. (Decide amongst your group who is doing what scene so there are no repeats. If the play only takes place in one area, let me know.)

IV. Publicity a. Design a poster for you play. The poster

should include all of the information required by the script (Title, Playwright, Publisher, and Copyright Information) and should entice the audience to attend.

V. Design Concept a. Collect abstract and literal images as well

as music or sounds that might inform someone about a potential production and prepare an exhibit of them. The images should NOT just be a collection of design ideas; they should be visuals and sounds that evoke for you the heart of the text, the essence of what it is you want to say with the production.

b. Then use them to create an exhibit (in PowerPoint) that will inspire the viewers to attend, and better understand, your upcoming production.

c. Write a justification for each image and your sound explaining why these images and sound were chosen and how they pertain to the play.

Project Details:

• 3 images • 1 sound • 1 PowerPoint Presentation (5 slides- Title Page, 3

Images, Bibliography) DUE DATE- The day of your final exam

Teacher Resources Teacher Note • Plays for the class to read and complete their final

project



Music Appreciation Grades Seventh - Twelfth





Music Appreciation Grade Seventh




Unit 1-

Song Story Unit 2-

Elements of Music

Unit 3- Performance,

Composition, and Improvisation

Week 1-2 Weeks 3-4 Week 5-6

Unit Description: The exploration of music in each student’s historical, cultural and personal background.

Unit Description: The recognition and differentiation of the elements of music across historical periods and cultures.

Unit Description: The interpretation, performance, and creation of, as well as improvisation over musical scores.

Unit Targets:

• Compile music based on individual values, culture, traditions, and overall background.

Unit Targets:

• Formulate criteria for music evaluation and implement the criteria to evaluate works of music.

• Examine music performances using different multimedia facets.

• Differentiate between the elements of music.

Unit Targets:

• Interpret music compositions from original or prepared musical scores.

• Perform excerpts of music compositions with technical accuracy, appropriate musicality and relevant stylistic nuance.

• Compose instrumental works. • Improvise over simple rhythmic ostinati.

Music Cycle I- Grade 7 Scope and Sequence

Unit title: Song Story Unit summary: The exploration of music in each student’s historical, cultural and personal background. Primary interdisciplinary connections: English, History, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.2.8.A.2, 1.2.8.A.3 Content Statements: 1 Song Compilation 2 Music to Life Correlation Big Idea: Music is directly linked to our everyday lives. Unit Essential Questions: • How does music help to tell your life

story?

Unit Enduring Understandings: • Music encompasses many elements of my life.

Unit Learning Targets Students will… • Compile music based on individual values, culture, traditions, and overall background. • Write narrative stories based on the songs of their choice as they relate to their lives.


Summative Assessment: Three narratives and Poster (see below “Activities” for details) Formative Assessments: • Checking for students’ finalized song

selection (3 songs) • Providing feedback on students’ narrative

stories

Music Cycle I- Grade 7 Unit One


• Song Story Project Introduction: Teacher models an example of telling a story of a significant part of his/her life as it relates to a song. i.e. “We Are Family” by Sister Sledge relating to a personal family dynamic involving sisters (“I got all my sisters with me”) Song Selection: Students choose three songs that help to tell their life’s story. Three Narratives: Students write a one page narrative story relating to their life for each song. Computer Lab: Students get time to type their narratives and search for pictures and lyrics to print and use toward their posters. Poster Presentations: Students bring in a poster with a compilation of pictures and lyrics relating to the songs chosen and the corresponding life’s events.

Introduction – 1 day Song Selections – 1 day

Three Narratives – 3 days Computer Lab – 2 days

Poster Presentations – 1 day

Teacher Resources Teacher Note

Unit title: Elements of Music Unit summary: The recognition and differentiation of the elements of music across historical periods and cultures. Primary interdisciplinary connections: English, History, Math, World Language 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.A.1-2, 1.4.8.A.1-7, 1.4.8.B.1-3 Content Statements: 1 Analysis and Critique

2 Musical Elements: Instrumentation, Rhythm, Pitch, Dynamics, Form

Big Idea: Musical compositions are shaped through the use of various elements. Unit Essential Questions: • How are elements used to differentiate

between musical compositions?

Unit Enduring Understandings: • The elements of music are used in various ways

to demonstrate differences in compositions. Unit Learning Targets Students will… • Formulate criteria for music evaluation and implement the criteria to evaluate works of music. • Examine music performances using different multimedia facets. • Differentiate between the elements of music.


Summative Assessment: Journal (see below) Formative Assessments: • Rhythm and Pitch worksheets. • Dynamic and Form Charts/Maps (visual

depictions of aural listening examples). • Sharing Bell Work Journal responses.

Music Cycle I- Grade 7 Unit Two


• Bell Work Journals: As soon as the bell rings, a piece of music will be played for your analysis. As the music is playing, please write two paragraphs about what you hear. The first paragraph is to be written about what you OBSERVE concerning the weekly topic on the board (i.e. “Rhythm”), NO OPINIONS YET! The second paragraph is to be written about your OPINIONS regarding the piece of music, positive or negative. Just try your best to MUSICALLY support your opinion, citing examples from the music selection.

Bell Work Journals – 2 weeks (1 per day)


Unit title: Performance, Composition, and Improvisation Unit summary: The interpretation, performance, and creation of, as well as improvisation over musical scores. Primary interdisciplinary connections: Math, World Language 21st Century Themes: Global Awareness

Learning Targets Standards: 1.3.8.B.1-4 Content Statements: 1 Performance 2 Composition 3 Improvisation Big Idea: Being involved in the creation of music adds to one’s appreciation for it. Unit Essential Questions: • How does the makeup of a piece of music

relate to the performance of it? • How is improvisation used to enhance

musical expression?

Unit Enduring Understandings: • Musicians shape their performances based on

the piece’s use of various musical elements. • Improvisation is a tool by which musicians can

express themselves. Unit Learning Targets Students will… • Interpret music compositions from original or prepared musical scores. • Perform excerpts of music compositions with technical accuracy, appropriate musicality and

relevant stylistic nuance. • Compose instrumental works. • Improvise over simple rhythmic ostinati.

Evidence of Learning Summative Assessment: Composition Project and Performance (see below) Formative Assessments:

Music Cycle I- Grade 7 Unit Three

• Performances of Percussion Arrangements in single and multiple parts.

• Short Rhythmic Compositions. • Assistance toward the composition project,

and the performance of it.


• Rhythmic and Pitch Performances / Improvisation: Using various percussion instruments and hand clapping, students will perform a variety of percussion arrangements. First, they will perform pieces using only rhythmic elements. Then, after experimenting with rhythmic improvisation over various ostinati, they will interpret and perform pitched percussion arrangements.

• Composition Project:

In AABA form (2 measures per section, for a total of 8 measures), students in groups will compose and perform a 4 part percussion piece using xylophone in treble clef, boomwhackers notated in bass clef, tambourine, and hand drum ostinato.

Rhythmic and Pitch Performances / Improvisation – 5 days

Composition Project – 5 days

Teacher Resources Teacher Note -Percussion arrangements -Boomwhacker songs -Orff instruments, Boomwhackers, tambourines, and drums -www.blanksheetmusic.net



Music Appreciation

Grade Eighth




Unit 1- Elements of Music

Unit 2- Performance, Composition,

and Improvisation

Weeks 1-2

Week 3-6

Unit Description: The recognition and differentiation of the elements of music across historical periods and cultures.

Unit Description: The interpretation, performance, and creation of, as well as improvisation over musical scores.

Unit Targets: • Demonstrate proper instrument care. • Identify the parts of the guitar. • Formulate criteria for music evaluation and implement

the criteria to evaluate works of music. • Examine music performances using different multimedia

facets. • Differentiate between the elements of music.

Unit Targets: • Interpret music compositions from original or prepared

musical scores. • Perform excerpts of music compositions with technical

accuracy, appropriate musicality and relevant stylistic nuance.

• Compose instrumental works. • Improvise over simple chord progressions.

Music Cycle I- Grade 8 Scope and Sequence

Unit title: Elements of Music Unit summary: The recognition and differentiation of the elements of music across historical periods and cultures. Primary interdisciplinary connections: English, History, Math, World Language 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.8.A.1-2, 1.2.8.A.1, 1.4.8.A.1-7, 1.4.8.B.1-3 Content Statements: 1 Analysis and Critique 2 Musical Elements: Instrumentation, Rhythm, Pitch, Dynamics, Form Big Idea: Musical compositions are shaped through the use of various elements. Unit Essential Questions: • How are elements used to differentiate

between musical compositions?


to demonstrate differences in compositions. Unit Learning Targets Students will… • Demonstrate proper instrument care. • Identify the parts of the guitar. • Formulate criteria for music evaluation and implement the criteria to evaluate works of music. • Examine music performances using different multimedia facets. • Differentiate between the elements of music.


Summative Assessment: Journal (see below) Formative Assessments: • Rhythm and Pitch worksheets. • Dynamic and Form Charts/Maps (visual

depictions of aural listening examples). • Sharing Bell Work Journal responses.

Music Cycle I- Grade 8 Unit One


• Bell Work Journals: As soon as the bell rings, a piece of music will be played for your analysis. As the music is playing, please write two paragraphs about what you hear. The first paragraph is to be written about what you observe concerning the weekly topic on the board (i.e. “Rhythm”), no opinions yet. The second paragraph is to be written about your opinions regarding the piece of music, positive or negative. Just try your best to musically support your opinion, citing examples from the music selection.

• Learn how to take out and put away guitars, cases,

humidifiers, picks, etc. • Learn the parts of the instrument, including: body, neck,

head, fretboard, frets, and string names.

Bell Work Journals – 2 weeks (1 per day)

Instrument care and parts – 1 week


Unit title: Performance, Composition, and Improvisation Unit summary: The interpretation, performance, and creation of, as well as improvisation over musical scores. Primary interdisciplinary connections: Math, World Language 21st Century Themes: Global Awareness

Learning Targets Standards: 1.3.8.B.1-4 Content Statements: 1 Performance 2 Composition 3 Improvisation Big Idea: Being involved in the creation of music adds to one’s appreciation for it. Unit Essential Questions: • How does the makeup of a piece of music

relate to the performance of it? • How is improvisation used to enhance

musical expression?

Unit Enduring Understandings: • Musicians shape their performances based on

the piece’s use of various musical elements. • Improvisation is a tool by which musicians can

express themselves. Unit Learning Targets Students will… • Interpret music compositions from original or prepared musical scores. • Perform excerpts of music compositions with technical accuracy, appropriate musicality and

relevant stylistic nuance. • Compose instrumental works. • Improvise over simple chord progressions.

Evidence of Learning Summative Assessment: Composition Project and Performance (see below) Formative Assessments:

Music Cycle I- Grade 8 Unit Two

• Performances of Percussion Arrangements in single and multiple parts.

• Short Rhythmic Compositions. • Assistance toward the composition project,

and the performance of it.


• Rhythmic and Pitch Performances / Improvisation: Using guitars, students will perform a variety of music. They will strum passages using only rhythmic elements. After they interpret and perform pitched melodies, they will also experiment with pitched improvisation over simple 4 chord progressions.

• Composition Project:

Using a 4 chord progression, students will write a 4 measure melody line, followed by 4 measures of improvisation over the same chord progression, culminating in a recapitulation of the original 4 measure melody.

Rhythmic and Pitch Performances / Improvisation – 2 weeks

Composition Project – 2 weeks

Teacher Resources Teacher Note -Sheet music -Guitars -www.blanksheetmusic.net -www.youtube.com



Music Appreciation Grades Ninth - Twelfth




Unit 1-

Music as Identity Unit 2-

Elements of Music Unit 3-

World Music & History

Unit 4- Musical Theater

Unit 5- Music in Film

Weeks 1-4

Weeks 5-10 Weeks 11-20 Weeks 21-28 Weeks 30-38

Unit Description: The exploration of music in each student’s historical, cultural and personal background.

Unit Description: The recognition and application of the elements of music.

Unit Description: The study of a variety of historical eras and world cultures as pertaining to music.

Unit Description: The analysis and design of music’s role in the art form of theatre.

Unit Description: The influence and creation of music in relation to the visual arts.

Unit Targets:

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

• Formulate criteria for music evaluation and implement the criteria to evaluate works of music.

Unit Targets:

• Differentiate the elements of music.

• Interpret music compositions from original or prepared musical scores.

• Perform excerpts of music compositions with technical accuracy appropriate musicality and relevant stylistic nuance.

• Compose vocal and instrumental works

• Improvise works using a variety of traditional and nontraditional sound source.

Unit Targets:

• Classify specific historical eras chronologically.

• Analyze the influence of music on various world cultures.

Unit Targets:


• Dissect theatrical art forms for artist’s intent, emotional influence and cultural implications.

• Create multiple vocal/instrumental works for theatrical art forms.

Unit Targets:


• Dissect programmatic and theatrical art forms for common properties, artist’s intent, emotional influence and cultural implications.

• Create multiple vocal/instrumental works for programmatic and theatrical art forms.

Music Appreciation- Grades 9-12 Scope and Sequence

Unit title: Music as Identity Unit summary: The exploration of music in each student’s historical, cultural and personal background. Primary interdisciplinary connections: English, Psychology 21st Century Themes: Global Awareness

Learning Targets Standards: 1.2.12.A.1, 1.2.12.A.2, 1.3.12.B.4, 1.4.12.B.2 Content Statements: 1 Value of all music 2 Audio editing techniques 3 Listening Analysis 4 Self Expression Big Idea: Music tells us about our historical and cultural background. Unit Essential Questions: • How does music shape our lives? • How can you find value in all music?

Unit Enduring Understandings: • Music shapes our lives in a variety of ways. • Value is not necessarily tied into preference.

Unit Learning Targets Students will… • Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to music • Formulate criteria for music evaluation and implement the criteria to evaluate works of music


Summative Assessment: Audio Collage* (see below) Formative Assessments: • Written Script • 5 Songs • General self-reflection • Song specific reflections

Music Appreciation- Grades 9-12 Unit One


• Music as Identity Project MUSIC AS IDENTITY PROJECT

Description of “Music as Identity” Steps

1. The students reflect on the role of music in their life.

During class, the students had to write out why music is important to them and to start listing songs that they feel “identifies” them. The concept of identity is tricky. It’s important that you instruct your students to try and separate the concept of “songs I like” from “music that represents me in some way”. The vagueness of the definition is okay - just keep the students away from “I love this song!”.

They should start answer the “big questions”:

Why do you love this music?

What music do you “secretly” love? Why is it a secret?

What do you think your musical choices say about you?

What do you hope it says about you?

2. The students have to choose the songs they’re going to use.

The students have to go home and pick 4-6 songs that they’re interested in using. They should be reminded that they will be writing a script to go along with their choices and should pick a variety of music so they can discuss a variety of topics.

3. Students have to transfer their music to the school computers.

This step should be easy for most students. They will take the mp3s from their computer and throw them on a flash drive. For others, you can have them bring in the CDs that

General Reflection- 2 days

Song Specific Reflection- 1 week

Script Writing- 3 days

Audio Editing/Recording- 2 weeks

they have and you can rip the tracks for them.

For kids who choose songs that they don’t own? This was frustrating, but I simply ended up buying the tracks for them. I wanted to move the process along and I wanted them to know that it was important to actually purchase music.

You can refer to the project description for more info on this step.

4. Students will reflect specifically on the songs they have selected.

Your students need to be reminded that the reflections on these songs are so that they’re prepared to write their script in the next step. It’s important that you really challenge them to say more than “this song makes me happy” or “this song makes me sad”. WHY does it make them happy? Is “happy” even the best word to describe it?

Other questions which might help guide them in their reflections:

When did you first hear this song?

What does this song represent to you?

Is there a specific moment in the song that is significant to you?

Is this a piece of music that you share with friends or family? Who?

Is this a “guilty pleasure” song?

5. Students will write their scripts, record their narrations, and start chopping up their songs.

This step is probably the most difficult thing to juggle while in the classroom. Students need to record their narrations during class (in a quiet location). However, only so many students can record at once so the other kids can either finish writing or refining their scripts or start to edit the portions of the songs they want to use for their final project. This keeps everybody engaged during class. As students finish one step, you can send them onto another one. When I was backed up with too many kids needing to record, I had those students help other students

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with their scripts.

Using Audacity:

-File-Import-Audio-Students must import all 5 songs (mp3 files only) into Audacity.

-Edit- Students will find the section of the song that they want for their project and highlight the rest and delete.

-Effects- Students will use fade in/outs for each song and any additional effects of their choosing to enhance their project. (Amplify- change volume)

-Narration-Students will use a portable microphone to record their script into Audacity. It will appear as a separate track. (Narration can and should be over the audio)

FINAL RULES FOR COLLAGE-

-Collage must include 5 different songs

-Narration must include an introduction and conclusion as well as references to musical element and personal attachment to each song

-Audio collage must be at least 3 minutes in length

-Narration must be 50% or more of the total length of the project.

-Fade in/outs must be included for each song plus at least one additional effect

6. Students will work to create something awesome.

It’s important to have your students turn in drafts of their projects as their working. You’ll find that audio balance is a HUGE issue.

Some suggestions:

Maybe the most important decision I made regarding this project was that I assured my

students that these projects would only be heard by me. There was not going to be a “show and tell” unless the students chose to share their work. I encouraged them to share it with others, but ultimately, I wanted them to know that serious thought and reflection was paramount for this project.

I would compress all of the narrations so that it’s easier to layer it on top of other audio. The compression will make the inconsistencies of your students’ performance less of an issue. This will save you and your students a lot of time.


• Audacity on the IMC computers • Microphones • http://teachingmusic.tumblr.com/post/754039518/music-

as-identity

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Unit title: Elements of Music Unit summary: The recognition and application of the elements of music. Primary interdisciplinary connections: English, Math, World Language 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.B.1-2, 1.3.12.B.1-4 Content Statements: 1 Reading and Notating Rhythm and Pitch 2 Composition 3 Improvisation Big Idea: Musical compositions are shaped through the use of various elements. Unit Essential Questions: • How are elements used to differentiate

between musical compositions? • How is improvisation used to enhance

musical expression?


to demonstrate differences in compositions. • Improvisation is a tool by which musicians can

express themselves. Unit Learning Targets Students will… • Differentiate the elements of music: Ex: Rhythm, Pitch, Harmony, Timbre, Form, and

Dynamics. • Interpret music compositions from original or prepared musical scores. • Perform excerpts of music compositions with technical accuracy, appropriate musicality and

relevant stylistic nuance. • Compose basic vocal and instrumental works. • Improvise works using a variety of traditional and nontraditional sound sources.

Evidence of Learning Summative Assessment: Musical Composition* (see below) Formative Assessments:

Music Appreciation- Grades 9-12 Unit Two

• Performance of Prepared Scores on Non-Pitched Instruments

• Performance of Prepared Scores on Pitched Instruments

• Aural Prompts and Observation- Check for Understanding


Rhythm Performance Review Rhythm Create a percussion ensemble Split the class into groups with various percussion instruments or make-shift instruments. Give each group a piece of music with rhythm that they must learn to play. Play as a class. If needed, review basic rhythm with the class as a whole.

Pitch Performance

Review notes on a staff Students will form a mallet ensemble using Orff instruments and boomwhackers. Each group will be given a part to figure out together. One representative from each group will play at a time forming the ensemble.

Composition

Students will create an original composition for a percussion ensemble including mallets. Must be 26 bars long Variety in rhythm Accurate in meter Notated correctly ABA-Coda form Ensemble: Orff #1 Boomwhackers Tambourine

Rhythm- 1 week Pitch- 1 week

Composition- 2 weeks Improvisation- 2 weeks

Hand Drum Improvisation Performance

Introduction to the World of Improvisation Start off with a pentatonic scale while the rest of the class is playing an ostinato Teach Chord structure and common chord progressions (12 bar blues) I-IV-V-I I-vi-ii-V-I Show “Axis of Awesome”- Four Chord Songs I-V-vi-IV Students will be able to identify what notes will fit within each chord and improvise a melody on top of common chord progressions. Class will write lyrics to a common chord progression.

(Ex- I-vi-IV-V)

Teacher Resources Teacher Note www.youtube.com

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Unit title: World Music and History Unit summary: The study of a variety of historical eras and world cultures as pertaining to music. Primary interdisciplinary connections: World Language, History, English, Math 21st Century Themes: Global Awareness

Learning Targets Standards: 1.2.12.A.1, 1.2.12.A.2, 1.4.12.A.3 Content Statements: 1 Music History Overview 2 World Music- Latin, African, Asian and Indian Culture and Music Big Idea: Musical elements and styles differ throughout both history and areas of the globe. Unit Essential Questions: • How has music changed over time? • How does the culture influence the music

and vice versa?

Unit Enduring Understandings: • Music has changed over time through the

differing use of elements and styles. • Music and culture go hand in hand.

Unit Learning Targets Students will… • Classify specific historical eras chronologically. • Analyze the influence of music on various world cultures.


Summative Assessment: World Music Presentation* (see below) Formative Assessments: • Composer Research Project and

Presentation • Perform rhythms relative to each world

culture studied

Music Appreciation- Grades 9-12 Unit Three

Lesson Plans

Activities Timeframe • Composer Research Project

Music Appreciation Composer Research Project COMPLETE THIS:

Create a Composer CD following the instructions and guidelines on the rubric. Research information about your composer and create a CD case. The project must be neatly typed, include photos and include titles of musical selections composed by that person. Be sure to include a bibliography as the last page of your project.

THEN: CHOOSE ONE OF THE FOLLOWING OPTIONS FOR THE 2nd PORTION OF THE PROJECT:

Create a Power Point Jeopardy game. You must include 25 questions about your composer in particular. You must include the correct answers to these questions. Add appropriate photos or graphics. Extra points can be earned if you import music into your presentation. A bibliography must be included as the last slide of your presentation.

OR Create a Composer Board Game on the computer or poster board. You must create at least 25 questions about your composer. Project must be neatly typed and the directions must be clearly explained. Please include appropriate pictures or graphics with your project. You must include a bibliography on a separate sheet of paper.

• Composer Presentation- Students will present information on their composer prior to the playing of the game they designed.

World Music Research and Presentation- Students will choose a culture and style of music particular

History Overview- 2 weeks Composer Research- 1 week

Composer Presentation- 1 week

Latin Music – 1 week African Music- 1 week Asian Music -1 week Indian Music- 1 week

World Music Research- 1 week

World Music Presentation- 1 week

to the culture and research. They will provide at least 2 videos on that type of music as well as a 5-minute historical background presentation and description of style and instruments used.


• www.youtube.com • http://www.sd13.org/teachers/kkrzysiak/files/2010/11/8th-

Grade-Composer-Research-Project1.pdf


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Unit title: Musical Theater Unit summary: The analysis and design of music’s role in the art form of theatre. Primary interdisciplinary connections: History, Theater, English 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.B.2, 1.3.12.B.4, 1.4.12.A.1-4 Content Statements: 1 Song Structure and Composition 2 Character Analysis 3 Musical Theater History 4 Plot Design Big Idea: Musical Theater incorporates many artistic elements to tell a story. Unit Essential Questions: • How does musical theater compare to

other musical art forms?

Unit Enduring Understandings: • Musical Theater incorporates artistic elements

from various art forms. Unit Learning Targets Students will… • Evaluate how exposure to various cultures influences individual, emotional, intellectual, and

kinesthetic responses to music. • Dissect theatrical art forms for artist’s intent, emotional influence, and cultural implications. • Create multiple vocal/instrumental works for programmatic and theatrical art forms.

Evidence of Learning Summative Assessment: Musical Project* (see below) Formative Assessments: Song Structure Script Analysis

Music Appreciation- Grades 9-12 Unit Four


Music Theater Project: Introduce Vocabulary and overview to musical theater Music Theater History Script Analysis/Song Structure/Garageband introduction Musical Theater Composition -Students will work in groups to create their own musical theater creation. - Must include 4 scenes - Must include at least 1 original song per scene - Songs must be recorded on GarageBand Rehearsal- Students will rehearse their musical composition Performance- Students will perform their musical

Vocab/Overview- 1 week History- 1 week

Script Analysis/Song Structure/Garageband Introduction-

2 weeks Musical Theater Composition- 4

weeks (Ideally- one song/one scene per week)

Rehearsal Period- 1 week Performance- 1 week

Teacher Resources Teacher Note • www.youtube.com • Garageband • iPads


Unit title: Music in Film Unit summary: The influence and creation of music in relation to the visual arts. Primary interdisciplinary connections: History, Theater, Psychology, English 21st Century Themes: Global Awareness

Learning Targets Standards: 1.1.12.B.2, 1.3.12.B.4, 1.4.12.A.1-4 Content Statements: 1 Programmatic Music 2 Music and Movement 3 Film composers 4 Film scoring Big Idea: Visual and aural stimuli effectively enhance each other. Unit Essential Questions: • How does the presence of music impact

film?

Unit Enduring Understandings: • The presence of music enhances the theatric

experience by using elements of art, music, and theater combined.

Unit Learning Targets Students will… • Evaluate how exposure to various cultures influences individual, emotional, intellectual, and

kinesthetic responses to music. • Dissect programmatic and theatrical art forms for common properties, artist’s intent, emotional

influence, and cultural implications. • Create multiple vocal/instrumental works for programmatic and theatrical art forms.

Evidence of Learning Summative Assessment: Film scoring project (see below) Formative Assessments: Music and movement

Music Appreciation- Grades 9-12 Unit Five

Lesson Plans

Activities Timeframe Music and Movement 1. Your pantomime must be 3-5 minutes in length.

(They will be timed so you must be accurate.) 2. Decide upon a piece of instrumental music to build

your pantomime upon and to accompany your performance.

a. Music should compliment the story. b. Music should reinforce the story. c. Music must be instrumental with no

words/lyrics. d. You must tell a complete story. e. Should have a clear beginning, middle, and

end 3. Must have a set

a. You may use chairs, desks, or any bookshelf in the classroom.

b. If you are playing multiple characters, choose one or two costume pieces to distinguish your different characters.

4. NO PROPS! (It’s pantomime!) 5. Work on your performance in class.

a. Use class time wisely! b. When rehearsing establish a clear character.

This includes a character stance, walk, and movement.

c. REHEARSE WITH YOUR MUSIC! Film Scoring Students will be given a number of movie clips to choose from. These clips, however, have had the sound edited out of them. The student’s task is to use Garageband and iMovie to create and sync audio that fits the mood, actions, and timing of the film clip of their choice.

a. Music should compliment the video scene. b. Music should reinforce the video scene. c. Music must be instrumental with no

words/lyrics, taken from and/or created in Garageband (not using outside prerecorded music).

Programmatic Music- 1 week Emotions- 1 week

Music and Movement- 2 weeks Famous Film Composers- 3 weeks Scoring Film, watch and Critique -

2 weeks

Teacher Resources Teacher Note • www.youtube.com


• Garageband • iMovie • iPads

kenilworth public schools

Documents