Washington Township Public Schools
Office of Curriculum & Instruction
Curriculum Guide Checklist
Course Title: / Elementary General Music: Grades 3, 4, and 5Submitted By: / David Cona / Date: / 10/1/2014
(Elementary Director or /MS/HS Dept Supervisor please check)
Acceptable / Not Acceptable /N/A
/Comments
√ / I. Cover Page (Course Description)√ / II. Demonstrable Proficiencies (MS & HS only)
√ / III. Scope & Sequence (Elementary only)
√ / IV. List of Major Units of Study
√ / V. (For each unit of study include the following A-E)
√ / A. Unit Overview
√ / B. Unit Graphic Organizer (Web)
√ / C. Unit Plan
√ / 1. Topics/Concepts
√ / 2. Critical Content (Students Will Know)
√ / 3. Skill Objectives (Students Will Be Able To)
√ / 4. Instr./Learning Activities and Interdisciplin. Connections
√ / 5. Instructional Resources with Title and Page Number
√ / 6. Technology and 21st Century Skills Integration
√ / 7. NJCCCS with CPI References
√ / 8. Evaluation/Assessment
√ / D. Lesson Plan Detail (Elementary Only)
√ / E. Cross-Content Standards Analysis Page
√ / F. Curriculum Modification Page Insert
Approval: Principal: / Curriculum Director:
Asst. Superintendent:
Department Supervisor: / Board of Education:
PLEASE NOTE: A completed and signed checklist MUST accompany each course of study that is submitted for approval.
Washington Township Public Schools
COURSE OF STUDY – CURRICULUM GUIDE
Course: / Elementary General Music: Grades 3, 4, and 5Under the Direction of: Bob Frampton
Description:
Elementary general music is offered to give all students the opportunity for personal, musical, intellectual, creative, physical and cultural growth through the study of music.
Students will have the opportunity to learn about basic elements of music including rhythm, melody, harmony, tone color, form and expressive qualities. Active participation will be encouraged in a wide variety of learning experiences including singing, playing, moving, creating, reading and listening. Students will be introduced to a wide variety of musical styles of music representing various time periods and cultures. Students will be encouraged to think critically about music and articulate their thoughts and impressions.
Instruction in music will include activities and experiences designed to assist students in meeting the Core Curriculum Content Standards established by the New Jersey Department of Education.
Materials for the course will include a wide variety of music, songs, dances, games, and a variety of classroom instruments.
Joseph A. Vandenberg: / Assistant Superintendent for Curriculum & Instruction
Barbara E. Marciano: / Director of Elementary Education
Jack McGee: / Director of Secondary Education
Written: / Summer 2014
Revised:
BOE Approval:
1
MAJOR UNITS OF STUDY
Course Title: / Elementary General Music: Grades 3, 4, and 5I. Grade 3
II. Grade 4
III. Grade 5
Washington Township SchoolsScope and Sequence
General Music Kindergarten – Grade 5
Kindergarten / 1st grade / 2nd grade
Rhythm / · Steady beat
· same/different / · Beat vs. Rhythm
· Read, write, identify (aurally and visually), and perform rhythms using quarter / eighth notes and quarter rests
· Melodic Rhythm
· Similar/ Different
· Strong/ weak beats / · Read, write, identify (aurally and visually), and perform rhythms using half, whole rests
· Duple/ triple meter
· Tempo
Melody / · Students will develop an awareness of high and Low sounds / · Match pitch in proper register
· Imitate simple melodic patterns
· Identify melodic contour (visually and aurally) (descending/ ascending/ repeating)
· Identify line and space notes on a staff / · Begin to understand the relationship between breath support and vocal development
· Treble/ “G” clef
· Begin to name line and space notes(absolute or solfege)
· Begin to read, write, identify (aurally and visually), and perform step, skip, leaps, and repeated notes on the staff
· Resting tone / tonic
Texture/
Harmony / · Identify music with and without accompaniment / · speech ostinato
· body percussion
· rhythm ostinato
· Simple bordun
· solo/ group / · Begin multi-part instrumental accompaniment
· Broken bordun
Form / · An awareness that music has organization / · phrase
· same/ different
· call & response / · same/ similar/ different
· AAA, AB
· verse/ refrain (chorus)
· introduction
· repeat sign
Timbre / · An awareness that sounds have different qualities / · Recognize the four vocal qualities: Speak, sing, whisper, call
· Pitched vs. non-pitched instruments
· Visually and aurally identify percussion vs. non-percussion instruments / · Visually and aurally identify string instruments
· Begin identification of vocal and instrumental ensembles: solo vs. duet
Expression / · Loud/ Quiet
· Fast / Slow / · Identify how the elements above affect the mood and style of music / · Identify how the elements above affect the mood and style of music
· Understand the terms Forte/ piano and Largo/ Presto
Washington Township Schools
Scope and Sequence
General Music Kindergarten – Grade 5
3rd grade / 4th grade / 5th grade
Rhythm / · Read, write, identify (aurally and visually), and perform rhythms using sixteenth notes, dotted rhythms
· Meter sign, 2, 3, 4
· Bar lines / · Read, write, identify (aurally and visually), and perform rhythms using syncopation
· Time signature functions / · Read, write, identify (aurally and visually), and perform rhythms using triplets
· Compound meter
Melody / · Extend vocal range through singing
· Read and write line and space notes on the treble clef
· Understand the concept of octaves
· Begin to use the pentatonic scale
· Aurally identify Major/minor tonalities / · Continue to develop singing voice
· Sharps, Flats, Naturals
· Key signatures
· Bass/ “F” clef
· Keys (do=C, F, G) / · Increase awareness of tonal quality through singing
· Grand Staff
· Key signatures. vs. accidentals
Texture/
Harmony / · Begin singing countermelodies: 2 part canon
· More complex instrumental accompaniment
· Begin chordal accompaniment
· Arpeggiated bordun
· Create accompaniment and ostinati / · Singing countermelodies: partner songs
· Multi-part inst. ens.
· Two-chord accompaniment
· Create accompaniment. and ostinati / · Singing countermelodies: independent 2-part harmony
· chordal accompaniment in major and minor
Form / · ABA
· introduction/ interlude/ coda / · Rondo
· D.C., D.S., al Fine, al Coda
· multiple endings / · theme and variations
Tone Color/ Timbre / · Visually and aurally identify woodwind and brass instruments
· Describe band, orchestra, and chorus
· Begin identification of vocal and instrumental ensembles: solo, duet, and trio / · SATB
· Visually identify individual orchestral and folk instruments
· Begin identification of vocal and instrumental ensembles: solo, duet, trio, and quartet. / · Aurally identify individual orchestral and folk instruments
· Begin identification of vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet
Expression / · Identify how the elements above affect the mood and style of music
· Increase vocabulary for dynamics and tempo
· Understand the terms fermata/ accent / · Identify how the elements above affect the mood and style of music
· Increase vocabulary for dynamics and tempo
· Understand the term: slur / · Identify how the elements above affect the mood and style of music
· Increase vocabulary for dynamics and tempo
UNIT OVERVIEW
Course Title: / Elementary General Music: Grades 3, 4, and 5Unit #: / UNIT 1 OVERVIEW / Unit Title: / Grade 3
Unit Description and Objectives:
Students in Grade Three will be given opportunities for continued music study in areas including Rhythm, Melody, Harmony, Form, Tone Color and Expression. Application of their knowledge of rhythm and melody will be encouraged as they read familiar and unfamiliar music examples. Students will be encouraged to read unfamiliar music and make inferences about the music based on prior learning. Introduction to performance in choral and instrumental ensembles will be given as students begin to consider aspects of participation in these groups.
Essential Questions and Enduring Understandings:
Essential Questions: / Enduring Understandings/GeneralizationsStudents will understand that: / Guiding Questions
1.Why and how do people create music? / 1. Music making is one of the most intimate and basic forms of communication and cultural expression / 1.1 Does this song have a message?
1.2 What is the mood of this song?
1.3 Why was this song written?
2. How do people sing and play an instrument? / 2. Singing and playing instruments provide people with the means of learning musical and developmental skill / 2.1 How do I use my voice to sing?
2.2 How can I use my body to create music?
2.3 How do I use my body to play an instrument?
3. How is music communicated? / 3.. Through composing and improvising people learn to connect ideas with symbols, sound patterns and musical elements / 1.1 How can I create sounds to communicate my own ideas?
1.2 How can I apply what I have learned to create my own music
1.3 How can I create patterns of sound to create meaningful music?
4. How is music analyzed and understood? / 4. Reading and notating music are essential to music literacy / 1. How do I read written music notation?
5. How is music performance evaluated? / 5. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form / 1. How is this selection of music organized?
2. Are there patterns of sound in this music?
3. What expressive elements of music does the composer use to communicate this music?
4. What instruments do you hear in this selection of music?
6. What is the relationship between music and other disciplines? / 6. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience / 1. How does this music relate to what I know about fine art?
2. How does the study of music reinforce what I learn in other classes?
7. How does music reflect as well as shape history and culture? / 7. Music is an important element of the historical cultural record of humankind / 1. What was happening in our world when this music was created?
2. How does this music relate to history?
3. How did historical events/society influence this music?
CURRICULUM UNIT PLAN
Unit Number/Title: / Grade 3 / 1.1.5.B.1 / 1.1.5.B.2 / 1.2.5.A.1 / 1.2.5.A.2
Conceptual Lens: / Exploring the Elements of Music / 1.2.5.A.3 / 1.3.5.B.1 / 1.3.5.B.2 / 1.3.5.B.3
Appropriate Time Allocation (# of Days): / 30-36 days / 1.3.5.B.4 / 1.4.2.A.1-3 / 1.4.2.B.1-5
Topics/Concepts
(Incl. time / # days per topic) / Critical Content
(Students Will Know:) / Skill Objectives
(Students Will Be Able To:) / Instructional/Learning Activities & Interdisciplinary Connections / Instructional Resources / Technology & 21st C Skills Integration (Specify) / NJCCCS w/ CPI Reference / Evaluation/ Assessment: /
Rhythm
(6+ days)
.
. / Sixteenth notes, dotted rhythms
Meter sign, 2, 3, 4
Bar lines / Read, write, identify (aurally and visually) all rhythms
Perform rhythms using body, voice, and instruments
Read, write, identify (aurally and visually) and conduct meter signs: 2, 3, 4
Bar lines / Singing
· Sing songs in appropriate meter
· Sing songs using new rhythmic elements
Playing/ Creating
· Perform rhythm patterns using rhythmic elements
· Perform accompaniments using new rhythm patterns
· Improvise and compose rhythm patterns using all known elements
Moving
· Create body movements to demonstrate known rhythmic elements
· Conduct in appropriate meters
Reading/ Writing
· Read rhythmic notation with new patterns
· Count rhythm patterns in appropriate meters
· Notate music using new patterns
· Place bar lines correctly in appropriate meter
Listening
· Identify new rhythms performed on pitched and non-pitched instruments using note names and rhythmic syllables
· Echo rhythm patterns using voice, body, and instruments / · Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
· Classroom rhythm instruments
· Orff instruments
· Supplemental materials including songs, games and activities from songbooks and workshops
· Music K-8 Magazine songs and materials
· Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
· Teacher created activities including worksheets and assessment tools / Creating/ Listening
Students use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
Literacy:
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / 1.1.5.B.2
1.3.5.B.1
1.1.5.B.2
1.3.5.B.1
1.3.5.B.3
1.1.5.B.2
1.1.5.B.1
1.3.5.B.1
1.1.5.B.2
1.2.5.A.1
1.1.5.B.2
1.1.5.B.1 / Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Melody
(6+ days) / Extended vocal range
Treble clef
Octaves
Pentatonic scale
Major/minor tonalities / Extend vocal range through singing
Read and write line and space notes on the treble clef
Understand the concept of octaves
Begin to use the pentatonic scale
Aurally identify Major/minor tonalities / Singing
· Perform exercises and melodies that expand vocal range
· Sings songs in appropriate tessituras for age level
· Sing well in solo
· Provide feedback and strategies for improving vocal sound production
Playing/ Creating
· Play melodies on various classroom instruments
· Play melodic ostinato
· Improvise and compose simple melodic patterns using the pentatonic scale
· Compose original melodies using known melodic elements
Moving
· Respond through body movement to melodic contour of melodies
· Use hand signs to represent pitch
Reading/Writing
· Students read known melodic elements in written notation