Grade 8 Music Scope and Sequence 1

Home , Chord progression, Ostinato, Tonality

Grade 8 Music Scope and Sequence

Unit Theme Unit Focus Concepts & Repertoire Focus Standards Assessment/Pacing Resources This unit introduces • ASAP 8.1. L2 Analyze and compare the use of musical elements of Conduct and move to Silver Burdett "Music students to the U12 course • Routines and procedures several genres, styles, and cultures, emphasizing chords and pieces in duple and triple Connection" 8th grade by establishing routines • Self-responsibility harmonic progressions. meter (SB TE p. 14) Teacher Edition and procedures that will • Social interaction 8.1.L4 Demonstrate knowledge of the basic principles of meter, Demonstrate by clapping, "Concepts" Unit 1 - Lesson 1 be followed throughout • Group dynamics rhythm, tonality, intervals, chords, and harmonic progressions and the difference between pp. 14-15 each of the subsequent • Establish routine for their application in analyzing written and/or aural examples of changing meter and Unit 1 - Lesson 3 pp. 18-19 units. To establish social • Duple and triple meter music (meter, cross-rhythms, melodic contour analysis, sequence, irregular meter (SB TE p. Unit 1 - Lesson 4 pp. 20-21 norms and the importance • Changing and irregular meter retrograde, imitation, repetition, scales/tonality, chord 18) Unit 1 - Lesson 5 pp. 22-25 of teamwork in musical progressions, form). Have students clap notated • Rhythm patterns settings, students 8.2.S1 Sing music representing diverse genres and cultures, with patterns out of order (SB • Syncopation participate in individual as expression appropriate for the work being performed. TE p. 20)

well as cooperative 8.2.S2 Sing a varied repertoire of vocal literature, alone and in Listen to other songs and Suggested songs: activities with a focus on ensembles, demonstrating good posture, tone quality, vowel determine which have "Down By the Riverside" (p. 116) goal setting and the formation, and with good breath control. syncopated rhythms and 1 "Coventry Carol" (p. 120) accomplishments of the 8.2.S3 Sing music written in three and/or four parts. which do not (SB TE p. 24) Cultures "When the Saints Go Marching group. 8.2.P1 Perform on one or more instruments a repertoire of In" (p. 323) instrumental literature, representing various genres, styles, and “Three to get ready” (pp. 18-19) cultures (e.g. classical, jazz, and opera), with technical accuracy, "Shepherd's Chorus" (pp. 248- tone quality and articulation, by oneself and in small and large 253) ensembles. "Jonkanoo Rhythms" (pp. 20-21) 8.3.2 Improvise and compose melodic embellishments and simple "Limehouse Blues" (pp. 22-25) rhythmic and melodic variations on given pentatonic melodies and "Oh, Freedom" (pp. 162-163) melodies in major keys. "Streets of London" (pp. 282-283) 8.4.1 Read and perform (using solfege) rhythmic and melodic notation in duple, triple, compound, and mixed meters. 8.5. H1 Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically created and performed.

This unit provides students • Long and short phrases 8.3.3 Improvise, compose, and arrange short songs and Listen to excerpts of songs Silver Burdett "Music will listen to and create • Cadences instrumental pieces using the following musical devises: imitation and have students indicate Connection" 8th grade melodies. They will listen • Melodic contour and repetition, ostinato, syncopation, accompaniment and chord the ends of phrases (SB TE Teacher Edition to and identify songs with • Melodic patterns progressions, using traditional and nontraditional sources of p. 26) "Concepts" Unit 2 - Lesson 1 melodic devices such as • Major sound, including digital/electronic (if available). Listen to various selection pp. 26-28 chord progressions and • Minor and identify the occurrence Unit 2 - Lesson 2 pp. 29-31 patterns and either major Maintain Standards: of cadences (SB TE p. 31) Unit 2 - Lesson 3 pp. 32--33 or minor tonality. Suggested songs: 8.1.L2; 8.1.L4; 8.2.S1; 8.2.S2; 8.2.S3; 8.2.P1; 8.3.2; 8.4.1; 8.5.H1 Have students create Unit 2 - Lesson 5 pp. 36-38 "Someone Who Believes in You" "jagged" melodies using Unit 3 - Lesson 1 pp. 39-41 (pp. 26-28) harmonic patterns over a Unit 3 - Lesson 2 pp. 42-43 "Shenandoah" (p. 125) given chord progression "Light the Menorah" (p.257) Have students create "Yesterday" (p. 281) "smooth" melodies by "Thou Shalt Break Them" (pp. using scale patterns over a 29-31) given chord progression "Climb Ev'ry Mountain" (pp. 111- Create and eight-measure 112) melody using a given 2 rhythm pattern and Melodic "Streets of London" (pp. 282-283) "Solfeggio" (pp. 32-33) melodic shape (SB TE p. 36) devices and Students build I & V triads tonality "God Bless the USA" (pp. 147- 149) in a given major tonality "Yesterday" (p. 281) using flats and sharps "Song of the Beach" (pp. 36-38) where needed (SB TE p. 40) "Rock of Ages" (p. 259) Have students listen to and "Song of the Water" (pp. 284- identify songs as either 285) major or minor tonality (SB "The Old Chisholm Trail" (pp. 39- TE p. 43) 41) "December Night" (pp. 260-261) "Simple Gifts" (p. 341) "Joshua Fought the Battle of Jericho" (pp. 42-43) "Black is the Color of My True Love's Hair" p. 156 "The Knights from the East" pp. 270-271 "Shalom, Chaverim" p. 340

In this unit, students will • Harmonic progression 8.3.1 Improvise, compose, and arrange short melodies, Improvise a variation on a Silver Burdett "Music focus on harmony in • Harmony in thirds and sixths unaccompanied and over given rhythmic accompaniments, each in theme (SB TE p. 44) Connection" 8th grade music. They will listen to • Non-traditional harmony a consistent style, meter, and tonality. Perform songs with Teacher Edition and arrange melodies that • Tone color harmony in thirds (SB TE p. "Concepts" Unit 3 - Lesson 3 include harmonic Maintain Standards: 46) pp. 44-45 progressions and non- Suggested songs: 8.1.L2; 8.1.L4; 8.2.S1; 8.2.S2; 8.2.S3; 8.2.P1; 8.3.2; 8.3.3; 8.4.1; Harmonize a given melody Unit 3 - Lesson 4 pp. 46-47 traditional harmony. "Canon in D" (pp. 44-45) 8.5.H1 with harmonic progression Unit 3 - Lesson 5 pp. 48-49 "Sun Gonna Shine" (p. 326) in thirds or sixths (SB TE p. Unit 3 - Lesson 6 pp. 50-51 "La borinquenia" (pp. 46-47) 49) Unit 4 - Lesson 1 pp. 52-53 "Don Alfonso" (p. 121) Write a descriptive Unit 4 - Lesson 2 pp. 54-55 "Guantanamera" (p. 290-291) paragraph about individual "Four Cornfields" (pp. 48-49) songs with varying "The Kings from the East" (pp. harmonic devices (SB TE p. 3 270-271) 50) Harmony "Song of the Water" (pp. 284- Write the names of 285) orchestral sections and "Three-Score Set" (pp. 50-51) specific instruments after "Orchestra Montage" (pp. 52-53) hearing a selection two "The Marriage of Figaro" (p. 187) times (SB TE p. 52) "Concerto for Trombone and Create themes using Orchestra" (pp. 54-55) various harmonic and scaler patterns over a given chord progression Arrange the themes and orchestrate (choose tone colors) given available voices and classroom instruments In this unit, students will • Overture 8.5. H3 Classify exemplary composers and works of music by style Listen to selections and Silver Burdett "Music listen to and analyze • Prelude and genre. describe "musical Connection" 8th grade purposeful music, • Opening theme elements" vocabulary (SB Teacher Edition including overtures, TE p. 210) "Themes" Unit 8 - Lesson 3 4 preludes, and opening Suggested songs: Maintain Standards: Analyze phrasing/breathing pp. 210-211 Purposeful themes. Students will "Prelude" from Carmen (pp. 210- 8.1.L2; 8.1.L4; 8.2.S1; 8.2.S2; 8.2.S3; 8.2.P1; 8.3.1; 8.3.2; 8.3.3; from recording and Unit 10 - Lesson 8 pp. 274- music classify exemplary 211) 8.4.1; 8.5.H1 perform following the 275 composers and works of "Prelude" (p. 58) same pattern (SB TE p. 274) music by style and genre. "Lift Ev'ry Voice and Sing" (pp. 274-275) "Free at Last" (p. 272) 3

In this unit, students will • Monophonic Maintain Standards: Identify selections that are Silver Burdett "Music study music texture, • Homophonic 8.1.L2; 8.1.L4; 8.2.S1; 8.2.S2; 8.2.S3; 8.2.P1; 8.3.1; 8.3.2; 8.3.3; either monophonic or Connection" 8th grade including monophonic, • Polyphonic 8.4.1; 8.5.H1; 8.5.H3 homophonic; create a Teacher Edition homophonic, polyphonic, • Mixed textures homophonic composition "Concepts" Unit 5 - Lesson 1 and mixed textures. using voices or classroom pp. 56-59 Students will create a Suggested songs: instruments (SB TE p. 58 Unit 5 - Lesson 2 pp. 60-61 5 composition that has one "Prelude No. 20 in C Minor" (pp. and 60) Unit 5 - Lesson 3 p. 62 The texture of these types of textures. 56-59) Have students sing a round of music "The John B. Sails" (pp. 292-295) in unison with chordal "Me and My Shadow" (pp. 60-61) accompaniment, in unison "Kyrie" (pp. 174-175) a cappella, as a round, and "Partners in Minor" (pp. 296-299) as a round with chordal "Hallelujah" (p. 62) accompaniment; identify the textures (SB TE p. 62)

This unit provides students • Fugue 8.1.E1 Evaluate the quality and effectiveness of own and others' Create a spoken word Silver Burdett "Music with greater • Ostinato performances, compositions, arrangements, and improvisations by fugue and perform (SB TE Connection" 8th grade understanding about • Dynamics applying specific criteria appropriate for the style of the music and p. 66) Teacher Edition musical patterns, which offer constructive suggestions for improvement. Use given ostinatos as a "Concepts" Unit 5 - Lesson 4 can take the form of Suggested songs: 8.1. E2 Compare and contrast the differences between two model and create new pp. 64-66 fugues, ostinatos, and "Fugue in D Minor" (pp. 64-66) performances of a specific musical work. ostinatos for a new Unit 6 - Lesson 1 pp. 70-73 dynamics. Students will "Rosie" (pp. 70-73) selection (SB TE p. 71) Unit 6 - Lesson 2 pp. 74-75 compare and contrast the "The Marriage of Figaro" Themes Have students perform Unit 6 - Lesson 3 pp. 76-79 6 differences between (p. 187) Maintain Standards: ostinatos in small groups Patterns performances that include "Dona Nobis" (pp. 286-289) 8.1.L2; 8.1.L4; 8.2.S1; 8.2.S2; 8.2.S3; 8.2.P1; 8.3.1; 8.3.2; 8.3.3; demonstrating varying patterns and do not "Automotive Blues" (pp. 74-75) 8.4.1; 8.5.H1; 8.5.H3 dynamics (SB TE p. 75) include patterns. "Sun Gonna Shine" (p. 326) In pairs have one student "Osti-Ostinato" (pp. 356-357) clap a written ostinato "Blues for Three" (p. 359) while another claps the "Allegro ma non troppo" (pp. 76- steady beat; reverse roles 79) (SB TE p. 77) "Partners in Minor" (pp. 296-299)

In this unit, students will • ABA Maintain Standards: Create and perform a short Silver Burdett "Music listen to and create pieces • Rondo 8.1.L2; 8.1.L4; 8.1.E1; 8.1.E2; 8.2.S1; 8.2.S2; 8.2.S3; 8.2.P1; 8.3.1; ABA piece; students assess Connection" 8th grade that consist of musical • Theme and variations 8.3.2; 8.3.3; 8.4.1; 8.5.H1; 8.5.H3 the performance though Teacher Edition forms, such as cells, theme • Cells self-created scoring guide "Concepts" Unit 6 - Lesson 6 and variations, and forms • Motives (SB TE p. 85) pp. 84-85 such as ABA and AABB • AABB Create and perform Unit 6 - Lesson 7 pp. 86-87 patterns. • Sonata allegro contrasting ostinatos for an Unit 6 - Lesson 9 p. 89 existing song in rondo form Unit 6 - Lesson 10 pp. 90-91 Suggested songs: (SB TE p. 87) Unit 6 - Lesson 11 pp. 92-94 "My Lord, What a Mornin'" (pp. Listen to a selection several Unit 6 - Lesson 13 pp. 96- 84-85) times that demonstrates 101 "Climb Ev'ry Mountain" (p. 111) theme and variations; "Hey, Look Me Over!" pp. 217- analyze how the theme is varied (SB TE p. 89) 7 219 Listen to a selection several Form "Free At Last" (p. 273) "Yesterday" (p. 281) times that demonstrates "How Good the Time" (pp. 86-87) theme and variations; "Pasta Variations" (p. 89) analyze how the theme is "Simple Gifts" (pp. 158-159) varied (SB TE p. 91) "When Johnny Comes Marching Analyze various musical Home" (pp. 90-91) selections according to "Minuet" (pp. 92-94) their use of motives, "Fanfare for the Common Man" harmony, variety, and unity (p. 157) within the composition (SB "Glory to God" (p. 182) TE p. 93) "Symphony No. 40 in G Minor" Perform "Spoken Sonata- (pp. 96-101) Allegro;" analyze the differences between sections (SB TE pp. 97-101)

In this unit, students will • Styles Maintain Standards: Identify various styles and Silver Burdett "Music be transported “back in • Baroque 8.1.L1; 8.1.L2; 8.1.L3; 8.1.L4; 8.1.E1; 8.1.E2; 8.2.S1; 8.2.S2; 8.2.S3; list their unique Connection" 8th grade time” to historical styles of • Classical 8.2.P1; 8.3.1; 8.3.2; 8.3.3; 8.4.1; 8.5.H1; 8.5.H3 characteristics in terms of Teacher Edition music, including baroque, • 19th and 20th century instrumentation, origin, "Themes" Unit 6 - Lesson 4 th th classical, and 19 and 20 and geographic influence pp. 174-175 century music. Students Suggested songs: (SB TE p. 170) Unit 6 - Lesson 6 pp. 178- will listen to analyze these "Kyrie" (pp. 174-175) Identify and analyze the 181 8 various styles and "Sing Out" (p. 173) characteristics of several Unit 6 - Lesson 9 pp. 187- Back in determine their unique "Autumn" (pp. 178-181) Renaissance musical 189 time characteristics. "Concerto in C Major" (p. 176) selections (SB TE p. 174) Unit 6 - Lesson 13 pp. 196- "Glory to God" (p. 182) Identify and analyze the 197 "The Marriage of Figaro" (pp. characteristics of several th 187-189) Baroque, Classical, 19 & th "Epitaph" (p. 184) 20 century musical "The Rite of Spring" (pp. 196-197) selections "Claire de lune" (p. 195)