11/6/2018 Chris Miller Ponderosa Music Curriculum - page 1 of 47

PONDEROSAELEMENTARY SCHOOL

MUSIC CURRICULUM

2010-2011

ARTS & HUMANITIES VOCABULARY: MUSIC

I CANexplain the meaning of musical words.

I CAN talk about music with a good vocabulary.

  1. AB Form: A song with two sections.

  1. ABA Form: A song with three sections; the first section is repeated at the end.

  1. Alto: A low female singing voice

  1. Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

  1. Bar Line: A line that separates a musical staff into measures.

  1. Bass: The lowest male singing voice.

  1. Beat: The regular rhythmic pattern of a piece of music or a dance.

  1. Brass Family: A family of musical instruments played by buzzing your lips on a round mouthpiece and pressing keys or moving slides.

  1. Call and Response: A type of musical form where a soloist sings a line, then a group sings a response.

  1. Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)

  1. Chord: A combination of three or more tones played together.

  1. Chorus (also called Refrain): A part of the song that is repeated at intervals, such as at the end of each verse.

  1. Colonial American Period: The time of settlement of the American Colonies. Music of this period was strongly influenced by the music of Europe.

  1. Composer: A person who writes a piece of music, a poem, a play etc.

  1. Contour: The melody of a piece of music as it turns upward or downward; the shape of a melody.

  1. Double Bar Line: a symbol which signals the end of a song

  1. Duration: The length of time that a note is sounded.

  1. Dynamics: An element of music – the loudness or softness of a piece of music (piano, mezzo piano, mezzo forte, forte).

  1. Eighth Note: A musical notation with duration of half a beat.

  1. Elements: One of the simple, basic parts of something.

  1. Ensemble: A group of musicians or actors who perform together.

  1. Fermata: A musical sign that means to play a note longer than its regular duration.

  1. Flat: A musical symbol which lowers a pitch one half step.

  1. Folk Instruments: Instruments that are commonly used in American folk music (dulcimer, banjo, guitar, harmonica, fiddle, and double bass).

  1. Folk Music: Music by and for the common people, handed down from generation to generation.

  1. Form: An element of music – the structure of a piece of music (i.e. call and response, AB ABA round)

  1. Forte: Loud

  1. Half Note: A musical notation with a duration of two beats

  1. Harmony: An element of music – the simultaneous sounds or notes that result in pleasing music sound

  1. Home tone: The main pitch of a song.

  1. Interval: The distance between two pitches.

  1. Key signatures: A Sign at the beginning of a musical work indicating its key.

  1. Measure: A unit of notes and rests in a piece of music, marked by a bar line on either side.

  1. Melody: An element of music – the shape, direction, and pitch (high vs. low notes) of a piece of music; also a tune or song. Melodies move up, down, by step, by skip, and/or stay the same)

  1. Meter: The rhythmic pattern made by grouping together strong and weak beats. 2/4 and 4/4 meters are called duple meters and ¾ meter is called triple meter.

  1. Mezzo forte: Medium loud.

  1. Mezzo piano: Medium soft.

  1. Native American Music: Music of the Native American Indians, characterized by drums, flutes, rattles and simple repetitive rhythms.

  1. Natural: A musical symbol that cancels out a sharp or flat.

  1. Notation: Visual symbols for sound such as the treble and bass clefs.

  1. Percussion Family: A family of instruments that is played by striking or shaking.

  1. Piano: Soft (also a musical instrument).

  1. Pitch: The measure of how high or low a note is, relative to other notes; pitch is determined by the frequency of vibrations per second

  1. Processes in the Arts: three distinct processes for involvement in the arts:
  • creating new artworks
  • performing works previously created
  • responding to artworks and performances (critiquing)

  1. Quarter Note: A musical notation with a duration of one beat

  1. Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)

  1. Rhythm: An element of music, - the meter, time, signature, and rhythmic duration in a piece of music, also the regular beat in music, poetry, or dance

  1. Rote: A method of teaching by imitation

  1. Signature: Signs at the beginning of a musical work indicating its key and tempo

  1. Soprano: The highest female singing voice.

  1. Sharp: A musical symbol that raises a pitch one half step. #

  1. Staff: The set of lines and spaces on which music is written.

  1. String Family: A family of instruments that is played by bowing or plucking strings.

  1. Style: A particular type of music or dance, i.e. blues, rock, or popular music and folk dance or square dance

  1. Tempo: An element of music – the speed of a piece of music

  1. Tenor: A high male singing voice.

  1. Timbre: An element of music – the way a particular instrument sounds

  1. Time Signature: a sign at the beginning of a piece of music that indicates how many beats are in each measure; 2/4, 3/4, 4/4

  1. Treble or Bass clef: a sign at the beginning of each staff that indicates which pitches each line and space stands for.

  1. Unison: When people say, sing, or do something at the same time.

  1. Verse: A group of lines in a song that usually occur before the chorus; the part of a song that tells the story.

  1. West African Music: Music of West African countries (Burkina Fasa, Ivory Coast, Ghana) West African instruments include drums, rattles and thumb pianos, and their music uses polyrhythm (many different rhythms played at once).

  1. Whole Note: A musical notation with a duration of four beats

  1. Woodwind Family: A family of instruments made mostly of long hollow tubes with holes drilled into the body of the instrument. They are played by blowing air into or across a tone hole, reed, or whistle cut mouthpiece.

Music Syllabus

Grades Involved

Month / Curriculum / K / 1 / 2 / 3 / 4 / 5
August / Unit #1: Musical Performance - Rehearsal for Grandparents’ Day (all four weeks) / X / X / X / X / X / X
Unit #1: Musical Performance - Rehearsal for 2-3 Program (Last two weeks of August) / X / X
Unit #1: Musical Performance - Rehearsal for 4-5 Program (Last two weeks of August) / X / X
September / Unit #1: Musical Performance - Grandparents’ Day Performance (second week of Sept.) / X / X / X / X / X / X
Unit #1: Musical Performance - Rehearsal for 2-3 Program (all four weeks) / X / X
Unit #1: Musical Performance - Rehearsal for 4-5 Program (all four weeks) / X / X
Unit #1: Musical Performance - Rehearsal for K-1 Program (all four weeks) / X / X
October / Unit #1: Musical Performance –Performance: 2-3 Program (Last Tuesday in Oct) / X / X
Unit #2: Styles and Purposes of Music and Fire/Internet Safety (Second Week in Oct.) / X / X / X / X
Unit #1: Musical Performance - Rehearsal for 4-5 Program / X / X
Unit #1: Musical Performance - Rehearsal for K-1 Program / X / X
November / Unit #1: Musical Performance - Spotlighting Our Families (second week in Nov.) / X / X
Unit #1: Musical Performance - 4-5 Program (Week before Thanksgiving week) / X / X
Unit #1: Musical Performance - Rehearsal for K-1 Program (All four weeks) / X / X
Unit #2: Styles and Purposes of Music: Folk, Work, Game songs & Lullabies (after performances) / X / X / X / X
Unit #2: Styles and Purposes of Music: Patriotic & marches (after performances) / X / X / X / X
December / Unit #1: Musical Performance - K-1 Christmas Program (First Tuesday in Dec.) / X / X
Unit # 3: Cultures and Time Periods - The Nutcracker (K-1 after performance) / X / X / X / X
Unit # 3: Cultures and Time Periods –Appalachian, Native American, West African / X / X / X / X / X / X
January / Pretest grades 4 and 5 / X / X
Unit # 4 - Elements of Music: Brass Family / X / X / X / X / X / X
Unit # 4 - Elements of Music: Woodwind Family / X / X / X / X / X / X
Unit # 4 - Elements of Music: String Family / X / X / X / X / X / X
Unit # 4 - Elements of Music: Percussion Family / X / X / X / X / X / X
February / Unit # 4 - Elements of Music: VocalRanges / X / X / X / X / X / X
Unit # 4 - Elements of Music: Music Symbols / X / X / X / X / X / X
Unit # 4 - Elements of Music: Pitch / X / X / X / X / X / X
Unit # 4 - Elements of Music: Note Values, Rhythm, Meter / X / X / X / X / X / X
March / Unit # 4 - Elements of Music: Melody / X / X / X / X / X / X
Unit # 4 - Elements of Music: Harmony / X / X / X / X / X / X
Unit # 4 - Elements of Music: Dynamics & Tempo / X / X / X / X / X / X
Unit # 4 - Elements of Music: Musical Form / X / X / X / X / X / X
April / Unit Reviews and Post Test grades 4 and 5 (after spring break) / X / X
Unit #2: Styles and Purposes of Music: Folk, Work, Game songs & Lullabies / X / X
Unit #2: Styles and Purposes of Music: Patriotic & marches (after performances) / X / X
Unit # 4 - Elements of Music: Musical Composition (after post test) / X / X / X / X / X / X
May / Unit #3: Cultures & Time Periods: Composers (last weeks of school) / X / X / X / X / X / X

Unit # 1: Musical Performance

Core Content 4.1

AH-05-4.1.4

Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.

AH-05-4.1.5

Students will sing alone and with others a varied repertoire of music.

Program of Studies: Skills and Concepts

AH-5-PA-S-Mu2

Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles

AH-5-PA-S-Mu3

Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others

AH-5-PA-S-Mu4

Students will identify possible criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest)

AH-5-PA-S-Mu5

Students will demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive way

Program of Studies: Enduring Knowledge – Understandings

AH-5-PA-U-1

Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created and responding to artworks and performances.

AH-5-PA-U-2

Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes.

AH-5-PA-U-3

Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.

AH-5-PA-U-4

Students will understand that existing and emerging technologies can extend the reach of the art form to new audiences.

Music Performance

Core Content 4.1

AH-05-4.1.4: Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.

AH-05-4.1.5: Students will sing alone and with others a varied repertoire of music.

Learning Targets:

  • I CANread and play rhythms on a staff.
  • I CAN read and play pitches on a staff.
  • I CANsing/play program songs with good pitch, tone quality, rhythm and steady beat.

Materials
Rehearsal/Performance CD’s
Lyric/music Sheets
Speaking parts
Performance props
Recorders and other instruments for performance / Vocabulary
Critique
Lyrics
Tone quality
Processes of the arts: creating, performing and responding

Performances

  1. September:Grandparents Day, all grades.
  2. October: 2nd and 3rd Grade Fall Program, two performances.
  3. November: 4th and 5th grade Fall Program, two performances.
  4. November: Spotlight on Families, one performance.
  5. December: Kindergarten and First Grade Christmas Program, two performances.

Activities:

Week 1 - Introduce Performance Material

Week 2 – Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 3 – Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 4 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 5 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 6 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 7 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 8 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 9 - Large Group Rehearsal, focusing on all musical elements, vocabulary and musical critique and then Day and Evening Performances.

Lesson Plans for August -September

Objectives: Students will improve in singing melodies, rhythms, lyrics and independent parts for Grandparents Day and fall programs.

AH-5-SA-U-1

Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing.

AH-5-PCA-U-1

Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify).

AH-5-PA-S-Mu2

Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles

Learning Objectives

I can sing my Grandparents Day and fall program songs with good pitch, rhythms, and lyrics.

I understand and agree to the recorder homework policy.

I can sing my fall program songs with good pitch. Lyrics, rhythm and steady beat.

Lessons:

  1. Rehearse upcoming Grandparents Day program with all grades, including speaking parts.
  2. Rehearse upcoming fall program songs with 2nd and 3rd grade students, including speaking parts.
  3. Begin Recorder introduction with 4th and 5th grade students, including review of recorder homework policy and contract.

All classes will be working on performance material from the first day of school until the Grandparents Day program in September. Second and third grade will continue to work on fall program material until the end of October. Fourth and Fifth grade students will work on recorder concert material until mid-November.

Kindergarten and First grade will work on winter program material until the first week of December. Once each grade finishes their last performance they will begin lessons in Unit #2.

Unit 2: Styles and Purposes of Music

Core Content 4.1

AH-05-3.1.1

Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music:

Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)

Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)

Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

AH-05-1.1.2

Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).

Program of Studies Skills and Concepts - Music

AH-5-PCA-S-Mu1

Students will describe and compare multiple purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-5-PCA-S-Mu2

Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes

Program of Studies - Enduring Knowledge – Understandings

AH-5-PCA-U-1

Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify).

AH-5-PCA-U-2

Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in career settings, avocational pursuits or leisure.

AH-5-PCA-U-3

Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.

Purposes & Styles -Folk Music

Core Content 4.1:

AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).

AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.

Cultures: Native American, Traditional Appalachian, West African

Traditional Appalachian

Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native American

AH-05-3.1.1

Students will describe or explain how music fulfills a variety of purposes.

Purposes of music (different roles of music)

  • Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
    Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)
    Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

Materials Needed:
  • textbooks and accompanying CD’s
  • Time Life series 1 and 2 CDs
  • Folk instrument pictures, banjo, harmonica, dulcimer, guitar, fiddle
  • Priddis Group Sing-a-long CD
/ Vocabulary:
Style: A type of music or dance; blues, rock, popular music, folk dance or square dance
Folk music
Banjo
Harmonica
Fiddle
Dulcimer
Rote: teaching by imitation
Purposes of music: Ceremonial, Artistic Expression
Recreational

Activities

  1. Begin class with an overview of the lesson and vocabulary.
  2. Watch the video excerpt– “Standing on the Mountain” from Silver Burdette and Ginn “One Voice, Many voices” video
  3. Class Discussion –What did you observe? Why do they call this folk music? What instruments did you see? Who sings folk music? What do they sing about? What kind of instruments did they use?
  4. Sing folk songs from textbooks
  5. Discuss Stephen Foster and his contributions to folk music
  6. End class with questions and student feedback on the lesson.

Writing Activity

Write a work song that reflects a type of work we do today.

Learning Targets:

  • I can describe how folk music was used in our country.
  • I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.
  • I can list the different kinds of instruments used in Appalachian, music.
Purposes & Styles: - Work Songs

Core Content 4.1:

AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).