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Unit Title: Explore the Possibilities: Getting to Know Your Instrument Performance Based Colorado Teacher-Authored Instructional Unit Sample Music High School Unit Title: Explore the Possibilities: Getting to Know Your Instrument Performance Based INSTRUCTIONAL UNIT AUTHORS Jefferson County Schools Michelle Ewer Gregory Piotraschke St. Vrain School District Kristine Coniway Metro State University of Denver Carla Aguilar, PhD BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Jefferson County Schools Gregory Piotraschke Colorado’s District Sample Curriculum Project Denver Public Schools and Colorado Music Educators’ Association Mark Hudson, PhD This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JUNE 10, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Music Grade Level 9th-12th Grade Course Name/Course Code High School Performance Course (Learning to Play/Sing) (Non-Ensemble) Standard Generalist Pathway Grade Level Expectations (GLE) Performance Pathway Grade Level Expectations (GLE) 1. 1. Present music expressively using MU09-HSGP-S.1-GLE.1 1. Perform accurately and expressively, demonstrating self- MU09-HSPP-S.1-GLE.1 Expression appropriate technology evaluation and personal interpretation at the minimal of Music level of 3 on the difficulty rating scale 2. Demonstrate informed participation in MU09-HSGP-S.1-GLE.2 2. Perform music accurately and expressively at the first MU09-HSPP-S.1-GLE.2 music-making activities reading at the minimal level of 2 on the difficulty rating scale 3. Participate appropriately as an ensemble member while MU09-HSPP-S.1-GLE.3 performing music at the minimal level of 3 on the difficulty rating scale 4. Demonstrate requisite performance skill sets MU09-HSPP-S.1-GLE.4 appropriate for postsecondary pursuits 2. 1. Extended improvisation over varied MU09-HSGP-S.2-GLE.1 1. Improvise a stylistically appropriate vocal or MU09-HSPP-S.2-GLE.1 Creation harmonic progressions instrumental solo over a given harmonic progression of Music 2. Create original music, or arrange the music MU09-HSGP-S.2-GLE.2 2. Compose complex music in several distinct styles MU09-HSPP-S.2-GLE.2 of others, using appropriate technology 3. Arrange selections for voices and/or instruments other MU09-HSPP-S.2-GLE.3 than those for which they were written in ways that preserve and enhance the expressive effect of the music 3. 1. Discernment of musical elements MU09-HSGP-S.3-GLE.1 1. Improvise a stylistically appropriate vocal or MU09-HSPP-S.3-GLE.1 Theory instrumental solo over a given harmonic progression of Music 2. Classification by genre, style, historical MU09-HSGP-S.3-GLE.2 2. Compose complex music in several distinct styles MU09-HSPP-S.3-GLE.2 period, or culture 3. Arrange selections for voices and/or instruments other MU09-HSPP-S.3-GLE.3 than those for which they were written in ways that preserve and enhance the expressive effect of the music 4. 1. Practice of appropriate behavior during MU09-HSGP-S.4-GLE.1 1. Practice of appropriate behavior during cultural MU09-HSPP-S.4-GLE.1 Aesthetic cultural activities activities Valuation 2. Knowledge of available musical MU09-HSGP-S.4-GLE.2 2. Evaluation of the quality and effectiveness of musical MU09-HSPP-S.4-GLE.2 of Music opportunities for continued musical growth performances and professional development 3. Development of criteria-based aesthetic MU09-HSGP-S.4-GLE.3 3. Development of criteria-based aesthetic judgment of MU09-HSPP-S.4-GLE.3 judgment of artistic process and products in artistic process and products in music music 4. Informed judgments through participation, MU09-HSGP-S.4-GLE.4 4. Knowledge of available musical opportunities for MU09-HSPP-S.4-GLE.4 performance, and the creative process continued musical growth and professional development High School, Music Unit Title: Explore the Possibilities: Getting to Know Your Instrument Page 1 of 17 Colorado Teacher-Authored Sample Instructional Unit st Colorado 21 Century Skills Creation Critical Thinking and Reasoning: Thinking Deeply, Creative Thinking Differently Expression Theory Invention Process Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Aesthetic Valuation Self-Direction: Own Your Learning The Colorado Academic Standards for Music are not intended to be taught in a linear Invention: Creating Solutions (checklist of coverage) fashion, but rather should be implemented as a cyclical creative process. Each unit within this sample blueprint intentionally includes standards from all four music standards to illustrate this process-based philosophy. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Explore the Possibilities: Getting to Know Your Instrument Instructor Choice Instructor Choice High School, Music Unit Title: Explore the Possibilities: Getting to Know Your Instrument Page 2 of 17 Colorado Teacher-Authored Sample Instructional Unit Unit Title Explore the Possibilities: Getting to Know Your Instrument Length of Unit Instructor Choice Focusing Lens(es) Structure and Function Standards and Grade MU09-HSGP-S.1-GLE.1, MU09-HSGP-S.1-GLE.2 Play and Exploration Level Expectations MU09-HSGP-S.2-GLE.1, MU09-HSGP-S.2-GLE.2 Addressed in this Unit MU09-HSGP-S.3-GLE.1 MU09-HSGP-S.4-GLE.3, MU09-HSGP-S.4-GLE.4 Inquiry Questions How can experimentation on an instrument or through singing lead to learning the language of music? (MU09-HSGP-S.1-GLE.1,2) and (MU09-HSGP- (Engaging- S.2-GLE.1,2) and (MU09-HSGP-S.3-GLE.1) and (MU09-HSGP-S.4-GLE.3,4) Debatable): How can experimentation on an instrument or through singing lead to learning better technique? What musical elements are required to convey a musical idea in written form? Unit Strands Expression, Creation, Theory, Aesthetic Valuation Concepts Improvisation, Pattern, Expression, Exploration, Discovery, Time and Energy, Technique, Experimentation Generalizations Guiding Questions My students will Understand that… Factual Conceptual Exploration/discovery builds technique. (MU09-HSGP-S.1- What does it mean to Improvise? How can exploring on your instrument or voice lead to GLE.1,2) and (MU09-HSGP-S.2-GLE.1,2) What are the components of your instruments or voice? better technique? What are the basic techniques for performing your Why is it Important to build technique on your instrument or voice? instrument or voice? Improvisation demonstrates expression through the What are the elements/criteria that make an Why is improvisation important to a any musician? spontaneous creation of music. (MU09-HSGP-S.1-GLE.1,2) improvisation successful? Beyond the notes and rhythms, what else would you and (MU09-HSGP-S.2-GLE.1,2) and (MU09-HSGP-S.3- want written down to represent your musical ideas? GLE.1) and (MU09-HSGP-S.4-GLE.3,4) The time of music reveals patterns that can be written What are the basic functions of written music? Why is it important to write down your creative ideas? down. (MU09-HSGP-S.1-GLE.1,2) and (MU09-HSGP-S.2- How is the written tradition different from an aural GLE.1,2) and (MU09-HSGP-S.3-GLE.1) and (MU09-HSGP- tradition? S.4-GLE.4) Why is there a common written musical language? High School, Music Unit Title: Explore the Possibilities: Getting to Know Your Instrument Page 3 of 17 Colorado Teacher-Authored Sample Instructional Unit Critical Content: Key Skills: My students will Know… My students will be able to (Do)… Experimenting while learning an instrument is a way to develop musical reading, Improvise basic rhythms and melodies on an instrument of choice or through writing and technique. (MU09-HSGP-S.1-GLE.1,2) and (MU09-HSGP-S.2-GLE.1,2) singing. (MU09-HSGP-S.1-GLE.1,2) and (MU09-HSGP-S.2-GLE.1,2) and (MU09- and (MU09-HSGP-S.3-GLE.1) HSGP-S.3-GLE.1) Music can be learned through observation, listening, and transcription. (MU09- Transcribe improvised rhythm and melodies using written form or using HSGP-S.2-GLE.1,2) and (MU09-HSGP-S.3-GLE.1) and (MU09-HSGP-S.4-GLE.3,4) technology. (MU09-HSGP-S.2-GLE.1,2) and (MU09-HSGP-S.3-GLE.1) In order to share what has been aurally created through improvisation, students Communicate basic musical ideas through aural and written forms. (MU09-HSGP- must know how to transcribe their work using musical notation. (MU09-HSGP-S.2- S.1-GLE.1,2) and (MU09-HSGP-S.2-GLE.1,2) and (MU09-HSGP-S.3-GLE.1) GLE.1,2) and (MU09-HSGP-S.3-GLE.1) Evaluate, revise and refine improvisational ideas. (MU09-HSGP-S.1-GLE.1,2) and Learning to read and write music facilitates independence in musical pursuits. (MU09-HSGP-S.2-GLE.1,2) and (MU09-HSGP-S.3-GLE.1) and (MU09-HSGP-S.4- (MU09-HSGP-S.1-GLE.1,2) and (MU09-HSGP-S.2-GLE.1,2) and (MU09-HSGP-S.3- GLE.3,4) GLE.1) and (MU09-HSGP-S.4-GLE.3,4) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the Guided improvisation with an instrument or voice, leads to the improved performance, technique, and knowledge of ability to apply and comprehend critical language music.
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