5.1 Musicians deliberately use expressive elements to create and perform. Thursday, May 07, 2015 8:36 AM
Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C Students will create a tonic & Concepts: • Lento Given a specific key, students dominant chords on the • Tempo • Ritardando will identify the Tonic and Objectives: white-board. ○ Lento • Accelerando Dominant pitches and build • Students will be able to ○ Ritardando • Marcato the respective chords. identify tempo They will then create a whole ○ Accelerando • Staccato markings, fortissimo, note I-V-I progression by • Dotted quarter-eighth • Tenuto They will then write/perform and pianissimo and correctly selecting one tone • Meter: 6/8 - dotted half, dotted • Coda a I-V-I progression by apply them to from each chord. quarter, three eighths, quarter- • D.C. al coda correctly choosing chord performance. eighth • Fortissimo tones to write/perform. • Students will be able to Progress will be tracked using • Marcato • Pianissimo read rhythms containing a checklist. • Staccato • Chord dotted quarter-eighth • Tenuto • Arpeggio What role do chords perform combinations. • Coda • Intervals in composition? • Students will be able to • D.C. al coda • Third read rhythms in 6/8 • Fortissimo • Fifth meter. • Pianissimo • Dominant • Students will be able to • Chord • Scale read and perform • Arpeggio marcato, staccato, and • Intervals: third, fifth tenuto markings. • Dominant (S T R) • Students will be able to • Scale (Bb and Eb concert) follow a musical road map that uses coda and Competencies: D.C. al coda. • Identify tempo markings, fortissimo, • Students will be able to and pianissimo and apply them to build tonic and performance dominant chords and • Read rhythms containing dotted arpeggios by identifying quarter-eighth combinations thirds and fifths. • Read rhythms in 6/8 meter • Students will be able to • Read and perform marcato, staccato, identify and apply basic and tenuto markings techniques of sight • Follow a musical road map that uses reading. coda and D.C. al coda • Build tonic and dominant chords in by identifying thirds and fifths • Differentiate between chord and arpeggio • Basic techniques of sight reading Materials and Resources White Board
5 Band Page 1 5.2 People can choose techniques with voices and/or instruments to communicate an intended idea. Friday, May 29, 2015 10:14 AM
Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C, Record students improvising Concepts: • Balance Students will select an 9.1.5.D using a blues scale. Have • Balance • Blues scale expressive word from a hat them evaluate whether or • Blues scale (E G A Bb B D) • Blue note (if they don't like the word, Objectives: not they were successful in • Blue note • Accidental they may have one chance to • Students will be able to communicating their • Accidental • Natural reselect a word). adjust volume to intended idea and if so why, • Natural • Jazz articulations balance within a lesson and if not, what they would • Accent on beats 2 and 4 They will choose 3 notes from group. change to achieve their • Woodwinds: alternate fingerings the blues scale that they • Students will be able to goal. • Trombone: alternate positions want to use for an improvise on a blues • Trumpet: third valve slide improvisation. scale. Document student • Jazz articulations: du (quarter note), • Students will be able to responses. dit (staccato), daht (marcato) The students will record their identify the function of improvisation (ending on the an accidental. Competencies: tonic). They will be asked to • Students will be able to • Adjust volume to balance within a evaluate whether or not they use alternate fingerings lesson group were successful in (woodwinds) and • Improvise on a blues scale communicating their alternate positions • Read accidentals intended idea and if so why, (trombone) to facilitate • Use alternate fingerings (woodwinds) and if not, what they would playing. and alternate positions (trombone) change to achieve their • Students will be able to to facilitate playing goal. use the third valve slide • Use the third valve slide to adjust to adjust intonation intonation (trumpet) What are the different ways (trumpet). • Apply jazz articulations you can use your instrument • Students will be able to to try and express an idea? apply jazz articulations. Materials and Resources Recording equipment Playback equipment SmartMusic and equipment to run it
5 Band Page 2 5.3 There are styles of music that are specifically written to persuade. Friday, May 29, 2015 10:14 AM
Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C, Students will create and Concepts: • 12-bar blues Given a blues based theme, 9.1.5.D, 9.1.5.J record a theme and variation • 12-bar blues • Theme and variations students will write rhythmic and indicate what type of • Theme and variations and/or melodic variations. Objectives: variation they were creating. • Students will be able to Competencies: They will then record their play a basic 12-bar blues Student work is scored with • Play a basic 12-bar blues progression performance of the theme progression. a teacher generated rubric. I I I I and the variations. • Students will be able to IV IV I I create a variation based V IV I I What are different variations on a theme. • Perform a theme and create a that you could make to a variation theme? Materials and Resources Recording equipment Playback equipment SmartMusic Staff Paper
5 Band Page 3 5.4 Music serves an important function in culture. Friday, May 29, 2015 10:15 AM
Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.2.5.A, 9.2.5.B, 9.2.5.C, They will listen to the a Concepts: Blues Students will receive a 9.2.5.D, 9.2.5.E, 9.2.5.F, major scale and then listen • Development of the blues handout with a major 9.2.5.G, 9.2.5.I to a blues scale and circle scale notated. They will the notes that are altered to Competencies: listen to the a major scale Objectives: make transform the major • Relate geography and events in and then listen to a blues • Students will be able to scale into a blues scale. history to the development of the scale and circle the notes that match geography and blues are altered to make events in history to key Collect worksheet and check transform the major scale milestones in the of accuracy. into a blues scale. development of the blues. They will label altered notes as blues notes, which have their roots in West African vocal tradition.
Why are the altered tones called blue notes? Materials and Resources Piano Worksheets
5 Band Page 4 5.5 People must be able to articulate their thoughts and defend their position in order to engage in critical analysis. Friday, May 29, 2015 10:15 AM
Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.3.5.A, 9.3.5.E, 9.3.5.F Students will watch or listen Concepts: Formal criticism As a class, students listen to a to a recording of a • Formal criticism short excerpt of music and Objectives: performance by themselves list the elements and • Students will be able to and/or others. Competencies: principles that would be used make statements about • Make statements about the quality to determine the quality of the quality of a Using a rubric generated by of a performance based on formal the performance. performance based on students with teacher elements and principles formal elements and guidance, students work Starting with proficient, principles. individually or in groups to students identify the criteria evaluate the performance for performance based on the and assign scores. elements and principles identified. Students will share their evaluations, using the rubric Students continue to for reference. delineate descriptors for advanced and developing. Teacher will collect the rubrics and check for Rubric = advanced, proficient, alignment between developing + column for students' evaluation and comments/evidence to supporting comments. support their judgment
What makes a music performance good? How do musicians create great music? Materials and Resources Resource recordings and equipment to play them Equipment to record (audio and/or video) student performance
5 Band Page 5 5.6 The various choices that a composer or performer makes can affect the way an audience perceives the work. Friday, May 29, 2015 10:15 AM
Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Assessment Objective(s) Competencies (Do) Essential Question(s) 9.1.5.A, 9.1.5.B, 9.1.5.C, Listen to 2 musical Concepts: No new vocabulary Listen to 2 selections in 9.4.5.D selections. List similarities • Choices that composers make in their contrasting styles (ie. The last and differences and music: dynamics, key, style, movement of Shostakovich 5 Objectives: hypothesize /compare how instrumentation, technical merit and the Looney Tunes • Students will be able to the composer's choices Theme). compare two pieces and affected your response to Competencies: hypothesize how the the music. • Compare two pieces and hypothesize List similarities and composers' choices how the composers' choices might differences and hypothesize might affect the Collect and make comments affect the audience /compare how the audience. on student comments. composer's choices in the creation of the selection affected your response.
What influences did the composers nationality/background have on the choices he made? Materials and Resources Playback equipment Source recordings
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