5.1 Musicians Deliberately Use Expressive Elements to Create and Perform

5.1 Musicians deliberately use expressive elements to create and perform. Thursday, May 07, 2015 8:36 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C Students will be able to count Concepts: • Lento Review note value chart and and clap dotted quarter • Tempo • Ritardando clap and count rhythms Objectives: eighth patterns in an ○ Lento • Accelerando containing quarter and eighth • Students will be able to unfamiliar piece. ○ Ritardando • Marcato note values. identify tempo ○ Accelerando • Coda markings, fortissimo, Teacher will check for • Eighth-2 sixteenth combinations • D.C. al coda Practice clapping rhythm in and pianissimo and accuracy and record results. (1 &a, 1e&) • Fortissimo context of familiar songs. apply them to • Dotted quarter-eighth • Pianissimo performance. • Meter: 6/8 - dotted half, dotted • Chord Identify dotted quarter eighth • Students will be able to quarter, three eighths, quarter- • Intervals rhythm in song sheets by read rhythms containing eighth • Third highlighting. dotted quarter-eighth • Marcato • Fifth and eighth-2 sixteenth • Coda • Dominant Practice clapping and combinations • D.C. al coda • Accidental counting rhythm in group and (1 &a, 1e&). • Fortissimo • Natural in solo. • Students will be able to • Pianissimo read rhythms in 6/8 • Chord How does the use of the meter. • Intervals: third, fifth (C major) dotted quarter eighth note • Students will be able to • Dominant (S T R) affect the feeling of the read and perform • Accidental music? marcato markings. • Natural • Students will be able to follow a musical road Competencies: map that uses coda and • Identify tempo markings, fortissimo, D.C. al coda. and pianissimo and apply them to • Students will be able to performance build tonic and • Read rhythms containing dotted dominant chords in C quarter-eighth and eighth-2 sixteenth major by identifying combinations thirds and fifths. (1 &a, 1e&) • Students will be able to • Read rhythms in 6/8 meter identify the function of • Read and perform marcato markings an accidental. • Follow a musical road map that uses • Students will be able to coda and D.C. al coda identify and apply basic • Build tonic and dominant chords in C techniques of major by identifying thirds and fifths sightreading. • Read accidentals • Basic techniques of sightreading Materials and Resources Rhythm flash cards. rhythm sheets and highlighters. drums

5 Music Page 1 5.2 People can choose techniques with voices and/or instruments to communicate an intended idea. Friday, May 29, 2015 10:14 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C, Students will create Concepts: • Blues scale Listen to examples of call and 9.1.5.D, 9.2.5.B improvised solos within a • Blues scale (E G A Bb B D) • Blue note response in a blues recording. given call and response • Blue note • Glissando Objectives: framework. • Accent on beats 2 and 4 • Tremolo Discuss and describe how the • Students will be able to • Tremolo • Scat musicians converse musically. improvise on a blues Record student performance • Glissando • Dixieland combo scale using recorder, and assess with teacher • Scat • Big band Students will practice in voices, and mallet checklist. • Dixieland combo, big band • Descant ensemble creating calls and instruments. • Descant responses. • Students will be able to create accompaniment Competencies: How do musicians improvise patterns with tremolo • Improvise on a blues scale using music? using a blues scale. recorder, voices, and mallet • Students will be able to instruments identify glissando and • Create accompaniment patterns with scat as characteristic tremolo using a blues scale techniques/ornaments • Identify glissando and scat as of the blues. characteristic techniques/ornaments • Students will be able to of the blues contrast the • Contrast the instrumentation of instrumentation of Dixieland combos and big bands Dixieland combos and big bands. • Students will be able to perform a descant above a main melody. Materials and Resources audio recording and playback equipment barred instruments, drums, recorders

5 Music Page 2 5.3 There are styles of music that are specifically written to persuade. Friday, May 29, 2015 10:14 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C, Students will create a Concepts: • 12-bar blues Examine examples of theme 9.1.5.D, 9.1.5.J variation on a given theme. • 12-bar blues • Jingle and variation in other areas, • Jingle • Theme and variations e.g., trees. cars. etc. Objectives: Teacher and student will • Theme and variations • Students will be able to assess via teacher rubric. Examine musical examples of play a basic 12-bar blues Competencies: theme and variation. Discuss progression. • Play a basic 12-bar blues progression what the variation consists • Students will be able to I I I I of. e.g., rhythm, added create a variation based IV IV I I tones, change of style, on a theme. V IV I I embellishment. • Students will be able to • Compose a jingle compose a jingle. • Perform a theme and create a Using a short melodic variation excerpt, students will choose a way to vary the theme (rhythm variation, melodic, etc.) and practice writing a variation.

How do variations affect the expression of the music? Materials and Resources Student access to internet-connected computers barred instruments, drums and recorders Promethean board pencil and staff paper audio and audio playback equipment

5 Music Page 3 5.4 Music serves an important function in culture. Friday, May 29, 2015 10:15 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.2.5.A, 9.2.5.B, 9.2.5.C, Students will describe the Concepts: • Code songs Examine a map of New 9.2.5.D, 9.2.5.E, 9.2.5.F, geography of New Orleans • Code songs, e.g. Follow the Drinking • Blues Orleans and compare it to 9.2.5.G, 9.2.5.I and the various peoples that Gourd Pittsburgh and list common migrated there in the early • Songs of social conscience, e.g. geographic features. Objectives: 1900's. protest songs • Students will be able to • Development of the blues Discuss how the geographic interpret language in Describe how the musical features affect the movement code songs and songs of contributions of these Competencies: of people, their lifestyle and social conscience people came together. • Interpret language in code songs and their music. Read through • Students will be able to songs of social conscience and discuss various give examples and Teacher and student will • Give examples and explain resources, e.g., explain motivation assess via teacher generated motivation behind a song of social http://www.pbs.org/jazz/plac behind a song of social rubric. conscience es/. conscience • Relate geography and events in • Students will be able to history to the development of the How does where you live match geography and blues affect musical styles that you events in history to key listen to and perform? milestones in the development of the blues. Materials and Resources http://www.pbs.org/jazz/places/ Pencil and note paper Map of New Orleans, Pittsburgh, United States, World Map

5 Music Page 4 5.5 People must be able to articulate their thoughts and defend their position in order to engage in critical analysis. Friday, May 29, 2015 10:15 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.3.5.A, 9.3.5.E, 9.3.5.F Student will state a personal Concepts: • Intuitive criticism Read and discuss an example opinion about the quality of • Intuitive criticism of intuitive criticism. Objectives: a given performance and www.musicalcriticism.com • Students will be able to support with details. e.g., Competencies: Discuss what the opinion is. state a personal opinion https://www.youtube.com/ • State a personal opinion about the Discuss and highlight about the quality of music watch?v=dm-KsLytcW0 quality of music and support with supporting statements. and support with details. details • Students will be able to Assess via teacher generated • Find an opposing opinion and make Watch and example as a compare opposing opinions. rubric. comparisons class. Students will write a personal opinion on the performance. Share and debate opinions with a partner. Why do we have opinions? Materials and Resources www.musicalcriticism.com http://www.gregsandow.com/crit_class/assignments.pdf

Video and video playback equipment pencil and notebook paper.

5 Music Page 5 5.6 The various choices that a composer or performer makes can affect the way an audience perceives the work. Friday, May 29, 2015 10:15 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.2.5.A, 9.2.5.B, 9.2.5.C, Given the song "Follow the Concepts: No new vocabulary Examine historical 9.2.5.D, 9.2.5.J, 9.4.5.B, Drinkin' Gourd," students • Music can be perceived in different background of the 9.4.5.C, 9.4.5.D will decode the hidden ways by different groups (intended underground railroad and the message in the song. audience and casual audience), e.g. use of coded language to Objectives: Teacher will assess via language in code songs, elements of convey messages for escape. • Students will be able to checklist. popular culture, quoting other pieces Provided a coded example, identify/decode/explain of music students will highlight what the messages in they think is coded language different types of music. Competencies: and then compare that to a • Speculate on a work's perceived decoded version. messages for different audiences How does coded language affect our everyday language? Materials and Resources Song sheet for "Follow the Drinkin' Gourd" Example of coded language and decoded language.

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