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Alexander County Schools 2012-2013
Unit: Creating Music K-2
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
K.ML.3 1.ML.3 2.ML.3 Create music using a variety of sound and notational sources
Transfer: Students will be able to independently use their learning to…
Improvise responses and rhythms and melodies to familiar melodies. Generate sounds using varied instruments. Create rhythm patterns using half notes, quarter notes, quarter rest, half rest, and beamed 8th notes
Meaning
Understandings: Students will understand that…
Music is created using a variety of sounds and silences
Essential Question(s):
How can we create music?
Acquisition
Students will know:
how to respond to a musical question. vocal and instrument sounds steady beat how to accompany with instruments and vocals how to create and notate patterns.
Students will be skilled at:
Producing appropriate sounds as accompaniment. Demonstrating steady beat. Creating using half notes, quarter notes, quarter rest, half rest, and beamed 8th notes
Essential Vocabulary:
musical question, improvisation, patterns, notation
IT Standards: IT Strategies:
Unit Title: Creating Music Grade: K-2 Subject: Music
STAGE 2
Understandings:
Music is created
using a variety of
sounds and silences
Essential Questions:
How can we create music?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Create rhythm patterns using quarter notes,
quarter rests, half rest, and beamed 8th notes. Construct sounds using varied instruments. Classify rhythms and melodies. Recognize standard notation. Reproduce demonstrated patterns.
Summative Assessment
Students design musical
patterns using teacher instructed
parameters..
STAGE 3
Approximate number of days spent on unit: 36 days (one class per week)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Improvise rhythms Generate sounds using varied instruments. Create rhythm patterns using standard notation and body percussion Improvise accompaniments
Alexander County Schools 2012-2013
Unit: Elements of Music K-2
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
K.ML.1 1.ML.1 2.ML.1 Apply the elements of music and musical techniques in order sing and play music with accuracy and expression.
Transfer: Students will be able to independently use their learning to…
Demonstrate singing vs. speaking voice. Imitate 2 or 3 pitch melodies. Improve musical technique in singing and playing instruments
Meaning
Understandings: Students will understand that…
. Music is structured using basic techniques and elements.
Essential Question(s):
What is Music? How is music created?
Acquisition
Students will know:
the difference between speaking voice and singing voice that music has beat how to create rhythm patterns how to apply changes in music
Students will be skilled at:
Singing 2 and 3 pitch melodies. Using expression appropriately. Performing steady beat and rhythm patterns
Essential Vocabulary:
loud/soft, dynamics, fast/slow, tempo, form, steady beat, rhythm, melody, expression
IT Standards: IT Strategies:
Unit Title: Elements of Music Grade: K-2 Subject: Music
STAGE 2
Understandings:
Music is structured using
basic techniques and
elements.
Essential Questions:
What is music? How is music created?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Appraise students as they perform. Responding to listening examples. Demonstrating the elements of music. Demonstrating singing/speaking voice. Recognize proper technique in singing and playing
instruments. Experiment using varied musical expressions.
Summative Assessment
Students demonstrate the elements of music according to teacher guidelines.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Demonstate singing/speaking voice Imitate melodies. Playing instruments Apply elemental changes to music while singing and playing Perform rhythm and melody patterns with voice and with instruments.
Alexander County Schools 2012-2013
Unit: Music Awareness K-2
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
K.CR.1 1.CR.1 2.CR.1 Understand global, interdisciplinary, and 21st Century connections with music.
Transfer: Students will be able to independently use their learning to…
Recognize how people express themselves through a variety of music forms.
Meaning
Understandings: Students will understand that…
. Students will understand that… Music is related to other subjects and cultures.
Essential Question(s):
How do people around the world enjoy music? How does music connect to other areas of learning?
Acquisition
Students will know:
Music is different in other cultures. There are different genres of music. Music connects to other areas of learning.
Students will be skilled at:
Performing different styles of music.
Essential Vocabulary:
music styles/genres world instruments
IT Standards: IT Strategies:
Unit Title: Music Awareness Grade: K-2 Subject: Music
STAGE 2
Understandings:
Music is related to
other subjects and
cultures.
Essential Questions:
How does music connect
to other areas of learning?
How does music connect
different cultures?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Evaluate music from different
cultures/genres
Distinguish music from different
cultures/genres.
Experience music from different
cultures/genres.
Recall how music has been connected
to other areas of learning.
Summative Assessment
Students will compare music from other cultures with writing and discussion.
Students perform music or
dance from other cultures
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Expression through music Music Forms
Alexander County Schools 2012-2013
Unit: Music Notation K-2
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
K.ML.2 1.ML.2 2.ML.2 Interpret the sound and symbol systems of music.
Transfer: Students will be able to independently use their learning to…
Understand sound and symbols of music. Perform and read standard notation. Perform 2 or 3 note melodies
Meaning
Understandings: Students will understand that…
Music has symbols that represent sounds and silences
Essential Question(s):
What are the symbols that we use to write music?
Acquisition
Students will know:
difference between sound and silence.symbols such as: quarter note, quarter rest, beamed 8th, half note and half rest iconic symbols
Students will be skilled at:
Performing according to notation and iconic symbols
Essential Vocabulary:
quarter note, quarter rest, beamed 8th, half note and half rest, melody, pitches
IT Standards: IT Strategies:
Unit Title: Music Notation Grade: K-2 Subject: Music
STAGE 2
Understandings:
Music has symbols
that represent
sounds and silences.
Essential Questions:
What are the symbols that we use to write music?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Students construct compositions/rhythm patterns. Students duplicate patterns performed by
teacher. Students illustrate patterns performed by teacher. Students translate from iconic symbols to
standard notation. Students explain differences in duration of notes.
Summative Assessment
Students construct compositions/rhythm patterns. Students duplicate patterns performed by teacher. Students illustrate patterns performed by teacher. Students translate from iconic symbols to standard notation. Students explain differences in duration of notes.
STAGE 3
Approximate number of days spent on unit: 36 (one class per week)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Sound and symbols of music Standard notation Perform 2 or 3 note melodies Read rhythm patterns Recognize pitches on the staff
Alexander County Schools 2012-2013
Unit: Responding to Music K-2
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
K.MR.1 1.MR.1 2.MR.2 Understand the interacting elements to respond to music and music performances.
Transfer: Students will be able to independently use their learning to…
Recognize contrasts in music. Compare and contrast sound sources. Recognize pitched vs. non-pitched sounds. Recognize patterns and forms. Demonstrate appropriate concert behaviors.
Meaning
Understandings: Students will understand that…
A variety of elements may be used when responding to music.
Essential Question(s):
How are instrument sounds different? What are different places we hear music? How do sounds work together to make music?
Acquisition
Students will know:
How to respond to musical ideas. Differentiate sound sources and group. Recognize contrast in music.
Students will be skilled at:
Singing, playing and moving appropriately. Appropriate behaviors for performances.
Essential Vocabulary:
rhythm, melody, dynamics, form, pitched, non-pitched, loud/soft, high/low, whispering, singing, speaking, fast/slow, shouting
IT Standards: IT Strategies:
Unit Title: Responding to Music Grade: K-2 Subject: MUSIC
STAGE 2
Understandings:
A variety of elements
may be used when
responding to music.
Essential Questions:
How are instrument sounds different? What are different places we hear music? How do sounds work together to make music?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Compare and contrast sound
sources.
Recognize pitched vs. non-pitched
sounds.
Examine patterns and forms.
Discuss appropriate concert
behaviors.
Classify instruments by families
Summative Assessment
Students evaluate performances by discussion or writing. Students construct instruments representing different timbres.
STAGE 3
Approximate number of days spent on unit: 36 (one class per week)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources: Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Contrasts in Music Compare and contrast sound sources Pitched vs. Non-pitched Concert behaviors Follow queues of the conductor Use music terms to describe Evaluate performances
Alexander County Schools 2012-2013
Unit: Creating Music 3-5
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
3.ML.3 4.ML.3 5.ML.3 Create music using a variety of sound and notational sources.
Transfer: Students will be able to independently use their learning to…
Understand how to create music either by improvisation or as accompaniment.
Meaning
Understandings: Students will understand that…
Music is created using a variety of sounds and silences
Essential Question(s):
How can we create music?
Acquisition
Students will know:
how to create rhythmic and melodic accompaniment. how to use a variety of traditional and non-traditional sound sources.
Students will be skilled at:
Producing accompaniments and compositions using standard notation.
Essential Vocabulary:
notation, accompaniments, sound sources
IT Standards: IT Strategies:
Unit Title: Creating Music Grade: 3-5 Subject: Music
STAGE 2
Understandings:
Music is created using
a variety of sound and
notational sources
Essential Questions:
How can we create music using traditional/non-traditional sources? How can we create music?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Construct appropriate rhythm patterns
using eighth, quarter, half, dotted half
and whole notes and rests.
Construct rhythm patterns using
appropriate meter
Compose using a variety of traditional
and non-traditional instruments.
Classify rhythms and melodies.
Recognize and apply standard
notation.
Create compositions within specified
guidelines
Summative Assessment
Students create compositions within teacher specified guidelines
STAGE 3
Approximate number of days spent on unit: 36 days (one class per week)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources: Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Improvise rhythms Generate sounds using varied instruments. Create rhythm patterns using standard notation and body percussion Improvise accompaniments
Alexander County Schools 2012-2013
Unit: Elements of Music 3-5
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
3.ML.1 4.ML.1 5.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.
Transfer: Students will be able to independently use their learning to…
Apply elemental changes to music while singing or playing. Accurately perform rhythmic and melodic patterns on classroom instruments and with voice. Respond to a conductor
Meaning
Understandings: Students will understand that…
Music is structured using basic techniques and elements
Essential Question(s):
How do we create music together?
Acquisition
Students will know:
How to apply elemental changes to music . Perform 2 part singing. Accurately use classroom instruments as accompaniment or in solo performance.
Students will be skilled at:
Singing and playing classroom instruments with accuracy
Essential Vocabulary:
Scales, rounds, counter-melodies, partner songs, ostinati, pentatonic conducting patterns
IT Standards: IT Strategies:
Unit Title: Elements of Music Grade: 3-5 Subject: Music
STAGE 2
Understandings:
Music is structured
using basic
techniques and
elements.
Essential Questions:
How is music created?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Responding to listening examples
Demonstrating the elements of music
Recognize and apply proper technique
in singing and playing instruments.
Experiment using varied musical
expressions
Appraise students as they perform
Summative Assessment
Students demonstrate the elements of music according to teacher guidelines.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies: Demonstate singing/speaking voice Imitate melodies. Playing instruments Apply elemental changes to music while singing and playing Perform rhythm and melody patterns with voice and with instruments.
Alexander County Schools 2012-2013
Unit: Music Awareness 3-5
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
3.CR.1 4.CR.1 5.CR.1 Understand global interdisciplinary and 21st century connections with music.
Transfer: Students will be able to independently use their learning to…
Recognize how people express themselves through a variety of musical forms.
Meaning
Understandings: Students will understand that… Music is related to other subjects and cultures.
Essential Question(s):
How do people around the world enjoy music? How does music connect to other areas of learning?
Acquisition
Students will know:
How music is performed and used in other cultures. How music is connected to other areas of learning. How events in history and music connect.
Students will be skilled at:
Performing and describing music of other cultures and time periods.
Essential Vocabulary:
styles/genres, musical time periods, instruments
IT Standards: IT Strategies:
Unit Title: Music Awareness Grade: 3-5 Subject: Music
STAGE 2
Understandings:
Music is related to other subjects and cultures.
Essential Questions:
How does music connect to other areas of learning? How does music connect different cultures?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Evaluate music from different
cultures/genres.
Distinguish music from different cultures/genres.
Experience music from different
cultures/genres.
Recall how music has been connected
to other areas of learning.
Summative Assessment
Students will compare music from other cultures with writing and discussion
Students perform music or
dance from other cultures.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Expression through music Music Forms
Alexander County Schools 2012-2013
Unit: Music Notation 3-5
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
3.ML.2 4.ML.2 5.ML.2 Interpret the sound and symbol systems of music.
Transfer: Students will be able to independently use their learning to…
Read rhythm patterns. Recognize pitches on staff. Use standard notation
Meaning
Understandings: Students will understand that…
Music has symbols that represent sounds and silences.
Essential Question(s):
How do we read and write music?
Acquisition
Students will know:
Rhythm patterns in 2/4, ¾, 4/4, 6/8 meters. Use of whole, half, dotted half, quarter, dotted quarter, 8th and 16th notes. Recognize pitches on the staff
Students will be skilled at:
Reading and performing standard notation.
Essential Vocabulary:
meter signatures, pitches and pitch symbols
IT Standards: IT Strategies:
Unit Title: Music Notation Grade: 3-5 Subject:Music
STAGE 2
Understandings:
Standard symbols and
traditional terms are
used to read and
notate music.
Essential Questions:
What are the symbols that we use to write music?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Students construct
compositions/rhythm patterns.
Students notate/demonstrate rhythmic
patterns
Students demonstrate correct note
values and meter.
Students demonstrate terms used for
musical expression.
Summative Assessment
Students perform according to
standard musical notation
STAGE 3
Approximate number of days spent on unit: 36 days (one class per week)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Sound and symbols of music Standard notation Perform 2 or 3 note melodies Read rhythm patterns Recognize pitches on the staff
Alexander County Schools 2012-2013
Unit: Responding to Music 3-5
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
3.MR.1 4.MR.1 5.MR.1 Understand the interacting elements to respond to music and music performances.
Transfer: Students will be able to independently use their learning to…
Follow the ques of a conductor. Use music terms when describing music. Evaluate performances. Classify instruments
Meaning
Understandings: Students will understand that…
A variety of elements may be used when responding to music.
Essential Question(s):
How can we describe music and musical performances? How do we perform together?
Acquisition
Students will know:
how to evaluate music, use music terms, classify instruments
Students will be skilled at:
Performing together evaluating and describing performances.
Essential Vocabulary:
instruments, wind, percussion, strings, expression terms, vocal timbres
IT Standards: IT Strategies:
Unit Title: Responding to Music Grade: 3-5 Subject: Music
STAGE 2
Understandings:
A variety of elements
may be used when
responding to music
Essential Questions:
How do we follow the cues of a conductor? How are instruments classified?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Discuss appropriate concert behaviors
Classify instruments by families…
Respond/perform to the cues of a
conductor.
Summative Assessment
Students evaluate
performances by discussion or
writing.
Students construct instruments
representing different timbres.
STAGE 3
Approximate number of days spent on unit: 36 days (one class per week)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Making Music textbooks Music K8 Music Express Magazine Kodaly Resources Orff Resources Teacher Created Resources Online Resources Professional Journals Children’s Literature
Strategies:
Contrasts in Music Compare and contrast sound sources Pitched vs. Non-pitched Concert behaviors Follow ques of the conductor Use music terms to describe Evaluate performances
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