Standards
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- Using a variety of melodic patterns and different tempi will change
the personality of a song
- Knowing and understanding various notations and terms
are required to read, write, and create music
- Different skills and techniques will help me identify
my likes and dislikes when listening to a variety of songs
- Movement and dance are an important part of all
cultures
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
- How can a variety of melodic patterns give
personality to my song?
- In what ways do putting different tempi into a
song make it change or stay the same?
- How will being able to identify quarter notes,
quarter rests, bar-lines, double bar-lines, and repeat signs help me
in writing/creating a song?
- How will being able to identify quarter notes,
quarter rests, bar-lines, double bar-lines, and repeat signs help me
in reading to play a song?
- Why is it important that we learn how to notate
music as it is clapped or played to us?
- Why is it important that we can define piano and
forte?
- How does improvising music help me as a composer?
- How can I know which songs I like or dislike?
- What makes songs likeable or dislikable?
- In what ways will my hearing assist me when
listening to a song?
- How will being able to differentiate dynamic
levels, pitches, and timbres assist me when listening to a song?
- How do singing, movement and dance help me
compare different traditions through music?
- How do American Folk songs help me in
understanding music in my community?
Standards-Based
Assessment items
Standard I. Sings and plays instruments, alone and
with others. (Sings within a group using the head voice. Echoes melodic
patterns/phrases within a limited range. Performs the steady beat
throughout a song. Performs a given part at different tempi.)
Standard II. Reads and writes musical
notation. (Identifies quarter notes and quarter rests. Identifies a bar
line, double bar line, and repeat sign. Defines the dynamic symbols p
and f. Draws quarter notes and quarter rests. Notates rhythmic
patterns using quarter notes and quarter rests.)
Standard III.
Creates music. (Creates a rhythmic pattern using quarter notes
and quarter rests. Improvises sound effects to accompany an idea,
story, and/or song.)
Standard IV.
Analyzes/describes and evaluates music. (
Identifies the dynamic levels heard in given examples as piano
or forte. Identifies two given pitches as the same or different. Identifies the timbres heard in given examples as vocal, instrumental, or
environmental. Identifies criteria for evaluating personal
compositions and performances. Expresses a personal preference for a
certain piece of music when given 2-3 choices.)
Standard V.
Demonstrates an understanding of music in relation to history,
culture, and community traditions. (Performs movements/dances from
various countries/cultures. Performs/identifies music associated with
various world cultural traditions. Performs/identifies American folk
songs. Identifies sources/contexts of music from personal daily
experiences. Performs/identifies music that reflects community
traditions.) |
