Alexander County Schools 2012-2013...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

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:


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


Unit: Elements of Music K-2

Q1 Q2 Q3 Q4


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.


Demonstrate singing vs. speaking voice. Imitate 2 or 3 pitch melodies. Improve musical technique in singing and playing instruments

Meaning


. Music is structured using basic techniques and elements.


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


Singing 2 and 3 pitch melodies. Using expression appropriately. Performing steady beat and rhythm patterns


loud/soft, dynamics, fast/slow, tempo, form, steady beat, rhythm, melody, expression


Unit Title: Elements of Music Grade: K-2 Subject: Music

STAGE 2

Understandings:

Music is structured using

basic techniques and

elements.


What is music? How is music created?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


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.


Students demonstrate the elements of music according to teacher guidelines.

STAGE 3

Approximate number of days spent on unit:








Resources:


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.


Unit: Music Awareness K-2

Q1 Q2 Q3 Q4


K.CR.1 1.CR.1 2.CR.1 Understand global, interdisciplinary, and 21st Century connections with music.


Recognize how people express themselves through a variety of music forms.

Meaning


. Students will understand that… Music is related to other subjects and cultures.


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.


Performing different styles of music.


music styles/genres world instruments


Unit Title: Music Awareness Grade: K-2 Subject: Music

STAGE 2

Understandings:

Music is related to

other subjects and

cultures.


How does music connect

to other areas of learning?

How does music connect

different cultures?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


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.


Students will compare music from other cultures with writing and discussion.

Students perform music or

dance from other cultures

STAGE 3









Resources:


Strategies:

Expression through music Music Forms


Unit: Music Notation K-2

Q1 Q2 Q3 Q4


K.ML.2 1.ML.2 2.ML.2 Interpret the sound and symbol systems of music.


Understand sound and symbols of music. Perform and read standard notation. Perform 2 or 3 note melodies

Meaning


Music has symbols that represent sounds and silences


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


Performing according to notation and iconic symbols


quarter note, quarter rest, beamed 8th, half note and half rest, melody, pitches


Unit Title: Music Notation Grade: K-2 Subject: Music

STAGE 2

Understandings:

Music has symbols

that represent

sounds and silences.



Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


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.


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)








Resources:


Strategies:

Sound and symbols of music Standard notation Perform 2 or 3 note melodies Read rhythm patterns Recognize pitches on the staff


Unit: Responding to Music K-2

Q1 Q2 Q3 Q4


K.MR.1 1.MR.1 2.MR.2 Understand the interacting elements to respond to music and music performances.


Recognize contrasts in music. Compare and contrast sound sources. Recognize pitched vs. non-pitched sounds. Recognize patterns and forms. Demonstrate appropriate concert behaviors.

Meaning


A variety of elements may be used when responding to music.


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.


Singing, playing and moving appropriately. Appropriate behaviors for performances.


rhythm, melody, dynamics, form, pitched, non-pitched, loud/soft, high/low, whispering, singing, speaking, fast/slow, shouting


Unit Title: Responding to Music Grade: K-2 Subject: MUSIC

STAGE 2

Understandings:

A variety of elements

may be used when

responding to music.


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




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Compare and contrast sound

sources.

Recognize pitched vs. non-pitched

sounds.

Examine patterns and forms.

Discuss appropriate concert

behaviors.

Classify instruments by families


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)








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


Unit: Creating Music 3-5

Q1 Q2 Q3 Q4


3.ML.3 4.ML.3 5.ML.3 Create music using a variety of sound and notational sources.


Understand how to create music either by improvisation or as accompaniment.

Meaning


Music is created using a variety of sounds and silences



Acquisition

Students will know:

how to create rhythmic and melodic accompaniment. how to use a variety of traditional and non-traditional sound sources.


Producing accompaniments and compositions using standard notation.


notation, accompaniments, sound sources


Unit Title: Creating Music Grade: 3-5 Subject: Music

STAGE 2

Understandings:

Music is created using

a variety of sound and

notational sources


How can we create music using traditional/non-traditional sources? How can we create music?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


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


Students create compositions within teacher specified guidelines

STAGE 3









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


Unit: Elements of Music 3-5

Q1 Q2 Q3 Q4


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.


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


Music is structured using basic techniques and elements


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.


Singing and playing classroom instruments with accuracy


Scales, rounds, counter-melodies, partner songs, ostinati, pentatonic conducting patterns


Unit Title: Elements of Music Grade: 3-5 Subject: Music

STAGE 2

Understandings:

Music is structured

using basic

techniques and

elements.


How is music created?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


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


Students demonstrate the elements of music according to teacher guidelines.

STAGE 3









Resources:


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.


Unit: Music Awareness 3-5

Q1 Q2 Q3 Q4


3.CR.1 4.CR.1 5.CR.1 Understand global interdisciplinary and 21st century connections with music.


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.


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.


Performing and describing music of other cultures and time periods.


styles/genres, musical time periods, instruments


Unit Title: Music Awareness Grade: 3-5 Subject: Music

STAGE 2

Understandings:

Music is related to other subjects and cultures.


How does music connect to other areas of learning? How does music connect different cultures?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


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.


Students will compare music from other cultures with writing and discussion

Students perform music or

dance from other cultures.

STAGE 3









Resources:


Strategies:

Expression through music Music Forms


Unit: Music Notation 3-5

Q1 Q2 Q3 Q4


3.ML.2 4.ML.2 5.ML.2 Interpret the sound and symbol systems of music.


Read rhythm patterns. Recognize pitches on staff. Use standard notation

Meaning


Music has symbols that represent sounds and silences.


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


Reading and performing standard notation.


meter signatures, pitches and pitch symbols


Unit Title: Music Notation Grade: 3-5 Subject:Music

STAGE 2

Understandings:

Standard symbols and

traditional terms are

used to read and

notate music.



Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Students construct

compositions/rhythm patterns.

Students notate/demonstrate rhythmic

patterns

Students demonstrate correct note

values and meter.

Students demonstrate terms used for

musical expression.


Students perform according to

standard musical notation

STAGE 3









Resources:


Strategies:

Sound and symbols of music Standard notation Perform 2 or 3 note melodies Read rhythm patterns Recognize pitches on the staff


Unit: Responding to Music 3-5

Q1 Q2 Q3 Q4


3.MR.1 4.MR.1 5.MR.1 Understand the interacting elements to respond to music and music performances.


Follow the ques of a conductor. Use music terms when describing music. Evaluate performances. Classify instruments

Meaning


A variety of elements may be used when responding to music.


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


Performing together evaluating and describing performances.


instruments, wind, percussion, strings, expression terms, vocal timbres


Unit Title: Responding to Music Grade: 3-5 Subject: Music

STAGE 2

Understandings:

A variety of elements

may be used when

responding to music


How do we follow the cues of a conductor? How are instruments classified?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Discuss appropriate concert behaviors

Classify instruments by families…

Respond/perform to the cues of a

conductor.


Students evaluate

performances by discussion or

writing.

Students construct instruments

representing different timbres.

STAGE 3









Resources:


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

Documents

Alexander County Schools 2012-2013...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