comprehensive course of study template€¦ · web view2.critical content (students will know) ......

Washington Township Public SchoolsOffice of Curriculum & Instruction

Curriculum Guide Checklist

Course Title: Elementary General Music: Grades 3, 4, and 5

Submitted By: David Cona Date: 10/1/2014(Elementary Director or /MS/HS Dept Supervisor please check)

Acceptable Not Acceptable N/A Comments√ I. Cover Page (Course Description)

√ II. Demonstrable Proficiencies (MS & HS only)√ III. Scope & Sequence (Elementary only)√ IV. List of Major Units of Study√ V. (For each unit of study include the following A-E)√ A. Unit Overview√ B. Unit Graphic Organizer (Web)√ C. Unit Plan√ 1. Topics/Concepts√ 2. Critical Content (Students Will Know)√ 3. Skill Objectives (Students Will Be Able To)√ 4. Instr./Learning Activities and Interdisciplin. Connections√ 5. Instructional Resources with Title and Page Number√ 6. Technology and 21st Century Skills Integration√ 7. NJCCCS with CPI References√ 8. Evaluation/Assessment

√ D. Lesson Plan Detail (Elementary Only)√ E. Cross-Content Standards Analysis Page√ F. Curriculum Modification Page Insert

Approval: Principal: Curriculum Director:Asst. Superintendent:

Department Supervisor: Board of Education:PLEASE NOTE: A completed and signed checklist MUST accompany each course of study that is submitted for approval.

Washington Township Public SchoolsCOURSE OF STUDY – CURRICULUM GUIDE

Course: Elementary General Music: Grades 3, 4, and 5

Under the Direction of: Bob Frampton

Description: Elementary general music is offered to give all students the opportunity for personal, musical, intellectual, creative, physical and cultural growth through the study of music. Students will have the opportunity to learn about basic elements of music including rhythm, melody, harmony, tone color, form and expressive qualities. Active participation will be encouraged in a wide variety of learning experiences including singing, playing, moving, creating, reading and listening. Students will be introduced to a wide variety of musical styles of music representing various time periods and cultures. Students will be encouraged to think critically about music and articulate their thoughts and impressions. Instruction in music will include activities and experiences designed to assist students in meeting the Core Curriculum Content Standards established by the New Jersey Department of Education.

Materials for the course will include a wide variety of music, songs, dances, games, and a variety of classroom instruments.

Joseph A. Vandenberg: Assistant Superintendent for Curriculum & Instruction

Barbara E. Marciano: Director of Elementary EducationJack McGee: Director of Secondary Education

Written: Summer 2014Revised:

BOE Approval:

1

MAJOR UNITS OF STUDY


I. Grade 3

II. Grade 4

III. Grade 5

Washington Township SchoolsScope and Sequence

General Music Kindergarten – Grade 5Kindergarten 1st grade 2nd grade

Rhy

thm

Steady beat same/different

Beat vs. Rhythm Read, write, identify (aurally and visually), and

perform rhythms using quarter / eighth notes and quarter rests

Melodic Rhythm Similar/ Different Strong/ weak beats

Read, write, identify (aurally and visually), and perform rhythms using half, whole rests

Duple/ triple meter Tempo

Mel

ody

Students will develop an awareness of high and Low sounds

Match pitch in proper register Imitate simple melodic patterns Identify melodic contour (visually and aurally)

(descending/ ascending/ repeating) Identify line and space notes on a staff

Begin to understand the relationship between breath support and vocal development

Treble/ “G” clef Begin to name line and space notes(absolute or

solfege) Begin to read, write, identify (aurally and visually),

and perform step, skip, leaps, and repeated notes on the staff

Resting tone / tonic

Text

ure

/ Har

mo

Identify music with and without accompaniment

speech ostinato body percussion rhythm ostinato Simple bordun solo/ group

Begin multi-part instrumental accompaniment Broken bordun

Form

An awareness that music has organization

phrase same/ different call & response

same/ similar/ different AAA, AB verse/ refrain (chorus) introduction repeat sign

Tim

bre An awareness that sounds have

different qualities Recognize the four vocal qualities: Speak, sing,

whisper, call Pitched vs. non-pitched instruments Visually and aurally identify percussion vs. non-

percussion instruments

Visually and aurally identify string instruments Begin identification of vocal and instrumental

ensembles: solo vs. duet

Expr

essi

on

Loud/ Quiet Fast / Slow

Identify how the elements above affect the mood and style of music


Understand the terms Forte/ piano and Largo/ Presto

Washington Township SchoolsScope and Sequence

General Music Kindergarten – Grade 53rd grade 4th grade 5th grade

Rhy

thm

Read, write, identify (aurally and visually), and perform rhythms using sixteenth notes, dotted rhythms

Meter sign, 2, 3, 4 Bar lines

Read, write, identify (aurally and visually), and perform rhythms using syncopation

Time signature functions

Read, write, identify (aurally and visually), and perform rhythms using triplets

Compound meter

Mel

ody

Extend vocal range through singing Read and write line and space notes on the

treble clef Understand the concept of octaves Begin to use the pentatonic scale Aurally identify Major/minor tonalities

Continue to develop singing voice Sharps, Flats, Naturals Key signatures Bass/ “F” clef Keys (do=C, F, G)

Increase awareness of tonal quality through singing

Grand Staff Key signatures. vs. accidentals

Text

ure/

Har

mon

y Begin singing countermelodies: 2 part canon More complex instrumental accompaniment Begin chordal accompaniment Arpeggiated bordun Create accompaniment and ostinati

Singing countermelodies: partner songs Multi-part inst. ens. Two-chord accompaniment Create accompaniment. and ostinati

Singing countermelodies: independent 2-part harmony

chordal accompaniment in major and minor

Form ABA

introduction/ interlude/ coda

Rondo D.C., D.S., al Fine, al Coda multiple endings

theme and variations

Tone

C

olor

/ Ti

mbr

e Visually and aurally identify woodwind and brass instruments

Describe band, orchestra, and chorus Begin identification of vocal and

instrumental ensembles: solo, duet, and trio

SATB Visually identify individual orchestral and folk

instruments Begin identification of vocal and instrumental

ensembles: solo, duet, trio, and quartet.

Aurally identify individual orchestral and folk instruments

Begin identification of vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet

Expr

ess

ion


Increase vocabulary for dynamics and tempo Understand the terms fermata/ accent


Increase vocabulary for dynamics and tempo Understand the term: slur


Increase vocabulary for dynamics and tempo

UNIT OVERVIEW


Unit #: UNIT 1 OVERVIEW Unit Title: Grade 3

Unit Description and Objectives:Students in Grade Three will be given opportunities for continued music study in areas including Rhythm, Melody, Harmony, Form, Tone Color and Expression. Application of their knowledge of rhythm and melody will be encouraged as they read familiar and unfamiliar music examples. Students will be encouraged to read unfamiliar music and make inferences about the music based on prior learning. Introduction to performance in choral and instrumental ensembles will be given as students begin to consider aspects of participation in these groups.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/Generalizations

Students will understand that:

Guiding Questions

1.Why and how do people create music? 1. Music making is one of the most intimate and basic forms of communication and cultural expression

1.1 Does this song have a message?1.2 What is the mood of this song?1.3 Why was this song written?

2. How do people sing and play an instrument? 2. Singing and playing instruments provide people with the means of learning musical and developmental skill

2.1 How do I use my voice to sing?2.2 How can I use my body to create music?2.3 How do I use my body to play an instrument?

3. How is music communicated? 3.. Through composing and improvising people learn to connect ideas with symbols, sound patterns and musical elements

1.1 How can I create sounds to communicate my own ideas?1.2 How can I apply what I have learned to create my own music1.3 How can I create patterns of sound to create meaningful music?

4. How is music analyzed and understood? 4. Reading and notating music are essential to music literacy

1. How do I read written music notation?

5. How is music performance evaluated? 5. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form

1. How is this selection of music organized?2. Are there patterns of sound in this music?3. What expressive elements of music does the composer use to communicate this music?4. What instruments do you hear in this selection of music?

6. What is the relationship between music and other disciplines?

6. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience

1. How does this music relate to what I know about fine art?2. How does the study of music reinforce what I learn in other classes?

7. How does music reflect as well as shape history and culture?

7. Music is an important element of the historical cultural record of humankind

1. What was happening in our world when this music was created?2. How does this music relate to history?3. How did historical events/society influence this music?

Sub-Concept/ Topics: Form ABA introduction/ interlude/ coda

Sub-Concept/ Topics: Expression Identify how the elements above affect the

mood and style of music Increase vocabulary for dynamics and tempo Understand the terms fermata/ accent

Sub-Concept/ Topics: Rhythm Read, write, identify (aurally and visually), and

perform rhythms using sixteenth notes, dotted rhythms

Meter sign, 2, 3, 4 Bar lines

Sub-Concept/ Topics: Texture/ Harmony Begin singing countermelodies: 2 part canon More complex instrumental accompaniment Begin chordal accompaniment Arpeggiated bordun Create accompaniment and ostinati

Sub-Concept/ Topics: Melody Extend vocal range through singing Read and write line and space notes on the

treble clef Understand the concept of octaves Begin to use the pentatonic scale Aurally identify Major/minor tonalities

Theme: Grade 3

Conceptual Lens: Exploring the Elements of Music

UNIT GRAPHIC ORGANIZER

Sub-Concept/ Topics: Tome Color/ Timbre Visually and aurally identify woodwind and

brass instruments Describe band, orchestra, and chorus

CURRICULUM UNIT PLANCourse Title/Grade: Elementary General Music: Grades 3, 4, and 5

Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title: Grade 3 1.1.5.B.1 1.1.5.B.2 1.2.5.A.1 1.2.5.A.2

Conceptual Lens: Exploring the Elements of Music 1.2.5.A.3 1.3.5.B.1 1.3.5.B.2 1.3.5.B.3Appropriate Time Allocation (# of Days): 30-36 days 1.3.5.B.4 1.4.2.A.1-3 1.4.2.B.1-5

Topics/Concepts(Incl. time / # days per topic)

Critical Content(Students Will Know:)

Skill Objectives(Students Will Be Able To:)

Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills

Integration (Specify)NJCCCS w/

CPI Reference Evaluation/ Assessment:

Rhythm

(6+ days)..

Sixteenth notes, dotted rhythms

Meter sign, 2, 3, 4

Bar lines

Read, write, identify (aurally and visually) all rhythms

Perform rhythms using body, voice, and instruments

Read, write, identify (aurally and visually) and conduct meter signs: 2, 3, 4

Bar lines

SingingSing songs in

appropriate meterSing songs using new

rhythmic elements

Playing/ CreatingPerform rhythm

patterns using rhythmic elements

Perform accompaniments using new rhythm patterns

Improvise and compose rhythm patterns using all known elements

MovingCreate body

movements to demonstrate known rhythmic elements

Conduct in appropriate meters

Reading/ Writing

Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings

Classroom rhythm instruments

Orff instrumentsSupplemental

materials including songs, games and activities from songbooks and workshops

Music K-8 Magazine songs and materials

Mark Hayes reproducible music

Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions

The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1

1.1.5.B.21.3.5.B.1

1.1.5.B.21.3.5.B.1

1.3.5.B.3

1.1.5.B.2

Formative Assessments:

Aural evaluation and correction

Class discussion/ participation

Group discussion

Summative Assessment(s)

Bench mark

SGO

Verbal/ Written response

Student evaluation

Sub-Concept/ Topics: Form ABA introduction/ interlude/ coda


mood and style of music Increase vocabulary for dynamics and tempo Understand the terms fermata/ accent

Sub-Concept/ Topics: Tome Color/ Timbre Visually and aurally identify woodwind and

brass instruments Describe band, orchestra, and chorus







Read rhythmic notation with new patterns

Count rhythm patterns in appropriate meters

Notate music using new patterns

Place bar lines correctly in appropriate meter

Listening Identify new rhythms

performed on pitched and non-pitched instruments using note names and rhythmic syllables

Echo rhythm patterns using voice, body, and instruments

workbooks for theory and musicianship www.markhayes.com

Teacher created activities including worksheets and assessment tools

Literacy: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1.1.5.B.11.3.5.B.1

1.1.5.B.2

1.2.5.A.11.1.5.B.21.1.5.B.1

Melody

(6+ days)Extended vocal range

Treble clef

Octaves

Pentatonic scale

Extend vocal range through singing

Read and write line and space notes on the treble clef

Understand the concept of octaves

Begin to use the pentatonic scale

SingingPerform exercises and

melodies that expand vocal range

Sings songs in appropriate tessituras for age level

Sing well in soloProvide feedback and

strategies for improving vocal sound production




The use of digital

1.1.5.B.21.3.5.B.1 Formative

Assessments:



Group discussion

http://www.markhayes.com/








Major/minor tonalities

Aurally identify Major/minor tonalities

Playing/ CreatingPlay melodies on

various classroom instruments

Play melodic ostinato Improvise and compose

simple melodic patterns using the pentatonic scale

Compose original melodies using known melodic elements

MovingRespond through body

movement to melodic contour of melodies

Use hand signs to represent pitch

Reading/WritingStudents read known

melodic elements in written notation

Students identify pitches of the treble clef (absolute/ relative)

Students place pitch appropriately on the treble clef

Listening Identify tonalities and

new melodic patterns using appropriate terminology

Echo melodic patterns




Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com


tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1

1.1.5.B.21.3.5.B.1

1.3.5.B.3

1.1.5.B.2

1.1.5.B.11.3.5.B.1

1.1.5.B.2

1.2.5.A.11.1.5.B.21.1.5.B.1


Bench mark

SGO


Student evaluation









using voice and instruments

Texture/ Harmony

(6+ days)

2 part canon

instrumental accompaniment

chordal accompaniment

Arpeggiated bordun

Create

Begin singing countermelodies: 2 part canon

Perform more complex instrumental accompaniment

Begin chordal accompaniment

Perform simple arpeggiated bordun

Create accompaniment and ostinati

SingingAccompany melodies

with vocal ostinati

Sing two-part rounds/ canons

Playing/ Creating

Perform and compose accompanimemts with three or more parts including:

ostinatichordal harmonyarpeggios


movement to various types of accompaniment

Reading/WritingStudents identify

known accompaniment elements in written notation

Students notate elements on the staff







Teacher created



1.1.5.B.21.3.5.B.11.3.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.3.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation









ListeningIdentify types of

accompaniment in listening selections

activities including worksheets and assessment tools

1.1.5.B.11.1.5.B.2

Form

(6+ days) ABA

introduction/ interlude/ coda

Identify ABA form (as well as previously known forms) in written and performed selections

Identify and perform parts of the song: introduction/ interlude/ coda

Singing/PlayingStudents will sing

songs with expanded forms


movement to musical forms

Reading/WritingRecognize forms in

written notationRead written music

using “directional” symbols: repeat dots

ListeningIdentify forms used in

instrumental selections

Follow “sound maps” for various selections of music as a way of identifying form






Mark Hayes reproducible music workbooks for theory and



1.1.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.3.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation







musicianship www.markhayes.com


Tone Color/ Timbre

(6+ days)

Woodwind and brass instruments

Band, orchestra, and chorus

Solo, duet, and trio

Visually and aurally identify woodwind and brass instruments

Describe band, orchestra, and chorus

Begin identification of vocal and instrumental ensembles: solo, duet, and trio

SingingStudents experiment

with various vocal sounds

Students sing in various combinations of voices: solo, duet, and trio

PlayingStudents play a variety

of instruments such as rhythm instruments and song flutes

CreatingStudents create

accompaniments for melodies based on tone color of instruments

Listening/ DiscussionStudents identify vocal

tone colorsCompare and contrast

tone colors of various instruments; especially woodwind and brass






Mark Hayes reproducible music workbooks for theory and musicianship



1.1.5.B.21.3.5.B.11.3.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.2

1.1.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation









Discuss the differences and similarities of the woodwind and brass instruments

www.markhayes.com


Expression

(6+ days)Mood and style of music

Dynamics and tempo

Fermata/ accent

Identify how all known elements affect the mood and style of music

Discuss known elements of music with appropriate terminology

Understand the terms fermata/ accent

ConnectingPerform all activities in

this unit using music from different cultures and/ or periods of time

Determine how the elements are used to achieve unity and variety, tension and release, and balance in musical compositions

Recognize how the elements reflect societal values and beliefs

Identify similarities and differences in their use of the elements; including mood, style, dynamics, tempo, fermata, and accent

Determine the impact of significant contributions of individual artists in music

AestheticEmploy basic discipline

–specific arts






Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.co

Creating/ Listening/ Critique

Students use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions


Apply critical thinking and problem-solving skills in classroom and family settings: 9.1.4.A.5

Evaluate available resources that can

1.2.5.A.11.1.5.B.21.1.5.B.1

1.3.5.B.4

1.2.5.A.1

1.2.5.A.2

1.2.5.A.3




Group discussion


Bench mark

SGO


Student evaluation










terminology to categorize works of music

Make informed aesthetic responses to music based on structural arrangement and personal, cultural, and historical points of view

Demonstrate how music communicates ideas about personal and societal values and is inspired by an individual’s imagination and frame of reference

CritiqueAssess the application

of the elements of music from this unit and principles of design using observable objective criteria

Use evaluative tools such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers

Use discipline-specific music terminology to evaluate the strengths

mTeacher created

activities including worksheets and assessment tools

assist in solving problems: 9.1.4.A.2

Recognize a problem and brainstorm ways to solve the problem individually or collaboratively: 9.1.4.A.1

Identify reasons why people work and discuss how work can help a person achieve personal goals: 9.3.4.A.1

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








and weaknesses of a work of music

Define technical proficiency, using he elements of the arts and principles of design

Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of music

Vocabulary: Whole, half, dotted half, quarter, eighth, quarter rests, skipping, meter, meter sign, Bar line, Grave, Andante, Allegretto, Allegro, Vivace, Prestissimo Octave, key, treble clef, pentatonic, major, minor Chord, arpeggio, canon, round, consonance, dissonance, thick, thin Form, repetition, contrast, Interlude, Introduction, coda Pianissimo, mezzo piano, mezzo forte, fortissimo, dynamics, tempo, mood, style Folk Song

1.4.5.B.4

1.4.5.B.5

1.4.5.A.1

Literacy:?

Unit Modifications for Special Population Students:Struggling Learners Gifted and Talented Students

(Challenge Activities) English Language Learners Special Education StudentsAdditional “time on task”, repeat directions, use visual cues, provide alternate activity, modify activities to increase opportunities for success

Adjusting the pace of instruction. Utilize strategies suggested by ESL teaching professionals including repeating directions, direct eye contact when speaking, visual cues and props to enhance understanding

Provide accommodations suggested by students’ documentation (IEP, 504, etc), guidance counselor and by monitoring special education teacher including repeating directions, preferential seating, working with a “buddy”, maintaining direct eye contact with student when speaking, use visual cues, modify activity and providing alternate activities.

Rewriting instructional materials in a simplified format.

Monitoring student understanding and mastery of the materials.



Providing summaries, graphic organizers, or outlines of instructional materials.

Students may help struggling and/or ELL students when finished with own work.



Developing study guides to provide support before, during, and after reading.

Encourage students to participate in music based enrichment programs both in and out of school.



Direct experiences. Provide opportunities to challenge student learning including activities that require more advanced skills, opportunities to assist struggling students, opportunities for leadership in classroom activities

Direct experiences. Direct experiences.

Reading printed materials aloud to the student. Adjusting the pace of instruction. Reading printed materials aloud to the student. engage parent volunteers or paraprofessionals in adapting materials.

Providing guided instruction Monitoring student understanding and mastery of the materials.

Providing guided instruction Reading printed materials aloud to the student.

Adjusting the pace of instruction. Students may help struggling and/or ELL students when finished with own work.

Adjusting the pace of instruction. Adjusting the pace of instruction.





Reteaching if necessary. Reteaching if necessary. Reteaching if necessary.Direct Assistance from Peers Direct Assistance from Peers Direct Assistance from PeersModify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretionModify Project criteria and rubric at teacher’s discretion.

Modify Project criteria and rubric at teacher’s discretion.


UNIT OVERVIEWCourse Title: Elementary General Music: Grades 3, 4, and 5

Unit #: UNIT 2 Unit Title: Grade 4

Unit Description and Objectives: Grade Four students will be provided with the opportunities to synthesize and build on their knowledge of Music in the areas of Rhythm, Melody, Harmony, Form, Tone Color and Expression. Students will be encouraged to participate actively in music through singing and kinesthetic movement. Listening skills will be encouraged as they are introduced to various music ensembles and musical selections. Sight Reading will be encouraged through weekly music classes. Students will be encouraged to think critically about music and articulate their thoughts and impressions.




Guiding Questions







4. How is music analyzed and understood? 4. Reading and notating music are essential to music literacy

1. How do I read written music notation?

5. How is music performance evaluated? 5. Educated music listeners learn to describe, analyze and evaluate music and music

1. How is this selection of music organized?2. Are there patterns of sound in this music?

performances as an expressive art form 3. What expressive elements of music does the composer use to communicate this music?4. What instruments do you hear in this selection of music?







Sub-Concept/ Topics: Form Rondo D.C., D.S., al Fine, al Coda Multiple endings


mood and style of music Increase vocabulary for dynamics and tempo Understand the term: slur

Sub-Concept/ Topics: RhythmRead, write, identify (aurally and visually), and

perform rhythms using syncopation Time signature functions

Sub-Concept/ Topics: Texture/ Harmony Singing countermelodies: partner songs Multi-part inst. ens. Two-chord accompaniment Create accompaniment.and ostinati

Sub-Concept/ Topics: Melody Continue to develop singing voice Sharps, Flats, Naturals Key signatures Bass/ “F” clef Keys (do=C, F, G)

Theme: Grade 4



Sub-Concept/ Topics: Tome Color/ Timbre SATB Visually identify individual orchestral and folk

instruments Begin identification of vocal and instrumental

ensembles: solo, duet, trio, and quartet.



Unit Number/Title: Grade 4 1.1.5.B.1-2 1.2.5.A.1-3 1.3.5.B.1-4 1.4.5.A.1-3

Conceptual Lens: Exploring the Elements of Music 1.4.5.B.1-5Appropriate Time Allocation (# of Days): 30-36 Days







Rhythm

(6+ days)..

Syncopation

Time signatures/ functions

Read, write, identify (aurally and visually), and perform rhythms using syncopation

Express the functions of various

time signature functions


appropriate meterSing songs using new

rhythmic elements





MovingCreate body



Reading/ Writing









1.1.5.B.21.3.5.B.1

1.1.5.B.21.3.5.B.1

1.3.5.B.3

1.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation














Identify the meter of a selected piece of music




1.1.5.B.11.3.5.B.1

1.1.5.B.2

1.2.5.A.11.1.5.B.21.1.5.B.1

Melody

(6+ days)Singing voice

Sharps, Flats, Naturals

Key signatures

Continue to develop singing voice

Identify, understand and notate sharps, flats, and naturals

Identify key signatures and understand their use


melodies that expand vocal range

Build confidence in solo singing



strategies for


Classroom rhythm


1.1.5.B.21.3.5.B.1




Group discussion









Bass/ “F” clef

Keys (do=C, F, G)

Begin to read and notate the bass/ “F” clef

improving vocal sound production

Playing/ CreatingPlay appropriate

melodies on various classroom instruments

Play melodic ostinati Improvise and compose

melodic patterns using known elements






Students identify pitches of the treble and bass clef (absolute/ relative)

Students place pitch appropriately on the treble and bass clef

Students identify/ notate the key signatures for C, F, and G major and their related minor

Listening

instrumentsOrff instrumentsSupplemental






1.1.5.B.21.3.5.B.1

1.3.5.B.3

1.1.5.B.2

1.1.5.B.11.3.5.B.1

1.1.5.B.2

1.2.5.A.11.1.5.B.21.1.5.B.1


Bench mark

SGO


Student evaluation









Identify tonalities and new melodic patterns using appropriate terminology

Echo melodic patterns using voice and instruments

Texture/ Harmony

(6+ days)Multi-part inst. ens.

Countermelodies: partner songs

Two-chord accompaniment

Complex accompaniment.and ostinati

Read, identify, and perform multi-part inst. ens.

Singing partner songs accompaniment

Read chord symbols and perform accompaniments using at least two-chords

Read and perform increasingly complex accompaniment using all known elements


using all known elements

Sing partner songs

Playing/ Creating

Perform and compose accompanimemts with four or more parts including:

ostinatichordal harmonyarpeggioscountermelody




known accompaniment elements in written









1.1.5.B.21.3.5.B.11.3.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.3.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation







notationStudents notate

elements on the staff



www.markhayes.com


1.1.5.B.11.1.5.B.2

Form

(6+ days)Rondo

D.C., D.S., al Fine, al Coda

Multiple endings

Read, identify, and perform increasingly complex forms: rondo

Read, identify, and perform D.C., D.S., al Fine, al Coda

Read, identify, and perform multiple endings

Singing/PlayingStudents will sing and

perform songs with all known elements of form




written notationRead written music

using “directional” symbols: D.C., D.S., al Fine, al Coda

Read written music using multiple endings


instrumental selections






Mark Hayes reproducible music workbooks for



1.1.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.3.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation









Follow “sound maps” for various selections of music as a way of identifying form

theory and musicianship www.markhayes.com


Tone Color/ Timbre

(6+ days)

SATB

Orchestral and folk instruments

Vocal and instrumental ensembles: solo, duet, trio, and quartet.

Read and understand the concept of soprano, alto, tenor, and bass

Visually identify individual orchestral and folk instruments

Begin identification of vocal and instrumental ensembles: solo, duet, trio, and quartet.



Students sing in various combinations of voices: solo, duet, trio, and quartet






tone colors and types of voice (SATB)

Compare and contrast tone colors of various






Mark Hayes reproducible music workbooks for theory and



1.1.5.B.21.3.5.B.11.3.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.2

1.1.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation









orchestral and folk instruments

Discuss the differences and similarities of various folk and orchestral instruments

Identify various orchestral, folk instruments, and ensembles by sight and sound

musicianship www.markhayes.com


Expression

(6+ days)

Mood and style of music

Dynamics and tempo

Slur

Identify how all known elements affect the mood and style of music

Discuss known elements of music with appropriate terminology

Understand the term: slur






Determine the impact of significant









Apply critical thinking and

1.2.5.A.11.1.5.B.21.1.5.B.1

1.3.5.B.4

1.2.5.A.1

1.2.5.A.2




Group discussion


Bench mark

SGO










contributions of individual artists in music


–specific arts terminology to categorize works of music





Use evaluative tools such as rubrics, for



problem-solving skills in classroom and family settings: 9.1.4.A.5

Evaluate available resources that can assist in solving problems: 9.1.4.A.2



1.2.5.A.3

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

Student evaluation









self-assessment and to appraise the objectivity of critiques by peers

Use discipline-specific music terminology to evaluate the strengths and weaknesses of a work of music



Vocabulary: Syncopation Sharp, flat, natural, key signature, ascending, descending Rough, smooth, chord symbol, 7th chord Soprano, alto, tenor, bass, solo, duet, trio, quartetABACA, Rondo, DC al Fine, DS al Fine, al Coda, 1st ending, 2nd ending Crescendo, decrescendo

1.4.5.B.3

1.4.5.B.4

1.4.5.B.5

1.4.5.A.1

Literacy:?

UNIT OVERVIEWCourse Title: Elementary General Music: Grades 3, 4, and 5

Unit #: UNIT 3 OVERVIEW Unit Title: Grade 5

Unit Description and Objectives: Grade Five students will be provided with the opportunities to synthesize and build on their knowledge of Music in the areas of Rhythm, Melody, Harmony, Form, Tone Color and Expression. Students will be encouraged to participate actively in music through singing and kinesthetic movement. Listening skills will be encouraged as they are introduced to various music ensembles and musical selections. Sight Reading will be encouraged through weekly music classes. Students will be encouraged to think critically about music and articulate their thoughts and impressions.




Guiding Questions







4. How is music analyzed and understood? 4. Reading and notating music are essential to music 1. How do I read written music notation?

literacy 5. How is music performance evaluated? 5. Educated music listeners learn to describe, analyze

and evaluate music and music performances as an expressive art form

1. How is this selection of music organized?2. Are there patterns of sound in this music?3. What expressive elements of music does the composer use to communicate this music?4. What instruments do you hear in this selection of music?









Unit Number/Title: Grade 5 1.1.5.B.1-2 1.2.5.A.1-3 1.3.5.B.1-4 1.4.5.B.1-5

Conceptual Lens: Exploring the Elements of MusicAppropriate Time Allocation (# of Days): 30 – 36 Days







Rhythm

(6+ days)..

Triplets

Compound meter

Read, write, identify (aurally and visually), and perform rhythms using triplets

Read, write, identify (aurally and visually), and perform rhythms in compound meter


appropriate metersSing songs using new

rhythmic elements





MovingCreate body



Reading/ Writing









1.1.5.B.21.3.5.B.1

1.1.5.B.21.3.5.B.1

1.3.5.B.3

1.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation

Sub-Concept/ Topics: Form Theme and variations

Sub-Concept/Topics: Expression Identify how the elements above affect the

mood and style of music Increase vocabulary for dynamics and tempo

Sub-Concept/ Topics: Rhythm Read, write, identify (aurally and visually), and

perform rhythms using triplets Compound meter

Sub-Concept/ Topics: Texture/ Harmony Singing countermelodies: independent 2-part

harmony Chordal accompaniment in major and minor

Sub-Concept/ Topics: Melody Increase awareness of tonal quality through

singing Grand Staff Key signatures. vs. accidentals

Theme: Grade 5



Sub-Concept/ Topics: Tome Color/ Timbre Aurally identify individual orchestral and folk

instruments Identification of vocal and instrumental

ensembles: solo, duet, trio, quartet, and quintet














Identify the meter of a selected piece of music




1.1.5.B.11.3.5.B.1

1.1.5.B.2

1.2.5.A.11.1.5.B.21.1.5.B.1

Melody

(6+ days)Tonal quality

Grand Staff

Key signatures vs.

Increase awareness of tonal quality through singing

Read, write, identify (aurally and visually), and perform melodies in the Grand Staff

Discuss and


melodies that expand vocal range and improve quality

Build confidence in solo singing




Classroom rhythm


1.1.5.B.21.3.5.B.1




Group discussion









Accidentals understand the difference between Key signatures and accidentals

strategies for improving vocal sound production

Playing/ CreatingPlay appropriate

melodies on various classroom instruments

Play melodic ostinati Improvise and compose

melodies using known elements






Students identify pitches of the Grand staff (absolute/ relative)

Students place pitch appropriately on the Grand staff

Students articulate the difference between a key signature and an accidental

Listening

instrumentsOrff instrumentsSupplemental






1.1.5.B.21.3.5.B.1

1.3.5.B.3

1.1.5.B.2

1.1.5.B.11.3.5.B.1

1.1.5.B.2


Bench mark

SGO


Student evaluation









Identify tonalities and new melodic elements using appropriate terminology

Echo melodic patterns using voice and instruments

1.2.5.A.11.1.5.B.21.1.5.B.1

Texture/ Harmony

(6+ days)Independent 2-part harmony

Chordal accompaniment in major and minor

Read, write, identify (aurally and visually), and perform countermelodies: independent 2-part harmony

Read, write, identify (aurally and visually), and perform chordal accompaniment in major and minor


using all known elements

Sing independent 2-part harmony

Playing/ Creating

Perform and compose accompanimemts with four or more parts including:

ostinatichordal harmonyarpeggioscountermelody




known accompaniment









1.1.5.B.21.3.5.B.11.3.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.3.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation







elements in written notation

Students notate elements on the staff



www.markhayes.com


1.1.5.B.11.1.5.B.2

Form

(6+ days)Theme and variations

Read, write, identify (aurally and visually), and perform increasingly complex forms: Theme and Variations

Singing/PlayingStudents will sing and

perform songs with all known elements of form




written notation: theme and variations

Read written music using increasingly complex forms: theme and variations


musical selectionsFollow “sound maps”









1.1.5.B.11.1.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.11.3.5.B.11.1.5.B.2

1.1.5.B.1




Group discussion


Bench mark

SGO


Student evaluation









for various selections of music as a way of identifying form



1.1.5.B.2

Tone Color/ Timbre

(6+ days)

Individual orchestral and folk instruments

Identification of vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet

Aurally identify various orchestral and folk instruments

Aurally identify vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet



Students sing in various combinations of voices






tone colors and types of voice (SATB)

Compare and contrast tone colors of various






Mark Hayes reproducible music workbooks for



1.1.5.B.21.3.5.B.11.3.5.B.2

1.1.5.B.11.1.5.B.2

1.1.5.B.2

1.1.5.B.11.1.5.B.2




Group discussion


Bench mark

SGO


Student evaluation









orchestral and folk instruments

Discuss the differences and similarities of various folk and orchestral instruments

Identify various orchestral, folk instruments, and ensembles by sight and sound

theory and musicianship www.markhayes.com


Expression

(6+ days)

Mood and style of music

Increase vocabulary for dynamics and tempo


Discuss elements of music with appropriate terminology






Determine the impact of significant









Apply critical thinking and

1.2.5.A.11.1.5.B.21.1.5.B.1

1.3.5.B.4

1.2.5.A.1

1.2.5.A.2




Group discussion


Bench mark

SGO










contributions of individual artists in music


–specific arts terminology to categorize works of music





Use evaluative tools such as rubrics, for



problem-solving skills in classroom and family settings: 9.1.4.A.5

Evaluate available resources that can assist in solving problems: 9.1.4.A.2



1.2.5.A.3

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

Student evaluation









self-assessment and to appraise the objectivity of critiques by peers

Use discipline-specific music terminology to evaluate the strengths and weaknesses of a work of music



Vocabulary: Triplets, compound meter, accidental, Grand staff, countermelody, theme and variations, crescendo, decrescendo, accelerando, ritornello

1.4.5.B.3

1.4.5.B.4

1.4.5.B.5

1.4.5.A.1

Literacy:?

CROSS-CONTENT STANDARDS ANALYSIS

Course Title: Elementary General Music: Grade: Grades 3, 4, and 5

Unit Title: Visual and Performing Arts

Comp. Health & Physical Ed.

English Language Arts Mathematics Science Social Studies World Languages Technology 21st Century Life &

CareersGrade 3 1.1.5.B.1-2

1.2.5.A.1-31.3.5.B.1-41.4.5.A.1-31.4.5.B.1-5

RF.3,4aW.3.10L.3.6

3.NF.18.1.2.B.1 9.1.4.A.1

9.1.4.A.29.1.4.A.5 9.3.4.A.1

Grade 4 1.1.5.B.1-21.2.5.A.1-31.3.5.B.1-41.4.5.A.1-31.4.5.B.1-5

2.5.4.A.1-4 RI.4.1,4,7,10RF.4.4W.4.10SL.4.1a-d,5L.4.6

6.1.4.D.19-20 7.1.NM.A.2 8.1.2.B.1 9.1.4.A.19.1.4.A.29.1.4.A.5 9.3.4.A.1

Grade 5 1.1.5.B.1-21.2.5.A.1-31.3.5.B.1-41.4.5.A.1-31.4.5.B.1-5

RI.5.1,4,7,10RF.5.4W.5.10SL.5.1a-d,5L.5.6

6.1.4.D.19-20 7.1.NM.A.2 8.1.2.B.1 9.1.4.A.19.1.4.A.29.1.4.A.5 9.3.4.A.1

*All core content areas may not be applicable in a particular course.

Washington Township Public SchoolsDepartment of Student Personnel Services

CURRICULUM MODIFICATIONThe regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

comprehensive course of study template€¦ · web view2.critical content (students will know) ......

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