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Music Grade 5 Hazlet Township Public Schools COURSE OF STUDY FOR Music Grade 5 August 2018 ​ Amanda Healey Pamela Realmuto ​ COURSE TITLE: Music ​ ​ GRADE(S): 5 ​ UNIT NUMBER AND TITLE: Unit 1– Reading and Interpreting Music for the Understanding of Rhythm and Meter. ​ ​ BRIEF SUMMARY OF UNIT: Students will develop an understanding of rhythm and meter through a variety of activities and demonstrate a mastery of these ​ elements through reading, performing, composing and analyzing listening examples. SUGGESTED TIMELINE: Distributed evenly throughout the entire school year. ​ *The suggested timeline is subject to change as teachers and program supervisors find necessary. LINK TO CONTENT STANDARDS: Standard: 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art. Standard: 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art. Standard: 1.3 (Elements and Principles) All students will demonstrate and understanding of the elements and principles of dance, music, theater, and visual art. Standard: 1.4 (Critique) All students will develop, apply, and reflect upon knowledge of the process of critique. Standard: 1.5 (History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world culture, history, and society. ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING): ● How is sound organized in time? A: STUDENTS WILL KNOW: STUDENTS WILL: ● Is silence important in music? ● How to interpret a meter signature. ● How to identify the meter by sound ● Discuss essential and guiding ● How do composers communicate and sight. questions. rhythm to performers? ● Given a series of measures, how to ● Read and perform music with longer assign a meter signature. and progressively more complex ● How to compose rhythmic patterns in rhythm patterns. GUIDING QUESTIONS: a particular meter using whole notes, ● Assign meter signatures to a series of ● How is beat translated into meter? half notes, quarter notes, eighth notes, sixteenth notes, and their respective measures. rests. 1 COURSE TITLE: Music ​ ​ ● How do we count rhythms? ● How to interpret a piece of music that ● Create rhythmic patterns within a contains combinations and variations particular meter using combinations of ● How does style affect how a rhythm is of the groupings above. whole notes, half notes, quarter notes, played? ● How to recognize compound meters. eighth notes, sixteenth notes and their ● Why are some notes beamed together? ● How to tell by looking at a piece that it respective rests. will be syncopated. ● Listen to music in a variety of meters ● Given a measure, can you assign a ● How to play even and uneven rhythms. and discuss the meter. time signature? B: STUDENTS WILL UNDERSTAND THAT: ● Sing songs in a variety of simple and ● Given a time signature, can you create ● The placement of accents will change compound meters and identify the a series of complete measures? the feel of the music. meter signature ● Compound meters can be broken into ● Which beat in a measure is the ● Create a rhythmic background and sets of 2 and 3. strongest? play it while reading a poem as a rap ● Syncopation has accents in unexpected song. ● What is syncopation and how does it places and will sound “jazzy”. affect the sound of the piece? ● Ties, a rest on normally accented beats ● Create lyrics to a given rhythm pattern, and matching up notes and syllables ● What do syncopated notes look like certain rhythmic patterns will make (quarter note = one-syllable word, pair and sound like? their tune sound syncopated. of eighth notes = two-syllable word). ● A meter signature will determine how ● Listen to/read a piece of syncopated many beats are in a measure, not how music and discuss what makes it sound many notes are in a measure. “jazzy” ● Rests have a time value and must be counted just like regular notes. ● Compose rhythmic pieces that include ● The duration of a note depends upon syncopation. the note’s value and the tempo (speed of the beat). C: STUDENTS WILL BE ABLE TO: ● Clap, chant and play from progressively more complex notation while maintaining a steady beat. ● Improvise more complex rhythm accompaniments independently and in small groups using classroom instruments. 2 COURSE TITLE: Music ​ ​ ● Explore different ways that rhythms can be written. ● Categorize rhythmic patterns as syncopated or not by sight and sound. ● Separate rhythm patterns into measures based on the meter signature. ● Assign a meter signature to a group of measures. ● Compose and perform rhythmic pieces in a variety of meters. ● Listen to a piece of music and determine the meter. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Planned activities: This unit the students will: ● Use rhythm instruments and movement to demonstrate the relative duration of whole notes, half notes, quarter notes, eighth notes, and sixteenth notes. ● Break a series of beats into sets of 2, 3, 4, 6 and assign meter signatures. ● Sing songs in a variety of meters. ● Listen to a piece of music and determine the meter. ● Show the meter in movement. ● Students bring in examples of their own music in 2/4, 3/4, 4/4, 6/8. ● Compose short rhythmic pieces in a variety of meters and perform them. ● Listen to songs that are syncopated, follow the written music and describe what you hear in the music and see on the paper. ● Discuss the rhythmic patterns that make the song sound jazzy. ● Define syncopation. ● Clap syncopated rhythm patterns and analyze why they sound “Jazzy” ● Create a rap/lyrics with given rhythm patterns and/or a pre recorded rhythmic accompaniment. ● Demonstrate understanding of rhythm and meter by participating in smartboard/technology activities. 3 COURSE TITLE: Music ​ ​ GRADE(S): 5 ​ UNIT NUMBER AND TITLE: Unit 2 – Reading and Interpreting Music for the Understanding of Pitch and Melody. ​ ​ BRIEF SUMMARY OF UNIT: Students will develop an understanding of pitch and melody through a variety of activities and demonstrate a mastery of these ​ elements through reading, performing, composing and analyzing listening examples. SUGGESTED TIMELINE: Distributed evenly throughout the entire school year. ​ *The suggested timeline is subject to change as teachers and program supervisors find necessary. LINK TO CONTENT STANDARDS: Standard: 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art. Standard: 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art. Standard: 1.3 (Elements and Principles) All students will demonstrate and understanding of the elements and principles of dance, music, theater, and visual art. Standard: 1.4 (Critique) All students will develop, apply, and reflect upon knowledge of the process of critique. Standard: 1.5 (History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world culture, history, and society. ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING): ● Do all sounds have pitch? A: STUDENTS WILL KNOW: STUDENTS WILL: ● How can the mood of a piece be ● How to create a melody. ● Discuss the essential and guiding changed? ● How to identify different scales: major, minor, and pentatonic. questions. ● How to identify a sharp, flat or natural ● Compose a melody write it on the staff GUIDING QUESTIONS: in the music. and give it to a friend to play. Accept ● How to change the mood of a piece by ● What is a melody? positive critique. using accidentals. ● How is a melody created? ● How to use a variety of intervals to ● Create a major scale and convert it to minor. ● What is a scale? make their piece more interesting. 4 COURSE TITLE: Music ​ ​ ● How many types of scales are there? ● How to read the notes on the treble ● Compose a song and write it on a staff staff and sing them or play them on a using intervals of a 2nd, 3rd, and 5th. ● Does it matter how many steps you tunable instrument. have in your scale? ● Sing and play songs in a variety of ● How to use a key signature. keys. ● What are half steps and whole steps? ● How to change a song from major to minor. ● Listen to a variety of music and ● What are accidentals? discuss whether they sound major or B: STUDENTS WILL UNDERSTAND THAT: minor. ● What are intervals? ● A series of pitches can be put together ● Demonstrate increased tonal accuracy to form a melody. ● What is a key signature? with an expanded vocal range. ● A variety of scales can be developed ● How can you make your music more by changing the order of half steps and interesting? whole steps. ● Cultures around the world base their music on different scales to create the unique sound of their culture. ● Accidentals change the sound of the piece by changing the scale it is based on. ● Changing the accidentals will change the mood of the piece. ● An interval is the space between two notes that are placed on the staff. ● The sharps and flats in a key signature affect how you play the notes in the piece. ● A key signature can make a song sound major or minor depending on the home tone. C: STUDENTS WILL BE ABLE TO: ● Define melody. ● Sing or play progressively more complex melodies by sight. 5 COURSE TITLE: Music ​ ​ ● Improvise a tune based on a pre-written rhythm pattern. ● Write a tune on the staff and give it to a friend to play on a tunable instrument.
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