Singing, alone and with others, a varied repertoire of music
Sing to match pitch and adjust intonation.
Sing simple melodies to demonstrate an understanding of phrasing.
Sing the melodic line to distinguish it from the underlying harmony.
Explain the similarities between singing adn maintaining proper balance between melody and harmony when playing the piano.
Performing on instruments, alone and with others, a varied repertoire of music
Demonstrate characteristic playing position, posture, fingering techniques, and hand and arm motion.
Demonstrate proper warm-up techniques through playing at least one octave of major and harmonic minor scales, the chromatic scale, and technical exercises that increase playing agility and strength including appropriate cadences and arpeggios.
Use the following skills to perform appropriate music literature: dynamic expression, appropriate phrasing and articulation, style, balance, steady tempo, and rhythmic accuracy.
Use context cues to sight-read music literature one level below performance level.
Reading and notating music
Utilize a counting system and pitch learning procedure to read music appropriate to ability.
Identify, describe, and incorporate music vocabulary and symbols for pitch, key signatures, rhythm, dynamics, tempo, articulation, expression, and direction (including repeat signs, da capo, etc.) into individual and ensemble performances.
Notate rhythms and melodies utilizing a dictation method.
Read and notate music using software.
Strand: Creative Expression and Communication
Improvising melodies, variations, and accompaniments
Improvise rhythmic patterns by clapping, singing, or playing repeated notes or chords.
Improvise a melody using pentatonic, major, minor, and blues scales.
Demonstrate a rhythmic ostinato to be performed with a melody.
Composing and arranging music within specified guidelines
Compose rhythmic exercises and short melodies using traditional notations which incorporate the use of dynamics.
Set short poetic phrases and texts to music based on pentatonic, major, and minor scales.
Strand: Critical Analysis/Investigation
Listening to, analyzing, and describing music
Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, and musical form.
Listen to and analyze a musical recording or video in terms of form, voicing, and dynamic contrast.
Utilize writing skills to describe the elements of music and the emotions and thoughts that music communicates.
Evaluating music and music performances
Listen to and evaluate a piano performance with attention to accuracy of pitch and rhythm, technique, dynamics, and other epxressive qualities.
Define and apply commendable performer etiquette, audience etiquette, adn active lstening in performance settings.
Strand: Cultural and Historical Context
Understanding relationships between music, the other arts, and disciplines outside the arts
Describe how music relates to fine arts and other discipines.
Compare similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama.
Understanding music in relation to history and culture
Describe the characteristics of music from different cultures.
Identify genres, styles, and composers within specific historical and cultural contexts.
Identify repertoire that represents various periods, composers, cultures, styles, and genres.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.