music appreciation map.docx - rawlins high...

Carbon County SchoolDistrict OneUnit Plan

Music Appreciation 2014-2015

Unit/Topic Title: Class Expectations and Introduction Assignment 1st QuarterEstimated Time (When): August (about 1 week)

Standard(s): Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts.

Benchmark(s):● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.4- Students form and defend their preferences for musicians, musical works and genres

I Can Statements Essential QuestionsStudents can:

● understand classroom expectations for the year● come into class and know the daily class routine● express in front of others, their own personal tastes

in music and explain why they like that particular music

● actively listen to a variety of musical styles and explain why they do or do not enjoy it.

Essential Questions:● Why do I like to listen to the music I do?● What is the reason why I listen to music?● What are the reasons for not liking certain types of music?● Are our musical preferences affected at all by society or culture?

CCSD1: Department of Curriculum, Instruction, Assessment of 23



Academic Vocabulary● Style Active Listening● Expectations Journal

Assessments

● Teacher evaluations and observations● Class discussion involvement● Presentation● Daily Work● Journals

Instructional Resources

● Notebooks● CD’s● SMARTboard● mp3 players● audio recordings● Syllabus● Band Website● remind.com● youtube.com




● DVD’s

Unit/Topic Title: Marching Band 1st QuarterEstimated Time (When): September 2-12 (2 weeks)

Standard(s): Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Benchmarks:

● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.4- Students form and defend their preferences for musicians, musical works and genres● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be consideredhistorically or

culturally significant● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice


● identify the difference in marching styles● explain the history of marching bands and its

Essential Questions:● How did marching band begin?● How does marching band music tie in with athletics?




ties to history● explain marching band’s role in our culture

today● defend their opinions on marching band music,

and their personal tastes for the genre● appreciate the work and dedication required to

be in a marching band

● What role does patriotic music play in our society?● What role does marching band music play in American history?● What is required and asked of a marching band member?●

Academic Vocabulary

● Marches Big 10 Style● John Philip Sousa DCI (Drum Corps International)● Traditional style Drumline● Corps Style● Roll Stepping

Assessments

● Teacher evaluations and observations● Class discussion involvement● Presentation● Daily Work● Journals





● Notebooks● CD’s● SMARTboard● mp3 players● audio recordings● Syllabus● Band Website● remind.com● youtube.com● DVD’s

Unit/Topic Title: Instrument Identification in Traditional Music Ensembles/Music Professions 1st QuarterEstimated Time (When): September 15-October 3 (3 weeks)

Standard(s): Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts Standard 3: Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks:

● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.4- Students form and defend their preferences for musicians, musical works and genres● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be consideredhistorically or




culturally significant● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice● 4.2- Students examine the creative and analytical processes of music in relationship to other disciplines● 4.3- Students identify how musical skills and dispositions are applied to careers, cultural and recreational opportunities● 4.4- Students analyze the economics of music including the role of management, patrons, philanthropy and advocacy


● Identify by sight and sound, all instruments in each family (percussion, string, brass, woodwind)

● listen and locate the various instruments in a piece of music

● understand the different jobs and careers associated with music

● compare and contrast western art music with their own personal tastes in music

Essential Questions:● What are the various careers in music?● How is each instrument family grouped together?● How does music from hundreds of years ago, still relevant today?● Are their similarities between western art music and the music being written and

performed today?● Are these styles still being composed?

Academic Vocabulary

● concert band orchestra composition music therapy sound technician drums● jazz band brass strings woodwinds percussion piano




● violin viola cello bass music technician tuba clarinet● composer trumpet trombone ethnomusicology baritone flute oboe● saxophone harp bassoon

Assessments

● Teacher evaluations and observations● Class discussion involvement● Presentation● Daily Work● Journals● Instrument ID quiz● Compare/Contrast Essay


● musictheory.net● nea.org● smartboard● youtube.com● blank staff paper● Band Website● Scale sheets● sheet music




● Instrument Flash Cards● Quiz sheets● Essay Rubric

Unit/Topic Title: Basic Music Reading and Notation 1st QuarterEstimated Time (When): October 6-24 (3 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Benchmarks:

● 1.4- Students compose and arrange music within specified guidelines, demonstrating creativity in using the elements of music for expressive effect● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music● 2.1- Students analyze compositional devices and techniques used in a musical work and give examples of other works that make similar uses of these devices and

techniques● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.4- Students form and defend their preferences for musicians, musical works and genres


● name all the notes on a treble and bass clef Essential Questions:

● Why is learning to read basic music terms important to understanding and




● identify and name all note types● count and clap simple rhythms● read simple key signatures● define accidentals● define basic music reading terms● use basic music terms when describing music● read key and time signatures● write correct counts and notes on a staff● compose simple melodies on staff paper

appreciating music?● Why is music written the way it is?● Are different instruments’ music written differently than others? Why?● Why is the language of music universal?

Academic Vocabulary● Staff Treble Clef Bass Clef Measure Bar Line Time Signature Key Signature● Rhythm Whole Note Half Note Quarter Note Eighth Note Sixteenth Note Stem● Note Head Tempo Note Flag Sharp Flat Natural Accidental● Energy Balance Ledger Lines Crescendo Descrescendo Forte Mezzo Forte● Pianissimo Fortissimo Rallentando Andante Presto Lines Spaces● Dynamics Pitch

Assessments

● Teacher evaluations and observations● Class discussion involvement● Presentation




● Daily Work● Journals● Notation assignments● Quizzes● Final Test


● blank sheet music● audio recordings● musictheory.net● Basic Theory Book● PowerPoint presentations● remind.com● Band Website● Flash Cards

Unit/Topic Title: Film Music and Movie Compositional Techniques 2nd QuarterEstimated Time (When): October 27-November 14 (3 weeks)

Standard(s):




Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks:

● 2.1- Students analyze compositional devices and techniques used in a musical work and give examples of other works that make similar uses of these devices and techniques

● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.4- Students form and defend their preferences for musicians, musical works and genres● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be considered historically or

culturally significant● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice● 4.2- Students examine the creative and analytical processes of music in relationship to other disciplines● 4.3- Students identify how musical skills and dispositions are applied to careers, cultural and recreational opportunities


● identify various compositional techniques used by film composers

● understand how music affects movie scenes● describe the mood and emotions by listening to

different movie soundtracks● describe the impact music has on the audience

Essential Questions:● Why is music in films so important?● Can a scene with no music be just as effective as one with lots of music?● What are various compositional techniques used by composers to help create the

mood in movie scenes?● Can one movie scene change completely by just changing the soundtrack?● Who are the famous film composers throughout history?




● create their own video clip and assign various musical styles to convey different emotions and scene moods

Academic Vocabulary

● Leitmotif● John Williams● Soundtrack● Emotional Development● Themes

Assessments

● Teacher evaluations and observations● Class discussion involvement● Presentation● Daily Work● Journals● Quizzes● Final Video Project





● sheet music● youtube● audio recordings● CD’s● DVD’s● PowerPoint● video camera● USB● remind.com● Band Website

Unit/Topic Title: Influential Composers Throughout History 2nd QuarterEstimated Time (When): November 17-25 (1 1/2 weeks)

Standard(s): Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Benchmarks:


● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be considered historically or

culturally significant




● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice


● identify the differences in the various periods of western art music

● connect certain themes in classical music to modern day artists

● list many composers throughout musical history and the significant contributions of each

Essential Questions:● What would music be like now without the influence of these composers?● How is music today similar and different to classical music?● How has the way society views music artists changed throughout history?

Academic Vocabulary

● Baroque● Classical● Romantic● Gregorian Chant● Sacred Music● Secular Music● Renaissance

Assessments

● Teacher evaluations and observations




● Class discussion involvement● Presentation● Daily Work● Journals● Quizzes● Composer PowerPoint Presentation


● sheet music● audio recordings● CD’s● DVD’s● PowerPoint● youtube.com● remind.com● Band Website




Unit/Topic Title: Musicals 2nd QuarterEstimated Time (When): December 1-5 (1 week)

Standard(s): Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life Benchmarks:





● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be considered historically or

culturally significant● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice● 4.3- Students identify how musical skills and dispositions are applied to careers, cultural and recreational opportunities


● explain how musical theater began● describe the unique characteristics of musicals● list popular musicals throughout history and their

plot lines● describe how the musical styles have changed with

each decade

Essential Questions:● How is musical theater a true American art form?● How did musicals get their start?● How have musicals evolved throughout its history?● How have musicals been involved in popular culture?

Academic Vocabulary

● leitmotif● pit orchestra● golden era● movie musicals● musical theater● opera




● Sondheim● Bernstein● Andrew Lloyd Webber

Assessments

● Teacher evaluations and observations● Class discussion involvement● Presentation● Daily Work● Journals● Quizzes


● sheet music● audio recordings● CD’s● DVD’s● PowerPoint● youtube.com● remind.com● Band Website




Unit/Topic Title: Sound Compositions 2nd QuarterEstimated Time (When): December 8-19 (2 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Benchmarks:

● 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance● 1.4- Students compose and arrange music within specified guidelines, demonstrating creativity in using the elements of music for expressive effect● 1.5- Students demonstrate musical literacy through eading, sightreading and notating music● 2.1- Students analyze compositional devices and techniques used in a musical work and give examples of other works that make similar uses of these devices and

techniques● 2.3- Students apply criteria in evaluating their own and others’ performances, compositions, arrangements, or improvisations by comparing and contrasting them to

similar or exemplary models.


● review music reading knowledge and connect it to a different form of composition

● compose and perform their own sound composition using basic composing, rhythm, and counting techniques

Essential Questions:● How do you transfer a sound or rhythm into musical notation?● Why is there a specific method for composing?● What are the various compositional techniques?




Academic Vocabulary

● sound composition● staff paper● clef● clapping● singing● rhythm● rests

Assessments

● Teacher evaluations and observations● Class discussion involvement● Daily Work● Group contribution● Written sound composition● Composition performance


● sheet music● audio recording● staff paper● percussive instruments




● various household items● remind.com● Band Website

Unit/Topic Title: Listening Guides and Final Project 2nd QuarterEstimated Time (When): January 5-16 (2 weeks)

Standard(s): Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society Benchmarks:

● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.4-.Students form and defend their preferences for musicians, musical works and genres● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice


● explain why they like their favorite form of music or Essential Questions:

● Why should all music styles be appreciated?




artist using correct musical terms● compare and contrast a favorite type of music to a

different form of music discussed in class● write their own active listening questions to a

specific song that will guide the class to a better understanding of that song

● create a presentation over a form of music they had never heard of before they took the class, that they now appreciate

● Does all music have common traits?● What does it mean to actively listen to a piece of music?

Academic Vocabulary

● active listening● compare● contrast● form● style

Assessments

● Teacher evaluations and observations● Class discussion involvement● Daily Work● Group contribution




● Journals● Listening Guides● Final Presentation


● Smartboard● PowerPoint● Listening Guides● music recordings● CD’s● mp3’s● remind.com● Band Website


music appreciation map.docx - rawlins high...

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