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General; Music Curriculum Map
3/1/2018

2017-18 Ooltewah Middle School Weekly Curriculum Map

 

Content:   Grade Level: 6th   General Music    3rd & 4th Quarters                                        Teachers: Sarah Allen

                                                                                                                                    Compiled and Creativity by Sarah Allen

Week 1

Essential Question(s):

 

·   What is self -respect?

·   How does one respect our learning climate?

·   What is learning climate?

·   What comes after the heading?

·   Do I listen or hear music?

·   Is there a difference between listening and hearing? Explain.

·   What are evidences of listening? In other words, how would others know that I am listening to music?

 

 

Week 2

Essential Question(s):

·   What is my learning style? How do I learn? (Writing topic)

·   What is the origin of folk and symphonic instruments

·   How many instruments do I know?

·   What makes an instrument folk?

·   How can I differentiate an authentic folk drum from manufactured one?

·   Are there differences between band, symphonic, and folk drums?

·   Are there different drums within a drum set?

·   What are the drums in a set/kit?

·   What is another name for the largest drum in the symphony, and what is nature does it sound like?

·   Since folk drums are hand-made from a particular region for that culture’s music, can I identify type and region from pictures?

 

Week 3

Essential Question(s):

·   Do I make music or does music make me?

·   Can what I hear affect my mood?

·   What strategy can I develop to help identify genre?

·   Have I ever experimented making music with rubber bands?

·   What is the pitch or sound when the rubber band is stretched to capacity, and when the tension is decreased?

·   Does the width of strings affect the sound of acoustic guitars or symphonic strings?

·   Do I know all of the symphonic strings?

·   Can instrumentation determine genre of music?

·   Does music have layers of sound?

·   Can I visualize layers of sound and differentiate “families of instruments”?

·   What instrument do we all possess and isn’t made by hand?

·   Where do you think man got ideas about making instruments?

·   Where did man hear these sounds?

 

 

 

         Week 4

Essential Question(s):

·   What is jazz?

·   Where did jazz originate?

·   Can I determine the artist instrument, while listening to the other instrumentation

·   What instruments would you most likely hear in jazz?

·   How can compare and contrast listening assist with instrument identification?

·   Why is a saxophone considered a woodwind? It looks like a brass instrument.

·   What is a reed made from?

·   What other instrument uses a reed?

·   How can I differentiate a clarinet from an oboe, if not side by side?

·   What woodwind do most cultures have?

·   What in nature most likely influence this instrument?

·   What genre most likely would use the saxophone?

·   Do you know all of the “saxes”? How can you differentiate these?

·   What is smaller than a trumpet, but is shorter? Louis Armstrong played this instrument before playing the trumpet.

·   Who is Louis Armstrong?

·   What is bigger than a trumpet?

·   Can I notate or read music?

·   Is Music also math?

·   How can fractions help with determining kinds of notes?

·   How do performers know when and when not to sing or play?

 

 

Week 5

Essential Question(s):

·Is music timeless?

·Do music artist today perform music that has already been sung or played?

·What do you call familiar music that has been changed as far as tempo or rhythm or style?

·Can I connect an artist of the past with the present by music?

·Where do artist come up with lyrics to songs?

·What is a spiritual?

·How do you communicate?

·How can a person in this country read music from another country?

·What determines the duration or length of sound?

·How do I measure for cooking or constructing something?

·How do I measure music?

 

 

 

Week 6

Essential Question(s):

·   What have I discovered about music genre and instrumentation?

·   What new music artist have I discovered?

·   What have I learned from exploring other genre of music?

·   What is my outlook on being more open minded to music that I am not familiar?

·   Can music change genre?

·   Kodaly believed that" children learn the concept of rhythm while in the mother's body." How does this happen?

·   Do I have the skills to notate a rhythmic composition?

·   What do I need to know to notate?

·   What percussion instruments do I know?

·   Can I make a percussion instrument?

 

         Week 7

Essential Question(s):

·   Can music transform

me to other places?

·   Did I ever view and

listen to “Looney Tones”

or “Bugs Bunny”

Cartoons? What type

of music did I hear?

·   What is opera?

·   What affect does opera

have on viewers and

listeners?

·   Since opera tells stories;

often times is in another

language, what can I do to understand?

·   What is my idea of an

opera singer?

·   When was the last time

that you "spotted" a

synthesizer?  

·   What is a synthesizer?

·   What can a synthesizer

do that other keyboards

can’t?

·   What is the difference

between an electric

keyboard and a

piano-forte?

·   Can I learn to write, read

and play music?   Is it like

learning to write and read language?

·   Do I know the type of

paper that composers

notate music?

·   Your first writing tablet

had how many lines and

spaces?

·   How many lines and

spaces does a composer

have?

·   What symbol determines

high and low pitch, and

which side of the keyboard

plays these pitches?

·   While looking at the

music, can I name the

notes, count and do

Kodaly the music notes

as I play the keyboard?

·   What is a strategy for

playing and reading at

the same time?

·   Am I collaborating with

my group to assist with

playing the music?

·   Do I look like   a pianist

when I play

(hands curved like holding

a ball, hands high etc.)?

 

 

 

Week 8

Essential Question(s):

·   What have I discovered about playing the piano?

·   What is my mindset about reading and performing something new?

·   Am I utilizing or using my time in class with careful performance preparation?

 

 

Week 9

Essential Question(s):

·Have I completed all of my piano pieces?

·Am I performance ready?

·What do I need to be able to do to be considered “performance read music well enough to play an unfamiliar piece; on my level of study?

·What barriers does language have that music does not?

 

 

·Why is music considered “the universal language”?

·Is it important to know a language to enjoy a song?

·Can I identify performance places where Yanni performs? What are some landmarks?

·What is unusual about the instruments in Yanni’s orchestra?

·What type of music does he perform?

·What is my mindset about challenges; especially with playing an instrument?

·Music class can be fun, but is it also work? Explain.

·What are comparisons of music class and your core classes? How are they alike?

 

 

 

 

Learning targets:

Ÿ Writing Skills

Ÿ Appreciating Varied Genre of Music

Ÿ Critical Listening

 

Learning targets:

Ÿ Critical thinking and listening

Ÿ Percussion Instrument (origin and identification)

 

 

Learning targets:

Ÿ Focus listening, synthesizing and analysis

Ÿ Critical Listening Strategies

Ÿ Explore teacher provided criteria for critical listening

Ÿ Connection of instrumentation with historical periods and cultural regions and genre

Ÿ America’s Music

Learning targets:

·   Focus listening, synthesizing and analysis

·   Connection of instrumentation with historical periods and cultural regions and genre

·   America’s Music

·  Rhythm notation

·   Connecting music with math computations

Learning targets:

·   Interpreting notated music

·   Experiencing rhythm

·   Preparation for rhythm composition

Learning targets:

·   Rhythm compositional writing

·   Composer mind-set

·   Promoting music-math mind-set

 

Learning targets:

·   Focus listening,

·   synthesizing and analysis

·   Connection of

·   instrumentation with historical periods and

·   cultural regions

·   and genre

·   Exposure &

·   Enlightenment   of Opera

·   Identification and

·   reading notes on lines

·   and spaces of grand staff

·   & ledgers

·   Connecting learning to

·   read and write music

·   with language writing

·   and reading

·   Piano performance

Learning targets:

·   Discipline for study

·   Focus on piano study

·   Promoting quality practice habits

Learning targets:

·   Piano Enrichment

·   Sight-reading

·   Multicultural Study

TN Standards:

Standard 6.0

Listening and Analyzing

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

CCSS.ELA-Literacy.W.6.1

 

TN Standards:

Standard 6.0

Listening and Analyzing

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

CCSS.ELA-Literacy.W.6.1

 

TN Standards:

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural

TN Standards:

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural

TN Standards:

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural

TN Standards:

Standard 2.0

Playing Instruments

Standard 4.0

Composing

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural

 

TN Standards:

Standard 2.0

Playing Instruments

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural

TN Standards:

Standard 2.0

Playing Instruments

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

 

TN Standards:

Standard 2.0

Playing Instruments

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluate

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural

 

Unit/Text pieces

Ÿ Informal listening – CD, Sunnyside of the Street/Jazz (Eva Cassidy)

Ÿ Structured Writing

 

Unit/Text pieces

·   Percussion Instruments

 

 

 

Unit/Text pieces

·   Folk Strings

·   Symphonic Strings

·   Formal Listening: The Sunnyside of the Street, Eva Cassidy/ Ella Fitzgerald (CD)

·   Michael Boggioni   (CD) – Things Ain’t What They Used T

 

Unit/Text pieces

·   Diana Krall (itunes and Video-You-tube) – On The Sunnyside of the Street

·   Yo-Yo Ma (( itunes and Video-You-tube) –Hush Little Baby,

·   Bobby McFerrin

( itunes and Video-You-tube)- Hush Little Baby, Bach Musette in D & Gounod: Ava Maria

Unit/Text pieces

·   Etta James (CD) – At Last & Something’s Got A Hold on Me

·   Sade (itunes and Video-You-tube) – Feel No Pain

·    Whitney Houston – I’ll Always Love You

·   UTC Chamber Singers (CD) In Bright Mansions

·   The Beatles (CD)- Yellow Submarine

 

 

Unit/Text pieces

·   Dolly Parton ( itunes and Video-You-tube)- I’ll Always Love You

·   Fields of Gold, Eva Cassidy

·   Yo-Yo Ma ( itunes and Video-You-tube) - Air on the G String & Vivaldi:Concerto in G & Flight of the Bumblebee

·   Herbie Hancock (itunes) Maiden Voyage

·   Carmen Lundy ( itunes) - VuJeDu

 

Unit/Text pieces

·   Luciano Pavoratti

( itunes and Video-

You-tube) –

Nessum Dorma

·   Amazing Voice Sing on

X-Factor

( Video-You-tube) –

Nessum Dorma

·   Dave Brubeck

( itunes and Video

You-tube) – Take Five

·   Josh Groban

( itunes and Video

-You-tube)-

Hymne A L’Amore

·   Piano Book,

Bastien Piano Basics

 

Unit/Text pieces

·   Yanni (DVD & CD)- Santorini

·   Rodrigo Rodriguez ( CD & itunes) – America la Hermosa/America the Beautiful

·   Bill Withers ( itunes and Video-You-tube)-

·   Piano Book, Bastien Piano Basics

 

 

Unit/Text pieces

·   Yanni (DVD) – India & China & No Borders, No Boundaries

·   Piano Book, Bastien Piano Basics

 

Activities/Lessons:

Ÿ  Topics Studying

Ÿ  Class rules

Ÿ  Grading Procedure

Ÿ  DisciplineProcedures

Ÿ  Class discussion on structured writing

Ÿ  Writing Topic: Have I Grown Over the Summer?

Ÿ  Writing Topic - My Favorite Genre of Music

 

 

 

 

 

 

 

Activities/Lessons:

Ÿ Pre-Assessment

Ÿ What is my learning style? How do I learn? (Writing topic)

Ÿ Teacher will probe student concerning descriptive features of instruments

Ÿ Student will differentiate instruments within family

Ÿ Student will compare and contrast instruments (traditional and non-traditional)d

Ÿ Student will identify, compare and contrast drums within the kit; including cymbals

Ÿ Student will compare and contrast symphonic, drum kit and folk drums

Ÿ Student will view and listen of symphonic, drum kit, and fold drums

Ÿ Student will review drums in preparation for test

 

 

 

 

 

 

Activities/Lessons:

·   Drum Kit test

·   Student will listen and complete form for formal critical listening: date,       title of piece, artist instrument, genre and instrumentation

·   Student will compare and contrast instrumentation and genre

·   Student will compare and contrast instrumental sounds

·   Student will examine characteristics of instruments

·   Student will identify characteristics of selected music genre

·   Student will explore and correlate sources, development of American music genre with renowned performers

·   Can I differentiate folk strings from symphonic strings?

·   What makes a guitar acoustic?

 

 

 

 

 

 

 

Activities/Lessons:

·   Strings test

·   Student will listen and complete form for formal critical listening: date,       title of piece, artist instrument, genre and instrumentation

·   Student will compare and contrast instrumentation and genre

·   Student will compare and contrast instrumental sounds

·   Student will examine characteristics of instruments

·   Student will identify characteristics of selected music genre

·   Student will explore and correlate sources, development of American music genre with renowned performers

·   Student will differentiate notes

·   Student will compare and contrast math with music (fractions, addition, subtraction, division and multiplications)

 

 

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Student will listen and complete form for formal critical listening: date,       title of piece, artist instrument, genre and instrumentation

·   Student will compare and contrast instrumentation and genre

·   Homework: Other than Etta James, who sung the song, At Last at the Presidential Inaugural Ball in 2008?

·   Student will compare and contrast notes and rests

·   Student is clapping notes and pausing for rests

·   Student will write one measure of rhythm pattern

·Student will determine notes and rest to form a pyramid

·Student will demonstrates understanding of notes, fractions, use of fractions to determine kinds of notes, and values of notes by explaining how to draw, double, divide and determine the values of notes with given time signatures

·Student is given varied time signatures to calculate and write values

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Student will listen and complete form for formal critical listening: date, title of piece,   artist instrument, genre and instrumentation

·   Student will compare and contrast instrumentation and genre

·   Homework: Other than Whitney Houston, who sung and wrote I Will Always Love You?

·   Students are given a few time signatures with instructions to alleviate the whole note thus dots are needed to satisfy the mathematical answer; use of symbols that equal values

·   Introduction to Kodaly:

background of composer, Zoltan Kodaly; Kodaly believed that" children learn the concept of rhythm while in the mother's body." How does this happen? Students collaborate and conclude that it has to be the heartbeat.

·   Students clap and say rhythm name for whole, half, quarter & eighth notes; also the dot is added with a rhythm name

·   Homework: Student will create a percussion instrument

·   Student will collaborate with assigned group members to write a 10 measure composition

·   Student will perform composition while playing created percussion instrument

 

 

 

 

 

Activities/Lessons:

·Critical Listening Test

·Student will listen and

complete form for formal

critical listening: date,

title of piece, artist

instrument, genre and instrumentation

·Student will compare and

contrast instrumentation

and genre

·Compare algorithm for

writing and reading music and language

·Identify and know

function of staff, grand-

staff, bar lines, measures,

double bar/bold double

bar lines, clefs, key

signature, letter names

of notes on grand staff

and ledger

·Demonstrate knowledge

of location of keys on the

keyboard

·Read and play selected

· beginning piano pieces

·View video piano

·performances

 

 

 

 

 

 

 

 

 

Activities/Lessons:

Ÿ Student will listen and complete form for formal critical listening: date, title of piece,   artist instrument, genre and instrumentation

Ÿ Student practices four pieces at desk on paper keyboard

Ÿ Student has piano check sheet; completed by teacher after performance of each piece

Ÿ Peer collaboration for assistance with performance

 

 

 

 

 

 

 

 

 

 

Activities/Lessons:

·    Student will listen and complete study guide, while viewing video presentation

·    Student will discern social economic and sacred norms of different cultural life

·    Student will identify, compare and contrast symphonic and folk instruments (Folk: Chirango from South America, Chinese Flute, Duduke from Armenia, and Digeridoo from Austria)

·    Student will compare and contrast geography of Chattanooga with Greece

·    Student will learn about Yanni’s life and motivational factors that influenced his music and attitude about life, people and creativity

·    Student will learn about the
“power of music” , and how it transcends language

·    Student will witness combination of instruments, theatrics and dance that depict nature

·    Student will experience the excitement and emotional ties within the audience as performers are engaged with depicting theatrics and musical celebration

·    Student will reflect, compare and contrast rap genre , as a similar style scat is performed

·    Student will give feedback from video and study guide

·          

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Performance

·      Essential Questioning

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Performance

·      Essential Questioning

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Performance

·      Essential Questioning

 

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Homework

·      Performance

·      Essential Questioning

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Homework

·      Performance

·      Essential Questioning

 

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Homework

·      Project

·      Performance

·      Essential Questioning

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written

Feedback

·      Performance

·      Essential Questioning

 

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Performance

·      Essential Questioning

 

 

 

 

 

Assessment

(formative/summative)

·      Oral, Vocal & Written Feedback

·      Self-Assessment

·      Performance

·      Essential Questioning

 

 

 

Seminar Topic and Text Piece: Adapt to chorus seminar topic

 

 

 

 

 

Performance Task (Skills/Standards to be

Assessed)

·         Rhythmic Performance

·         Project:   Create percussion instrument, composed rhythmic composition and perform

·         Piano Performance

·         Writing Skills