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Alexander County Schools 2012-2013
Unit: Unit: Elements of choral tone
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
B. 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…
*support a tone (breath support) *shape proper vowels
Meaning
Understandings: Students will understand that…
. Understandings: Students will understand that… *diaphragm breathing is essential *soft palate must be lifted to produce space *relaxed and open throat is needed
Essential Question(s):
How do we produce a proper choral tone? -How do we breath? -How do we shape our mouths for specific vowels? -How do we sing with a relaxed, open throat?
Acquisition
Students will know:
Students will know: *Proper posture needed for singing *Proper placements of tone* *How to shape vowels
Students will be skilled at: *Breathing *Shaping vowels *Placement of tone
Students will be skilled at:
How do we produce a proper choral tone? -How do we breath? -How do we shape our mouths for specific vowels? -How do we sing with a relaxed, open throat?
Essential Vocabulary:
Vocabulary associated with musical techniques. Vocal pedagogy vocabulary.
IT Standards: IT Strategies:
Unit Title: Grade: Subject:
STAGE 2
Understandings:
diaphragm
breathing is
essential.
Soft palate must
me lifted to
produce space
Relaxed and open
throat is needed.
Essential Questions:
How do we produce a
proper choral tone?
How do we breathe?
How do we shape our
mouths for specific
vowels?
How do we sing with a
relaxed, open throat?
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 students for low breathing
Examine proper posture
Discuss value of “yawning” to produce
proper soung.
Summative Assessment
Vocalizations of soft palate lifts.
STAGE 3
Approximate number of days spent on unit: On-going. 36 weeks
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:
healthy body
breathing sphere
Strategies:
physical stretches to prepare for correct posture
exercises that utilize voiced and unvoiced consonants (sss, ssh, oo, etc..)
use of breathing sphere to demonstrate diaphragmatic breathing
massages
Alexander County Schools 2012-2013
Unit: Elements of basic musicianship
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
B. ML. 2 Interpret the sound and symbol systems of music.
Transfer: Students will be able to independently use their learning to….
sing correct pitch sing and identify correct rhythms and their rests (whole, half,
quarter, eighth, and sixteenth) sing a musical phrase using dynamics, correct tempo, and
basic musicak elements.
Meaning
Understandings: Students will understand that…
Music notes have a specific number of beats
Music is not all the same tempo, dynamics, etc...
Notes on a staff have proper pitch.
Essential Question(s):
What does it mean to be a good musician?
What is correct pitch? How many beats does this note get?
Acquisition
Students will know:
Rhythms (whole, half, quarter, eighth, sixteenth and corresponding rests)
Dynamic markings (<, >, p, ff, mp, etc..) solfege (do, re, mi, fa, so, la, ti, do)
Students will be skilled at:
Identifying musical rhythms and using them to sing properly. singing solfege using hand symbols.
Essential Vocabulary:
IT Standards: IT Strategies:
Unit Title: Elements of Basic Musicianship Grade: 9-12 Subject: Choral Music
STAGE 2
Understandings:
Music notes have a specific number of beats
Music is not all the same tempo, dynamics, etc...
Notes on a staff have proper pitch.
Essential Questions:
What does it mean to be a good musician?
What is correct pitch?
How many beats does this note get?
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)
Design rhythmic exercises on the
board
Analyze recordings that have different
tempos
Demonstrate proper pitch by singing
sightsinging exercise on board.
Identify steps/intervals.
Repeat exercise as needed
Summative Assessment
Ear training quiz
Sing sightsinging exercise
individually and as a group.
STAGE 3
Approximate number of days spent on unit: 36 weeks
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:
sightreading handouts
board/markers
solfege symbols
piano
Hal Leonard rhythm cards
Sibelius exercises
Strategies:
sightsinging exercise on board using whole, half, quarter, eighth, sixteenth, & corresponding rests
have students use names of cars for specific rhythms (can use months, foods, etc..)
practice rhythms audibly (clap, vocalize, etc.) call/response activities
Alexander County Schools 2012-2013
Unit: Creating music through different sounds.
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
B.ML. 3- Create music using a variety of sound and notational sources.
Transfer: Students will be able to independently use their learning to…
create rhythmic measures using voiced/unvoiced consonants improvise rhythmic passages using snaps, claps, pats, etc... dictate rhythms on staff paper
Meaning
Understandings: Students will understand that…
. rhythms have a specific beat non-traditional sounds an create music tempo is essential
Essential Question(s):
What is music?
Acquisition
Students will know:
Basic rhythms Call/response exercises What a steady beat is How to maintain a steady beat.
Students will be skilled at:
echoing/imitating teacher keeping a steady beat identifying correct rhythms and corresponding rests.
Essential Vocabulary:
call/response voiced/unvoiced consonants elements of music vocabulary rhythm (whole, half, quarter, eighth, sixteenth,and their corresponding rests)
IT Standards: IT Strategies:
STAGE 2
Unit Title: Creating music through different sounds Grade: 9-12 Subject: Choral Music
Understandings:
rhythms have a specific beat
non-traditional sounds an create music
tempo is essential
Essential
Questions:
What is 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)
Write a rhythmic pattern on the board.
Demonstrate beats using different
sounds (snap, clap, pat)
Identify different rhythms.
Repeat pattern using call and
response.
Summative Assessment
Rhythmic dictation quiz
Written evaluation
STAGE 3
Approximate number of days spent on unit: 36 weeks
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:
Rhythm chart pencils/markers, etc. cd/cd player
Strategies:
students will clap, ta, etc... correct rhythm for specific notation
students will keep a steady beat with music
students will be able to identify rhytmic notation
students will be able to write a rhythmic dictation using whole, half, quarter, eighth, sixteenth notes and their corresponding rests.
Alexander County Schools 2012-2013
Unit: External factors affecting music performance
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: B.CR.1 - Understand global, interdisciplinary and 21st century connections with music
Transfer: Students will be able to independently use their learning to…
- experience music from different cultures and style periods - understand the importance of the law in protecting the creative efforts of musicians and composers - reflect a basic understanding of the acoustics of sound - identify factors of health and wellness that can affect performance
Meaning
Understandings: Students will understand that…
- music from different style periods is reflective of external factors - shape, size and material make-up of room affects music performance - vocal production requires physical effort
Essential Question(s):
What factors affect performance? - room shape and size - musical style - copyright considerations - physical fitness
Acquisition
Students will know:
- dates of style periods - musical considerations required to perform music from each period - factors in room design that influence
Students will be skilled at:
- identifying musical style - identifying differences in performance venues - knowing outside factors that affect performance
Essential Vocabulary:
acoustics, renaissance, baroque, recoco, classical, romantic, impressionism, 20th-century techniques,
IT Standards: IT Strategies:
STAGE 2
Unit Title: External factors affecting music performance Grade: 9-12 Subject: Choral Music
Understandings:
Music from different style periods is reflective of external factors
Shape, size and material make-up of a room affects music performance
Vocal production requires physical effort
Essential Questions:
What physical factors affect performance
How do copyright laws influence music performance?
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)
Analyze recordings from different style
periods
Perform in different performance
venues to understand the differences
in sound
Exhibit proper breathing techniques in
everyday performance
Have knowledge of style period
historical dates
Summative Assessment
Perform music of different styles Record and evaluate recordings of concert performances
STAGE 3
Approximate number of days spent on unit: 90
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:
Select repertoire
Listening examples
YouTube videos
piano
different venues
Strategies:
Have students listen to excellent examples of selected repertoire from different venues.
have students watch excellent demonstrations from YouTube
Sing a cappella and with accompaniment in room and in different performance halls.
Sing learned music in different venues
Alexander County Schools 2012-2013
Unit: Developing effective musical interpretation
Common Core and/or Essential Standards:
MR.1 - Understanding the interacting elements to respond to music and musical performance
Transfer: Students will be able to independently use their learning to…
- interact musically with other students - respond to direction
Meaning
Understandings: Students will understand that…
- musical styles are unique to certain types of music - there are differences in creating music of different cultures (20th century, spiritual, renaissance, etc.) - certain techniques are unique to certain styles
Essential Question(s):
- What are the musical concepts and skills necessary for the effective interpretation of music from different genres? - What are the vocal differences in performing music from different style periods? - What are ethnic and cultural differences that should be considered when performing a piece of music?
Acquisition
Students will know:
- differences in vocal production through history - differences in vocal production across cultures
Students will be skilled at:
- identifying and performing proper style - identifying and performing music from different cultures
Essential Vocabulary:
spiritual, style periods, interpretation
IT Standards: IT Strategies:
STAGE 2
Unit Title: Developing effective musical interpretation Grade: 9-12 Subject: Chorus
Understandings:
musical styles are unique to certain types of music
there are differences in creating music of different cultures (20th century, spiritual, renaissance, etc.)
certain techniques are unique to certain styles
Essential Questions:
What are the musical concepts and skills necessary for the effective interpretation of music from different genres?
- What are the vocal differences in performing music from different style periods?
- What are ethnic and cultural differences that should be considered when performing a piece of 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)
Play music from different musical eras
to evaluate differences in style
periods.
Compare different instruments used in
different musical eras.
Recognize variety of choral
performances.
Identify different sounds used in
different countries and cultures.
Summative Assessment
Listening assessment.
Concert featuring repertoire from different musical eras.
STAGE 3
Approximate number of days spent on unit: 90
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:
Select repertoire
Listening examples
YouTube videos
piano
sight singing exercises that go with selected repertoire
Strategies:
Have students listen to excellent examples of selected repertoire.
have students watch excellent demonstrations from YouTube
Rehearse passages for daily rehearsal Sing a cappella and with accompaniment Use different teaching strategies to reach visual, auditory, and
kinesthetic learners.