Pennington Traditional- Music Appreciation, 6th grade Teacher: Mrs. Stachour Updated: March 20, 2020

Prior Assignments, Month Objectives Covered Additional Available Resources Assessments, Resources

6.1 The student will read Teacher generated counting I Knew You Were Treble- song reviewing lines and notate music, including examples and spaces in treble clef 1. identifying melodic https://www.youtube.com/watch?v=U2TLtRu6Hqk&list=LLS- patterns; Rhythm counting Hlvqs0ihsX4F9mgHKX-g&index=12 2. recognizing diatonic manipulatives All About That Bass (Clef)- song reviewing lines intervals; and spaces in the bass clef 3. identifying notes written Students creating rhythms https://www.youtube.com/watch?v=EY-hJ9WZ6lk&list=LLS- on the bass staff; individually and in small Hlvqs0ihsX4F9mgHKX-g&index=11 4. notating melodies on the groups treble staff, with emphasis Counting review video- contains whole, half, on steps and skips; Teacher and student created quarter, and eighth notes and rests 5. reading and notating mnemonics for note names in https://www.youtube.com/watch?v=LVOjKCztqTs&list=LLS- September rhythmic patterns that treble and bass clef Hlvqs0ihsX4F9mgHKX-g&index=4&t=0s include whole notes, half notes, quarter notes, eighth Counting games such as notes, and corresponding “Poison Rhythm” to reinforce rests; and 6. identifying the written and aural identification meaning of the upper and of rhythms lower numbers of time signatures.

6.4 The student will perform rhythmic patterns that include whole notes, half notes, quarter notes, eighth notes, and corresponding rests. 6.1 and 6.4 continued Teacher and student generated 6.3 The student will play a examples variety of pitched and nonpitched instruments, Continued use of counting including manipulatives 1. singing or playing melodies and Written practice on staff of accompaniments written on both pitch and rhythm the treble staff; and 2. playing music in a variety Improvisation in given time October of ensembles. signatures. Clapping and speaking 6.6 The student will create music through a variety of Summative: sound and notational Student compositions using sources by classroom instruments 1. improvising four-measure illustrating pitch and rhythm melodic and rhythmic concepts phrases; and 2. Composing four-measure melodies and rhythms. Review Instruments and Instrument demonstrations- Young Person’ Guide to the Orchestra Instrument families from live and recorded performance elementary standards https://www.youtube.com/watch?v=4vbvhU22uAM Instruments in class for Review musical form (AB, students to see and manipulate From Clavichord to the Modern Piano: November ABA, ABACA) from demonstration of historical instruments (2 parts) elementary standards Listening: Benjamin Britten- A Part 1- Young Person’s Guide to the https://www.youtube.com/watch?v=4uCCw_hmILA&list=LLS- 6.7.2 identifying ways in Orchestra Hlvqs0ihsX4F9mgHKX-g&index=15 Part 2- https://www.youtube.com/watch?v=a9IaE2i- which culture and DmA&list=LLS-Hlvqs0ihsX4F9mgHKX-g&index=14 technology influence the Music Form Examples Instrument Demonstration for Beginning Band development of music and Included: https://www.youtube.com/watch?v=CCTeSjpDsIs musical styles, including the Little Eva- Locomotion ways sound is manipulated; (movement activity, A and B sections) Twinkle, Twinkle Little Star (written, identifying A and B sections) Boyz II Men- A Song For Mama Taylor Swift- Love Story 6.7 The student will explore Medieval Music Historical context historical and cultural Crash Course World History- The Dark Ages aspects of music by Biographical readings and https://www.youtube.com/watch?v=QV7CanyzhZg&list=LLS- 1. identifying and musical examples for: Hlvqs0ihsX4F9mgHKX-g&index=15&t=0s describing the cultures, Hildegard von Bingen Piano TV the Middle Ages- music, explanations, musical styles, composers, Adam de la Halle and examples (2 parts) and historical periods Guillame de Machaut Part 1- https://www.youtube.com/watch?v=Et_ahjD0Uxc associated with the music Part 2- https://www.youtube.com/watch?v=Sir2OlUZerI literature being studied; New Terminology- sacred,

2. identifying ways in which secular, monophonic

December culture and technology influence the development Beginnings of musical of music and musical styles, notation- neumes including the ways sound is manipulated; 3. examining career options in music; 4. identifying the relationship of music to the other fine arts and other fields of knowledge; 5. identifying ethical standards as applied to the use of social media and copyrighted materials; and 6. demonstrating concert etiquette as an active listener or participant.

6.8 The student will analyze and interpret music by 1. examining the importance of cultural influences and historical context for the interpretation of works of music; and 2. describing works of music, using inquiry skills and music terminology.

6.9 The student will evaluate and critique music by 1. examining and applying accepted criteria for evaluating works of music; 2. describing performances of music, using music terminology; and 3. applying accepted criteria for critiquing musical performances of self and others.

6.10 The student will investigate aesthetic concepts related to music by 1. identifying reasons for preferences among works of music; 2. Identifying ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive All previously listed Renaissance Era Palestrina- Motet Viri Galilaei, modern notation standards continue with Biographical readings and https://www.youtube.com/watch?v=X- focus on 6.7-6.10 in relation music examples of: qWPOjzGYU&list=RDMxJFMBv4Ibo&index=4 to different periods in music Palestrina history Crash Course World History #22- The Modern song: “Welcome to the Renaissance: Was it a thing? https://www.youtube.com/watch?v=Vufba_ZcoR0&t=2s Renaissance” from music Something Rotten. Class broke down lyrics to discover more January about Renaissance history.

Life of nobility vs life of peasants

Student research projects on Renaissance composers

New terminology: Polyphony

All previously listed Baroque Era Flats, sharps, naturals: with piano keyboard February standards continue with Biographical readings and visual focus on 6.7-6.10 in relation music examples of https://www.youtube.com/watch?v=-xHYywmPiuE to different periods in music Pachelbel What Made Back Great? Video goes deeper than history JS Bach we did in class. Great musical examples! https://www.youtube.com/watch?v=kcvUHdhROrk&list=LLS- Music Theory- sharps, flats, Hlvqs0ihsX4F9mgHKX-g&index=21&t=55s naturals L’Orfeo- uses some historically accurate Teacher generated examples, instruments in class games https://www.youtube.com/watch?v=jUep3sqe35o

Early Opera- L’Orfeo by Monteverdi

Classical Era Biographical readings and musical examples of Haydn All previously listed Classical Era Continued Piano TV- Classical Period Music (2 parts) standards continue with Mozart Part 1- focus on 6.7-6.10 in relation Beethoven https://www.youtube.com/watch?v=lgVzVhnjFiQ&list=LLS- to different periods in music Hlvqs0ihsX4F9mgHKX-g&index=10 history Opera Example- Magic Flute Part 2- by Mozart https://www.youtube.com/watch?v=AIwhMn_0K5A&list=LLS- March Hlvqs0ihsX4F9mgHKX-g&index=9 Reinforcing and continued practice with whole step, Music Theory- whole steps and Magic Flute- with English subtitles half step, and key signature half steps https://www.youtube.com/watch?v=02u4Jf_aNPI&t=1749s concepts from performing Teacher generated examples ensemble classes and in class games

Reminders: - No new instruction is being given. - All additional available resources are for optional practice only and are not being used for grades. - All due dates are April 14, or whenever students return to school. - I am available during regular school hours (9:00 a.m. – 3:40 p.m. Monday-Friday) to provide assistance and/or additional resources and I can be reached at [email protected].