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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 learned from
diverse genres and styles will give a song a new personality
- Identifying, reading and comprehending various
musical notations and terms are a necessity 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 allows a deeper
understanding of the technical aspects of music
- Movement and dance of diverse genres and styles are
important in today's America
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
- As a famous composer, why would I write a descant
or a countermelody into my music?
- As a member of the Pikes Peak Philharmonic
Orchestra, what do I need to remember so I can perform a
rhythmic/melodic ostinato in a layered/multi-part piece?
- How will being able to identify and describe
different notes and musical elements help me in reading a dn writing
music?
- Why is it important that I learn how to notate
music as it is clapped or played?
- How will sight singing help me in reading and
writing music?
- Why is improvising important to a composer?
- Why is being able to create a replicable melody
important when composing?
- What does improvising a rhythmic variation on a
familiar melody mean, and how will it help me when I am composing my
own song?
- How does identifying a variation in pitches help
me when composing?
- Why does the "form" change a song, and why are
there so many different types of form?
- What makes a performance excellent?
- How will evaluating a performance help me become
a better musician?
- How do singing, movement and dance of different
cultures compare to movement and dance in my life?
- How has music from a given period evolved into
the music we have today?
- 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 descant/countermelody as part of a
group. Performs a rhythmic or melodic ostinato in a layered/multi-part
piece.)
Standard II. Reads and writes musical
notation. (Identifies dotted half notes and dotted quarter notes.
Identifies symbols or markings that indicate crescendo,
decrescendo/diminuendo, and first and second endings. Explains how to
perform first and second endings. Describes the function of a tie.
Describes the function of a time signature. Reads to play rhythmic
examples containing quarter notes, eighth notes, half notes, dotted half
notes, whole notes, quarter rests, and whole rests. Reads to play a
melodic example consisting of 5-8 different notes in a treble clef with any
of the following rhythmic values: quarter notes, eighth notes, half notes,
dotted half notes, whole notes, quarter rests, half rests, and whole rests.
Notates rhythmic patterns which include dotted half notes.)
Standard III.
Creates music.
(Creates a rhythmic pattern using any of the
following: quarter notes. eighth notes, half notes, dotted half notes,
and whole notes. Creates a replicable melodic phrase using at least
five pitches. Improvises a rhythmic or melodic phrase within a given
structure. Improvises a simple rhythmic variation on the melody of a
familiar song.)
Standard IV.
Analyzes/describes and evaluates music.
(
Identifies the form heard in a given piece as AB, ABA, or rondo.
Identify the second of two pitches a s "higher than," "lower than," or "the
same as" the first. Identifies criteria to use when evaluating
compositions. Evaluates a personal performance based on established
criteria.)
Standard V.
Demonstrates an understanding of music in relation to history,
culture, and community traditions.
(Compares and contrasts the music of
a given historical period with today's music. Performs movements/dances from
various countries/cultures. Performs/identifies music that reflects
community traditions. Performs/identifies music associated with
Colorado. Describes audience behavior appropriate for various contexts
(e.g. symphony concert, jazz concert, rock and roll concert, and
spirituals.) |
