| OUTCOME/
ESSENTIAL
QUESTION |
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| How
can I learn how to read music? |
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| Treble
Clef, Staff, Bass Clef, Quarter Note, Half Note,
Whole Note, Eighth Note, Sixteenth Note, Dotted
Quarter Note, Dotted Half Note, Quarter Rest, Half
Rest, Whole Rest, Eighth Rest, Sixteenth Rest |
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Identify
names of lines and spaces in both clefs-including
first space and ledger line above and below staff
(NS5B).
Perform and identify notes, rests, and their values:
quarter, half, whole, eight, sixteenth, dotted half
and quarter, sets of eighth notes and sixteenth
notes (NS5A, NS5C, NS2A). Complete math problems
with note values (NS8B). |
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| Written
work, rhythm sticks, boomwhackers |
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| Why
is it important for me to be a part of a life
performance? |
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| Materials
selected for Music Program |
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| Demonstrate
proper concert etiquette as a performer and audience
member. Perform songs with good vocal tone in
different styles with musical expression (NS1E,
NS1B). |
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| Observation,
listening by teacher, small group singing |
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| Why
is it important for me to know about famous
composers from the past? |
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Video-Bach
Music Examples |
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| Name
at least one famous work and give a few details
about his/her life (NS9D, NS9A). |
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| Written
work or listening |
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1.
How do I identify major and minor tonality?
2. How do I construct a major scale? |
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1.
Major and Minor Melodic Fragments, Songs in Major
and Minor, Listen to Major and Minor scale.
"Tonality"
2. Half Steps and Whole Steps |
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1.
Aurally identify major and minor tonality (NS6C).
2. Construct C major scale on keyboard instrument
and play (NS2A). Play a melody in C major. Identify
half and whole steps. |
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1.
Listening quiz
2. Observation, perform on instrument, written work |
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1.
How do I recognize time and key signatures?
2. Why should I be able to identify and perform
dynamics? |
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1.
Music in 2/4, 3/4, 4/4, Sharps, Flats, Natural
2. f,
p,
mp,
mf,
ff,
mf,
Crescendo, Descrescendo, Fermata, Accent, Staccato |
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1.
Identify common and cut time. Identify, name, and
perform in music (NS5A, NS5C).
2. Identify and perform using correct musical name
(NS5C, NS1B). |
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| 1.
Written work, observation |
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1.
How does a melody move?
2. Why is it important for me to know the form of a
piece of music? |
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1.
Melodic Movement
2. AB, ABA, Rondo, Theme and Variation, D.S. al
Coda, D.C. al Fine, First and Second Endings |
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1.
Aurally and visually identify in music: steps,
leaps, repeats, contour, phrase (NS6B, NS6C).
2. Identify form in a piece of music (NS6A, NS6C). |
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1.
Written work
2. Written work |
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1.
How do I create harmony in singing?
2. How can I improvise? |
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1.
Unison, Ostinato, Countermelody, Descant, Partner
Songs, 3-Part Round
2. Improvisation |
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1.
Perform harmony in singing (NS1D, NS1E).
2. Improvise melodic and rhythmic phrases (NS3A,
NS3B, NS3C, NS3D). |
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| What
is vocal and instrumental tone color? |
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| Vocal
Examples: Soprano, Alto, Tenor, Bass, Duet, Trio,
Quartet, Unison. Instruments and Instrumental
Ensembles: Orchestra, Band, Chamber Ensembles,
Baritone |
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| Identify
vocal parts and ensembles (NS6C, NS6D). Identify
major instruments aurally and visually (NS6C, NS6D). |
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1.
What are styles of music?
2. Why is it important for me to sing songs from
other cultures?
3. Why is it important for me to know tempo
markings? |
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1.
Songs in Different Styles
2. Folk Songs from Around the World
3. Tempo Markings |
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1.
Compare the style and mood of different music
(NS1C).
2. Perform songs from different countries and
cultures in an appropriate style (NS1C).
3. Define and perform allegro, moderato, adagio
(NS6C). |
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1.
Written work
2. Teacher observation
3. Observation |
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