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Fine Arts6th Grade Band

Curriculum

Francis Howell School District

Board Approved: / /

Francis Howell School DistrictMission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Francis Howell School District Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and the community as partners in learning.

Francis Howell School District Values

Francis Howell School District is committed to: Providing a consistent and comprehensive education that fosters high levels of academic achievement for all Operating safe and well-maintained schools Promoting parent, community, student, and business involvement in support of the school district Ensuring fiscal responsibility Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to:1. Gather, analyze and apply information and ideas.2. Communicate effectively within and beyond the classroom.3. Recognize and solve problems.4. Make decisions and act as responsible members of society.

Francis Howell School DistrictFine Arts Graduate Goals

Upon completion of their Fine Arts study in the Francis Howell School District, students will:

1. Communicate at a basic level in the arts disciplines -- music, theatre, or the visual arts. This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline.

2. Communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight,

reason, and technical proficiency.

3. Develop and present basic analyses of works of art from structural, historical, and cultural perspectives, and from combinations of those perspectives. This includes the ability to understand and evaluate work in the various arts disciplines.

4. Relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching competencies and understandings in art-making, history and culture, and analysis in any arts-related project.

5. Have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods, and a basic understanding of historical development in the arts disciplines, across the arts as a whole, and within cultures.

Fine Arts Rationale for 6th Grade Band

Music is an essential and unifying expression of human culture. Each child has the right to learn and experience music through participation in a balanced [varied], comprehensive, and sequential program of study. By building a relationship with music, an individual develops a sense of satisfaction, joy and self-worth. Performing, creating, and responding to music are the fundamental music processes in which our students will engage. Music helps to develop discrimination, experimentation, creativity, evaluation, social skills, teamwork, and fosters aesthetic sensitivity. Music is an art form that unites the cognitive, affective, and psychomotor domains as no other subject can.

Course Description for 6th Grade Band

This course is designed as an introductory performance course. Class work will include learning fundamentals and techniques through concert literature and

the course text. Students are required to purchase the band method book and provide a useable instrument after consultation with the director. Written assignments

and tests, as well as performance tests, will be administered throughout the course. All bands will perform at least two concerts during the school year. Practice

outside the classroom is required. A portion of the students’ grades will be derived from after-school rehearsals and performances. Therefore, each student is

expected to participate in both. Special concert attire may be required by the director.

Curriculum Team

Keely Abeln – Francis Howell MSLori Bryan – Bryan MS

Jennifer Daugherty – Hollenbeck MS

Fine Arts Secondary Content Leader Michelle RidlenDirector of Student Learning Dr. Chris GreinerChief Academic Officer Mary Hendricks-HarrisSuperintendent Dr. Pam Sloan

6th Grade Band Course MapSemester 1

Quarter 1 Quarter 2 Ongoing

Group Singing Pitch matching Breathing

Instrumental Performance Skills Note/rest relationships whole to quarter Instrument maintenance Posture/ hand position

Group Playing Basic conducting patterns and appropriate

responses.

Rhythmic Notation Whole Note, Half Note, Quarter Note/Rests

Expression and Technical Skills Grade .5 music

Instrumental Performance Skills proper tone quality Phrase structure

Rhythmic Notation Eighth Notes

Repertoire Influences of culture, genre, and time period Stylistic elements that represent different cultures,

genres, and time periods

Musical Forms Repeat signs

Symbols for Rhythm, Pitch, and Expressive ElementsBasic dynamic and articulation markings and their applications (piano, forte)

Criteria for Musical Performances and Compositions Characteristics of a quality musical performance phrasing, rhythmic accuracy note accuracy

Music’s Role and Function in Various Cultures Role of music in various cultural events Characteristics of quality performances

Group Singing

Instrumental Performance Skills

Group Playing

Rhythmic Notation

Symbols of Expression

Symbols for Rhythm, Pitch, and Expressive Elements

Expression and Technical Skills

Criteria for Musical Performances and Compositions

Critique Performances and Compositions

6th Grade Band Course MapSemester 2

Quarter 3 Quarter 4 OngoingInstrumental Performance Skills articulation patterns (staccato, legato, tongue, slur) Dynamic Contrast

Musical Forms First and second endings

Improvisation Rhythmic variations Multiple styles and meters

Symbols of Expression Symbols listed in the glossary

Melodic Notation Appropriate range for their instrument How to notate melodies Key of Bb

Critique Performances and Compositions Criteria of a quality performance terminology to describe a musical performance specific techniques to improve the quality of a musical performance

Criteria for Musical Performances and Compositions tone quality expression

Symbols for Rhythm, Pitch, and Expressive ElementsBasic dynamic and articulation markings and their applications (mezzo piano, mezzo forte)

Sight Reading Sight reading techniques and tools

Musical Characteristics, Events, and Descriptors Composers convey a mood to listeners Music can be written for a specific audience or purpose

Connections between Music and Related Arts and Humanities Relationships between arts, music, history, and cultural influence.

Connections between Music and Non-Arts Disciplines Connections between musical concepts,

core class concepts, and real life applications

Individuals’ effect on overall performance

Composition and Arrangement Correct musical notation Ability to create 4 to 8 measure composition


Basic articulation markings and their applications (staccato, legato, accent, slur, tie)

Group Singing

Instrumental Performance Skills

Group Playing

Rhythmic Notation

Symbols of Expression


Expression and Technical Skills

Criteria for Musical Performances and Compositions

Critique Performances and Compositions

Sight Reading

#1Content Area: Music Course: 6th Grade Band Strand: Product Performance

Learner Objectives: 1. Develop and apply singing skills to perform and communicate through the arts.

Concepts: E. Group Singing

Students Should Know Students Should Be Able to

Basic principles of pitch matching, sound production, balance, and blend.

Basic dynamics and expressive conducting cues and gestures.

Demonstrate characteristic timbre, dynamics and rhythmic accuracy in time while singing in an ensemble. (PP1EMS6-8a, MU1, FA1, DOK 2)

Respond expressively to conductor’s cues. (PP1EMS6-8b, MU1, FA1, DOK 4)

FHSD Academics – MDR Band 6 page 1

Instructional Support

Student Essential VocabularyBreath Support Attack Release Articulation Dynamics Pattern

Phrasing Expression Posture Crescendo Decrescendo

RESOURCESStudent Teacher

General Method BooksVarious Repertoire

General Menc.orgMusic Educators Journal, Nov 1, 2002 Mark WolbersChoralnet.orgRehearsing the Band, John E. Williamson

Enrichmentwww.youtube.com videos of conductorswww.stlsymphony.orgwww.sfskids.org

Enrichment

Intervention Intervention

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.


http://www.sfskids.org/

http://www.stlsymphony.org/

http://www.youtube.com/

Readiness & Equity SectionSLA = Sample Learning Activity & SA = Sample Assessment

21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Following Dynamic Conducting Cues

Topic: Dynamic Expression in Conducting

Objective(s): Students will successfully follow basic dynamic conducting cues of crescendo, decrescendo, forte (large pattern), and piano (small pattern) while singing the first 5 notes of the B-flat Concert Scale.

Activity Summary: Students will sing the first 5 notes of the B-flat Concert Scale and appropriately respond to the conductor’s cues of forte, piano, crescendo, and decrescendo after these patterns have been demonstrated by the teacher.

Description: Start by playing the first 5 notes of the B-flat Concert Scale at a basic mezzo forte dynamic level with basic “ta” articulation. Then, ask the students to do the same with singing instead of playing. You may choose to use whole notes, half notes, or quarter notes. Demonstrate a large conducting pattern which represents a forte dynamic level, a small conducting pattern which represents a piano dynamic level, a left hand lift for crescendo, and a left hand fall for decrescendo. Practice each of these individually, and then use in combinations to test the students’ following abilities. You may also ask students to take on the role of the conductor and give the cues to the class as they play as well.

Assessment #1: Following Dynamic Conducting Cues Performance Event

Question/Prompt/Description: Students will perform a short excerpt from their method book in groups of 3 to 4 players and respond appropriately to the dynamic cues given by the conductor.

Teacher will assess: The group’s ability to follow dynamic cues with accuracy and correctly interpret each non-linguistic instruction.

Scoring Guide:

3 – Students accurately interpret and execute the given cues.

2 – Students sometimes execute the given cues.

1 – Students do not correctly execute the given cues.


Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD PP1EMS6-8b GLE/CLE/STD PP1EMS6-8bCONTENT FA1 (production) CONTENT FA1 (production)PROCESS 1.6 - discover/evaluate relationships

1.10 - apply information, ideas and skills2.5 - produce works in the arts

PROCESS 1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.5 - produce works in the arts

DOK 2 DOK 2INSTRUCTIONAL STRATEGIES

Identifying Similarities and DifferencesNonlinguistic RepresentationsCues, Questions, and Advance Organizers

LEVEL OF EXPECTATION

100%



21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Group Breathing

Topic: Basic Group Singing using the same breathing patterns.

Objective(s): Students will successfully breathe together while performing a 4 measure rhythmic pattern.

Activity Summary: The teacher will provide a short rhythmic pattern. The students will breathe together at the areas designated by the teacher.

Description: The teacher will sing the Birthday song while breathing in the wrong spots. The class will discuss the importance of breathing together at the correct location. Next, the teacher will provide a visual example of a 4 measure rhythmic pattern. The class will first practice performing the rhythm correctly. Then the teacher will designate places for breathing, and the class will perform the piece as directed by the teacher.

Assessment #2: Identifying Breathing Patterns Multiple Choice

Question/Prompt/Description: Students will be given a rhythm with 4 different options for breathing. Teacher will perform one of the phrasing options and the students will identify which pattern the teacher demonstrated.

Teacher will assess: The student’s ability to correctly identify the

breathing pattern being performed.

Scoring Guide:Students will be scored on number of correct responses out of the

given patterns. Determine a good number of patterns for your class, usually anywhere from 3 to 5. Students earn one point per correct response.

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD PP1EMS6-8a GLE/CLE/STD PP1EMS6-8aCONTENT FA1 (production) CONTENT FA1 (production)PROCESS 1.6 - discover/evaluate relationships


PROCESS 1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.5 - produce works in the arts


Identifying Similarities and DifferencesNonlinguistic RepresentationsCues, Questions, and Advance Organizers


80%


#2 - Content Area: Music Course: 6th Grade Band Strand: Product Performance

Learner Objectives: 2. Develop and apply instrumental music skills to perform and communicate through the arts.

Concepts: A. Instrumental Performance SkillsB. Expression and Technical SkillsC. RepertoireE. Group Playing


Applications of whole notes/rests, half notes/rests, quarter notes/rests, and eighth notes/rests in various rhythmic patterns.

Applications of dotted quarter note rhythms.

Applications of various phrase structures and dynamic contrast.

Appropriate alternate and chromatic fingerings on their instrument.

Applications of multiple articulations in various patterns.

Applications of melodic and/or rhythmic imitation.

Importance of maintaining their instrument with proper care.

Musical concepts that facilitate performance of Grade 1 material (refer to glossary for Level of Difficulty).

That culture, genre, and/or time period influence how a song is performed.

Various stylistic elements representing diverse cultures, genres, and time periods.

And understand basic conducting patterns and cues with

Read and perform rhythms in simple meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, dotted quarter followed by eighth (PP2AMS6-8b, MU2, FA1, DOK 3)

Read and perform a short song/piece using effective expression and characteristic timbre (PP2AMS6-8c, MU2, FA1, DOK 4)

Demonstrate instrumental technique (e.g., fingerings, bowings, sticking, playing position, tone quality, *articulation) (PP2AMS6-8d, MU2, FA1, DOK 3)

Demonstrate instrument maintenance and care (PP2AMS6-8e, MU2, FA1, DOK 2)

Play by ear simple melodies on a melodic instrument.

Read and perform music notation at a “beginning” to 1 grade-level (refer to glossary for Level of Difficulty) (PP2BMS6-8a, MU2, FA1, DOK 3)

Perform a varied repertoire of music representing diverse cultures, genres and styles (PP2CMS6-8b, MU2, FA1, DOK 3 )

Apply stylistic elements needed to perform the music of various cultures, genres and styles (PP2CMS6-8c, MU2, FA1, DOK 3)

Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor. (PP2EMS6-8b,


appropriate responses. MU2, FA1, DOK 3)Instructional Support

Student Essential VocabularyAlternate Fingerings Timbre Genre Tempo Dynamics Intonation

Legato Staccato


Generalwww.blanksheetmusic.netwww.smartmusic.comwww.youtube.comwww.metronomeonline.com

General www.jwpepper.comwww.fjhmusic.comwww.makingmusicfun.netwww.metronomeonline.comwww.composecreate.comwww.musictechteacher.comTeaching Music Through Performance, Beginning Band Vo. 1-2

Enrichment www.youtube.comwww.wfg.woodwind.org / woodwind fingering and trill chartswww.vicfirth.com / Percussionwww.nfaonline.org / Flutewww.idrs.org / Oboe and Bassoonwww.clarinet.org / Clarinetwww.saxophone.org / Saxophonewww.trumpetguild.org / Trumpetwww.hornsociety.org / French Hornwww.ita-web.org / Trombonewww.iteaonline.org / Tuba and Euphoniumhttp://www.seventhstring.com/tuner/tuner.html

Enrichment


NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.FHSD Academics – MDR Band 6

page 7

http://www.seventhstring.com/tuner/tuner.html

http://www.iteaonline.org/

http://www.ita-web.org/

http://www.hornsociety.org/

http://www.trumpetguild.org/

http://www.saxophone.org/

http://www.clarinet.org/

http://www.idrs.org/

http://www.nfaonline.org/

http://www.vicfirth.com/

http://www.wfg.woodwind.org/


http://www.musictechteacher.com/

http://www.composecreate.com/

http://www.metronomeonline.com/

http://www.makingmusicfun.net/

http://www.fjhmusic.com/

http://www.jwpepper.com/


http://www.smartmusic.com/

http://www.blanksheetmusic.net/


21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Basic Note Rhythms

Topic: Create and perform rhythms containing quarter note/rests, half note/rests, and whole note/rests patterns.

Objective: Students will be able to correctly create and perform measures of rhythm using a variety of notes and rests.

Activity Summary: Students will work in groups to create and perform measures (through clapping) in various time signatures that contain a variety of notes and rests.

Description: Pass out the note value flash cards so that each student has one card. Instruct the students to find other students that have flash cards that can be put with their own to create a measure in 4/4 time. Have each group perform their measure. Repeat the process and use ¾, and 2/4 time.

Assessment #1: Basic Note Rhythms

Question Prompt/ Description: Students will choose the appropriate note that will complete the measure.

Teacher will assess: The students ability to count out measures in various time signatures.

Scoring Guide: The assessment has 5 measures. Each measure is worth one point. Each measure must have the correct number of beats to be correct.

Activity’s Alignment Assessment’s AlignmentGLE PP2AMS6-8b GLE PP2AMS6-8bCONTENT FA1 (production) CONTENT FA1 (production)PROCESS 1.6 - discover/evaluate relationships

1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts

PROCESS 1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts



Identifying Similarities and DifferencesSummarizing and Note TakingReinforcing Effort and Providing Recognition.Homework and PracticeNonlinguistic RepresentationsCooperative Learning


80%


21st Century Themes Non-fiction Reading & Writing SLALearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Applications of Various Articulations

Topic: Create a unique definition and visual interpretation of a variety of Articulations.

Objective: Students will be able to describe verbally and visually their understanding of various articulations markings.

Description: Students will be given a Vocabulary Notebook template (see appendix). Give students the name of the new articulation marking, and ask them to write it down at the top of the notebook entry. For Example, tell them to write down the word Staccato. Describe the word for them in kid friendly terms. For the word Legato, you could say that you feel like legato notes are smooth and connected. Your leg is smoothly connected to your foot. You may use a picture, a general description, or even an aural example of notes being played with a legato articulation. Next, have the students write their own definition, based on their understanding of the new term.

Assessment #2: Articulation Identification

Question Prompt/ Description: Students will listen to the teacher perform a four measure exercise containing various articulation markings. Students will place the correct articulation markings on the music.

Teacher will assess: Correct articulation markings placed below the notes.

Scoring guide: There are 10 items on this quiz. There should be one point awarded for every correct answer.


Finally, have the students draw a picture describing the meaning of Legato. A good example would be a student drawing a picture of a person stretching out a piece of bubble gum as far as it will go. Have students share and discuss their drawings and understanding of the term.

Activity’s Alignment Assessment’s AlignmentGLE PP2AMS6-8d GLE PP2AMS6-8dCONTENT 1.4 - organize information using tools

1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills3.3 - apply one's own strategies

CONTENT 1.4 - organize information using tools1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills3.3 - apply one's own strategies

PROCESS FA2 (elements of art forms)FA3 (vocabulary)CA4. (writing nonfiction)

PROCESS FA2 (elements of art forms)FA3 (vocabulary)


Identifying Similarities and DifferencesSummarizing and Note TakingReinforcing Effort and Providing Recognition.Homework and PracticeNonlinguistic RepresentationsCooperative LearningSetting Objectives and Providing FeedbackGenerating and Testing HypothesesCues, Questions, and Advance Organizers


80%



Learner Objectives: 3. Develop and apply improvisational skills in music to communicate through the arts.

Concepts: A. Improvisation


Techniques for creating simple rhythmic and melodic variations in 4/4 time. Improvise simple rhythmic variations in a consistent style and meter(PP3AMS6-8e, MU3, FA1, DOK 4)

Improvise simple rhythmic variations on familiar melodies.(PP3AMS6-8e, MU3, FA1, DOK 4)



Student Essential VocabularyImprovise Variation Pentatonic Scale Call and Response


General Various recordingswww.smithsonianjazz.orgwww.smartmusic.com

General www.menc.orgwww.thomasjwestmusic.comwww.outsideshore.com/primerChop Monster, Shelly BergBlues in All Keys, Jamie AebersoldJazz Pedagogy, Jazz Educators Handbook, by J. Richard Dunscomb and Dr. Willie L. Hill, Jr.

Enrichment Enrichment




http://www.outsideshore.com/primer

http://www.thomasjwestmusic.com/

http://www.menc.org/

http://www.smithsonianjazz.org/


21st Century Themes SLA, SA Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment Opportunity SLA, SAInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Improvising with 2 Notes

Topic: Improvisation

Objective: Students will understand how to work with 2 notes to improvise.

Activity Summary: Students will learn to improvise using 2 notes.

Description: The teacher will demonstrate a two note improvisation. The teacher will have students choose any 2 notes that they are comfortable playing. Allow the students to try simple melodies using the 2 notes. Give all of the students an opportunity to perform individually their 1 to 2 measures.

Extended Activity: Do the same exercise allowing students to use 3 notes, and add the use of a metronome.

Assessment #1 Improvising with 2 Notes Performance Event

Question Prompt / Description: Students will be able to improvise 2 to 4 measures using 2 pitches.

Teacher will access: The student’s ability to use a variety of note and rhythm patterns to create an interesting solo.

Scoring Guide:3 – Completes 2 to 4 measure improv pattern using various rhythms

with a steady tempo.

2 – Completes most of the 2 to 4 measure improv pattern.

1 – Completes only a section of the improvisation

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD PP3AMS6-8e GLE/CLE/STD PP3AMS6-8eCONTENT FA1 (production) CONTENT FA1 (production)PROCESS 1.4 - organize information using tools

1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts

PROCESS 1.4 - organize information using tools1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts


3.3 - apply one's own strategies 3.3 - apply one's own strategiesDOK 4 DOK 4INSTRUCTIONAL STRATEGIES

Identifying Similarities and DifferencesNonlinguistic Representations


80%


21st Century Themes SLA, SA Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2 – Simple Improvisation Echo

Topic: Improvisation Echo

Objective: Students will imitate a simple improvised measure.

Activity Summary: The students will imitate a simple rhythm performed by the teacher.

Description: Model for the students a simple clapped out rhythm. Have the students repeat it back.

Extended Activity: Allow individual students to model the rhythm for the class to imitate.

Simple Assessment #2: Improvisation Echo Performance Event

Question Prompt / Description: Students will be able to repeat simple patterns, 1 measure in length.

Teacher will assess: Steady tempo and accurate rhythm.

Scoring Guide:Excellent 5-4 Proficient 3-2 Beginning 1-0

Tempo Tempo is steady Tempo is a bit uneven

Tempo can not be detected

Rhythm Proper use of note durations with variety

Proper use of note duration with little variety

Incorrect use of note durations

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD PP3AMS6-8e GLE/CLE/STD PP3AMS6-8eCONTENT FA1 (production) CONTENT FA1 (production)PROCESS 1.4 - organize information using tools

1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.5 - produce works in the arts

PROCESS 1.4 - organize information using tools1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.5 - produce works in the arts



Identifying Similarities and DifferencesNonlinguistic Representations


80%



Learner Objectives: 4. Develop and apply skills to compose, arrange, and create music to communicate through the arts.

Concepts: A. Composition and Arrangement


Correct musical notation to create a four measure composition. Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines(PP4AMS6-8b, MU3, FA1, DOK 4)



Student Essential VocabularyMelody Note Head Phrase Ledger Line Notation Clef

Time Signature Stem Staff Composition Bar Line Double Bar LineMeasure Key Signature


General www.blanksheetmusic.net General Stomp Videowww.stomponline.conmwww.lessonplanet.comwww.jwpepper.com recording of Junkyard Jamwww.youtube.comwww.incredibox.frThe Prepared Piano, John Cage

Enrichment www.stlsymphony.org make your own percussion instruments

Enrichment





http://www.incredibox.fr/



http://www.lessonplanet.com/

http://www.stomponline.conm/

Readiness & Equity SectionSLA = Sample Learning Activities & SA = Sample Assessments

21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment Opportunity SLA, SAInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Composing Missing Measures

Topic: Composition and Arrangement

Objective: Students will use their understanding of rhythms to compose the missing measures of a composition.

Activity Summary: Students will write the missing measures of a simple familiar song using specific skills and understanding of note relationships to finish a phrase.

Description: The teacher gives the students a familiar melody with certain measures missing. The class tries to figure out the melody and what notes and rhythms are needed to fill it in. Complete one measure with the class and then have the students complete the other measures in small groups of like instruments or on their own. (Would also be effective if each group had a different familiar melody.)

Activity’s AlignmentGLE PP4AMS6-8bCONTENT FA1 (production)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.5 - produce works in the arts

DOK 4INSTRUCTIONA Summarizing and Note Taking

Assessment #1: Composing Missing Measures Constructed Response

Question Prompt / Description: Students will complete the missing 2 measures of a familiar eight measure piece.

Teacher will assess: Students’ ability to create missing measures using proper rhythms and notation.

Scoring Guide:Advanced Proficient Progressing

Rhythms and Notes

I used correct rhythms and notes in each measure.

I used mostly correct rhythms and notes in each measure.

I used few correct rhythms and notes in each measure.

Notation I used correct notation. It was easy to follow.

I used some correct notation. It was easy to follow

I used little correct notation. It was not easy to follow

Assessment’s AlignmentGLE PP4AMS6-8bCONTENT FA1 (production)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.5 - produce works in the arts

DOK 4FHSD Academics – MDR Band 6

page 18

L STRATEGIES Homework and PracticeCooperative Learning


80%


21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment Opportunity SLAInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: 4 Measure Composition

Topic: Composition

Objective: Students will be able to compose a 4 measure song using the first 5 notes of the B-Flat concert scale.

Activity Summary: Students will demonstrate proper melodic and rhythmic notation while composing an original 4 measure song.

Description: Together as a class, we create a 4 measure song. Going around the room, each alternating student gets to pick a pitch or a note value. Example: Student #1 picks the note C, and Student #2 picks a quarter note, so the C would be written as a quarter note. Continue around the room with this activity until a 4 measure composition is complete.

Activity’s AlignmentGLE PP4AMS6-8bCONTENT FA1 (production)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships

Assessment #1: 4 Measure Composition Constructed Response

Question Prompt / Description: Students will compose a 4 measure song using the first 5 notes of the B-Flat concert scale.

Teacher will assess: Students’ ability to create a melody using correct notation.

Scoring Guide:4=All measures are complete with accurate notation. All directions were

followed.3=Most measures are complete with accurate notation. Most directions

were followed.2= Some measures are complete with accurate notation. 1=No measures are placed correctly.

Assessment’s AlignmentGLE PP4AMS6-8bCONTENT FA1 (production)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills



DOK 4INSTRUCTIONAL STRATEGIES

Summarizing and Note TakingHomework and PracticeCooperative Learning

2.5 - produce works in the artsDOK 4LEVEL OF EXPECTATION

80%


#5Content Area: Music Course: 6th Grade Band Strand: Elements of Music (EP)

Learner Objectives: 1. Develop and apply the knowledge and skills to read and notate music

Concepts: A. Rhythmic NotationB. Melodic NotationC. Symbols of Expression


Rhythmic patterns with quarter notes, eighth notes, and rests.

Applications of rhythmic counting, including note and rest values, in 4/4 and 3/4 time.

Appropriate range for their instrument and how to notate a melody in the keys of Concert B-flat.

The standard symbols as listed in the glossary.

Dynamic and Articulation markings and their use as expressive tools in musical ideas.

Interpret standard rhythmic notation in 2/4, ¾, 4/4, and 6/8 meter signatures using bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, syncopation.(EP1AMS6-8a, MU5, FA2, DOK 2)

Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above(EP1AMS6-8b, MU5, FA2, DOK 2)

Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and *keys(EP1BMS6-8c, MU5, FA2, DOK 2)

Identify standard symbols for dynamics, tempo, and articulation. (EP1CMS6-8b, MU5, FA2, DOK 2 )



Student Essential VocabularyArticulation Meter Range Pitch Rhythm Expressive

Legato Staccato Whole Note Half Note Piano DynamicsBar Line Whole Rest Half Rest Quarter Note Quarter Rest Eighth Note

Eighth Rest Time Signature Clef Tempo Marking Key Signature ForteMezzo forte Mezzo Piano


General www.metronomeonline.comwww.musictechteacher.comwww.blanksheetmusic.com

General www.musictheory.netwww.menc.orgwww.makingmusicfun.net

Enrichment Enrichment www.music.missouri.edu/COMPentering music compositions




http://www.music.missouri.edu/COMP

http://www.makingmusicfun.net/


http://www.musictheory.net/

http://www.blanksheetmusic.com/


http://www.metronomeonline.com/


21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Rhythmic Notation

Topic: Rhythmic Notation

Objective: The students will be able to listen to a simple 4/4 measure and notate the rhythm on paper.

Description: The teacher will clap a simple 4/4 measure and demonstrate on the board how it is written. Have several students come up to the board and write out the measure that is clapped. Have students write the rhythm patterns on a piece of paper.

Assessment #1: Rhythmic Notation Constructed Response

Question Prompt / Description: Students will notate rhythm patterns that are clapped by the teacher. Collect.

Teacher will assess: Students’ ability to accurately notate the rhythm patterns.

Scoring Guide:4 – Correct notation 90%-100% accurate

3 – Mostly correct notation 70-89% accurate

2 – Some correct notation – 30 – 69% accurate

1 – Little correct – not a clear understanding of the assignment

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD EP1AMS6-8a GLE/CLE/STD EP1AMS6-8aCONTENT FA2 (elements of art forms) CONTENT FA2 (elements of art forms)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts

PROCESS 1.4 - organize information using tools1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts

DOK 2 DOK 3INSTRUCTIONAL Identifying Similarities and Differences LEVEL OF 80%FHSD Academics – MDR Band 6

page 23

STRATEGIES Summarizing and Note TakingHomework and PracticeNonlinguistic Representations

EXPECTATION


21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment Opportunity SLA, SAInformation, Media, & Technology Skills SLA, SA Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Identifying DynamicsTopic: Dynamic Contrast

Objective: The students will be able to aurally identify and perform the dynamics of piano and forte.

Description: The teacher assigns an 8 measure song from the book for the student to add a dynamic symbol of forte or piano to each measure. The class is given a worksheet with 8 blank measures for each performance. One student performs the song with the dynamics that they have chosen. The class tries to guess which dynamics the student played and writes their answer in the blank measures.

Assessment #2: Identifying Dynamics Constructed Response

Question Prompt / Description: Students will identify the dynamic performed by the teacher.

Teacher will access: Students’ ability to accurately identify the correct dynamic.

Scoring Guide: 3 – Correct dynamics

2 – Mostly correct dynamics

1 – Less than 50% accuracy

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD EP1AMS6-8b GLE/CLE/STD EP1AMS6-8bCONTENT FA2 (elements of art forms) CONTENT FA2 (elements of art forms)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts

PROCESS 1.4 - organize information using tools1.6 - discover/evaluate relationships1.8 - organize data and ideas1.10 - apply information, ideas and skills2.5 - produce works in the arts



Identifying Similarities and DifferencesReinforcing Effort and Providing Recognition.Homework and PracticeNonlinguistic Representations


100%


#6Content Area: Music Course: 6th Grade Band Strand: Artistic Perceptions (AP)

Learner Objectives: 1. Develop and apply the knowledge and skills to analyze and describe music and musical performance

Concepts: A. Musical FormsB. Musical Characteristics, Events, and Descriptors


Various composition elements present in different forms of music such as repeat signs, first and second endings, 2 part songs, and theme and variation.

Procedures for locating identifying elements of various musical forms.

Composers write music to convey a particular mood to the listener.

Music can be written for a specific audience or purpose.

Identify and analyze forms and composition techniques: AB/*binary, ABA/*ternary, rondo, first and second endings, repeat signs, coda, two-part songs, theme and variation, DC/Fine, DS al coda/Fine, AABA/song form, fugue(AP1AMS6-8a, MU6, FA3, DOK 3)

Identify forms used in selected ensemble repertoire (AP1AMS6-8b, MU6, FA3, DOK 2)

Describe the musical expression (mood) of an aural example(AP1BMS6-8b, MU6, FA3, DOK 3)



Student Essential VocabularyMood Idea Phrase Introduction Measure Repeat Sign

Internal Repeat First Ending Second Ending Theme Variation MarchChorale


General Band Method Bookwww.youtube.comwww.halleonard.comwww.jwpepper.comwww.fjhmusic.com

General www.menc.orgTeaching Music Through Performance, Grade 1 and 2, Beginning Band






http://www.fjhmusic.com/


http://www.halleonard.com/



21st Century Themes Non-fiction Reading & Writing SLA, SALearning & Innovation Skills SLA, SA Enrichment Opportunity SAInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Musical Road Maps Using Repeat, and First

and Second Ending.

Topic: Interpreting the musical signs of Repeat, Internal Repeat, and First and Second Ending.

Objective(s): Students will understand how to follow the musical road map signs and feel comfortable interpreting their use in different pieces of music.

Activity Summary: Students will use worksheet “maps” to understand the use of Repeat, First and Second Ending in a piece of music.

Description: The teacher will discuss the meanings and definitions of each of the musical terms Repeat, Internal Repeat, and First and Second Ending. Students will be shown examples of music (in their method book or otherwise) that use these signs to direct the performance order of the music. Students will be presented with a worksheet “map” that has the correct number of “locations” and arrows (like a treasure map).

Assessment #1: Musical Road Mapping Constructed Response

Question/Prompt/Description: Students will be asked to construct their own “map” of a song that uses Repeat, Internal Repeat, and First and Second Ending.

Teacher will assess: The student’s ability to correctly interpret the instructions presented by the musical road map signs.

Scoring Guide:

5 – Measure numbers and order of music is correct, map is logically designed

3 – Measure numbers and order of music is correct, map is confusing

1 – Measure numbers and order of music is not correct

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD AP1AMS6-8a GLE/CLE/STD AP1AMS6-8aCONTENT FA3 (vocabulary) CONTENT FA3 (vocabulary)PROCESS 1.4 - organize information using tools

1.5 - comprehend/evaluate resourcesPROCESS 1.4 - organize information using tools

1.5 - comprehend/evaluate resourcesFHSD Academics – MDR Band 6

page 28

1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills

1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills


Identifying Similarities and DifferencesSummarizing and Note TakingHomework and PracticeNonlinguistic RepresentationsCues, Questions, and Advance Organizers


100%



21st Century Themes Non-fiction Reading & Writing SLA, SALearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Musical Moods

Topic: Musical expression (mood) of an aural example

Objective: Students will begin to think of music in terms of intended mood or purpose.

Activity Summary: The teacher will divide the students into groups of 3 or 4 students. Students will work together on a written description of several different musical examples played by the teacher.

Description: The teacher will play musical examples representing various moods or musical expressions. The teacher will ask the students to individually brainstorm words or phrases that describe the mood of the musical example as it is being played. After listening, students should compare and contrast within their groups to see which words were common and compile a common word/phrase list to describe the musical example.

Musical examples could include:“What a Wonderful World”- Louis Armstrong“William Tell Overture”- Gioacchino Rossini“Theme from Jaws”- John Williams“We Didn’t Start the Fire”- Billy Joel“Fanfare for the Common Man”- Aaron Copland

Assessment #2: Writing About Musical Moods Constructed Response

Question Prompt / Description: After listening to a given musical excerpt students will write 2 to 3 sentences describing a personal experience relating to the musical example.

Teacher will assess: Does the story have plausible connection to the music?

Scoring Guide: writing scoring guide (see appendix)

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD AP1BMS6-8b GLE/CLE/STD AP1BMS6-8b


CONTENT FA3 (vocabulary) CONTENT FA3 (vocabulary)PROCESS 1.4 - organize information using tools

1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills3.5 - reason logically (inductive/deductive)4.1 - support decisions

PROCESS 1.4 - organize information using tools1.5 - comprehend/evaluate resources1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills3.5 - reason logically (inductive/deductive)4.1 - support decisions


Identifying Similarities and DifferencesSummarizing and Note TakingHomework and PracticeNonlinguistic RepresentationsCooperative Learning


80%


#7Content Area: Music Course: 6th Grade Band Strand: Artistic Perceptions (AP)

Learner Objectives: 2. Develop and apply the knowledge and skills to evaluate music and musical performance

Concepts: A. Criteria for Musical Performances and CompositionsB. Critique Performances and Compositions


Characteristics of a quality musical performance such as tone quality, expression, phrasing, rhythmic accuracy, note accuracy, etc.

Criteria of a quality performance, the terminology to describe a musical performance, and specific techniques to improve the quality of a musical performance.

Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence, diction/articulation, style(AP2AMS6-8a, MU7, FA3, DOK 3)

Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement(AP2BMS6-8b, MU7, FA3, DOK 3)



Student Essential VocabularyTone Quality Phrasing Balance Blend Pitch Accuracy Rhythmic Accuracy

Posture Expression Intonation Sharp Flat Dynamics


General www.teachertube.comwww.youtube.com

General Measures of Success Listening CDMENC Annual Concert RecordingsRecordings of rehearsals






http://www.teachertube.com/


21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: The Importance of Note Accuracy

Topic: Recognizing the critical role that individual note accuracy has in a group performance.

Objective: Students will understand the importance of individual note accuracy in establishing a quality performance.

Activity Summary: Students will experiment with playing wrong notes and the effect that they have on the quality of a performance.

Description: Students will be presented with a simple one or two line melody that is very familiar. An example could be Twinkle, Twinkle Little Star, or Mary Had A Little Lamb. The band will then be asked to play the song without mistake while the teacher makes a recording. Next, instruct the students to individually pick one note that they are going play incorrectly for the next recording. Have the band play again, and make a recording of the performance containing one pitch mistake per student. After both recordings are made, let the band listen to them and discuss how just one mistake per person in a song can make a profound impact on the quality of a performance.

Assessment #1: Performing for Note Accuracy Performance Event

Question Prompt/ Description: The students will be assigned a short playing quiz from one of their songs that they are working on in class. Students will a have a day or two to practice for the quiz, but the focus will be on correct notes.

Teacher will assess: Did the student play the musical example using the correct pitches?

Scoring Guide: 3- The student performed the playing quiz with 1 or no pitch

errors.2- The student performed the playing quiz with 2-3 pitch errors.1- The student performed the playing quiz with 4 or more pitch

errors.

Activity’s Alignment Assessment’s Alignment


GLE/CLE/STD AP2AMS6-8a GLE/CLE/STD AP2AMS6-8aCONTENT FA3 (vocabulary) CONTENT FA3 (vocabulary)PROCESS 1.6 - discover/evaluate relationships

1.7 - evaluate information1.10 - apply information, ideas and skills2.5 - produce works in the arts4.1 - support decisions

PROCESS 1.6 - discover/evaluate relationships1.7 - evaluate information1.10 - apply information, ideas and skills2.5 - produce works in the arts4.1 - support decisions


Identifying Similarities and DifferencesSummarizing and Note TakingCooperative LearningCues, Questions, and Advance Organizers


80%


21st Century Themes Non-fiction Reading & Writing SLA, SALearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Tone Quality

Topic: Tone quality is a key element to a high quality performance.

Objectives: Students will be able to describe the concept of tone quality and identify ways that they can contribute to quality musical performance through using good tone quality.

Activity Summary: Students will gain an understanding of benefits to using proper tone quality through watching the youtube video “When A Is Not Enough” and participating in the class discussion.

Assessment #2: Tone Quality

Question Prompt/ Description: The students will be given a playing assignment out of the method book.

Teacher will assess: Did the student play the assignment with proper tone quality.

Scoring Guide:

3- The student performed the playing quiz with proper tone quality throughout the entire song.

2- The student performed the playing quiz with proper tone FHSD Academics – MDR Band 6

page 35

Description: The teacher must begin by describing the characteristics of proper tone quality. The teacher may demonstrate examples and non examples of proper tone quality. Play the youtube video “When A Is Not Enough” for the class. Lead a class discussion about the differences in the three performances.

quality through most of the song.1- The student performed the playing quiz with poor tone quality

through most of the song.

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD AP2BMS6-8b GLE/CLE/STD AP2BMS6-8bCONTENT FA3 (vocabulary) CONTENT FA3 (vocabulary)PROCESS 1.6 - discover/evaluate relationships

1.10 - apply information, ideas and skills2.3 - exchange ideas & take others' perspectives2.4 - present perceptions and ideas3.1 - identify and define problems4.1 - support decisions

PROCESS 1.6 - discover/evaluate relationships1.10 - apply information, ideas and skills2.3 - exchange ideas & take others' perspectives2.4 - present perceptions and ideas3.1 - identify and define problems4.1 - support decisions


Identifying Similarities and DifferencesNonlinguistic RepresentationsCooperative Learning


75%


#8Content Area: Music Course: 6th Grade Band Strand: Interdisciplinary Connections (IC)

Learner Objectives: 1. Develop and apply the knowledge and skills to understand the relationships between music, the other arts and disciplines outside the arts.

Concepts: A. Connections between Music and Related Arts and HumanitiesB. Connections between Music and Non-Arts Disciplines


Relationships of art, music, and their historical and cultural significance.

Connections between musical concepts, concepts in core classes, and outside activities.

Their role in band and the effect it has on the overall product of performance.

Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures (IC1AMS6-8b, MU8, FA4, DOK 2)

Describe ways in which the principles and subject matter of other disciplines are interrelated with those of music (IC1BMS6-8a, MU8, FA4, DOK 3)

Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings. (IC1BMS6-8b, MU8, FA4, DOK 3)

Describe the similarities between other subject areas and the arts, (e.g., talk about the relationships between interpreting music notation and interpreting written language) (IC1BMS6-8c, MU8, FA4, DOK 3)



Student Essential VocabularyForm Mood Feeling Composition


General www.stlsymphony.orgwww.youtube.com

General Art Posterswww.stlsymphony.orgwww.slam.orgwww.youtube.comExpress the Music (St. Louis Symphony)www.cloudnet.comwww.louvre.fr/llv/commun/home.jsp?bmLocale=enwww.moma.orgwww.getty.edu/art/http://artsedge.kennedy-center.orgwww.coudal.com/moom/





http://www.coudal.com/moom/

http://artsedge.kennedy-center.org/

http://www.getty.edu/art/

http://www.moma.org/

http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en

http://www.cloudnet.com/


http://www.slam.org/





21st Century Themes Non Fiction Reading & Writing SALearning & Innovation Skills SLA,SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Transfers

Topic: Transfers

Objective: Students will develop connections between activities inside and outside of band class.

Activity Summary: Students write about a connection they have made between something that they are doing in instrumental music to an activity from a list provided by the teacher.

Description: Talk to students about the relationship between music/band and other things in their life. Example: Hair on a pizza is like a wrong note in band. No matter how good the rest of the pizza is you will remember the hair. As a class, come up with some examples.

Activity’s AlignmentGLE IC1BMS6-8a

IC1BMS6-8cCONTENT FA4 (relationships of arts)

CA4 (writing non-fiction)PROCESS 1.6 - discover/evaluate relationships

1.8 - organize data and ideas1.10 - apply information, ideas and skills2.4 - present perceptions and ideas3.5 - reason logically (inductive/deductive)4.1 - support decisions

Assessment #1: Writing About Transfers Constructed Response

Question Prompt / Description: Assign the students to come up with a transfer of their own. What is one thing we do inside of class that relates to something from the provided list? Write a short description of this comparison.

Teacher will assess: Teacher will assess the student’s idea, how they express their idea, and conventions.

Idea: relationship between two areasVoice: how idea is being expressed Conventions: correct grammar

Scoring Guide: See attached scoring guide.

Assessment’s AlignmentGLE IC1BMS6-8a

IC1BMS6-8cCONTENT FA4 (relationships of arts)

CA4 (writing non-fiction)PROCESS 1.6 - discover/evaluate relationships



DOK 3INSTRUCTIONAL STRATEGIES

Identifying Similarities and DifferencesCues, Questions, and Advance Organizers

DOK 3LEVEL OF EXPECTATION

90%


21st Century Themes Non Fiction Reading & Writing SLA, SALearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Picture the Music

Topic: Art and Music

Objective: Students will make connections between two different art forms.

Activity Summary: Students will draw a picture based on their interpretation of a predetermined musical excerpt.

Description: Students will listen to a musical excerpt provided by the teacher. Each student will draw a picture depicting their own thoughts, emotions, and interpretation of the music.

Activity’s AlignmentGLE IC1AMS6-8aCONTENT FA4 (relationships of art)PROCESS 1.6 - discover/evaluate relationships


DOK 2

Assessment #2: Comparing Poetry and Music Constructed Response

Question Prompt / Description: Teacher will show the students a picture and play two distinctly different pieces of music for the students. Students will determine which piece of music goes best with the picture and defend their selection in writing.

Teacher will assess: Students will be assessed on their analysis of the music and their justification for choosing the music. Students’ strength of connections and understanding of music will be assessed.

Scoring Guide:Advanced: Student shows clear understanding of concepts in music and art.

Comparisons are insightful.Proficient: Student shows some understanding of concepts in music and art.

Comparisons are clear and logical.Beginning: Student shows little understanding of concepts in music and art.

Comparisons are not clear or logical.

Assessment’s AlignmentGLE IC1AMS6-8aCONTENT FA4 (relationships of arts)PROCESS 1.6 - discover/evaluate relationships


INSTRUCTIONAL STRATEGIES

Identifying Similarities and DifferencesSummarizing and Note TakingHomework and PracticeCues, Questions, and Advance Organizers


DOK 3LEVEL OF EXPECTATION

85%


#9Content Area: Music Course: 6th Grade Band Strand: Historical & Cultural Contexts (HC)

Learner Objectives: 1. Develop and apply the knowledge and skills to understand works of art in time and place.

Concepts: B. Stylistic PracticesC. Music’s Role and Function in Various Cultures


The roles that music plays in various settings and cultural events.

Characteristics of a quality musical performance and the terminology needed to describe a performance.

Describe the function of music in various settings and cultural events(HC1CMS6-8a, MU9, FA5, DOK 2)

Attend and describe live musical experiences(HC1CMS6-8b, MU9, FA5, DOK 3)



Student Essential VocabularyGenre Function Culture Purpose Role Style


General www.pbskids.org/jazzwww.stevenstrella.com/composerswww.smithsonianjazz.orgwww.musiced.about/comwww.musictechteacher.comwww.music.vt.edu/musicdictionarywww.dir.yahoo.com/entertainment/music/genreswww.k-12music.org

General www.classical.netIn Tune MagazinesMusic Alive Magazineswww.musicalive.comwww.dws.org/sousawww.artsedge.kennedy-center.org/educators.aspxwww.smithsonianjazz.org






http://www.artsedge.kennedy-center.org/educators.aspx

http://www.artsedge.kennedy-center.org/educators.aspx

http://www.dws.org/sousa

http://www.musicalive.com/

http://www.classical.net/

http://www.k-12music.org/

http://www.dir.yahoo.com/entertainment/music/genres

http://www.music.vt.edu/musicdictionary


http://www.musiced.about/com


http://www.stevenstrella.com/composers

http://www.pbskids.org/jazz


21st Century Themes SLA, SA Non-fiction Reading & Writing SLA, SALearning & Innovation Skills SLA, SA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1: Functions of Music

Topic: The function that Music plays in various settings and cultures

Objectives: Students will understand that music plays a variety of important roles in different settings and cultures.

Activity: Students will listen to a variety of musical works, and discover their purpose in various settings and cultures.

Description: Give students a musical think sheet with enough space to write about each of the songs on the listening agenda. Have the students listen to a few different songs that serve different functions and ask them to comment on various aspects of the music. Have the students break off into groups and share/ discuss their observations. Listen to the songs once again and ask the groups to share out in class about their observations. Share any information that you might have found on the songs and their functions. Song suggestions could include:

When the Saints Go Marching In- Funeral Processional/ New OrleansTrumpet Voluntary- Wedding ProcessionalOpening Theme From Star Wars- Movie MusicIn The Mood- Glen Miller- Jazz

Assessment #1- Functions of Music

Question Prompt/ Description: Listen to the following musical excerpt. List a possible function for this song, and explain why you think the song fits this function.

Teacher will assess: Did the student give a plausible answer, and did the student defend their answer using appropriate musical vocabulary.

Scoring Guide: 3- The student gave a plausible function for the song, and gave

accurate reasoning for the choice using appropriate musical vocabulary.

2 - The student gave a plausible function for the song, but gave unsupportive reasons for the choice or neglected to use appropriate musical vocabulary.

1- The student gave a clearly inappropriate function for the song, and gave pore reasoning for the choice.

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD HC1CMS6-8a GLE/CLE/STD HC1CMS6-8aFHSD Academics – MDR Band 6

page 44

CONTENT FA5 (historical and cultural context) CONTENT FA5 (historical and cultural context)PROCESS 1.4 - organize information using tools

1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills2.3 - exchange ideas & take others' perspectives4.1 - support decisions

PROCESS 1.4 - organize information using tools1.6 - discover/evaluate relationships1.7 - evaluate information1.8 - organize data and ideas1.10 - apply information, ideas and skills2.3 - exchange ideas & take others' perspectives4.1 - support decisions


Identifying Similarities and DifferencesSummarizing and Note TakingNonlinguistic RepresentationsCues, Questions, and Advance Organizers


90%


21st Century Themes Non-fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Describing A Quality Performance

Topic: Elements of a Quality Performance

Objective: Students will identify elements of a quality performance.

Activity Summary: Students will evaluate a musical performance using correct terminology.

Description: As a class, identify and discuss 4 elements of a quality musical performance (Note Accuracy, Rhythmic Accuracy, Tone Quality, and Articulation). Teacher records individual/small group/class performance. Students evaluate the recorded performance using the criteria discussed.

Assessment #2: Describing A Quality Performance Performance Event

Question Prompt/ Discussion: Students will perform an assigned musical excerpt. Following the performance, the student will complete a self assessment focusing on Note Accuracy, Rhythmic Accuracy, Tone Quality, and Articulation. While the student is performing, the teacher will assess the students’ performance.

Teacher will Assess: Did the students’ self evaluation accurately assess their performance.

Scoring Guide:

3-The student gave an accurate assessment of their performance that FHSD Academics – MDR Band 6

page 45

was in alignment to the teacher assessment.

2- The student gave a mostly accurate assessment of their performance that was in alignment to the teacher assessment.

1- The student gave an inaccurate assessment of their performance that was not in alignment to the teacher assessment.

Activity’s Alignment Assessment’s AlignmentGLE/CLE/STD HC1CMS6-8a GLE/CLE/STD HC1CMS6-8aCONTENT FA5 (stylistic practices) CONTENT FA5 (stylistic practices)PROCESS 1.4 - organize information using tools

1.8 - organize data and ideas1.10 - apply information, ideas and skills2.1 - plan and make presentations2.3 - exchange ideas & take others' perspectives2.5 - produce works in the arts4.1 - support decisions

PROCESS 1.4 - organize information using tools1.8 - organize data and ideas1.10 - apply information, ideas and skills2.1 - plan and make presentations2.3 - exchange ideas & take others' perspectives2.5 - produce works in the arts4.1 - support decisions


Identifying Similarities and DifferencesSummarizing and Note TakingCooperative Learning


70%


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