music - chesterfield township elementary school

Chesterfield Township Elementary School

Performing Arts

MUSIC

Curriculum Guide

Grades K-6

Rev. 2012

Chesterfield Township Elementary School Music K-6 Curriculum Guide 2

Table of Contents

Rationale and Philosophy 3 NJ State Standards 3 Pacing Guide 7 Standards of Study by Grade Level

Kindergarten 8 Grade 1 14 Grade 2 22 Grade 3 27 Grade 4 33 Grade 5 40 Grade 6 46

Scope and Sequence 54 Differentiation Guide 57


RATIONALE AND PHILOSOPHY

“During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it

brought me great peace of mind. I have shared my love of music with people throughout this world,

while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean,

and the Far North, and all of this started with the music appreciation course that I was taught in a third-

grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where

music was not taught to children.”

- General H. Norman Schwarzkopf — United States Army

Our philosophy is to expose students to musical experiences, and through those experiences for students to gain knowledge. All students shall be exposed to a variety of music, songs, dances, and performances from diverse cultures and genres as a part of the weekly music education. Students will engage in critical thinking through performance, listening, creating, analysis and critique, as a part of the regular music curriculum. Upon completion of the Chesterfield Township music program, students shall acquire general fundamental skills, appreciation of the arts, and the foundation for a well-rounded education.

NJ Standards and Strands

Visual and Performing Arts

NJCCCS: Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC.

1.1.2.B.1 – Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 – Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 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. 1.1.2.B.4 – Categorize families of instruments and identify their associated musical properties.

By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC.

1.1.5.B.1 – Identify the elements of music in response to aural prompts and printed music notational systems. 1.1.5.B.2 – Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.

http://www.state.nj.us/education/cccs/def/1/VPAgrade2.html

http://www.state.nj.us/education/cccs/def/1/VPAbl.html

http://www.state.nj.us/education/cccs/def/1/VPAeleofmusic.html



http://www.state.nj.us/education/cccs/def/1/VPAeleofmusic.html


NJCCCS: Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART.

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. 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.

By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART.

1.2.5.A.1 – Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2 – Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5.A.3 – Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

NJCCCS: Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC.

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. 1.3.2.B.2 – Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.3 – Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 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. 1.3.2.B.5 – Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 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 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.





http://www.state.nj.us/education/cccs/def/1/VPAgen.html



http://www.state.nj.us/education/cccs/def/1/VPAhometone.html

http://www.state.nj.us/education/cccs/def/1/VPAost.html


By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC.

1.3.5.B.1 – Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.2 – Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.B.3 – Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. 1.3.5.B.4 – Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

NJCCCS: Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART.

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.). 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. 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). 1.4.2.A.4 – Distinguish patterns in nature found in works of dance, music, theatre, and visual art.


1.4.5.A.1 – Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications 1.4.5.A.2 – Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. 1.4.5.A.3 – Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context.)

By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART



http://www.state.nj.us/education/cccs/def/1/VPAmixdmeter.html

http://www.state.nj.us/education/cccs/def/1/VPAcompmeter.html



http://www.state.nj.us/education/cccs/def/1/VPAew.html



http://www.state.nj.us/education/cccs/def/1/VPAdisspecificartster.html




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. 1.4.2.B.2 – Apply the principles of positive critique in giving and receiving responses to performances. 1.4.2.B.3 – Recognize the making subject or theme in works of dance, music, theatre, and visual art.


1.4.5.B.1 – Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. 1.4.5.B.2 – Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. 1.4.5.B.3 – Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. 1.4.5.B.4 – Define technical proficiency, using the elements of the arts and principles of design. 1.4.5.B.5 – Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art.




PACING GUIDE

Kindergarten – Second Grade

Rhythm Melody Harmony Timbre Expression Cultural Connection

September

October

November

December

January

February

March

April

May/June

Third Grade – Sixth Grade

Rhythm Melody Harmony Timbre Expression Cultural Connection

September

October

November

December

January

February

March

April

May/June


KINDERGARTEN RHYTHM

Core Content Standards: 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles

that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the

arts throughout history and across cultures. 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to

creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Essential Questions: What is rhythm?

In what ways does rhythm impact how we hear/feel music?

Where can rhythm be found (musical/non-musical sources)?

Enduring Understandings: Rhythm is the short and long sounds and silences

in music

Rhythm and beat are not the same

Rhythm can be found/created within natural and synthetic sources

Rhythm can be found in all music

Knowledge, Skills, and Instructional Objectives:

1. To respond to a beat with movement or rhythm instruments

2. To differentiate between steady beat/no beat

3. To practice identifying and moving to strong beats and rhythm patterns

4. To perceive and respond to long and short sounds

5. To play/clap repeated patterns

6. To respond, recognize and perform rhythm patterns, using notational symbols

Recommended Instructional Activities/ Resources: Read, write, create and perform rhythmic patterns

Sing, dance, clap, pantomime, conduct, play rhythm instruments/body percussion using various rhythmic patterns

Modification Strategies/Activities: see Differentiation page for modifications for Gifted and Talented, English Language Learners and Students with Disabilities

Suggested Assessments/ Benchmarks:

Teacher observation of student participation

Performance rubrics

Worksheets and classwork


Evaluations

Self-assessment

Accommodated/modified assessments, if required by I.E.P., or 504 Plan

KINDERGARTEN MELODY

Core Content Standards: 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that

govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures.

1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.


Essential Questions: What is melody?

In what ways does melody impact how we hear/feel music?

How does pitch affect the contour of a melody?

Enduring Understandings: Melody is a pattern of pitch and duration in space

and time

Melody can be found and created in natural and synthetic sources

Melodic contour is the movement of pitch in an upward, downward or repeated direction, by steps and leaps

Knowledge, Skills, and Instructional Objectives: 1. To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic) 2. To distinguish high and low tones

3. To distinguish upward and downward direction

4. To identify melodic steps, leaps and repeats

5. To identify and perform melodic patterns

6. To identify phrases

7. To read notational symbols

Recommended Instructional Activities/ Resources: Sing, dance, pantomime, and play instruments by rote and through reading notation

Match and differentiate pitch





Performance rubrics


Evaluations

Self-assessment


KINDERGARTEN HARMONY


govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the




Essential Questions: What is harmony?

In what ways does harmony impact how we hear/feel music?

Enduring Understandings: Harmony is all pitched parts of a song other than

the melody

Harmony is the enhancement of a song through chords, accompaniment, ostinato, counter-melody and additional parts

Knowledge, Skills, and Instructional Objectives: 1. To identify the effect of a song with accompaniment vs. no accompaniment

2. To play and/or sing harmony parts

3. To perform an ostinato or counter-melody to a song

4. To identify rhythmic and melodic ostinatos and counter-melodies by clapping, playing an


instrument, and/or singing

5. To practice singing an independent second vocal part






Performance rubrics


Evaluations

Self-assessment


KINDERGARTEN TIMBRE Suggested Sequence: days



arts throughout history and across cultures.




Essential Questions: What is timbre?

In what ways does timbre impact how we hear/feel music?

Enduring Understandings: Timbre is the unique tone used to identify a

sound

Timbre impacts the listener through tone color and sound combinations, including vocal, instrumental, environmental, and natural, encompassing all sound


1. To perceive the timbre of voices

2. To produce a variety of timbres

3. To distinguish between a single voice and several voices

4. To identify instruments by their timbre

5. To choose appropriate instruments for sound effects and accompaniments

6. To explore sounds of nature, machine sounds, and found sounds

7. To improvise with various vocal/instrumental timbres

Recommended Instructional Activities/ Resources:


Suggested Assessments/ Benchmarks: Teacher observation of student participation

Performance rubrics


Evaluations

Self-assessment



KINDERGARTEN EXPRESSION






Essential Questions: What is form?

What is tempo?

What are dynamics?

How do form, tempo, and dynamics affect style and mood?

In what ways do expressive elements impact how we hear/feel music?

In what ways does multi-ethnic music use expression to represent individual culture?

Enduring Understandings: Form is structure or outline of a piece of music

Tempo is the speed of a piece

Dynamics are the various volumes in music

Form, tempo and dynamics work together to create an overall style and mood

Expressive elements provide the listener with the tools to interpret a piece of music

Each culture uses unique and distinctive elements of expression


1. To notice and respond to fast and slow music

2. To explore fast, slow and changing tempi

3. To hear how music can suggest feelings and images

4. To perceive and respond to loud and soft sounds

5. To discern and perform: call-response, solo-chorus, two-part dialogue (echo song),

verse-refrain, rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB

6. To perceive and perform repeated and contrasting sections in music

7. To respond to the expressive qualities of a song

8. To create expressive movements, dramatizations, sound effects, and other

accompaniments to music

9. To discover and respond to the images created in various styles and moods of music

Recommended Instructional Activities/ Resources: Play pattern games using a variety of shapes and colors

Play games using fast/slow, loud/soft, high/low

Sing and perform songs, sing in a program

Dance, pantomime, create and improvise movement


Listen and critique




Performance rubrics


Evaluations

Self-assessment


GRADE 1 RHYTHM


that govern the creation of works of art in dance, music, theatre, and visual art. 1.6 History of the Arts and Culture All students will understand the role, development, and influence of the








in music




Knowledge, Skills, and Instructional Objectives: 1. To respond to a beat with movement or rhythm instruments












Performance rubrics


Evaluations

Self-assessment


GRADE 1 MELODY




creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.8 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an

understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.






and time



Knowledge, Skills, and Instructional Objectives: 1. To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic)

2. To distinguish high and low tones











Performance rubrics


Evaluations

Self-assessment



GRADE 1 HARMONY









the melody


Knowledge, Skills, and Instructional Objectives: 6. To identify the effect of a song with accompaniment vs. no accompaniment

7. To play and/or sing harmony parts










Performance rubrics



Evaluations

Self-assessment


GRADE 1 TIMBRE





1.8 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and

visual art.




sound


Knowledge, Skills, and Instructional Objectives: 1. To perceive the timbre of voices











Performance rubrics


Evaluations

Self-assessment


GRADE 1 EXPRESSION







What is tempo?

What are dynamics?















5. To discern and perform: call-response, solo-chorus, two-part dialogue (echo song), verse-refrain,


rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB



8. To create expressive movements, dramatizations, sound effects, and other accompaniments to

music






Listen and critique




Performance rubrics


Evaluations

Self-assessment


GRADE 2 RHYTHM


that govern the creation of works of art in dance, music, theatre, and visual art. 1.10 History of the Arts and Culture All students will understand the role, development, and influence of

the arts throughout history and across cultures. 1.11 Performance All students will synthesize those skills, media, methods, and technologies appropriate

to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.







in music















Performance rubrics


Evaluations

Self-assessment



GRADE 2 MELODY


govern the creation of works of art in dance, music, theatre, and visual art. 1.10 History of the Arts and Culture All students will understand the role, development, and influence of


to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.






and time



Knowledge, Skills, and Instructional Objectives: 1. To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic) 2. To distinguish high and low tones












Performance rubrics


Evaluations

Self-assessment


GRADE 2 HARMONY


govern the creation of works of art in dance, music, theatre, and visual art. 1.10 History of the Arts and Culture All students will understand the role, development, and influence of


to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.12 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an





the melody


Knowledge, Skills, and Instructional Objectives: 1. To identify the effect of a song with accompaniment vs. no accompaniment 2. To play and/or sing harmony parts











Performance rubrics


Evaluations

Self-assessment


GRADE 2 TIMBRE





understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and

visual art.




sound



1. To perceive the timbre of voices











Performance rubrics


Evaluations

Self-assessment


GRADE 2 EXPRESSION





1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an




What is tempo?

What are dynamics?















5. To discern and perform: call-response, solo-chorus, two-part dialogue (echo song), verse-refrain,

rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB



8. To create expressive movements, dramatizations, sound effects, and other accompaniments to music






Listen and critique





Performance rubrics


Evaluations

Self-assessment


GRADE 3 RHYTHM










in music






2. To differentiate between steady beat and rhythm

3. To practice identifying and moving to strong beats, rhythm patterns, and meter


5. To analyze rhythmic elements in a piece of music







Performance rubrics


Evaluations

Self-assessment


GRADE 3 MELODY










and time




1. To identify melodic steps, leaps and repeats, visually and aurally

2. To identify and perform melodic patterns, visually and aurally

3. To identify and analyze the contour of a melody


4. To recognize, define, and describe phrases in a song

5. To read, write and sing pitches from notational symbols

6. To aurally recognize major and minor tonality

Recommended Instructional Activities/ Resources: Sing, dance, pantomime, play recorder and play classroom instruments by rote and through reading

notation

Create, notate, re-write, compose, and/or improvise a melody

Listen, analyze and critique melodic music

Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 3 HARMONY









Can you identify the origin of music by time and/or location based on harmonic elements?


the melody


Each time period and/or culture has a specific use for harmony

Knowledge, Skills, and Instructional Objectives: 1. To become aware of harmonic characteristics of different styles of music

2. To perform and/or create harmony by clapping, playing an instrument, and/or singing: ostinato,

counter-melody, descant, partner song, round, cannon


4. To understand tonality, chords, and harmonic progressions

Recommended Instructional Activities/ Resources: Sing, dance, listen, pantomime, and play instruments by rote and through reading notation

Sing, play pitched percussion, and play recorder using counter melody, partner songs, cannons, rounds, and straight harmony

Listen to melody-alone vs. melody with chords

Play games




Performance rubrics


Evaluations

Self-assessment



GRADE 3 TIMBRE






Essential Questions: How can you identify various timbre?

In what ways does timbre impact the listener’s perception of music?


sound

Timbre impacts the listener’s perception of music through tone color and sound combinations, including vocal, instrumental, environmental, and natural, encompassing all sound


1. To identify the timbre of voices


3. To examine the effects produced by different vocal combinations

4. To hear and perform various vocal timbre for different styles of music


6. To analyze music in terms of the instruments used

7. To determine the distinguishing characteristics of instruments alone and in a group including

Woodwind, Brass, Percussion, and Strings in an Orchestra/Band

8. To improvise and compose with various vocal/instrumental timbre

Recommended Instructional Activities/ Resources: Listen to a variety of instruments and sounds

Sing songs an play classroom instruments alone and in a group

Listen to and analyze various vocal and instrumental works

Play games





Performance rubrics


Evaluations

Self-assessment


GRADE 3 EXPRESSION







What is tempo?

What are dynamics?


In what ways do expressive elements impact music?









1. To experience and identify the effects of various tempi



4. To recognize the relationship of dynamics to the character of a piece of music

5. To perform appropriate dynamics to an existing or original piece of music

6. To discern and perform: call-response, solo-chorus, two-part dialogue, verse-refrain, rounds, cannons,


introductions, codas, theme and variation, binary form, ternary form, rondo form



9. To create expressive movements, dramatizations, sounds and sound effects, and other

accompaniments to contribute to the style and mood of a piece of music


11. To identify expressive elements that contribute to the style and mood of a piece

Recommended Instructional Activities/ Resources: Play classroom instruments

Sing songs

Act out a story song using appropriate body language

Write original poem using form

Compose original song using form

Show form through patterned dance movements

Analyze listening selection for: tempo, dynamics, mood/style, form

Create a sound piece

Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 4 RHYTHM




1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to








in music














Performance rubrics


Evaluations

Self-assessment



GRADE 4 MELODY










and time











notation



Play games





Performance rubrics


Evaluations

Self-assessment


GRADE 4 HARMONY










the melody












Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 4 TIMBRE









sound


Knowledge, Skills, and Instructional Objectives: 1. To identify the timbre of voices













Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 4 EXPRESSION






visual art.



What is tempo?

What are dynamics?

























Sing songs







Play games





Performance rubrics


Evaluations

Self-assessment


GRADE 5 RHYTHM










in music
















Performance rubrics


Evaluations

Self-assessment


GRADE 5 MELODY










and time












notation



Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 5 HARMONY





1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and

visual art.






the melody











Play games




Performance rubrics


Evaluations

Self-assessment



GRADE 5 TIMBRE









sound



1. To identify the timbre of voices












Play games





Performance rubrics


Evaluations

Self-assessment


GRADE 5 EXPRESSION







What is tempo?

What are dynamics?


























Sing songs







Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 6 RHYTHM




1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to








in music















Performance rubrics


Evaluations

Self-assessment



GRADE 6 MELODY










and time











notation



Play games





Performance rubrics


Evaluations

Self-assessment


GRADE 6 HARMONY










the melody












Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 6 TIMBRE









sound


Knowledge, Skills, and Instructional Objectives: 1. To identify the timbre of voices













Play games




Performance rubrics


Evaluations

Self-assessment


GRADE 6 EXPRESSION






visual art.



What is tempo?

What are dynamics?

























Sing songs







Play games





Performance rubrics


Evaluations

Self-assessment



Scope and Sequence Chart

P = PREPARE Experience a new concept physically and aurally without labeling it

I=INTRODUCE Concept presented and practiced at an introductory level

D= DEVELOP Previously presented concept reintroduced and practiced

R=REINFORCE Concept practiced and extended toward mastery

RHYTHM K 1 2 3 4 5 6

To respond to a beat with movement or rhythm instruments

P, I I, D I, D I, D D D, R D, R

To differentiate between steady/no beat P, I D R

To differentiate between steady beat and rhythm

P, I I, D D,R

To practice identifying and moving to strong beats and rhythm patterns

P P I

To practice identifying and moving to strong beats and rhythm patterns and meter

I D D R

To perceive and respond to long and short sounds

P, I I, D D, R R R

To play/clap repeated patterns P, I I, D D D D, R R R

To respond, recognize and perform rhythm patterns using notational symbols

P, I I, D D D D, R R R

To analyze rhythmic elements in a piece of music

P I D D, R

MELODY K 1 2 3 4 5 6

To differentiate between songs (melodic), chants (non-melodic), and rhymes (non-melodic)

P, I D R R R R R

To distinguish high and low tones P, I I, D D D D R R

To distinguish upward and downward direction P P, I I, D I, D D D D

To identify melodic steps, leaps, and repeats aurally

P P P P, I I, D D D

To identify melodic steps, leaps, and repeats visually

P P, I I I, D D D R

To identify and perform melodic patterns aurally

P, I I I, D D R R R

To identify and perform melodic patterns visually

P P, I P, I I I, D D

To identify phrases P P, I I I I, D D D


To identify and analyze the contour of a melody P P P P, I I, D D

To recognize, define and describe phrases in a song

P P P, I I I, D D

To read notational symbols P P, I I I, D D D

To read, write and sing pitches from notational symbols

P P I I, D D

To aurally recognize major and minor tonality P P P P P I I

HARMONY K 1 2 3 4 5 6

To identify the effect of a song with accompaniment vs. no accompaniment

P P P, I I, D D R R

To play and/or sing harmony parts P P P, I I, D I, D D D

To become aware of harmonic characteristics of different styles of music

P P I I

To perform an ostinato or counter-melody P I I, D D D D D

To identify rhythmic and melodic ostinatos and counter-melodies by clapping, playing an instrument, and/or singing

P P P P, I

To perform and/or create harmony by clapping, playing an instrument, and/or singing: ostinato, counter-melody, descant, partner song, round, cannon

P, I P, I I I, D

To practice singing an independent second vocal part

P P P, I P, I I I I, D

To understand tonality, chords, and harmonic progression

P P P, I I I, D

TIMBRE K 1 2 3 4 5 6

To perceive the timbre of voices P, I I, D D R R R R

To identify the timbre of voices P P P I, D D D, R R

To produce a variety of timbres P, I I, D D D R R R

To distinguish between a single voice and several voices

P, I I, D D D R R R

To examine the effects produced by different vocal combinations

P P P, I I I, D D

To hear and perform various vocal timbre for different styles of music

P P, I P, I I I, D D

To identify instruments by their timbre P P I I, D D D, R R

To choose appropriate instruments for sound effects and accompaniments

P P P, I I, D I, D D D

To explore sounds of nature, machine sounds, and found sounds

P P, I P, I I I, D R

To analyze music in terms of the instruments used

P P P, I P, I I I, D D, R

To determine the distinguishing characteristics of instruments alone and in a group including

P P, I I, D D, R R


woodwinds, brass, percussion and strings in an orchestra/band

To improvise with various vocal/instrumental timbre

P P P, I I I, D D

To compose with various vocal/instrumental timbre

P P, I I I

EXPRESSION K 1 2 3 4 5 6

To notice and respond to fast and slow music P, I P, I I, D I, D D D, R R

To experience and identify the effects of various tempi

P P P, I I I, D D R

To explore fast, slow, and changing tempi P I I, D D D R R

To hear how music can suggest feelings and images

P P P, I I, D D D R

To perceive and respond to loud and soft sounds

P, I I I, D D R R R

To recognize the relationship of dynamics to the character of a piece of music

P P, I P, I P, I I, D D R

To perform appropriate dynamics to an existing or original piece of music

P P, I P, I P, I D R R

To discern and perform: call-response, solo-chorus, two-part dialogue (echo song), verse-refrain, rounds, cannons, introductions, codas, ABA, AAAB, AABA, ABAB

P P P, I P, I I D R

To discern and perform: theme and variation, binary form, ternary form, rondo form

P P, I I D

To perceive and perform repeated and contrasting sections in music

P, I I I, D I, D D D R

To respond to the expressive qualities of a song P, I I D R

To create expressive movements, dramatizations, sound effects and other accompaniments to music

P, I I, D D R

To create expressive movements, dramatizations, sounds and sound effects and other accompaniments to contribute to the style and mood of a piece of music

P, I D D R R

To discover and respond to the images created in various styles and moods of music

P P, I I, D I, D D R R

To identify expressive elements that contribute to the style and mood of a piece of music

P P, I I, D D D


Differentiation

Modifications for Gifted and Talented, English Language Learners, Students with Disabilities and

others with different learning styles are noted here. Support for our students who require

differentiation, includes but is not limited to:

-Assistive technology

-Graphic organizers

-Oral review after instruction

-Different color paper of copies for different things

-Extra time

-Following routines

-Special seating

-Flexible grouping

-Clear expectations of goals

-Consistency

-Student buddies

-Stopping and checking for understanding

In addition to these forms of differentiation other modifications can be made. They can include,

but are not limited to those suggested in the chart below.

DIFFERENTIATION ADAPTATIONS

Areas for consideration when designing accommodations

Learning Environment

Allow a “time out” or private

space for students to choose

Use preferential seating

Provide opportunities for

movement

Vary activities both in and out

of desk/table

Curriculum

Adapt amount of work required

Use different forms of

assessments that demonstrate

different learning styles

Allow different visual aids,

concrete examples, hands-on

activities, and cooperative

groups to learn new concepts

Allow work to be completed in

various formats

Teaching and Learning

Styles

Adapt the way instruction is

delivered to the learner- use

multiple teaching styles to

teach a new concept

Use concrete examples and

move towards the abstract

Provide an overview of lesson

at beginning

Monitor the rate and manner in

which the material is being

presented


Time Demands

Allow extra time to complete

tests

Give different versions of tests

Follow a routine

Set specific time limits for test

Cooperative Learning

Use flexible grouping

Use student choice in grouping

Assign peer helpers to check

in on one another

Behavior Concerns

Give clear expectations of

goals for the class period

Be consistent in follow through

with both positive and negative

consequences

Use of cues

Give immediate positive

reinforcement and feedback

Avoid power struggle

Allow for a time out or “cool

off” space in classroom for

designated amount of time

Attention/Focus Concerns

Give notification of transitions

Use of cues to refocus

Seat near teacher or in area of

less distraction

Introduce assignments in

sequential steps

Make sure books/materials are on

the correct pages

Organization

Give copy of notes

Allow student to leave

unnecessary materials in a

nearby area

Color coded materials

Use of binder system

Use a checklist for work in

smaller units

Written Expression

Allow use of manuscript,

cursive, or typing for

assignments

Leniency in spelling and

neatness (to an agreed upon

level)

Provide a copy of notes

Avoid pressures for speed or

accuracy

Visual Processing

Give highlighted/color coded

copy of notes

Avoid copying notes from the

board

Check in with student to be

sure that visuals are

comprehended from the

beginning of lesson

Avoided cluttered worksheets

keeping them clear and well

defined

Language Processing

Give both written and verbal

directions

Slow the rate of presentation

and paraphrase information

Keep statements short and to

the point

Allow for extra wait time

Use student’s name before

asking a question

Use of visuals and hands-on

materials

Familiarize students with new

vocabulary before lesson

Audio Processing

Provide a copy of notes

Use of a checklist

Keep statements short and to

the point

Use of eye contact

Have student sit closer to

instruction

Use of student buddy to check

in with sitting nearby

Use of visuals

Stop and check in for

understanding

music - chesterfield township elementary school

Documents