Roselle Public Schools Visual & Performing Arts Curriculum ...roselle.sharpschool.net/UserFiles/Servers/Server...Roselle Public Schools Visual & Performing Arts Curriculum Units of

Roselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12

Unit/Chapter Title: Unit 1Keyboard Performance

Course/Grade: General Music – Grade 7

Interdisciplinary Connection: Math, Language Arts

Unit Length: 10 weeks

Unit Overview: During this unit, students will learn to read music and play the keyboard. Students will learn about various elements of music and how to incorporate them into their playing in order to play expressively. This unit will also focus on various forms of music, and students will listen to and perform music in these different forms using various instruments.

New Jersey Core Curriculum Content Standards

Visual and Performing Arts Core Curriculum Content Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.


Cumulative Progress Indicators

1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre and visual art.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non- Western musical works from different historical eras using active listening and by reading and interpreting written scores.

1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.

1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art.

21stCentury Life and Careers Standards

9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1. B.2 Create and respond to a feedback loop when problem solving. 9.1. D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.


Interdisciplinary Connections:

• CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.

English Language Arts Common Core State Standards:

• CCSS.ELA-Literacy.W.7.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic. • CCSS.ELA-Literacy.L.7.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on grade 7 reading and content, choosing flexibly from a range of strategies.

Essential Questions/Enduring Understandings

Essential Questions:

• How do rhythm and pitch work together to form a song? • How do musicians portray emotion and expression in their music? • What do musicians need to do in order to perform together?

Enduring Understandings:

• Music is written down to share with others. • A note has both a rhythmic value and a name for the pitch. • Dynamics and articulation serve to express emotion in a piece of music, and are both notated on the written score


Student Learning

Objectives (NJDOE Model Curriculum)

What students should know and be able to do?

Instructional Strategies/Activities

How will the students

reach the learning targets?

Modifications/Extensions

How do I differentiate?

Assessments

How will the students demonstrate

mastery?

Resources/Technology

What resources and materials will

students need?

1. Identify rhythm values of notes. 2. Identify pitches of notes. 3. Apply rhythm and pitches to the performance of a song. (1.3.8.B.1)

Have students clap a steady beat and show that this is notated by quarter notes. Gradually replace quarter notes with half notes and whole notes. Perform various rhythms by clapping or using non-pitched percussion instruments. Make a chart. Fold a piece of paper in 16 boxes. In row 1 put a whole note, in row 2 put two half notes, in row 3 put four quarter notes, in row 4 put eight eighth notes. (To visually see the duration of notes in relation to each other.) Students will get in groups and compose at least two measures of their own rhythms and then perform

Modifications: Students can label different notes in different colors. Students can write in note names. Students can have labeled keys on the keyboard, or a sticky note on the starting note. Extensions: Students who finish early can write more than two measures. Students at a more advanced level will be given a song to match their ability level. Students will work in groups. Students will choose what

Formative: Students will write and perform their rhythms. Grand Staff Diagram 20 note labels Student performance during a review game. Observation Performance at the end of class Playing quiz Summative : (Please see Appendices A & B)

Selections from the Faber & Faber piano series and Alfred’s Basic Piano Library musictheory.net http://www.youtube.com/watch?v=lgeW_Uk13dk http://www.studiokay.com/recorder/Studentsx.html http://www.teacherspayteachers.com/Product/12-Recorder-Songs-480019

http://www.youtube.com/watch?v=NO-ecxHEPqI


for the class. They can clap or play various classroom percussion instruments. Students will watch “Middle C and the Grand Staff” from Quaver Music and discuss patterns they notice. Students will find G on the treble clef and F on the bass clef and use them as anchor notes to determine what the other notes on the staff are. Students will learn the mnemonic devices used to remember note names and will create their own. (Every Good Boy Does Fine, FACE, All Cows Eat Grass, Good Boys Do Fine Always) Students will use a note recognition website to review. Students will work on various familiar and unfamiliar songs.

instrument to play. Students will choose what song to perform for the class.

http://www.youtube.com/watch?v=_mVW8tgGY_w

http://www.youtube.com/watch?v=9vANXiGa3mU

http://www.virtualpiano.net/


Students will perform both individually and as part of a group. Students will perform for the class.

4. Identify various musical terms used for expressive playing. 5. Apply expressive and dynamic markings on the grand staff to a performance. (1.3.8.B.3)

Students will listen to various pieces of music that exemplify specific examples of expressive playing (i.e. piano/forte, staccato/legato, tempo markings, etc.) and discuss/write about what they hear. (Possible Listening Examples: Haydn’s Surprise Symphony main theme, “I Will Always Love You” by Whitney Houston, “Jupiter” by Holst)) Students will match what they hear to the new term and to the marking that would appear in the music. Students will look at various scores and find these markings. Students will perform a

Modifications: Students can write in note names. Students can have labeled keys on the keyboard, or a sticky note on middle C. Extensions: Students who finish early will be given another song to work on. Students at a more advanced level will be given another song addressing the same concept, but at their level. Other: Students will choose what song to perform for the class.

Music Response Journal Performance

Surprise Symphony mvmt. 2, Franz Joseph Haydn “Jupiter” from The Planets, Gustav Holst


song with some of these elements. Students will add some of these elements to a song they have already learned.

6. Identify various structural forms in music. 7. Compare and contrast the use of structural forms in music. (1.1.8.B.2)

Listen to pieces of music exemplifying these forms (i.e. rondo, theme and variations, canon, etc.) Draw visual representations of these forms. Perform music in these forms on the keyboards, body percussion, and other instruments in the classroom. Create a Venn diagram comparing and contrasting at least two forms.

Modifications: Students will perform a song at their level. Students can make notes or color-code their music to align with the correct form. Extensions: Students will perform a song at their level. Students may choose another instrument and create a song in one of the forms discussed in class. Songs used as examples and for performances will reflect student interest.

Visual representations Performance Venn diagram

“Fur Elise”, Ludwig van Beethoven Variations on "Ah vous dirai-je, Maman", Wolfgang Amadeus Mozart


Vocabulary Words /Key Terms:

Rhythm: quarter note, half note, whole note, eighth notes

Tempo: lento, moderato, presto, allegro, andante, accelerando, ritardando

Dynamics: pianissimo, piano, mezzo-piano, mezzo-forte, forte, fortissimo, sforzando, crescendo, decrescendo

Notation: treble clef, bass clef, repeat sign

Articulation: staccato, legato

Form: rondo, theme and variations, canon


Unit/Chapter Title: Unit 2/Music History

Course/Grade: 7th Grade General Music

Interdisciplinary Connection/s: Social Studies and Language Arts


Unit Overview: During this unit, students will learn about music from the Baroque, Classical, Romantic, and 20th Century periods. Students will listen to, perform, read about, and write about music from these various eras. Students will compare and contrast music from within the same period, as well as music from different periods. Students will learn about different compositional techniques used throughout history and will compose some of their own music using these methods.

New Jersey Core Curriculum Contents Standards




1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.

1.4.8.A.5 - Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art.

1.4.8.A.6 - Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

1.4.8.B.3 - Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays

21st Century Life and Careers Standards

9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1. B.2 Create and respond to a feedback loop when problem solving. 9.1. D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.


• 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.



• CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

• CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

•



• How did music develop into what we listen to today? • How does the music of a time period reflect the prevailing ideas and main events of that time period? • How do music and history influence each other? • Is there a right way and a wrong way to write music?


• Music expresses the beliefs and values of the society in which it originates. • Music can employ various compositional techniques to express the composer’s ideas.


Student Learning Objectives (NJDOE Model Curriculum)


Instructional Focus/Activities

(How will the students reach

the learning targets?)


(How do I differentiate?)

Assessments

(How will the students demonstrate mastery?)


(What resources and materials will students

need?)

1. Identify artistic styles, trends, and movements in music within historical eras. 2. Describe music from various styles, trends, and movements within historical eras. 3. Point out defining features of various styles, trends, and movements within historical eras.

Students will listen to/perform music from the beginning of Beethoven’s career and from right before he died. Discuss the differences in the music. Write a character poem expressing the change in the music. Students will listen to/perform music by both Schoenberg and Copland. Complete a Venn diagram depicting the differences. Students will listen to/perform music by John Williams and compare it to music heard on the radio today.

Modifications: Varied reading materials. Students will choose a song to perform for each composer based on ability level and preference. Students will write character poems with varied components Students may label notes or label piano keys. Extensions: Varied reading materials. Students will choose a song to perform for each composer based on ability level and preference.

Formative: Character Poem Venn diagram Discussion Performances Summative: (Please see Appendices A & B)

Ludwig van Beethoven – Symphony 1 and Symphony 9 http://www.makingmusicfun.net/htm/mmf_music_library_meet_the_composer_index.htm Meet the Great Composers, Book 1 by June Montgomery and Maurice Hinson Accent on Composers by Jay Althouse and Judy O’Reily Aaron Copland - Appalachian Spring Arnold Schoenberg – “PierrotLunaire” John Williams – music


Students will write character poems with varied components. Students may add chords or harmony to the melodies they are performing.

from Star Wars

4. Identify types of symbolism and metaphors embedded in music. 5. Interpret types of symbolism and metaphors embedded in music.

Students will listen to various examples of word painting and examine the scores. Have students write their own example of word painting to a line of poetry that lends itself to this exercise. Students will listen to a piece by Schumann that contains a cryptogram. Have students create a cryptogram with their own name. Determine whether or not a cryptogram is a good compositional technique. Students will listen to a movement of the Planets suite by Holst. Perform a

Modifications: Students may label notes or piano keys. Students will choose a line of a poem for word painting that interests them. Parameters for this activity will be based on student ability. Extensions: Students may add chords or harmony to the music they are performing. Students will choose a line of a poem for word painting that interests them. Parameters for this activity will be based on student ability.

Word painting Cryptogram Planets analysis Performance Exit Tickets

George Frederic Handel – Messiah Robert Schumann – Carnaval Gustav Holst – The Planets http://www.planetsforkids.org/


selection from the movement. Argue whether or not the physical characteristics of the planet were accurately depicted in the music.

Students will create a cryptogram for their own name. If they finish early, they can write a longer song with a secret message or add harmony to their original song.

6. Describe musical works that do not use conventional elements of style to express new ideas. 7. Apply non-conventional elements to an original piece of music. 8. Explain the difference between traditional works and those that use non-conventional elements to express new ideas.

Students will listen to experimental music, such as “4:33” by John Cage and “Pierrot Lunaire” by Arnold Schoenberg. Students will use dice, spinners, etc. to write and perform a piece of chance music. Students will write a song using serialism. Students will participate in a class discussion about the difference between these types of music and traditional music.

Modifications: Students may label notes or piano keys. Chance music: Beginning piano students will roll the deice/spin the spinner for single notes. Extensions: Students may add chords or harmony to the music they are playing. Chance music: Students will roll the dice/spin the spinner for chords.

Chance music composition Serialism composition Performance Discussion

John Cage – “4’33”” Arnold Schoenberg – “Pierrot Lunaire”

9. Describe music from various historical eras. 10. Differentiate music

Students will listen to at least two pieces of music from different time periods that exemplify the

Modifications: Students will have a choice of what music to write about.

Graphic organizer Essay

Previously mentioned recordings and biographies.


from various historical eras.

characteristics of that period. Complete a graphic organizer comparing the two pieces in terms of different musical elements and compositional techniques. Students will write a compare and contrast essay using the graphic organizer as a guide.

Graphic organizers will vary.

Vocabulary/Key Terms:

symphony, word painting, cryptogram, experimental music, chance music, serialism, Baroque, Classical, Romantic, 20th Century


Unit/Chapter Title: Unit 1: Multicultural Music


Interdisciplinary Connection: Social Studies and Language Arts


Unit Overview: In this unit, students will listen to, learn about, and perform music from various countries. Students will learn about different instruments, various genres of music, and various purposes for music in countries all over the world. For each country studied, students will perform a song from that country. Students will learn to play rhythmic patterns, chords, and basic accompaniments on the keyboard and other instruments. Students will also learn vocabulary specific to the music of the countries and will use this vocabulary to both write and speak about music.

Content Standards ( NJCCCS)



CPI’s

• 1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.

• 1.4.8.A.2 - Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. • 1.4.8.A.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance,

music, theatre, and visual art. • 1.2.8.A.2 - Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas,

issues, and events that are chronicled in the histories of diverse cultures. • 1.2.8.A.1 - Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new

technologies. • 1.4.8.B.3 Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and

historical eras by writing critical essays.

21st Century Life and Career Skills

• 9.1.12. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. • 9.1.12. B.2 Create and respond to a feedback loop when problem solving. • 9.1.12. D.1 Interpret spoken and written communication within the appropriate cultural context. • 9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning

experiences.

Interdisciplinary Connections :

• 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically


about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.



• CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.





• How does music from diverse cultures differ from each other? • Why do different cultures have their own music?


• Different cultures have music that is unique to their culture. • Music is written for many different reasons. • Music represents different events throughout history.









Assessments




need?)

1. Identify different artistic styles, trends, and movements in music from various cultures. 2. Discuss the differences between these artistic styles, trends, and movements in music from various cultures in terms of the elements of music.

3. Differentiate between different styles, trends, and movements from within various cultures. (1.4.8.A.3)

Students will read and discuss different types of music from one culture. Students will listen to/watch performances of different types of music from a specific culture. Students will perform various types of music from a specific culture. Students will discuss and write about the differences between the different styles in terms of the elements of music (tempo, dynamics, form, etc.)

Modifications: Students may label notes or piano keys based on their ability. Varied reading materials. Extensions: Students may add chords/harmony to the music based on their ability. Varied reading materials Other: Varied listening choices based on student preference.

Formative: Class discussion Performances Written responses Summative : (Please see Appendices A, & B)

http://spotlightonmusic.macmillanmh.com/n/teachers/articles/folk-and-traditional-styles http://www.soundjunction.org/default.aspa http://www.worldmusic.net/

http://www.youtube.com/watch?v=nDJQw-3ArV8 - (African Drumming, how-to video) http://www.youtube.com/watch?v=ufnskSFweao (African Talking Drum) “Jeenah Jeenah” –


4. Identify different types of music in terms of why they are composed or performed (in a specific culture) (1.4.8.A.2)

Students will experience some of the functions: drumming for communication (West Africa), meditation (Japan) Students will perform music written for a specific purpose (“Johnny Has Gone for a Soldier”)

Modifications: Students may label notes or piano keys based on their ability. Extensions: Students may add chords/harmony to the music based on their ability.

Discussion Performance

Trad. Palestinian

“Tumba” – Trad. Palestinian

“Celtic Tune” from Recorders without Borders by Nina Stern “Star of the County Down” – Orthodox Celts “Lord of the Dance” and “Thunderstorm” - Riverdance

“Farewell to Tarwathie” – Judy Collins

“Sakura” – Trad. Japanese “Johnny Has Gone for a Soldier” – Trad. American

5. Listen to music from a variety of diverse cultures and write about/discuss their opinions of these pieces of music with references to various elements of music. (1.4.8.A.1)

Students will describe the rhythm, tempo, dynamics, harmony, and timbre of music from various cultures. Students will discuss and write their opinion of the piece of music using this description.

Modifications: Graphic organizers. Guided questions Extensions: Compare/Contrast music from the same country

Discussion Written responses

6. Identify works of music that represent important ideas, issues, and events in the histories of diverse cultures. 7. Compare and contrast these works in terms of both the elements of music and

Students will listen to, discuss, and perform music that represents events in history. (American Revolution: Yankee Doodle and Johnny Has Gone for a Soldier, importance of whaling in Scotland: Farewell to Tarwathie, Riverdance: Lord of the

Modifications: Students may label notes or piano keys based on their ability. Varied reading materials. Extensions: Students may add chords/harmony to the music based on their

Performance Discussion Responses to lyrics


the meaning of the music. (1.2.8.A.2)

Dance) Students will read about specific events and ideas in history that are represented through music. Students will analyze the lyrics of specific songs and make inferences about the cultures and events they represent.

ability. Varied reading materials Other: Varied song lyrics based on student interest and reading level.

“Yankee Doodle” – Trad. American

8. Identify new technologies in music. 9. Interpret the effect these technologies had on music. (1.2.8.A.1)

Students will listen to instruments specific to certain cultures. Students will match pictures of instruments with the sound. Students will perform music on the keyboard using the closest instrument setting possible to the instrument we are talking about. Students will explain the similarities between the sound we are aiming for and the one we are using.

Modifications: Provide students with pictures of Western instruments to help make comparisons if needed. Extensions: Students can research other instruments from that country and surrounding countries.

Discussion Picture matching


10. Describe music from diverse cultural contexts. 11. Differentiate music from diverse cultures. (1.4.8.B.3)

Students will listen to/write about/discuss/perform music from various cultures. Students will compare two or three of the different cultures using a Venn diagram. Students will determine where a certain song is from by listening and making inferences based on what we have talked about and performed up to this point.

Modifications: Students may label notes or piano keys based on their ability. Extensions: Students may add chords/harmony to the music based on their ability. Students can create a Venn diagram for three countries

Venn Diagram Listening Quiz

Vocabulary West Africa: secular, work-song, esoteric, ikoro, marimba, sansa, krin Israel: ostinato, tambourine, zills, derbekkeh, kamanjah Bali: gamelan, slendro, tabuh Ireland: jig, reel, slow air, Riverdance, tin whistle, fiddle, bodhran, bouzikhi Scotland: Gaelic, ceildh, bagpipe Japan: gagku, shonobue, shamisen, taiko drum


Unit/Chapter Title: Unit 2/Music History


Interdisciplinary Connection/s: Social Studies and Language Arts


Unit Overview: During this unit, students will learn about music from the Baroque, Classical, Romantic, and 20th Century periods. Students will listen to, perform, read about, and write about music from these various eras. Students will compare and contrast music from within the same period, as well as music from different periods. Students will learn about different compositional techniques used throughout history and will compose some of their own music using these methods.

New Jersey Core Curriculum Contents Standards




1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.

1.4.8.A.5 - Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art.

1.4.8.A.6 - Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

1.4.8.B.3 - Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays

21st Century Life and Careers Standards

9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1. B.2 Create and respond to a feedback loop when problem solving. 9.1. D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.


• 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.






• CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

•



• How did music develop into what we listen to today? • How does the music of a time period reflect the prevailing ideas and main events of that time period? • How do music and history influence each other? • Is there a right way and a wrong way to write music?


• Music expresses the beliefs and values of the society in which it originates. • Music can employ various compositional techniques to express the composer’s ideas.









Assessments




need?)

1. Identify artistic styles, trends, and movements in music within historical eras. 2. Describe music from various styles, trends, and movements within historical eras. 3. Point out defining features of various styles, trends, and movements within historical eras.

Students will listen to/perform music from the beginning of Beethoven’s career and from right before he died. Discuss the differences in the music. Write a character poem expressing the change in the music. Students will listen to/perform music by both Schoenberg and Copland. Complete a Venn diagram depicting the differences. Students will listen to/perform music by John Williams and compare it to music heard on the radio today.

Modifications: Varied reading materials. Students will choose a song to perform for each composer based on ability level and preference. Students will write character poems with varied components Students may label notes or label piano keys. Extensions: Varied reading materials. Students will choose a song to perform for each composer based on ability level and preference.

Formative: Character Poem Venn diagram Discussion Performances Summative: (Please see Appendices A & B)

Ludwig van Beethoven – Symphony 1 and Symphony 9 http://www.makingmusicfun.net/htm/mmf_music_library_meet_the_composer_index.htm Meet the Great Composers, Book 1 by June Montgomery and Maurice Hinson Accent on Composers by Jay Althouse and Judy O’Reily Aaron Copland - Appalachian Spring Arnold Schoenberg – “PierrotLunaire” John Williams – music


Students will write character poems with varied components. Students may add chords or harmony to the melodies they are performing.

from Star Wars

4. Identify types of symbolism and metaphors embedded in music. 5. Interpret types of symbolism and metaphors embedded in music.

Students will listen to various examples of word painting and examine the scores. Have students write their own example of word painting to a line of poetry that lends itself to this exercise. Students will listen to a piece by Schumann that contains a cryptogram. Have students create a cryptogram with their own name. Determine whether or not a cryptogram is a good compositional technique. Students will listen to a movement of the Planets suite by Holst. Perform a

Modifications: Students may label notes or piano keys. Students will choose a line of a poem for word painting that interests them. Parameters for this activity will be based on student ability. Extensions: Students may add chords or harmony to the music they are performing. Students will choose a line of a poem for word painting that interests them. Parameters for this activity will be based on student ability.

Word painting Cryptogram Planets analysis Performance Exit Tickets

George Frederic Handel – Messiah Robert Schumann – Carnaval Gustav Holst – The Planets http://www.planetsforkids.org/


selection from the movement. Argue whether or not the physical characteristics of the planet were accurately depicted in the music.

Students will create a cryptogram for their own name. If they finish early, they can write a longer song with a secret message or add harmony to their original song.

6. Describe musical works that do not use conventional elements of style to express new ideas. 7. Apply non-conventional elements to an original piece of music. 8. Explain the difference between traditional works and those that use non-conventional elements to express new ideas.

Students will listen to experimental music, such as “4:33” by John Cage and “Pierrot Lunaire” by Arnold Schoenberg. Students will use dice, spinners, etc. to write and perform a piece of chance music. Students will write a song using serialism. Students will participate in a class discussion about the difference between these types of music and traditional music.

Modifications: Students may label notes or piano keys. Chance music: Beginning piano students will roll the deice/spin the spinner for single notes. Extensions: Students may add chords or harmony to the music they are playing. Chance music: Students will roll the dice/spin the spinner for chords.

Chance music composition Serialism composition Performance Discussion

John Cage – “4’33”” Arnold Schoenberg – “Pierrot Lunaire”

9. Describe music from various historical eras.

Students will listen to at least two pieces of music from different time periods

Modifications: Students will have a choice of what music to

Graphic organizer Essay

Previously mentioned recordings and biographies.


10. Differentiate music from various historical eras.

that exemplify the characteristics of that period. Complete a graphic organizer comparing the two pieces in terms of different musical elements and compositional techniques. Students will write a compare and contrast essay using the graphic organizer as a guide.

write about. Graphic organizers will vary.

Vocabulary/Key Terms:

symphony, word painting, cryptogram, experimental music, chance music, serialism, Baroque, Classical, Romantic, 20th Century

General Music Unit 1 Grade 7.pdfGeneral Music Unit 2 Grade 7.pdfGeneral Music Unit 1 Grade 8.pdfGeneral Music Unit 2 Grade 8.pdf

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Roselle Public Schools Visual & Performing Arts Curriculum ...roselle.sharpschool.net/UserFiles/Servers/Server...Roselle Public Schools Visual & Performing Arts Curriculum Units of