Essential Unit 1 (E01) s1

MUSIC - 8

ESSENTIAL UNIT 1 (E01)

(Elements of Music) (July 2012)

Unit Statement: The student will begin to recognize how meter, notes, dynamics and tempo symbols all combine to produce musical compositions and apply music reading and writing skills to songs for performance. The student will be able to discuss the basic elements of music in relation to important musical works. Also, the student will focus on the string family of instruments and music from a variety of countries and cultures.

Essential Outcomes: (assessed for mastery)

1. The Student Will listen to, sing, and move with simple actions songs/games and songs from various cultures, with and without recordings.

2. TSW use more complex duple rhythms with Quarter rests; - read (vocally, using preferred language of the teacher) -play (on a rhythm instrument) and - write (dictate from teacher performing) 4-beat duple rhythm patterns with quarter notes (Q) and rests (sh!) and eigthth (e) notes. Examples: A. Q sh! ee Q B. Q sh! sh! Q C. ee ee sh! Q D. ee sh! Q Q

3. TSW vocally echo simple melodic patterns (using Do-Re-Mi-Fa-So) on a regular basis and identify the tonal center each time it is heard in simple melodies.

4. TSW accompany a song on a drum or other rhythm instrument after maintaining an alternating steady beat (right, then left, or “back & forth”) on their body and classroom instruments.

5. TSW echo chant or clap 4-beat duple rhythm patterns on a regular basis.

6. TSW define tempo and dynamics: >, <, (pp), (p), (mp), (mf), (f) and (ff) and demonstrate the difference with voice or instrument, with or without a song as reference.

7. TSW use movement to: -demonstrate form in music (eg. AA, AB, ABA, ABACA). -develop the body as an expressive instrument by exploring complex animal movements.

8. TSW identify, by sight and sound, instruments of the string family of instruments and listen to examples.

9. TSW respond to a famous classical work by describing/discussing its story/composer, musical themes and/or instruments (suggested works include: Peter and the Wolf, The Nutcracker, The Sorceror’s Apprentice, The Carnival of the Animals, but should not be the same one as studied in Music 7).

QSI MUSIC 8 E01 4 Copyright  1988-2012 Introduced or Practiced Outcomes: (See Course Outline)

1. The Student Will use appropriate dynamics in singing songs to add effect to the message of the text.

2. TSW continue vocal development by singing with good enunciation.

3. TSW listen to duets, trios, quartets, and other configurations of ensembles.

4. TSW discriminate and identify similar animal voices.

5. TSW refine an improvised instrument ensemble.

Teacher Resource Reference List The following pages and lessons are suggested references for this unit. The music teacher may use references listed in whole, or in part. The teacher may desire to use other resources in addition to, or instead of, the ones listed.

The “Meadow” section of the book is originally intended for a 75-90 minute class, so splitting each lesson into 2+ weeks is necessary. The 8 week program should be stretched to 16-22 classes. If choosing the Performance Selective, assuming 8 weeks for Winter concert preparations and 8 weeks for Spring concert preparations, is just about right.

Suggested Assessments: Each of the Essential Outcomes should be taught and assessed. Teachers are able to utilize the attached rubrics to help aid them in assessing students at the A and B level for Music class.

RUBRIC FOUND ON FOLLOWING PAGE………………

QSI MUSIC 8 E01 5 Copyright  1988-2012 NAME______CLASSRM TEACHER______A grade = 3 or more A marks on the rubric and no P (progress) B grade = all marks on the rubric at the B or A level and no P (progress)

AGE 8 Unit E01 grading scale Essential OUTCOME: A-Exceptional B-Good P-In Progress TSW1 listen, sing & move with Participates in music activities by listening, Has not participated appropriately in music music activities. singing and moving appropriately to the activities. music. TSW2a Read/Perform age-level Reads/performs all patterns with Reads/performs 3/4 patterns with adequate Is not yet able to read/perform 3/4 patterns rhythm Patterns. complete accuracy and ease. accuracy. accurately TSW2b write dictated rhythmic Writes all patterns with skill & Writes all patterns with an adequate Is not yet able to write all patterns correctly. patterns. demonstrates higher-level thinking. understanding. TSW3 Echo melodic patterns. Echoes each pattern correctly with Is not yet able to match pitch but will continue developing pitch matching. to develop the skill in subsequent years. TSW4 accompany a song with a Maintains a steady alternating beat Maintains a steady beat accompaniment. Is not yet able to maintain a steady beat steady alternating beat on a accompaniment. accompaniment. rhythm instrument TSW5 echo 4-beat rhythm Echoes each pattern correctly with Is not yet able to echo patterns correctly. patterns developing rhythmic competence. TSW6 recognize and use 8 Distinguish between all dynamics -Distinguish between 6/8 dynamics Has not mastered all components of a B level. dynamic levels/symbols -matches all symbols to their definition. -matches 6/8 symbols to their definition. -defines all symbols -defines 6/8 symbols -shows awareness of changes through -shows awareness of changes through movement movement TSW7 move to demonstrate -demonstrates an understanding of form Has not demonstrated an sufficient form and develop the body as through movement understanding of form or their body as an an expressive instrument -expresses complex animal movements, expressive instrument. developing the body as an expressive instrument. TSW8 identify 4 string Identifies all 4 string instruments by sight Is not yet able to identify all 4 string Instruments by sight and sound. and sound. instruments. TSW9 respond to, describe, and Discusses & describes a work's story, Has not discussed or described a work's story, discuss a famous classical work composer, themes, and/or instruments. composer, themes, and/or instruments.