Music+7+Planned+Course+Cover

Music 7 Curriculum


 * COURSE:** Music 7


 * FREQUENCY:** 45 Days, one 45 minute period per day


 * GRADE(S):** 7


 * INSTRUCTIONAL UNITS:**

Basic Music Theory

Music History and Composers

Perceptive Listening

Composition

Performance (Guitar)


 * TEXTBOOK:**


 * OTHER RESOURCES:** Computer, Projector, Smartboard, Teacher-created Smartboard Files, The Music Connection Teacher Resource book (Silver Burdett Ginn, 1995), Music A.D. 450-1995 (Ammons, Mark. Mark Twain Media/Carson-Dellosa Publishing Co., Inc., 1995), Internet, Guitars, Guitar Chord charts, Finale software, handouts


 * TEACHER:** Marino


 * DATE:** June, 2011

Unit Title: Basic Music Theory Instructional Time Allocation: 15 Days, one 45 minute period per day ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.8 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

//Pennsylvania's public// //schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast, and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.//
 * 9.2.8 Historical and Cultural Contexts**

B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Identify and use comprehensive vocabulary within each of the arts forms.
 * 9.3.8 Critical Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || A. Know and use the elements and principles of each art form to create works in the arts and humanities.

D. Analyze a work of art from its historical and cultural perspective.

G. Relate works of arts to geographic regions.

A. Know and use the critical process of the examination of works in the arts and humanities. B. Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music. C. Identify and classify styles, forms, types, and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song) F. Apply the process of criticism to identify characteristics among works in the arts. || 1. "Basic Theory" Smartboard files will be used, along with teacher comments, teacher led discussion, and listening examples to teach the following concepts: Basic Elements, Note Values, Rhythm, Time Signatures, Pitch Names, Clefs, Melodic Movement, Scales and Tonality (major, minor, etc), Intervals, Chords, Chord Progression, Form, Musical Terms, Texture, Tone Color 2. Piano Keyboard handout 3. Teacher lecture and demonstration

1. "Basic Theory" Smartboard files on scales and tonality, chord progressions, form, texture, tone color.

1. "Basic Theory" Smartboard file on texture, tone color.

1. "Basic Theory" Smartboard files on scales and tonality, chord progressions, form, texture, tone color. || 1. Individual Students will be called upon to go to the Smartboard and perform the interactive tasks presented in the Smartboard files. Class will correct when needed. Teacher observation of completion of tasks. 2. The Music Connection Teacher Resource Assessments (will be previewed, given, then reviewed): Assessment #2 (Melodic Movement), Assessment #14 (Texture), Assessment #15 (Tone Color), What Do You Hear #1 (Tempo), What Do You Hear #4 (Major/Minor), What Do You Hear #7 (Texture), What Do You Hear #8 (Tone Color). 3. Random Q&A 4. Teacher Observation

1. What Do You Hear #4, #7, #8

2. Interactive tasks presented in Smartboard files. Class correction when necessary. Teacher observation of completion of tasks.

1. Teacher observations of Teacher-led Q&A.

1. What Do You Hear #1 (Tempo), What Do You Hear #4 (Major/Minor), What Do You Hear #7 (Texture), What Do You Hear #8 (Tone Color). ||

Unit Title: Composition Instructional Time Allocation: 5 Days, one 45 minute period per day ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.8 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

//Pennsylvania's public// //schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast, and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.// B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Identify and use comprehensive vocabulary within each of the arts forms. D. Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. E. Communicate a unifying theme or point of view through the production of works in the arts. J. Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. K. Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
 * 9.2.8 Historical and Cultural Contexts**
 * 9.3.8 Critical Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || A. Know and use the elements and principles of each art form to create works in the arts and humanities.

I. Identify, explain and analyze philosophical beliefs as they relate to the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).

C. Identify and classify styles, forms, types, and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song) || 1. Using knowledge from Basic Theory unit, students will compose a class song that includes form, lyrics, meaning and chord progression decided upon as a class. This activity will be led via teacher prompts. 2. Computer, projector, Smartboard, Finale software || 1. The completion of and acceptability by teacher and class of the end product (class song) as well as the fulfillment of criteria (form, lyrics, message and chord progression) will serve as the assessment for this activity. ||

Unit Title: Music History and Composers Instructional Time Allocation: 16 Days, one 45 minute period per day ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.8 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

//Pennsylvania's public// //schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast, and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.//
 * 9.2.8 Historical and Cultural Contexts**


 * 9.3.8 Critical Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://


 * 9.4.8 Aesthic Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || D. Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. F. Explain the works of others within each art form through performance or exhibition.

A. Explain the historical, cultural and social context of an individual work in the arts. B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others). D. Analyze a work of art from its historical and cultural perspective. E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts. F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., plays by Shakespeare, works by Michelangelo, ethnic dance and music). K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling - plays, oral histories - poetry, work songs, bluegrass). L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g. Copland and Graham's //Appalachian Spring// and Millet's //The Gleaners//).

A. Know and use the critical process of the examination of works in the arts and humanities. B. Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music. C. Identify and classify styles, forms, types, and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song). D. Evaluate works in the arts and humanities using a complex vocabulary of critical response. E. Interpret and use various types of critical analysis in the arts and humanities. F. Apply the process of criticism to identify characteristics among works in the arts. G. Compare and contrast critical positions or opinions about selected works in the arts and humanities (e.g., critic's review and comparison of Alvin Ailey's //Revelations// to Tchaikovsky's //Swan Lake//).

A. Compare and contrast examples of group and individual philosophical meaning of works in the arts and humanities (e.g., group discussions on musical theatre versus the individual's concept of musical theatre). D. Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities (e.g., T. Ganson's //Destructive Periods in Russia During Stalin's and Deniken's Leadership// conveys her memories and emotions of a specific incident). || 1. Music History Smartboard files 2. Handouts printed from those files 3. Listening examples 4. Teacher lecture 5. Class discussion || 1. Daily review questions in random Q&A format. 2. Section review questions within Smartboard file and handouts. 3. End-of-unit quiz 4. Teacher observation of class discussions (e.g., discussion on the Impressionist and Expressionist movements in art and music, the philosophies behind them, and the resulting reactions within societies). ||

Unit Title: Perceptive Listening Instructional Time Allocation: 45 Days, one 45 minute period per day, frequently during the course of each period ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.8 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

//Pennsylvania's public// //schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast, and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.//
 * 9.2.8 Historical and Cultural Contexts**


 * 9.3.8 Critical Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

C. Identify and use comprehensive vocabulary within each of the arts forms. D. Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. F. Explain the works of others within each art form through performance or exhibition.
 * 9.4.8 Aesthic Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

A. Explain the historical, cultural and social context of an individual work in the arts. B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others). D. Analyze a work of art from its historical and cultural perspective. F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. G. Relate works of arts to geographic regions. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., plays by Shakespeare, works by Michelangelo, ethnic dance and music). K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling - plays, oral histories - poetry, work songs, bluegrass). L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g. Copland and Graham's //Appalachian Spring// and Millet's //The Gleaners//).

A. Know and use the critical process of the examination of works in the arts and humanities. B. Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music. C. Identify and classify styles, forms, types, and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song). D. Evaluate works in the arts and humanities using a complex vocabulary of critical response. E. Interpret and use various types of critical analysis in the arts and humanities. F. Apply the process of criticism to identify characteristics among works in the arts.

C. Describe how the attributes of the audience's environment inluence aesthetic responses (e.g., the ambiance of the theatre in a performance of Andrew Lloyd Weber's //Cats//. D. Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities (e.g., T. Ganson's //Destructive Periods in Russia During Stalin's and Deniken's Leadership// conveys her memories and emotions of a specific incident). || 1. Smartboard files 2. Listening examples 3. Class composition 4. Class discussions || 1. What Do You Hear 2. Teacher-created Listening quizes 3. Q&A on listening examples 4. Teacher observation of class discussions 5. Questionaire based on Listening examples ||

Unit Title: Performance (Guitar) Instructional Time Allocation: 6 periods/45 minutes each ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES || B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Identify and use comprehensive vocabulary within each of the arts forms. || 1) Chord chart and lyrics from the previously composed class song. 2) Guitars || See rubric. Rubric changes to accomodate the composition. ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.8 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || A. Know and use the elements and principles of each art form to create works in the arts and humanities.