Standards
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- Using a variety of musical skills and techniques 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 and analyzing 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.
- How does a round differ from other types of songs
I know?
- What do I need to remember to perform a melody on
an instrument?
- 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?
- What can I learn from sight singing only three
notes?
- Why is improvising important to a composer?
- Why is being able to create a replicable melody
important when composing?
- How does understanding a "question" and an
"answer" help me when I am composing?
- Why do families of instruments vary in sound and
looks?
- Why does the "form" change a song?
- What makes a performance excellent?
- How do singing, movement and dance of different
cultures compare to movement and dance in my life?
- Why does a musician have a role in history?
- How does music of yesteryear compare to today's
music?
- How does music in another culture compare to
music in my culture?
- How has music affected the traditions in my
community?
Standards-Based
Assessment items
Standard I. Sings and plays instruments, alone and
with others. (Sings from memory a repertoire of songs representing
diverse genres and styles. Sings a round as part of a group.
Performs a melody on an instrument. )
Standard II. Reads and writes musical
notation. (Identifies whole notes, whole rests, half rests, and time
signature. Reads to play a rhythmic example containing any of the
following: quarter notes, eighth notes, half notes, whole notes, quarter
rests, half rests, and whole rests. Reads to play a melodic example
consisting of 3-5 different notes in the treble clef with at least 3 of the
previously mentioned rhythmic values. Sightsings melodic examples
using sol-mi-la. Notates rhythmic patterns which include half notes
and whole notes.)
Standard III.
Creates music. (Creates a rhythmic pattern using quarter notes,
eights notes, half notes
and whole notes. Creates a replicable melodic phrase using at least
four pitches. Improvises a rhythmic "answer" in the same style
as a given rhythmic phrase.)
Standard IV.
Analyzes/describes and evaluates music.
(Compares
and contrasts the characteristics of two families of instruments.
Identifies criteria to use when evaluating performances.)
Standard V.
Demonstrates an understanding of music in relation to history,
culture, and community traditions. (Identifies and describes the roles
of musicians in a given historical period. Compares and contrasts a
given historical composer with musicians of today. performs
movements/dances from various countries/cultures. identifies and
describes the roles musicians in a given culture. Performs/identifies music that reflects community
traditions.) |
