Knowledge and Skills Activities/Outcomes Assessments Resources QUARTER 1 PERFORM : Standard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Rhythm Review (African Song Styles) - Students will be able to iIdentify, read, and perform simple rhythmic patterns from standard notation (on drums and percussion instruments) Movement - Students will and analyze video of traditional African dance, identifying patterns and understanding artistic/cultural relevance of movements. Students will be able to learn traditional dance and/or develop original movements and gestures set to traditional African drumming – Sing - Students will be able to sing various European, African, and American folk tunes from score, identifying individual parts and applying expressiveness appropriate to style Demonstrate basic reading skills using standard and/or non-standard notation. (5.1) Demonstrate notating skills using standard and/or non-standard notation. (5.2) Video/Audio Recording (V/A) Use video or audio recorder (from devices or smart phone apps) to capture and evaluate student understanding and measure growth. NOTE: Begin recording at the start of each grading period to capture “where students are” prior to the specific lesson, unit, or activity for which they will be assessed. - Visual/Aural Observation - Test - SInging and Instrumental Performance (V/A) - Peer Group/Self Assessment (V/A) - Class Discussion/Small Group Critique (V/A) ARM, MRIL Smithsonian Folkways - Tools for Teaching on iTunes U PBS.org - American Roots Music The Kennedy Center: Arts Edge This World Music UP Kekeli African Drum and Dance Ensemble
Analyze - Students will be able to analyze song lyrics and song comparing and contrasting literature of the period or origin (century/decade/region) Demonstrate an understanding of the connections between music and disciplines outside the arts. (9.1) PBS.org - American Roots Music Art - View/Analyze selected Neo-Classical works from Jacques Louis David and Jean Auguste Dominique Ingres, and various examples of Rococo Art - View/Analyze selected from Delacroix and Géricault (France), Turner and Constable (England), Caspar David Friedrich (Germany), and Goya (Spain) Demonstrate an understanding of the connections between music and disciplines outside the arts. (8.3) Explore the reciprocal relationship between music and the influences of history and culture. (9.1) Written Pre- and Post-Assessment (P/P-A) - Critical Listening as Evidenced by Written Reflection (P/P-A) - Short Answer and Sentence Completion (P/P-A) - Peer evaluation/self assessment - Selected Response (Matching, Multiple Choice, T/F) (P/P-A) - Class Discussion/Group Critique (V/A, P/P-A) Rubrics - Scoring Rubric - Completed Self-Assessment Rubric QUARTER 2 PERFORM Standard 1.0 Singing: Students will sing and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Video/Audio Recording (V/A) Use video or audio recorder (from devices or smart phone apps) to capture and evaluate student understanding and measure growth. NOTE: Begin recording at the start of each grading period to capture “where students are” prior to the specific lesson, unit, or activity for which they will be assessed. - Visual/Aural Observation ARM, MRIL Smithsonian Folkways - Tools for Teaching on iTunes U PBS.org - American Roots Music
Smithsonian Folkways - Interactive Jazz Mixer Sing/Perform - Perform bass notes (root) of 12-bar progression on keyboard and drums, or by singing bass notes on blues rhythm (with or without drums). Students will perform a capella or with recorded accompaniment. EXTENSION: Students will notate four- or eight-beat rhythm pattern for bass part performance. Movement Develop an original 12-bar blues dance, creating movement that emphasizes each chord in the progression (the I, IV, and V chords). Students can work in small groups or as a class. Record video of dancing and review in class for evaluation/assessment. Demonstrate an understanding of elements of music by singing/chanting. (1.1) Demonstrate an understanding of elements of music by playing on instruments. (2.1) Video/Audio Recording (V/A) - Visual/Aural Observation - Audio/video recording - Class Discussion/Group Critique (V/A, P/P-A) CREATE Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines Identify and Discuss the historical significance of Tin Pan Alley. EXTENSION: Explore sheet music cover art of the tin Pan Alley era. Have students create their own sheet music cover art for their favorite songs. mprovise simple melodies in the “scat” style of Louis Armstrong. Students will perform to recorded accompaniment (jazz or other styles). EXTENSION: Hold a student scat competition in class having students vote for their favorite scat singer. Students will Evaluate musical using elements of music characteristic to each style period. (7.1) Demonstrate an understanding of the connection of elements (e.g., balance, texture) between Written Pre- and Post-Assessment (P/P-A) - Critical Listening as Evidenced by Written Reflection - Short Answer and Sentence Completion - Peer evaluation/self assessment The Kennedy Center: Arts Edge Scott Joplin.org