| OUTCOME/
ESSENTIAL
QUESTION |
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What
is music?
What is form?
How do we read music? |
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| Music
is organized sound. How do we organize it-form,
notation, how to read verses, musical vocabulary, DC
al Fine, :ll, (integration with reading) |
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| Describing
in spoken and written words-what is music? (NS7B).
Describe form of a song (NS6A) using letters and
words-intro, verse, coda, etc. (NS5C, NS5D). How to
read songs in different forms (NS5C, NS5D) |
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| Verbal
assessments, written assessments, performance
assessments |
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| Note
values, rhythm patterns, steady beat |
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| Learn,
distinguish, and perform whole note, half note,
quarter note, eighth note and equal rests (NS5A).
Echo rhythm patterns on sound/silence (NS2B). Play
steady beat, improvise rhythms (NS3A). |
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| Verbal
assessments, written assessments, performance
assessments |
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| What
is melody? Pitch? Harmony? |
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| Expansion
of knowledge about pitch-step/skip/same,
same/different |
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| Show
sound with colored manipulatives-high/low, up/down,
same/different. Matching pitches (NS1B). Play/sing
melodies/harmonies (NS1A, NS2A). |
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| Visual
analysis, written assessment, teacher observation,
performance assessment |
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| What
are dynamics and how do we use them? |
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| Learn
dynamic signs and origination of, how to use them to
express yourself and tell stories. |
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| Recognize,
name and perform p,
f,
mp,
mf,
pp,
ff,
<, > (NS5C). Choose appropriate dynamics for
songs (NS2A) |
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| Written
assessment, aural analysis, performance assessment |
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Musical
instruments-what are the families?
What is a band?
What is an orchestra? |
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| Orchestra
families-band/ orchestra, job of conductor, how an
orchestra is seated and why |
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| Verbally/aurally
distinguish difference in families/band and
orchestra, describe duties of a conductor, placing
instruments in an orchestra (NS6D) |
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| Written
assessment, verbal analysis, aural analysis |
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| What
are music styles and songs of other cultures? |
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| Songs
from Africa, songs from other countries and styles
such as calypso, jazz, folk (integration with social
studies) |
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| Distinguishing
songs of different cultures, singing in different
languages (NS1C, NS2C, NS6B). Expanding musical
vocabulary and experience (NS7A, NS7B) |
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| Performance
assessment, verbal analysis, aural assessment |
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| How
do our ears and voices work? |
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| Science
of how our ears and voices work (integration of
science and music) |
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| Describing
how ears and voice work, using correct vocabulary to
describe above (NS8A, NS8B). |
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| Written
assessment, verbal assessment |
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| What
is music appreciation? |
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| Music
for special occasions, concert etiquette
(integration with 6 trait writing) |
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| Writing
stories about musical subjects with musical
vocabulary (NS8B). Review a musical sample verbally
and written (NS7A, NS1B). Comparison and contrast of
musical samples (NS7A, NS7B). |
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| Verbal
analysis, aural analysis |
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