Standards
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- A variety of musical skills and techniques learned from diverse
genres and styles will allow for expressive singing and playing
- Identifying, reading and comprehending various
musical notations and terms are a necessity when reading and writing
music
- Creating and improvising melodies and ostinatos are
important skills that allow me to think like a composer
- Being able to describe and analyze music gives me a
more in-depth understanding of music as a whole
- 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, what do I need to
understand in order to write music in parts?
- As a member of the Pikes Peak Philharmonic
Orchestra, why do I need to play with expression and what does it
mean?
- How will being able to identify and describe
different notes and musical elements help me in reading and writing
music?
- Why is it important that I learn how to notate
melodies that are played?
- How will sight singing help me in reading and
writing music?
- Why is improvising important to a composer?
- What does creating a melody for a poem prove
about my composing skills?
- How will improvising a rhythmic or melodic
ostinato in a layered/multi-part piece help me when I am composing
my own song?
- How will improvising a melody help me when I am
composing my own song?
- How does knowing about major and minor help me as
a person?
- Why should I be able to recognize the sounds of
different instruments and know what the families are?
- What does it mean when I hear someone talking
about the moods in music, or mental pictures created by elements in
music?
- How will evaluating a performance help me become
a better musician?
- Looking back over history, how has the function
of music altered?
- Why would one event in history impact music
today?
- Why is it important for me to be able to
differentiate between classical, jazz and spiritual music or know
names of composers and some of their works?
- What is the importance of performing music from
different historical periods, cultures and traditions?
- What function has music served in culture?
- Why is it important for me to know the
differences between Asian, African, Native American, Middle Eastern,
calypso and American Folk Songs?
- When looking at my community, how, when, and why
is music used?
- Why should I be able to perform music that
reflects my community's traditions?
Standards-Based
Assessments
Standard I. Sings and plays instruments, alone and
with others. (Sings from memory a repertoire of songs representing
diverse genres and styles. Sings a part in a two-part song as part of
a group. Sings expressively with appropriate dynamics, phrasing and
interpretation. Performs expressive elements while playing.)
Standard II. Reads and writes musical
notation. (Identifies sixteenth notes, triplets, and eighth rests.
Identifies symbols or markings that indicate ritardando, accelerando,
staccato, and accent. Identifies a bass clef sign. Describes the
effect of a dot when added to a note or rest. Names any given note on
the treble staff (middle C to high G). Describes the effect of a sharp
or flat, when added to a note. Reads to play a rhythmic example
containing sixteenth notes or triplets. Reads to play a melodic
example containing any note on the treble staff with any of the following
rhythmic values: quarter note, eighth note, half note, dotted half note,
whole note, quarter rest, half rest, or whole rest. Sightreads melodic
examples using la-sol-mi-re-do. Notates melodic patterns using
specified notes on the treble staff.)
Standard III.
Creates music.
(Creates a melody for a poem or given rhythm.
Improvises a rhythmic or melodic ostinato in a layered/multi-part piece.
improvises a melody, unaccompanied or over a given rhythmic accompaniment.)
Standard IV.
Analyzes/describes and evaluates music.
(
Identifies the form heard in a given piece of music as AB, ABA,
rondo, or theme and variations. Identifies a given chord as major or
minor. Categorizes the instruments by families. Names
instruments/instrument families heard in a musical recording.
Identifies expressive elements heard in a musical selection. Describes
the moods or mental pictures created by the musical elements above.
Evaluates a musical performance.)
Standard V.
Demonstrates an understanding of music in relation to history,
culture, and community traditions. (Describes the functions music has
served within given musical periods. Describes how given events in
history impacted music of today. identifies three pieces of classical
music by title or composer, upon hearing excerpts. Identifies given
pieces of music as classical, jazz, or a spiritual.
Performs/identifies music associated with American history. Performs movements/dances from
various countries/cultures. Describes the functions music has served
within given cultures. Identifies given pieces of music as Asian,
African, Native American, Middle Eastern, calypso, or an American folk song.
Performs/identifies music that reflects community traditions.
Describes roles and contexts of music within our community. Describes
how the beliefs and traditions of our community have been expressed through
music.)
Math in Music
Standard 1: Number Sense
(September)
 Read,
write, order, locate, and compare positive fractions, and decimal numbers to
hundredths (including on a number line).
Recognize
pictorial representations of common fractions, decimals and percents.
 Show
equivalence of common fractions and percents.
Through music exercises, students observe patterns in beat, rhythm, and
melodic patterns. Music lessons demonstrate how time can be measured by
musical measures which are made of units called beats. Musical notation
teaches students to measure time in fractional parts, quarter notes, eighth
notes, sixteenth notes, quarter rests, etc. Music allows students to see,
hear, and create fractional representations of time.
Math in Music
Integrated Lesson
Alexander Calder,
Master of Balance
Literacy in Music
Thinking Skills:
Make
inferences, with guidance, to interpret figurative language, theme, point of
view, conflict/resolution.
Standard 1: Students read, listen
to, and understands a variety of materials.
Standard 4: Students apply thinking skills to their reading,
writing, speaking, listening, and viewing.
Standard 6: Students read and recognize literature as a record of
human experience.
For centuries, music has been a tool to
pass on cultural heritage. Fourth graders learn songs from different
cultures and compare and contrast the music of
a given historical period with today's music. As students perform/identify music that reflects
community traditions, they apply thinking skills that enhance comprehension.
Literacy and Social Studies in Music
Integrated Lesson
America, A
Home for Every Culture
|
