Singing, alone and with others, a varied repertoire of music
Sing melodies expressively using appropriate head voice accompanied and unaccompanied.
Sing and perform with others speech cannons, rounds, ostinati, and partner songs.
Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign language.
Respond with appropriate dynamics, phrasing, and interpretation to the cues of a conductor.
Perform on instruments, alone and with others, a varied repertoire of music
Perform simple melodic patterns from a major scale with appropriate technique.
Perform instrumental parts while other students play or sing contrasting parts.
Perform multiple songs representing various genres, tonalities, meters, and cultures.
Perform instrumental parts expressively matching dynamics and tempo while responding to the cues of a conductor.
Reading and notating music
Read rhythmic patterns including quarter note, quarter rest, eighth note, half note, dotted half note and whole note using traditional symbols in 2/4, 3/4, and 4/4 meter.
Notate rhythmic patterns including the use of quarter notes, quarter rests, eighth notes, half notes, dotted half notes and whole notes in response to teacher performance.
Read simple melodies within a treble clef staff.
Notate melodic patterns within a treble clef staff.
Strand: Creative Expression and Communication
Improvising melodies, variations, and accompaniments
Improvise rhythmic patterns using a variety of sound sources and answers to given rhythmic questions.
Improvise simple pentatonic melodies and accompaniments.
Composing and arranging music within specified guidelines
Create rhythmic and/or melodic motives to enhance literature.
Create simple songs using any of the following: quarter note, quarter rest, eighth note, half note, dotted half note or whole note within a pentatonic scale using simple meter.
Arrange rhythmic and melodic patterns creating simple form and instrumentation.
Strand: Critical Analysis/Investigation
Listening to, analyzing, and describing music
Distinguish between repeating and contrasting sections, phrases, and simple formal structures - AB, ABA, rondo, Introduction, and Coda.
Describe music using appropriate music vocabulary (allegro, moderato, adagio, forte, mezzo, piano, upward, downward, step, skip), mood, and timbre adjectives.
Identify and classify orchestral and folk instruments by sight and sound.
Aurally distinguish between soprano, alto, tenor, and bass voices.
Evaluating music and music performances
Evaluate musical performances of themselves and others.
Explain personal preferences for specific musical works and styles using appropriate vocabulary.
Strand: Cultural and Historical Context
Understanding relationships between music, the other arts, and disciplines outside the arts
Describe the relationship between music and the other arts.
Describe the relationship between music and disciplines outside the arts.
Understanding music in relation to history and culture
Perform, listen, move and/or distinguish between music from various historical periods and cultures (e.g. Baroque, Classical, Romantic, and Contemporary periods and recognize prominent composers from each period).
Describe the role of music and musicians in various historical time periods.
Demonstrate appropriate audience behavior for the context and style of music performed.
Moving, alone and with others, to a varied repertoire of music
Respond to melodic contour, contrasts, and events in music with gross and fine locomotor and non-locomotor movements.
Perform choreographed and non-choreographed movements.
Perform dances from various cultures including traditional folk dances with and without a partner.
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.