CURRICULUM MAPPING Subject: Music Grade: Fifth I. Unit-Singing A. Content/Essential Questions the Student
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CURRICULUM MAPPING Subject: Music Grade: Fifth I. Unit-Singing A. Content/Essential Questions ● The student will sing, alone and with others, a varied repertoire of music with appropriate tone, pitch, and rhythm, with and without accompaniment Standards: MU.5.S.3.1 Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch. MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works. MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a specific musical work. MU.5.S.1.1 Improvise rhythmic and melodic phrases to create simple variations on familiar melodies. MU.5.S.1.4 Sing or play simple melodic patterns by ear with support from the teacher. MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a song. MU.5.H.1.1 Identify the purposes for which music is used within various cultures. MU.5. F.3.2 Practice safe, legal and responsible acquisition and use of music media and describe why it is important to do so. MU.5.H.2.2 Describe how technology has changed the way audiences experience music. B. Skills The student will be able to: ● Sing independently with increased accuracy, expanded breath control, and extended vocal range ● Sing with appropriate expression, dynamics, tempo, articulation and phrasing ● Blend voices, matching dynamic levels and respond to the cues of a conductor when singing as part of a group ● Sing, with technical accuracy, a repertoire of vocal literature, including some songs performed by memory ● Sing music representing diverse genres and cultures, with expression appropriate for the works being performed, and using a variety of languages ● Sing music written in two and three parts, with and without accompaniment ● Explain how music is used in daily life C. Activities/Procedures ● Whole group instruction ● Individual student singing ● Small groups of student singing D. Resources Resources include but are not limited to: ● The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing ● Dan Nichols Anthology, Transcontinental Music Publications ● Noam Katz Anthology, Transcontinental Music Publications ● Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing ● Ruach series of books published by Transcontinental Publishing ● Shabbat Anthology Series ● The Shlomo Carlebach Anthology, Velvel Pasternak ● The Kol B’Seder Songbook, Tara Publishing ● Sounds of Creation/Freedom/Holiness/Sinai, Randee Friedman ● NFTY in Harmony, Tara Publications ● NFTY-50 Years in the Making Songbook & various other NFTY songbooks, URJ ● Folk Song Encyclopedia, Volume I & II, Chappell & Co., Inc ● From Sea to Shining Sea,Scholastic Inc. ● American Favorite Ballads as Sung by Pete Seeger, Oak Publication ● Civil War Songbook, WEM Records ● Colonial & Revolution Songbook, WEM Records ● Rodgers & Hammerstein, Hal Leonard ● The Golden Songs of Rodgers & Hammerstein, Charles Hansen Music and Books ● Disney Classics ● Various Songsbooks and CDs by Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Elana Arian, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young, Ellen Allard, Tom Chapin, Doug Cotler, Peter, Paul and Mary ● Yearly Songbook created by Jackie Berney E. Technology F. Assessment ● Teacher observation ● Student active participation II. Unit-Reading and Notation A. Content/Essential Questions ● Students will read music written in standard notation Standards: MU.5.S.3.5 Notate rhythmic phrases and simple diatonic melodies using traditional notation. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece of music. B. Skills The student will be able to: ● Read whole, half, quarter, eighth and dotted musical notes and rests in the treble clef ● Interpret dynamics and understand rhythm. ● The student will accurately interpret music symbols and apply those theories when playing the guitar. C. Activities/Procedures ● Whole group instruction ● Individual instruction ● Small group activities ● Musical manipulatives D. Resources ● John Brimhal’s Theory Notebook, Hansen House ● Master Theory by Charles S. Peters and Paul Yoder ● Standard of Excellence-Book 1, Music Theory & History Workbook by Chuck Elledge, Jane Yarbrough & Bruce Pearson E. Technology F. Assessment ● Teacher observation III. Unit-Playing the Guitar A. Content/Essential Questions ● Students will play various musical pieces on the guitar, alone and with others Standards: MU.5.S.1.1 Improvise rhythmic and melodic phrases to create simple variations on familiar melodies. MU.5.S.1.4 Sing or play simple melodic patterns by ear with support from the teacher. MU.5.S.2.2 Apply performance techniques to familiar music. MU.5.S.3.1 Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch. MU.5.S.3.4 Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments. MU.5.S.3.4 Play melodies and accompaniments, by ear, using classroom instruments. B. Skills The student will be able to: ● Properly hold a guitar pick and correctly hold a guitar. ● Read the fingerboard of a guitar and a chord chart. ● The student will learn how to properly strum the guitar. ● Practice various chords and be able to sing and play the guitar at the same time. ● Apply previously learned knowledge of rhythm, rests and musical notation while playing the guitar. ● Use previously learned knowledge of reading chord charts while playing and singing general songs as well as those related to Thanksgiving and Chanukah. C. Activities/Procedures ● Whole group instruction ● Individual instruction ● Small group activities D. Resources ● Fun with the Guitar, by Mel Bay Publications ● Alfred’s Kid’s Guitar Course by Ron Manus and L.C. Harnsberger ● Teacher made song sheets E. Technology F. Assessment ● Teacher observation ● Student performance as a soloist ● Student performance in a small ensemble IV. Unit-Classical Composers A. Content/Essential Questions ● Students will study classical composers and appreciate their music Standards: MU.5.H.1.1 Identify the purposes for which music is used within various cultures. MU.5.H.1.2 Compare and describe the compositional characteristics used by two or more composers whose works are studied in class. MU.5.H.2.1 Examine the contributions of musicians and composers for a specific historical period. MU.5.H.2.2 Describe how technology has changed the way audiences experience music. MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works. MU.5.C.1.3 Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a specific musical work. MU.5.C.1.3 Identify selected instruments of the band and orchestra. B. Skills The student will be able to: ● Research an individual composer on their iPads using web-sites and/or books and present his/her information using certain apps and to the class ● Listen to the classical compositions of their particular composer and choose their favorite one to share with their class ● Begin to appreciate and discuss different classical pieces of music ● Discover various ways classical music is used in our daily lives C. Activities/Procedures ● Whole group instruction ● Research ● Individual Book Creator presentations given by students ● View Disney’s Fantasia D. Resources Resources include but are not limited to: ● Masters of Music: The World’s Greatest Composers series, Mitchell Lane Publishers ● Lives of the Musicians, Kathleen Krull ● Getting to Know the World’s Greatest Composers series, Children’s Press ● Let’s Meet Famous Composers, Harriet Hinghorn, Jacqueline Badman, Lisa Lewis-Spicer ● Living Music, Keith Spence ● Composer’s World: Wolfgang Amadeus Mozart, Wendy Thompson ● New Encyclopedia of Music, Alan Blackwood ● Peter and the Wolf, A Michael Neugebauer Book ● Story-Lives of Great Composers, Katherine Little Bakeless ● Famous Musicians of Jewish Origins, Saleski ● Series by Troll Associates ● Mozart: The Boy Who Changed the World with His Music, Marcus Weeks E. Technology ● http://www.classicsforkids.com/composers/composers_atoz.asp ● http://www.nyphilkids.org/gallery/main.phtml? ● http://www.dsokids.com/listen/composerlist.aspx ● http://www.makingmusicfun.net/htm/mmf_music_library_meet_the_c omposer_index.htm ● Biography.com F. Assessment ● Teacher observation ● Book Creator Presentations ● Class Discussions Field Trips: ● New World Symphony A. Unit-Classical American Musicals A. Content/Essential Questions ● Students will watch and critique Classical American musicals. Standards: MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works. MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a specific musical work. MU.5.C.1.3 Identify selected instruments of the band and orchestra. MU.5.C.2.1 Define criteria, using correct music vocabulary, to critique one’s own and others’ performance. MU.5.C.3.1 Develop criteria to evaluate an exemplary musical work from a specific period or genre. MU.5.F.2.1 Describe jobs associated with various types of concert venues and performing arts