performing arts curriculum module: #1 grade level cluster

Performing Arts Curriculum Module: #1

Grade Level Cluster: K-2 Main Concept: Articulation/Style

CPI #, CPI & Content Statement 4 weeks

Essential Questions/Enduring Understandings

Suggested Learning Activities / Materials /Assessments

1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy.

1.1.2.B.2. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.

1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.

1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound.

1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent

Essential Questions:

How does articulation affect music?

How does a performer create articulation?

Enduring Understandings:

Smooth vs. Detached

Diction/Pronunciation

Suggested Learning Activities:

Perform songs of various articulations

Perform songs of various styles

Manipulate the style/articulations of a song

Use movement to show the articulation of a song

Listen to songs with various styles/articulation

Demonstrate articulation/style using instruments, body percussion and song

Identify articulation and style through listening activities

Use manipulatives to perform different articulations Suggested Materials:

Textbooks

Teacher created materials

Recordings

Instruments

Computer/web-based programs

Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise

Gagne channel (youtube), United streaming,

www.dsokids.com, www.nyphilkids.org, pbskids.org,

artsalive.ca, etc.

Music K-8, Music Express, etc.

Manipulatives: kazoos, tubes, etc.

Songs: Grandfather’s Clock, Syncopated Clock, Carnival of

the Animals, Twinkle Twinkle (Mozart var.), The Train

Song,Betty Botter, etc.

Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics Integration of 21st Century Career Readiness Standards:

CRP2. Apply appropriate academic and technical skills.

CRP6. Demonstrate creativity and innovation.

http://www.youtube.com/

http://www.dsokids.com/

http://www.nyphilkids.org/

CRP11. Use technology to enhance productivity.

Integration of Technology:

8.1.2.E.1 (Internet to explore questions with support)

ELA Accommodations and Modifications:

IEP

Follow IEP Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading

passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping

504

Follow 504 Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions

● Scribe ● Study Guides ● Mixed Ability Grouping

ELL

● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading

passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

At Risk Students

● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading

passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

Gifted & Talented

● Independent projects ● PEP/GEM class ● Above-Level Reading Materials


Grade Level Cluster: K-2 Main Concept: Dynamics

CPI#, CPI & Content Statement 4 weeks




1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.

1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.

1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.

1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent.


How do dynamics affect music?

Does changing the dynamics affect the music?

Are dynamics important in the creation of music?

How does a performer

create dynamics?


Loud/Soft/Medium

Louder/ Softer

Getting Louder/Getting Softer


Body percussion (clapping, patting, snapping, etc.)

Listening activities to recognize dynamics

Use Listening maps to follow dynamic changes

Use of classroom percussion (i.e. rhythm sticks, boomwhackers, drums, Orff instruments, etc.)

Performing and experimenting at different dynamics

Create/improvise using different dynamics

Demonstrate dynamics through movement

Manipulate the dynamics of a piece of music

Explore the relationship between dynamics in music and dynamics found in nature

Suggested Materials:

Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. scarves, rhythm sticks, etc.)

Listening maps

Websites: www.sfskids.org, www.youtube.com,

Denise Gagne channel (youtube), United

streaming, etc.


Songs: John Jacob Jingle-heimer Schmidt, Boom

Chicka Boom, Grizzly Bear, Old Gray Cat,

Surprise Symphony, Engine Engine #9, etc.

Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics



Grade Level Cluster: K-2 Main Concept: History/Culture


Essential Questions /Enduring Understandings



1.1.2.B.4 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art.

1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.


How does music sound in different cultures/regions?

How does music sound in different time periods in history?

How has music changed over time?

Why is it important to be exposed to music from different cultures?


Introduce American music i.e. Patriotic, Jazz, Slave, Folk, Rock, Rap, HipHop, Musicals, etc.

Introduce Western Music

Introduce Non-Western Music

Introduce influential composers from American, Western and Nonwestern music

Relationship of music within the arts (art, dance, etc.)

Instruments used in various cultures and time periods

Improvisation


Listening to music from different time periods and cultures

Performing music from different time periods and cultures

Discuss composers and instruments from different time periods and cultures

Learn dances and games from different time periods and cultures (i.e. square dance, ballet, folk dances, etc.)

Explore the connection between music and cultural/traditional holidays

Perform music in different languages Suggested Materials:

Textbooks

Accent on Composers

Teacher created materials (powerpoints, composer of the month)

Recordings

Maps

Instruments


Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, www.dsokids.com, www.nyphilkids.org, pbskids.org, etc.

Music K-8, Music Express, etc. Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics




1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances. Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.



Grade Level Cluster: K-2 Main Concept: Melody/Harmony





1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.



1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments.

1.3.2.B.7 Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. Basic conducting patterns and gestures provide cues about how and


Why are melody/harmony important?

Does changing the melody affect the music?

How is the melody/harmony created?


Melody vs. Harmony

Identify characteristics of Melody

Identify characteristics of Harmony

Introduce appropriate melody terminology and symbols: Pitch letter names, range and register, Steps/skips, ostinato, major and minor, etc.

Introduce appropriate harmony terminology and symbols: major and minor, different types of harmony (2 part, etc.), SA, etc.

Scales: major and minor

Melodic direction

Modes

Improvisation


Practice pitch matching

Practice recognizing and identifying home tone

Explore the relationship between tones in music (i.e. steps, skips, jumps, etc.)

Use listening maps to follow melody/harmony

Sing melodic patterns in echo and call-response forms

Create/perform melodic and harmonic ostinatos

Create/perform simple melodies

Explore how different modalities affect the mood of a piece

Use movement and art to explore melodic contour

Use manipulatives to demonstrate melodic contour (i.e. wire, pipe cleaners, cotton balls, scarves, etc.)

Use canons and rounds to introduce the concept of harmony


Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. scarves, pipe cleaners, wire, cotton balls, popsicle sticks, etc.)

Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, etc.


when to execute changes in dynamics, timbre, and timing.

1.3.2.C.2 Use voice and movement in solo, paired, and group pantomimes and improvisations. Actors use voice and movement as tools for storytelling.

1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.



Songs: Ebeneezer Sneezer, Do a Deer, Do-Re-Mi, I See a Bee (I sing, You sing), Frog in the Bog, Noble Duke of York, Chopsticks (Orff), Engine Engine #9, Wacky Cha-Cha (Music K-8), This Land is Your Land, Happy Birthday, etc.



Grade Level Cluster: K-2 Main Concept: Rhythm/Meter




1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.


1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance.


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


How do we experience rhythm in music?

How do we experience rhythm in our daily lives?

How does meter affect music?


Duple/Triple

Introduction to note values: Quarter Note, Eighth Note, Quarter Rest, Half Note, Whole Note

Steady Beat

Improvisation


Locomotor and Non-locomotor movement to steady beat (i.e. marching, tapping, swaying, etc.)


Listening activities to recognize steady vs. non steady beat

Use Listening maps to follow rhythm


Creating/improvise rhythms at different tempos

Perform and improvise rhythms in duple and triple meter

Use movement to show rhythms

Introduce mathematical relationship between note values

Introduce rhythm syllables

Recognize and demonstrate the difference between strong/weak beats


Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. Balls, rhythm sticks, popsicle sticks, bean bags, etc.)

Listening maps



Songs: Loose Tooth, Hamburger Rhythms, Recycle Rap, Button Factory, Whether the Weather, Double Double This This, EleTelePhony (Laura Elizabeth Richards), Boom Chicka Boom, etc.


rhythmic patterns using selected notes and/or scales to create expressive ideas. Improvisation is a foundational skill for music composition.





Grade Level Cluster: K-2 Main Concept: Tempo

CPI#, CPI & Content Statement

4 weeks



1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.


1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance.




How does tempo affect music?

Does changing the tempo affect the music?

Is tempo important in the creation of music?


Faster/Slower

Getting Faster/Getting Slower


Locomotor and Non-locomotor movement to steady beat (i.e. marching, tapping, swaying, etc.)


Listening activities to recognize steady vs. non steady beat

Use Listening maps to follow tempo


Performing a song at different tempos to compare how it changes

Create/improvise rhythms at different tempos Suggested Materials:

Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. Balls, rhythm sticks, etc.)

Listening maps



Songs: Hall of the Mountain King, Race You Down the Mountain, Engine Engine #9, Merry Go Round,Chicken Dance, Hokey Pokey, Pull My Ears, Head Shoulders Knees and Toes, Che Che Koolay, etc.

Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubric



Grade Level Cluster: K-2 Main Concept: Texture/Form


4 weeks



1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. 1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art. 1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts. 1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art.


How does texture/form affect the music?

Is form necessary?

How can texture/form be manipulated?

Enduring Understandings: Introduce various forms i.e.

AB, ABA, theme and variations, solo vs. ensemble, call and response, introduction and coda, finale, movement, trio, duet, round, verse, chorus, refrain, etc.

Introduce form terminology: repeat, coda, endings, introduction, del signo, etc.

Introduce students to various textures i.e. ostinato, echo songs, partner songs, descants, rounds and canons, accompanied vs. unaccompanied, etc.

Introduce texture terminology: thick, thin, layered, accompaniment vs. unaccompanied, etc.

Phrasing

Improvisation


Locomotor and Non-locomotor movement to show form (i.e. marching, tapping, swaying, etc.)


Use Listening maps to follow form


Identify the form of a piece through listening activities

Perform various forms and textures (i.e. rounds, partner songs, etc.)

Manipulate the form/texture of a song through improvisation and composition


Textbooks

Teacher created materials

Recordings

Instruments


Listening maps

Websites: www.sfskids.org, www.youtube.com,

Denise Gagne channel (youtube), United

streaming, www.dsokids.com,

www.nyphilkids.org, pbskids.org, etc.


Song Examples: Brother John/Frere Jacques,

Row Row Row Your Boat, Make New Friends,

Canoe Song, Sandy Land, Shoe Fly, Bow

Belinda, etc






Grade Level Cluster: K-2 Main Concept: Tone Color/Pitch


4 weeks



1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. 1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Proper vocal production /vocal placement requires an understanding of basic anatomy and the physical properties of sound.

1.3.2.B.4 Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing. 1.3.2.C.3 Develop awareness of vocal range, personal space, and character-specific vocal and creative movement choices.


How is pitch produced?

How does tone color affect music?

Is tone color important in the creation of music?


Tone Quality: Man, Woman, Child

Instrument Families

Singing, Speaking, Shouting, Whispering,

Introducing the science of sound production


Explore the relationship between tones in music and dynamics found in nature, found sounds and machine sounds

Use listening maps to follow tone

Identify various instrumental timbres including non- pitched and pitched percussion strings, woodwinds, brass, and electronic instruments

Identify vocal timbre or tones of individuals and groups: male, female, child

Create/improvise using different pitches

Practice producing head voice sounds in the upper register and sustaining tones

Manipulate voice to explore different tones

Use classroom instruments to produce tones in different registers

Use tuning forks/rubberbands/cup & string/etc. to show how pitch travels through air and various objects

Demonstrate how size and material affects pitch


Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. scarves, balls, talking drum, etc.)

Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise Gagne


Voice and movement have broad ranges of expressive potential. 1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

channel (youtube), United streaming, etc.


Songs: Do-Re-Mi Song, Boom Chicka Boom, High Middle Low, Little Red Head, Little Green Frog, Wide Mouth Bull Frog, Clap Your Hands, Carnival of the Animals, Che Che Koolay, Old Dan Tucker, etc.


performing arts curriculum module: #1 grade level cluster

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