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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Music - Advanced Music |
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Content Standard 1
The learner will be able to
sing and/or play an instrument utilizing a varied repertoire of music.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 1 |
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Master |
1.0 |
Arkansas State Music Frameworks |
Classroom
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Music literature
The learner will be able to
perform a variety of music literature according to the stylistic period, using technology when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 1 |
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Master |
1.0 |
Arkansas State Music Frameworks M1.1 |
Classroom
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Instructional Resources |
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Music, Chapter 10: Pages 185 - 186 [Textbook]. Create order in a performance, |
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Music, Unit 4: Encore: pages 1990-191 [Textbook]. Perform; We Shall Overcome |
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Music, Chapter 11 [Textbook]. Pages 208-209: Perform Bill Bailey, Won't You Please Come Home? pages 213-214: Sing the opening line from a Baroque Chorus. |
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Music, Chapter 12: pages 229-230: [Textbook]. Learn to play Kel Nidrai |
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Music, Chapter 14: pages 283-284 [Textbook]. Sing: Hush, Hush, Somebody's Callin' My Name |
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Music, Chapter 7: Page 119: Play melody for La Campanella [Textbook]. |
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Assessment Resources |
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Teacher Observation, Student work [Assessment Objective]. |
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Ensemble performance
The learner will be able to
demonstrate appropriate small and large ensemble performance techniques during formal and/or informal performances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 1 |
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Master |
1.0 |
Arkansas State Music Frameworks M1.3 |
Classroom
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Instructional Resources |
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Music, Chapter 5 [Textbook]. Page 89: Activity 1: Audiate a major scale; Activity 2: Audiate instrumental timbres; Activity 3: Audiate a melody |
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Music, Chapter 10 [Textbook]. Pages 185-186: Activity: Create order in a performance; page 186: Activity: Compose Aleatory music |
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Music, Unit 4: Encore [Textbook]. Page 190-191: Sing with expression and technical accuracy, We Shall Overcome |
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Music, Chapte 11: Page 209 [Textbook]. Activity Step 6: Perform new version of you composed love song. |
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Music, Chapter 11: Activity: Sing chorus from Baroque Era [Textbook]. |
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Music, Chapter 14: Page 282 [Textbook]. Create mood by singingn with a single pitch |
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Music, Chapte 18 [Textbook]. Page 370: Activity: Perform: Tis a Gift to Be Single; Page 374: Activity: Sing along with the highly syncopated doo, wah, doo way part of It Don't Mean a Thing If You Ain't Got That Swing |
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Music, Chapter 3: [Textbook]. Page 52-54: Tap rhythms to create syncopation. Page 51: Activity: Perform an Indian Rhythm cycle |
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Music, Chapter 11: Play chords to accompany Annie Laurie [Textbook]. |
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Music, Chapter 20: Page 433 [Textbook]. Activity: Accompany Act IV opening Chorus: Carmen: with rhythms played on drums and tambourines. |
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Music, Chapter 2: Page 25 [Textbook]. Play the chordal pattern of the bass rhythm on a guitar, piano, or another C instrument. |
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Music, Unit 1 Encore [Textbook]. Page 34: Perform Kye Kye Kule on a C pitched instrument |
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Music, Chapter 10: Page 180 [Textbook]. perform the 2 measure melody of Bach's Fugue No. 16 on a keyboard instrument |
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Music, Chapter 13: page 256 [Textbook]. Perform a phrase from 4 American songs on a keyboard instrument, mallet percussion, or band instrument |
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Assessment Resources |
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Teacher Observation, student work [Assessment Objective]. |
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Content Standard 2
The learner will be able to
create, compose, arrange, and improvise music as developmentally appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 2 |
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Master |
1.0 |
Arkansas State Music Frameworks |
Classroom
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Role of technology
The learner will be able to
explore the role of technology in the creation of vocal and/or instrumental pieces.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 2 |
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Master |
1.0 |
Arkansas State Music Frameworks M2.2 |
Classroom
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Instructional Resources |
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Music, Chapter 10 [Textbook]. Page 174: Students will explore various sounds on the keyboard as they play an ostinato pattern to accompany L'Arlesienne Suite No. 1 |
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Music, Chapter 15: Page 311 [Textbook]. Students will compare an original vocal piece and a transcription of the piece performed by modern instruments. |
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Content Standard 3
The learner will be able to
read and notate music.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 3 |
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Master |
1.0 |
Arkansas State Music Frameworks |
Classroom
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Sight read
The learner will be able to
given a specific sight reading method, sing or play simple melodies chosen by the conductor.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 3 |
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Master |
1.0 |
Arkansas State Music Frameworks M3.4 |
Classroom
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Instructional Resources |
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Music, Chapter 10: [Textbook]. Page 174: Identify and perform the intervals in an ostinato melody |
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Music, Unit 4 Encore: Pages 190-191 [Textbook]. Identify intervals and demonstrate the ability to sight read We Shall Overcome |
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Music, Unit 5: Encore [Textbook]. Page 293: Students will demonstrate the ability to sing their created lyrics to sight read melody. |
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Music, Unit 3: Evaluation [Textbook]. Page 142: Demonstrate the ability to sight read Amazing Grace written in Classical, jazz, gospel, and pop versions. |
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Assessment Resources |
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Teacher Observation, Evaluation page 142 [Assessment Objective]. Students will record themselves singing Amazing Grace with the various accompaniment tracks. |
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Content Standard 4
The learner will be able to
listen to, analyze, describe, and evaluate music and musical performances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 4 |
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Master |
1.0 |
Arkansas State Music Frameworks |
Classroom
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Examples of literature
The learner will be able to
analyze aural examples of literature by describing the uses of musical elements inherent within the pieces.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M4.1 |
Classroom
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Instructional Resources |
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Music, chapter 1: page 12 [Textbook]. Compare musical styles: Instructor's Guide page 35-36 |
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Music, Unit 1 Encore Page 34 [Textbook]. List musical characteristics of Kye Kye Kule that make this song easy to learn |
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Music, Unit 1 Evaluation [Textbook]. Page 33: On basis of what students learnd about African, Mexican, and Chinese music, students will analyze 3 compositions and place the work in its proper cultural context |
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Music, Chapter 4: [Textbook]. Page 63: Identify the 4 instruments that accompany the Spanish song, Ayte dejo en San Antonio; Page 79: Question 16: What are some similarities and differences between the waltz and minuet? |
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Music, Unit 2 Encore [Textbook]. Page 82: Identify rhythm instruments |
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Music, Chapter 5: [Textbook]. Page 98: Recognize the parts of a chorus; Page 96-97; Designate Voice Categories; |
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Music, Chapter 6: Page 109 [Textbook]. Investigate volume levels |
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Music, Chapter 9: [Textbook]. Page 160: Recognize emotional qualities; page 160-161: Compare treatments of a theme; Page 169: Determine the melodic organization of My Funny Valentine; Page 148-149: Describe an experience when music affected you emotionally applying appropriate musical terms. |
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Music, Chapter 16: Page 337: HEar the tone row [Textbook]. |
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Music, Chapter 21: page 454-455: Examine background music [Textbook]. |
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Music, Unit 7 Evaluation [Textbook]. Page 460: Compare and contrast the musical and opera |
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Music, Unit 3 Evaluation: Page 143: Chapter 8 project: [Textbook]. Identify musical textures. |
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Assessment Resources |
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Teacher Observation, student work [Assessment Objective]. Unit 1 evaluation: Chapter 2 Project - Teacher resourc binder page 13; chapter 5 Repoducible master 5 - 1; Chapter 6 Reproducible master 6 - 3; chapter 9 Reproducible master 9 -2 ; unit 7 test; unit 3 evaluation reproducible master page 56 |
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Apply criteria
The learner will be able to
apply criteria for making informed judgements concerning the artistic merit of a compositionl.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 4 |
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Master |
1.0 |
Arkansas State Music Frameworks M4.3 |
Classroom
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Instructional Resources |
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Music, Chapter 1: pages 5 - 15 [Textbook]. Activity page 12: Students will describe two compositions in different styles and from different historical periods |
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Music, Chapter 2: pages 17 - 27 [Textbook]. Students will evaluate the artistic merit of a composition based on the various rhythm patterns used in music of other cultures. |
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Music, Chapter 4: page 75 - 83 [Textbook]. Students will identify and evaluate the artistic merit of dance rhythms |
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Music, chapter 5: page 91-101 [Textbook]. Students will evaluate the artistic merit of a composition based on performer's style of interpretation; Activity page 998-99 |
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Music, Chapter 6: pages 103 - 113 [Textbook]. Students will evaluate artistic merit of compositions and develop their own ability to critique music; Activity page 109, 11, Profile page 108, 111 |
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Assessment Resources |
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Teacher Observation, Chapter 1 [Assessment Objective]. TRB1-1; TRB-2; TRB 1-4; |
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Teacher Observation, Chapter 2: TRB 2-1 Musical Familiarity WS [Assessment Objective]. Unit 2 Test |
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Teacher Observation, Chapter 4: project: TRB - Identify & define [Assessment Objective]. |
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Teacher Observation, Chapter 5 [Assessment Objective]. TRB 5-1; Listening, TRB 5-3 Artist's life; TRB 5-4 |
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Teacher Observation, Chapter 6 [Assessment Objective]. TRB 6-1; Perceptive listening sheets |
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Analyze performances
The learner will be able to
analyze individual or group performances for the purpose of improving intrinsic motivation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 4 |
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Master |
1.0 |
Arkansas State Music Frameworks M4.4 |
Classroom
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Instructional Resources |
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Music, Chapter 4 [Textbook]. Page 77: Students will accompany Columbia y Congo with rhythm patterns on percussion instruments. Page 76: Perform Puerto Ricans rhythms |
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Music, Chapter 3: [Textbook]. Page 46: Students will perform 3 thythms simultaneously using their right foot, left hand, and right hand. Page 51: Perform an Indian cycle |
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Assessment Resources |
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Teacher Observation, Student work [Assessment Objective]. Perfomance will be video taped. Students will evaluate their performance and make their corrections. Students will then make a second video recording. |
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Emotional responses
The learner will be able to
recognize and share the emotional responses evoked by the composition performed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 4 |
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Master |
1.0 |
Arkansas State Music Frameworks M4.5 |
Classroom
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Instructional Resources |
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Music, Chapter 8: Pg 130, 132, 134, 137, 142, 143, 145 [Textbook]. All chapters for this skill will compare and contrast emotional responses evoked by a variety of musical styles. Keep a list of compostions and responses. |
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Music, Chapter 10: page 172-173 [Textbook]. |
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Music, Chapter 11: page 195-219 [Textbook]. |
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Music, Chapter 12: pages 221-243 [Textbook]. |
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Music, Chapter 13: pages 245-265 [Textbook]. |
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Assessment Resources |
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Teacher Observation, Reproducible master sheets [Assessment Objective]. Students will keep a journal of compositions and responses. |
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Content Standard 5
The learner will be able to
relate music to diverse cultures, society, history, and other arts and disciplines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks |
Classroom
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Self Discipline
The learner will be able to
exhibit self-discipline and teamwork in daily rehearsals and musical performances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.1 |
Classroom
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Instructional Resources |
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Music, Chapter 4 [Textbook]. Page 75: Students will demonstrate teamwork and self discipline through performing The Blue Danube on the Suzzuki chimes. Page 76: Students will peform the Puerto Rican rhythms. Students will play various teacher selected songs on Suzzuki chimes. |
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Assessment Resources |
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Teacher Observation, students work [Assessment Objective]. Students will perform pieces at Senior Citizen Center |
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Etiquette
The learner will be able to
model appropriate etiquette as both a performer and an observer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.2 |
Classroom
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Instructional Resources |
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Music, Chapter 5: pages 94 - 100 [Textbook]. For all chapters on this skill, students wil while listening to various styles of music, demonstrate appropriate behavior |
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Music, Chapter 6: page 108 [Textbook]. |
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Assessment Resources |
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Teacher Observation, Student work [Assessment Objective]. |
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Diverse Cultures
The learner will be able to
identify and perform music representative of diverse cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.3 |
Classroom
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Instructional Resources |
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Music, Chapter 1: page 14: perform a Cole Porter piece [Textbook]. |
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Music, Chapter 3: page 51 [Textbook]. Perform an Indian Rhythm cycle |
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Music, Chapter 5: [Textbook]. Page 89: Sing Patriotic songs. Page 93: Perform Dona Nobis Parem |
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Music, Chapter 9: page 152-153 [Textbook]. Sing the Irish song: Oh Danny Boy |
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Music, Chapter 10: pages 185-186 [Textbook]. Perform Piece for Any Number of Things |
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Music, Chapter 11: pages 208-209: Perform Bill Bailey [Textbook]. |
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Music, Chapter 14: page 283-284: [Textbook]. Perform Hush, Hush Somebody's Callin' My Name |
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Assessment Resources |
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Teacher Observation, student work [Assessment Objective]. |
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Society & music
The learner will be able to
explain the role of music and its effect on society and culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.4 |
Classroom
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Instructional Resources |
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Music, Chapter 16: pages 317-326: Blues [Textbook]. |
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Music, Chapter 17: pages 341-363 [Textbook]. Creating with new technology |
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Music, Chapter 24: page 507-523 [Textbook]. The evolution of jazz |
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Music, Chapter 25: Page 535 [Textbook]. American folk, popular, and classical music |
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Music, Chapter 22: apge 467 - 485 [Textbook]. Music of our generation |
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Music, Chapter 12: page 237-239 [Textbook]. Gospel music |
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Assessment Resources |
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Teacher Observation, Page 527: Chapter 24 review [Assessment Objective]. |
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Teacher Observation, Page 363: Chapter 17 review [Assessment Objective]. |
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Teacher Observation, Chapter 16, 25, 22 reviews [Assessment Objective]. |
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Teacher Observation, Chapter 12: TRB 12-4, 12-5 [Assessment Objective]. |
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Transfer musical knowledge
The learner will be able to
identify ways to transfer musical knowledge and skills to lifelong career, community, and leisure activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.5 |
Classroom
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Instructional Resources |
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Music, Chapter 1 [Textbook]. Page 4: From the picture of the band member, students will identify ways to transfer their musical knowledge and skills to lifelong community, career, and leisure activities. Page 19: Students will investigate where they go in their community to hear music. |
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Music, Chapter 4 [Textbook]. page 57: Students will identify places in ancient society where people used music and dance |
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Music, Chapter 8 [Textbook]. Page 125-130: Students will discover how people make and use music alone and together. |
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Assessment Resources |
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Teacher Observation, Master 1-5 [Assessment Objective]. Musical Contact WS |
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Teacher Observation, Master 1-7: Musical Styles WS [Assessment Objective]. |
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Compare & contrast
The learner will be able to
compare and contrast the elements, processes, and organizational principles of other fine arts to those of music. (Skill for advanced music.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.6 |
Classroom
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Instructional Resources |
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Music, Chapter 3: [Textbook]. Page 39: Compare music and dance. Page 57-68: Compare musical rhythms with dances. Page 200: Compare music and dance. Pae 359: Computer technology & music. Page 384-385: Music and drama |
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Music, Chapter 3 [Textbook]. Page 38-39: Analyze scene and answer question; music and dance. Page 49: Analyze scene; Music and tapestry. Page 420: Picture and caption. Page 447: Motion Pictures and music |
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Assessment Resources |
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Teacher Observation, Class discussion [Assessment Objective]. Students will also write an essay about the comparison between music and the other fine arts. |
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Aurally identify
The learner will be able to
aurally identify representative examples of literature by historical period. (Skill for advanced music).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Content Standard 5 |
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Master |
1.0 |
Arkansas State Music Frameworks M5.7 |
Classroom
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Instructional Resources |
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Music, Chapter 1: pages 5 - 10 [Textbook]. Students will classify music based on previous knowledge. Activity pages 8,9 |
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Music, Chapter 2: pages 17 - 31 [Textbook]. Students will begin to associate musical styles with their place of origin in the world. Students will be able to recognize and discuss music from cultures represented by Americans of African, Mexican, and Chinese descents. Activity pages 18,26 |
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Music, Chaper 4: pages 57-79 [Textbook]. Classify music by dance rhythms |
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Music, Chapter 10: pages 167-187 [Textbook]. Classify music by form |
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Music, Chapter 12 [Textbook]. Pages 234-243: Classify by historical period and culture. Activity page 239 |
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Music, Chapter 13: Page 245-263 [Textbook]. Classify music by characteristics of national anthems and cultural celebrations. Activity pages 250-252 |
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Music, Chapter 18: Pages 365-387 [Textbook]. Classify by characteristics of 20th Century American music; Activity page 371 |
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Music, Chapter 19: page 395-417 [Textbook]. Musical theater characteristics |
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Music, Chapter 23: pages 487-505 [Textbook]. Learn about styles of music in Renaissance, Baroque, and classical periods. Activity pages 494, 495, 497, 499 |
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Assessment Resources |
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Teacher Observation, Chapter 1: TRB 1-2 Musical style check [Assessment Objective]. |
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Teacher Observation, Chapter 2: TRB 2-1 Musical familiarity WS [Assessment Objective]. |
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Teacher Observation, Chapter 4: TRB 4-1 Perceptive listening [Assessment Objective]. |
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Teacher Observation, Chapter 12: TRB 12-5 [Assessment Objective]. |
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Teacher Observation, Chapter 13: TRB 13-7 [Assessment Objective]. |
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