Standards
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- Using different musical techniques, whether singing or playing, will
change the personality of a song
- Identifying and reading various musical notations and
terms are necessary when reading and writing music
- Improvising and writing replicable melodies and
rhythms are important skills that allow me to think like a composer
- Describing music comes in different shapes and forms
- Movement and dance are an important part of history
in all cultures
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
- What will a rhythmic or melodic ostinato do to
the personality of my song?
- Why do partner songs work together?
- How will echoing melodic patterns and phrases
help me understand a song?
- Why will being able to identify different notes
and musical elements help me in singing and writing music/
- Why is it important that I learn how to notate
music as it is clapped or played for me?
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Why is improvising important to a composer?
- Why is being able to create a replicable melody
important when composing?
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In
what ways are beat and rhythm similar or different?
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Why do instruments sound different?
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What does it mean when we are talking about "form" in music?
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What makes a performance excellent?
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Why do I like some songs but not others?
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How do singing, movement and dance of different cultures compare to
movement and dance in my life?
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How do singing, movement and dance help me compare different
traditions through music?
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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. (Echoes melodic patterns/phrases within the range of middle
C to the C above (one octave). Sings partner songs as a part of a
group. Differentiates between the beat and the rhythm of a given song.
Performs a rhythmic or melodic ostinato as accompaniment to a song.
Sings a given song on pitch.)
Standard II. Reads and writes musical
notation. (Identifies eighth notes, half notes, staff, measure, fermata,
and treble clef sign. Reads to play a rhythmic example containing
quarter notes, eighth notes, and quarter rests. Reads to play a
melodic example consisting of 2-3 different notes in the treble clef with
the rhythmic values of quarter notes and eighth notes. Sightsings melodic
examples using sol-mi. Draws eighth notes and half notes.
Notates rhythmic patterns using quarter notes and eighth notes. Draws
line and space notes on a staff.)
Standard III.
Creates music. (Creates a rhythmic pattern containing eighth notes
and half notes. Creates a replicable melodic phrase using three or
more pitches. Improvises musical patterns within a given structure.)
Standard IV.
Analyzes/describes and evaluates music. (
Categorizes classroom percussion instruments by timbre.
Identifies the form heard in given piece of music as AB or ABA. 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 various uses of music from personal daily
experiences. Performs/identifies music that reflects community
traditions.) |
