General Music

Unit Title:  Unit 1 – Defining   (Last Revision 1-24-06)   

Music Approximate Length: 31/2 – 4 days

 

Brief description of unit:

Unit 1 – Defining Music

Definition of Music for 6^th grade

Sound Composition – group project. Reinforces understanding of definition through cooperative learning

Brief study of Leroy Anderson – Composer History; listening to his Sound Compositions

Understanding the Five Basic Elements of Music – Rhythm, Melody, Harmony, Timbre and Form

Listening Lesson – evaluate different styles of music in terms of 5 Basic Elements to increase aural awareness and listening skills.

NH Frameworks/Proficiency Standards to be addressed:

Standard 4: Compose and arrange music within specified guidelines.

Standard 6: Listen to, analyze and describe music

Standard 7: Evaluate music and music performances

Standard 9: Understand music in relation to history and culture.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What is a Sound Composition?
• What are the 5 Basic Elements of Music?
• In what daily situations do we hear music and why?

Core Unit Content:

• Define Music with student input
• Demonstrate Sound Composition
• Introduce composer (Leroy Anderson), play musical examples
• Define 5 Basic Elements of Music
• Class discussion, list on board of different styles of music, evaluation of styles
• Play musical examples, lead class discussions

 Core Unit Skills:

• Understand definition of music
• Perform Sound Composition
• Identify Leroy Anderson and his music
• Understand and aurally identify 5 basic elements of music
• Apply understanding of 5 basic elements to listening examples
• Learn how to listen!

Unit Title: Unit 2 Rhythm(Last Revision 1-24-06)

Approximate Length: 6 days

 

Brief description of unit:

• Define elements of rhythm – note values and time signatures
• Echo Clapping – method used to teach note values and rhythms – visual, aural and physical learning
• Musical Math – teaches note values through common mathematical problems using addition, fractions, sequences and patterns
• Drumming – reinforcement of note values.
• Sleeping Beauty – introduces new time signature, musical terms and form
• Brief study of Peter Tchaikovsky – composer history, listening to his music
• Rhythm Band – introduces new musical terms; reinforces music notation and reading skills; gives students hands-on opportunities to play different rhythm instruments
• Compose and play lines of rhythm using different rhythm instruments

NH Frameworks/Proficiency Standards to be addressed:

Standard 1: Sing alone and with others, a varied repertoire of music

Standard 2: Perform on instruments, alone and with others, a varied repertoire of music

Standard 4: Compose and arrange music within specified guidelines

Standard 7: Evaluate music and music performances

Standard 9: Understand music in relation to history and culture

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How do you clap a Whole Note?
• How many beats are in a measure of 4/4 time?
• What percussion instruments so we use in our Rhythm Band?

Core Unit Content:

• Define note values and time signatures
• Demonstrate note values through echo clapping
• Using note values, reinforce learning by creating mathematical problems for students to solve
• Drumming technique; reinforce knowledge of note values, patterns and reading notation through performance
• Introduce new time signature, musical terms and form.
• Proper playing techniques for the triangle, drum, shakers, woodblocks and tambourine
• Through performance on rhythm instruments reinforce note values, reading music notation and introduce new musical terms

Core Unit Skills:

• Define the elements of rhythm which include note values and time signatures
• Demonstrate note values by clapping, and vocally identifying notes
• Create, demonstrate and solve mathematical problems using note values
• Using proper drumming technique, demonstrate rhythmic patterns, read and perform from music notation
• Understand new time signature, musical terms and form in music
• Have a basic knowledge of the compose Tchiakovsky and his music
• Reinforce understanding of music notation and reading skills through use of rhythm instruments; play and perform on different rhythm instruments.

 

Unit Title: Unit 3 Review and Test (Last Revision 1-24-06)

Approximate Length:  2 days

 

Brief description of unit:

• Rhythm Bingo
• Musical Tennis – comprehensive review of all material studied to this point in preparation for test, disguised as a game!
• Music Test

NH Frameworks/Proficiency Standards to be addressed:

Standard 5: Read and Notate Music

Standard 6: Listen to, analyze and describe music

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• Do you remember the definition of Rhythm?
• What notes would you use to create a musical math equation equaling 15?
• What are the 3 most famous ballets written by Tchaikovsky?

Core Unit Content:

• Using Rhythm Bingo reinforce knowledge of rhythms by performing rhythms and rhythmic patterns for students to identify
• Through musical notation, echo clapping, question/answer and musical math determine level of student understanding in preparation for test
• Administer test
• Give students who need it an opportunity to retake test to improve grade

Core Unit Skills:

• Through rhythmic pattern and note identification, play Bingo
• Demonstrate through clapping, knowledge of rhythms and notation
• Review all material studied thus identifying areas where study is needed in preparation for test
• Demonstrate knowledge of subject by taking test

 

Unit Title: Unit 4 – Music Computer Lab  (Last Revision 1-24-06)   

Approximate Length:  8 to 10 days

 

Brief description of unit:

• Classes held in Computer Lab.
• Programs used: Music Ace, and Piano Suite.
• Students work at their own pace according to their abilities through designated lessons and games.
• Assessment is determined through administrative access on computer and through written quizzes.

NH Frameworks/Proficiency Standards to be addressed:

Standard 5: Read and notate music

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What are the names of the lines and spaces in the Treble Clef?
• Where do you place your right hand when playing the piano?

Core Unit Content:

• Basic elements of music learned through lessons, reinforced with games.
• Basic understanding of piano keyboard
• Basic understanding of how to play piano with right hand

Core Unit Skills:

• Introduction to the Staff
• Knowledge of lines and spaces in treble clef.
• Understanding of pitch
• ABC’s of the piano keyboard
• Knowledge of right hand position on piano keyboard.
• Ability to play a simple melody with right hand.

 

Unit Title: Unit 5

Instruments and Ear Training (Last Revision 1-24-06)

Approximate Length:   6 days

 

Brief description of unit:

• Study of Instruments of the Orchestra
• Classical music in cartoons – identify and analyze
• Unit Essential Questions: (2-3 developed collaboratively to capture the essence of the unit)
• What instruments are in the Woodwind section of the orchestra?
• How is the overture to the opera “The Barber of Seville” different from the cartoon “The Rabbit of Seville”?
• Why does classical music provide useful elements for a cartoon soundtrack?
  

NH Frameworks/Proficiency Standards to be addressed:

• Standard 6: Listen to , analyze and describe music
• Standard 8: Understand relationships among music, the other arts and disciplines outside the arts.

NECAP GLEs/GSEs to be addressed:

Under Construction

Core Unit Content:

• Study the 4 basic instrumental groups of the orchestra using visual demonstration, listening and physics
• Discussion of types of entertainment that use music.
• Discussion of/student demonstration through movement of tempo, dynamics, and volume in classical music.
• Identifying classical music in cartoons

Core Unit Skills:

• Students will be able to visually and aurally identify instruments of the orchestra
• Students use knowledge of instruments to identify sounds on cartoon soundtracks
• Students identify classical music in cartoons
• Students analyze cartoon music in terms of tempo, dynamics, style and instruments used.

 

Unit Title: Unit 6

Composition (Last Revision 1-24-06)

Approximate Length:  6 days

 

Brief description of unit: (one general paragraph outlining major points of emphasis in unit)

• Grand Staff – review Treble Clef, learn Bass Clef
• Composition using resources in Music Computer Lab

NH Frameworks/Proficiency Standards to be addressed:

• Standard 4: Compose and arrange music within specified guidelines.
• Standard 5: Read and notate music.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What are the names of the lines and spaces in the Bass Clef?
• How do you compose a melody?

Core Unit Content:

• Review Treble Clef
• Introduce Bass Clef, Grand Staff
• Introduction of properties of music composition
• Instruction on Print Finale

Core Unit Skills:

• Knowledge of names of lines and space in the Grand Staff
• Knowledge of basic steps used in music composition
• Compose a melody, write it musically, print it and play it for the class

Concert Bands/Wind Ensemble

Grade(s): 6^th though 8th

Unit Title: Music History 

(Last Revision 1-24-06)

Approximate Length: Ongoing (year long)

Brief description of unit: 

Students will study music from some of the following time periods/genres: Baroque, Classical, Romantic, Modern, Pop, Jazz, Aleatoricsm, Musicals. While working on literature or etudes from these genres/periods, the following topics will be discussed: world history (to include famous figures, events, and places), performance practice (phrasing, ornamentation, and instrumentation), and musical form.

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 9: Music in Relationship to history and Culture

 

NECAP GLEs/GSEs to be addressed

Under Construction

Unit Essential Questions:

• Why do some performances sound better than others?
• What can you do to improve your performance?

Core Unit Content:

Students will learn the necessary vocabulary to discuss aspects of music performance. Areas of appropriate vocabulary include: Tone, Timbre, Intonation, Rhythmic Accuracy, Harmony, Articulation, and Ensemble Effect.

Students will be able to use musically appropriate terminology to discuss various aspects of performances. Students will acquire a developmentally appropriate vocabulary that can be used in both oral and written responses.

Subject:   Concert Bands/Wind Ensemble                 

Grade(s): 6 th though 8th

Unit Title: Music Theory (Last Revision 1-24-06)

Approximate Length:   ongoing (year long)

Brief description of unit:  

Students will continue to build upon the foundations of music theory taught in the elementary schools. Students are expected to name lines and spaces on the music staff appropriate for the instrument they play. In addition, they are required to understand and apply the use of accidentals and key signatures in the music that is covered. In addition, music students will learn about simple and compound duple and triple time signatures and apply the knowledge to pieces or etudes that will be performed. Rhythmically, students are required to read and apply a uniform counting system to music examples and literature. Also, dynamics, phrase marks, articulations, and aleatoric notation will be introduced.

NH Frameworks/Proficiency Standards to be addressed:    

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:  

• Why is music theory important when studying a musical instrument?
• How do all of the aspects covered in this unit relate to the performance of music?

Core Unit Content:  

6 th Grade

• Dynamics (p, mp, mf, f, ff, cresc., and decresc)
• All pitches (in the range of the student’s instrument) associated with the following key signatures (Concert Bb, Eb, and F major)
• Combination of note/rest lengths to include: whole, half, quarter, and eighth (no syncopation), dotted quarter/eighth, dotted half
• Time signatures to include: 2/4, 3/4 , and 4/4
• To learn and use a traditional counting system (1&2&…etc.) for time signatures studied
• To understand and apply key signatures
• To understand and apply terms for tempo:   Moderato, Allegro, Ritard/Ritardando, Accelerando,
• To understand phrasing and articulation markings: Slurs, Breath Marks, Phrase Marks

7 th Grade – In addition to the above, students will be introduced to:

• Dynamics (fp, sfz)
• All pitches in the following keys (Concert C and Ab major, Concert C and G minor)
• Rhythmic combinations: Syncopation, Sixteenth notes/rests and combinations of Eight/Sixteenth patterns
• Alla breve and the use of correct counting in this time signature
• Tempo markings: Adagio, Allargando, Allegretto, Vivace
• Articulation Markings: Staccato and Tenuto

8 th Grade – In addition to the above, students will be introduced to:

• Chromatic Scale
• Time Signatures: 3/8, 6/8, 9/8, 12/8
• Aleatoricsm
• Any additional tempo markings not covered in previous years

Wind Ensemble: In addition to the above, students will be introduced to”

• All pitches in all major keys
• The construction of major scales
• Transposition of instruments
• Scientific description of intonation
• The construction of intervals and triads
• Mixed-meter exercises

Core Unit Skills:    

• Memorize above vocabulary, signs, symbols and their definitions
• Apply vocabulary, signs, and symbols to the rehearsal and performance of music on their instrument
• Know where to find definitions for unfamiliar vocabulary, sings, or symbols

 

Subject:   Concert Bands/Wind Ensemble

Grade(s): 6 th though 8th

Unit Title: Musicianship (Last Revision 1-24-06)

Approximate Length:   ongoing (year long)

Brief description of unit:  

Students will continue to study the elements of tone production, intonation, posture, instrument care, breath control (wind players), hand position, listening, ensemble performance, following the cues of a conductor, and stick control (percussionists). Reinforcement of these techniques will promote ensembles that play together and in-tune.

NH Frameworks/Proficiency Standards to be addressed:  

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:  

• How does an individual affect the performance of ensemble with regard to posture, hand position, intonation, balance and blend?
• How does the quality or care of an instrument effect the sound produced?

Core Unit Content:    

All classes

• Introduction/Review to proper care for an instrument (use of grease/oil, care of reeds/mouthpieces, proper assembly/disassembly, what to do if an instrument breaks, use of cases/storage areas)
• Review of proper hand position
• Review proper posture and explain the effect of good and bad posture on playing an instrument
• Listening across the ensemble for balance and blend. Being able to figure out how to correct problems by listening.
• Understanding intonation problems unique to their instrument and knowing how to correct them.
• To understand how embouchure/stick control affects tone.
• Understanding how proper breath control effects phrasing.
• Understanding the function, beat patterns, and other gestures of a conductor.

Core Unit Skills:    

• Assemble instrument correctly
• Sit or stand with correct posture while playing
• Understand how length of an instrument affects pitch. Using this knowledge to change the length to change pitch.
• To play with proper stick control
• Understand how hand position effects playing and how incorrect hand poison can damage the body.
• To evaluate the tone quality produced and make changes to embouchure/stick position for steady improvement
• To constantly work towards breathing through longer phrases
• To understand how an individual can effect balance and blend and steps that individuals can take to improve balance and blend
• To constantly by conscious of playing in tune. 6 th and 7 th grade students should be able to identify if they are playing in or out of tune. By the time students are in 8 th grade band or Wind Ensemble they should start to be aware if they are playing sharp, flat, or in tune.
• To understand how a tuner works and to complete a tuning chart for their instrument. By the 8 th grade students should find patterns in their tuning charts and use this knowledge to play more in-tune.
• Following the beat patterns and other gestures of a conductor.

 

Seating/Attendance/Interest Survey – 1 day (Last Revision 1-20-06)

Pre-test – 1 day

Tests for past musical knowledge and creates path for review

Unit 1 Music Ace/Piano Suite

Review of rhythms, treble and bass clef note names for “Elvis” level students determined by pre-test.   “Mozart” level students complete lessons in Piano Suite that review letter names of piano keys and notation in treble, bass and grand staves. Complete composer information sheets. – 4 days

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 5 – Reading and notating music
• Grades 6-8   a, b, c,

Core Unit Content:

Music Ace software, Piano Suite software to introduce and drill piano keys, treble, bass and grand staff notation and composer biographies.  

Core Unit Skills:  

Students will be able to read treble, bass and grand staff notation and identify letter names of piano keys in order to play the piano in the next unit.  

Unit 2 Piano Lab – Group piano instruction 5-10 class periods

 

Individual work on piano keyboards starting with hands alone, building to hands together with root position chords.

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 2 – Perform on Instruments, alone and with others, a varied repertoire of music  Grades 6-8 a, b, c, d Curriculum Standard 5 – Reading and notating music
•  Grades 6-8 a, b, c

Core Unit Content:  

Group and individual piano lessons progressing from hands alone in c position, adding moving finger 1 and 5, to hands together and left hand chords.

Core Unit Skills:  

All students will work at their own rate to be able, at minimum, to play pieces on the grand staff, hands alone. Others will progress further depending on experience and ability.   

Unit 3 Rhythmic Review – 3 -4 class periods

Develop steady beat understanding with golfballs, echo clapping quarter, half, eighth, whole, dotted half, dotted quarter and 16 th notes and rests. Review with tapping game. Drumming in 4/4 meter. Compose rhythmic ostinato duets.  

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 5 – Reading and notating music –
• Grades 6-8 a, c, d

Core Unit Content:  

Golfball lesson to identify steady beat. Echo clapping to identify and notate standard rhythms. Tapping game with 4 beat measures. Drumming to pop music in 4/4 time. Composing rhythmic duets using ostinato patterns for one part.  

Core Unit Skills:  

Students will be able to identify and maintain a steady beat in a musical example. Students will be able to identify and notate quarter notes, eighth notes, sixteenth notes, half notes, dotted half notes, dotted quarter notes, whole notes, quarter rests, half rests and whole rests.  Students will be able to accurately drum 4 beat patterns against a pop song. Students will be able to compose and perform in pairs a 2 measure ostinato pattern and an 8 measure through-composed rhythm.  

Unit 4 History of Early Music to 1400 – 3 days

Discuss history, world events, art and music of the period. Focus on chants. Create group chants and present to class.

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 1 –Sing, alone and with others, a varied repertoire of music– Grades 6-8 a, b, e Curriculum Standard 4 – Compose and arrange music within specified guidelines – Grades 6-8 a, c Curriculum Standard 8 – Understand relationships among music, the other arts and disciplines outside the arts – Grades 6-8 a, b Curriculum Standard 9 – Understand music in relation to history and culture
• Grades 6-8 a, b, c

Core Unit Content:   

Discuss history, world events, art and music of the period using study guide. Listening examples of chants. Students write and perform chants for the class.

Core Unit Skills:  

Students will be able to identify historic world events which occurred from 800-1400 A.D. Students will understand and perform in monotone with phrases ending on ascending and descending notes.

Unit 5 History of Renaissance Music – 1400-1600 – 2-3 days

Discuss history, world events, art and music of the period. Identify and listen to madrigal form. Learn and peform several renaissance dances

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 8 – Understand relationships among music, the other arts and disciplines outside the arts – Grades 6-8 a, b Curriculum Standard 9 – Understand music in relation to history and culture
•  Grades 6-8 a, b, c

Core Unit Content:  

Discuss history, world events, art and music of the period using study guide. Learn and perform Renaissance dances.

Core Unit Skills:  

Students will be able to identify features of the time period in music, art, dance and world history. Students will be able to identify and define madrigals. Students will be able to perform basic steps and dances from the Renaissance.  

Unit 6 History of Baroque Music – 1600-1725 – 3 days

Discuss history, world events, art and music of the period. Focus on Oratorio form. Create and perform class oratorio using familiar melodies and perform as a class.  

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 1 –Sing, alone and with others, a varied repertoire of music Grades 6-8 a, b, e Curriculum Standard 4 – Compose and arrange music within specified guidelines Grades 6-8 a, c Curriculum Standard 8 – Understand relationships among music, the other arts and disciplines outside the arts Grades 6-8 a, b Curriculum Standard 9 – Understand music in relation to history and culture
• Grades 6-8 a, b, c

Core Unit Content:  

Discuss history, world events, art and music of the period using study guide. Discuss program music versus absolute music and listen to Vivaldi’s Four Seasons. Students try to guess which season they hear. Listen to and identify 3 types of music in Oratorio form (recitative, aria, chorus) present in Handel’s Messiah. Classes will create their own oratorios with small groups each creating a recitative in appropriate form, and an aria and chorus using familiar melodies. Classes then peform the entire class oratorio.

Core Unit Skills:  

Students will be able to identify differences between absolute and program music. Students will be able to compose the 3 types of music in oratorio form and identify same on hearing. Students will be able to identify features of the Baroque period in music, art, dance and world history.  

Unit 7 Review for and Test on Early, Renaissance and Baroque Music – 2 days

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 6 – Listen to, analyze and describe music Grades 6-8 a, b Curriculum Standard 9 – Understand music in relation to history and culture
•  Grades 6-8 a, b, c

Core Unit Content:  

Jeopardy game with questions from Early, Renaissance and Baroque time periods in music, art and history. Test on same including listening questions.   

Core Unit Skills:  

Students will be able to discern features and music from the 3 time periods.  

Unit 8 Mozart/Classical Time Period – 1725 - 1850 – 6 days

Discuss main features of Classical period, including Rondo Form. Compose class rondo. Complete webquest on background information on Mozart and Salieri and the film “Amadeus”. View film and form discussion groups following film.

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 5 – Reading and notating music –  Grades 6-8 a, c, d Curriculum Standard 6 – Listen to, analyze and describe music Grades 6-8 a, b Curriculum Standard 7 – Evaluate Music and Music Performances Grades 6-8 a, b Curriculum Standard 8 – Understand relationships among music, the other arts and disciplines outside the arts – Grades 6-8 a, b Curriculum Standard 9 – Understand music in relation to history and culture
• Grades 6-8 a, b, c

Core Unit Content:  

Discuss history, world events, art and music of the period using study guide.  Listen to and analyze form in Mozart’s Rondo Alla Turke.   Compose class “food rondo” using appropriate form and rhythmic patterns. Complete Mozart webquest on designated websites to complete biographical sketch of Mozart and analysis of historical fiction in the film Amadeus. Watch “Amadeus” and complete discussion questions in groups following the movie.  

Core Unit Skills:  

Students will be able to identify features of the time period in music, art, and world history. Students will be able to identify rondo form.   Students will be able to compose and perform rhythmic patterns using notes listed in Unit 3, above. Students will be able to identify the factual material in “Amadeus” and separate it from the fiction in the movie.    

Unit 9 Time Sketch Editor Form Projects – 7 days

Review form (current students were taught extensively last year) and work in class on mapping form of student choice songs using TimeSketch software. Present to class.

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 6 – Listen to, analyze and describe music Grades 6-8 a, b Curriculum Standard 8 – Understand relationships among music, the other arts and disciplines outside the arts –
• Grades 6-8 a, b

Core Unit Content:  

Analyze Beatles tunes for form, including introductions, chorus, verse, ABC form, bridges and codas. Time Sketch Editor form mapping software projects using student selected cds. Students identify form and enter info onto the computer, including style, instrumentation, and biographical facts.

Core Unit Skills:  

Students will be able to identify the form of their chosen song, including introductions, chorus, verse, ABC form, bridges, and codas where present.   Students will be able to use Time Sketch Editor software to map the form and correctly identify these sections.   Students will identify the style, lyric content and instrumentation used in their song.  

Unit 10 What’s Playing – 5 – 7 minutes each day for 40 days.  

Different musical example each day representing a variety of styles and genres. Students identify style, time period, instrumentation, tempo, form, etc…

NH/SAU 16 Frameworks/Proficiency Standards to be addressed:

• Curriculum Standard 6 – Listen to, analyze and describe music Grades 6-8 a, b Curriculum Standard 7 – Evaluate Music and Music Performances Grades 6-8 a, b Curriculum Standard 9 – Understand music in relation to history and culture  Grades 6-8 a, b, c Curriculum Standard 10 - Identify the range of careers in the field of music
• Grades 6-8 a, b, c, d, e

Core Unit Content:  

Listen to a different selection everyday and discuss title, composer, time period, performer and various questions about tempo, instrumentation, style, musical use, language, and mood.  

Core Unit Skills:  

Students will be able to use age appropriate musical terminology to describe and identify and analyze many forms of music, including rock, jazz, classical, fanfare, showtune, big band, opera, instrumental, soundtrack, reggae, and others.