SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

National Music Standards

There are 9 National Standards for Music in the Public School Curriculum.
Subject area: Music Standard #1:

Singing, alone and with others, a varied repertoire of music.

Standard #2:

Performing on instruments, alone and with others, a varied repertoire of music.

Standard #3:

Improvising melodies, variations, and accompaniments.

Standard #4:

Composing and arranging music within specified guidelines.

Standard #5:

Reading and notating music.

Standard #6:

Listening to, analyzing, and describing music.

Standard #7:

Evaluating music and music performances.

Standard #8:

Understanding relationships between music, the other arts, and disciplines outside the arts.
Standard #9:

Understanding music in relation to history and culture.

21st Century Skills

Critical Thinking and Problem Solving Communication Creativity Collaboration Flexibility and Adaptability Productivity and Accountability Initiative and Self-direction Social and Cross-Cultural Skills

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SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

Leadership and Responsibility Information, Communication, and Technology Literacy Media Literacy Information Literacy Innovation

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SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

General Music: Grade 6

Soundtracks & Film Scores

Objective
In this unit, students will learn about, listen to, and evaluate soundtracks and film scores. The purpose of the unit is to increase the students awareness of musics prominence and importance in our everyday life and in our societys pop culture.
1. Students will have several examples of music relating to film clips

through various activities.

2. Students will learn the proper vocabulary to describe and analyze the

material.
3. Students will make consensual and individual connections between

learned material and our society and everyday life.

4. Students will be given a background knowledge on film scores and under-

stand the difference between a musical score and soundtracks/film scores.

Materials
The following materials will be needed for the entire unit: Laptop with internet access Projector screen Speakers Bingo cards Computer lab Students must have their pencils, planners and music notebooks at every class

Criteria and Evaluation

1. There will be at least two grades everyday.

Participation (out of 5)
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SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

Entry/Exit slip or other reflection (out of 10?)

2. 3. 4. 5.

There will be group discussion. There will be two vocabulary quizzes. There will be one unit evaluation. There will be a final project. Students will make a mini soundtrack for their life comprised of 3 appropriate songs and write an accompanying essay encompassing why these three songs fit their life emotionally and why they were chosen with an argument supported by evidence gathered throughout the semester, what they have learned over the semester and what new or differing opinions have they formed since the beginning of the unit. They will share 1 song of their choice with the class. 1 can have lyrics while the other 2 must be instrumental only. Each question must be answered with a minimum of 3 sentences, but up to as many as needed. Total length must be 1 full page. Must be typed unless circumstances prevent otherwise. Must use proper grammar, spelling and essay style format. For extra credit, students can design an album cover for their soundtrack using whatever medium they choose, so long as the images/words are appropriate.

Final Project Rubric

0
No songs chosen, or inappropriate songs chosen Nothing written Nothing written

1
Only songs with lyrics were chosen

2
1 appropriate song total

3
2 appropriate songs chosen; or 1 lyric and 1 instrumental 1/2 page written Satisfactory grammar and format

4
3 appropriate songs chosen;

5
3 + appropriate songs chosen

1/4 page written Poor grammar and format

1/3 page written Mediocre grammar and format

3/4 page written Good grammar and format

1 + page written Excellent grammar and format

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SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

0
Nothing written Nothing written Nothing shared

1
Partially typed Poor evidence ------

2
__

3
Mostly typed

4
----

5
Fully typed

Mediocre evidence -------

Satisfactory evidence ------

Good evidence ------

Excellent evidence Shared song with class

Outline of Lessons
1. Introduction - Students will be introduced to the Soundtracks and Film

Scores Unit through an opening activity, discussion, and short reflection. Students will be informed of the outlines of the Unit and the Final Project.
2. Beginning to Apply - Students will share their thoughts from the Introduc-

tion lesson and expand upon them in group discussion. Students will create connections to everyday life by discovering how much music influences our society. Students will write an exit slip reflection on what was discussed that day.
3. Music and the Emotions - Students will be listening to music and dis-

cussing what the music made them feel and why. Students will learn vocabulary words and appropriate terms to help them describe what is happening in the music. Students will make connections between specific musical qualities across genres or scenes in terms of Action, Romance, Joyful, Horror and Sad. Students will complete an exit slip asking them to state what they learned and if their opinion on how music influences human emotions has changed or not and why.
4. Music and Movement - Students will determine how music influences the

way humans move and feel by moving in impromptu, but appropriate, ways to music and discussing what in the music made them decide to move in whatever way. Students will write an exit slip stating their opinion on how music does or does not influence human emotion and movement.
5. Film Score History and What about Musical Theatre? - Students will ex-

pand their knowledge by listening to a condensed history of the development of film music. Students will discover the difference through a led discussion dealing with the similarities and differences between Film Scores and Musical Scores. Students will synthesize their learning by creating a Venn Diagram comparing film scores and musical scores.
6. Mix and Match - Students will continue to make connections between the

visual and the aural through an activity which gives the students a samPAGE 5 OF 9

SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

ple of music and then asks them to identify which scene it belongs to and give evidence as to why they think so.
7. Open-note quiz - Students will review what they have learned thus far by

taking an open note quiz with questions relating to all the lessons that have been taught up to that point. Students will then have time to work on their final projects if there is left-over time.
8. Computer Lab or Project Day - Students will either type or hand write out

their projects during this time.

9. Computer Lab or Scene and Music Analysis - Students will analyze a

movie scene and discover a deeper level to the soundtrack music by noting the ties between action/visual and the aural. Students will note how many times the music accompanies a movement or emotion felt by the characters. Students will then share and discuss these thoughts in conjunction with why these additional musical elements are or are less beneficial to an audience member. Students will broaden their knowledge by adding more vocabulary. Students will do an exit slip based on the vocabulary used that day.
10. Small Musical Elements and Visual Connections - Students will determine

the impact of small musical ornamentations and elements by responding to a played effect in either a facial expression or single appropriate movement. Students will discuss after each on what they felt in response to the sound. Students will then make more visual/aural connections by listening to 3 pieces for 5 mins each. During this the students will draw whatever comes to mind (must be appropriate).
11. Connecting the Visual and Aural - Students will be given the opportunity

to share/discuss their drawings from the previous lesson. Then students will deepen the visual/aural connection by watching a film clip with its original score and then again with a different score. They will then write about which music worked best for the clip and give evidence as to why. At the end of the class, which clip was the real clip will be revealed. Optional Rough Drafts are due by this lesson.
12. BINGO - Students will review the vocabulary from the unit by playing BIN-

GO. Students will then right an Exit slip reflection asking them to share whether or not their opinion of soundtracks has changed or not since the beginning of the unit.
13. Vocabulary Quiz - Students will take another vocabulary quiz. Students

will then reflect on the unit by writing their least/most favorite parts of the unit and why as an exit slip.
14. Wrap-Up - Students will have an Exit Evaluation asking them to evaluate

their own work and learning, discuss what they learned and how it connects to their lives, and talk about the role music plays in media. If stu-

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SUBJECT: 6TH GENERAL MUSIC

GRADE LEVEL: 6

dents have left-over time they can work on their projects if needed/able to. Final projects are due at the end of class.

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SUBJECT: GENERAL MUSIC

GRADE LEVEL: 6

Introduction
Objective
Students will be introduced to the Soundtracks and Film Scores Unit through an opening activity, discussion, and short reflection. Students will be informed of the outlines of the Unit and the Final Project.

Materials
Materials needed for this lesson: Computer with internet (YouTube) Speakers Projector Blackboard and chalk

Procedures
1. Set up the computer and find the video of the dramatic cat (link below)

Show video to students first with sound Show same video without sound Show of hands which video they preferred and ask a students to share why
2.

Have students get out their notebooks and ask them to make a list of anywhere/any time they hear music. After 1 minute have students share what they wrote down by putting a list up on the chalkboard

3.

Have students write 3-5 sentences about why they think there is music in all the things they listed and why and how it does or doesnt add to the audiences experience. Give a brief overview of what we will be doing in this unit and present the Final Project to them so that they have time to get started.

4.

Discussion Questions
1. Why do you think we find that there is music in stores, on television, in

movies and TV shows and the other places we discussed in class? Does music help or not help the people who hear it: better understand or be
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SUBJECT: GENERAL MUSIC

GRADE LEVEL: 6

entertained by films and shows, feel more comfortable in stores, be more willing to buy products?

Evaluation
Notebook checks. Teacher discretion whether student did or did not participate to the best of his/her capabilities.

Links
Stalking Cat video - http://www.youtube.com/watch?v=eylWoZYwWvc Stalking Cat video Dramatic cat Video - http://www.youtube.com/watch? v=plWnm7UpsXk&feature=related

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