Beruflich Dokumente
Kultur Dokumente
The purpose of this course is to equip students with the tools necessary to listen, evaluate, and
articulate their preference to any style or genre of music. Students will also learn new musical
instruments, cover and imitate pre-existing music, and compose and perform their own music in
a group setting. This course is structured to first introduce students to musical genres from
around the world and through time in history, then to learning a new a musical instrument, and
finally taking their knowledge gained from previous experiences to come up with their own
project and performing act. An ongoing listening journal will be utilized at the beginning of each
class throughout the whole semester.
Instructional Goals:
Create a healthy, safe, and creative work environment where students may activate their
full potential.
Present instruction in a manner in which all students have the opportunity to synthesize
and process the curriculum.
Encourage students to generate questions about the material and gain interest in areas of
music which were previously unknown.
Appropriately use technology in order to offer a better understanding to key concepts
Equip students with the tools necessary to pursue an area of the curriculum outside the
classroom.
Fairly assess and evaluate students for their effort and not their talent.
Course Objectives:
Students will have 3 minutes after the last bell rings to be where they need to be with the
materials they need to have for the first part of the class. Instructions for setup will always be
written on the board at the beginning of class. If students are not ready in the 3 minutes, they will
need to pack everything away and restart.
Instrument assignments will be done at the beginning of the year. Students will be given a
number that corresponds to the numbers that instruments will be labeled with.
The music classroom first and foremost reflects the foundation of the school. Each of the
foundations of the school will be represented in the music classroom.
F.I.N.G.E.R
R.O.C.K
FLOURISH-We grow together in a healthy way so that where our roots run deep, our hearts and
minds grow with abundance.
IMAGINATION-We think outside the box and strive to create that which brings beauty into the
world.
NURTURE- We help one another grow both in the classroom and in our community.
GENEROSITY-We offer ourselves to one another in the faces of time, energy, and resources.
ENGAGING-We plug ourselves into activity and one another so that we may practice being
aware.
RESPECT-We maintain open minds and hearts and treat others and our surroundings in the same
manner we wish to be treated.
RELIABILITY-We are present with ourselves, our supplies, and our required work.
ORGANIZATION-We practice the art of tracking the order of activities and location of
supplies/resources.
CREATIVITY-We put forward work that strives to bring new perspective to the community and
our planet.
KNOWLEDGE-We strive to acquire a healthy balance of knowledge on a daily basis and
promise to use our understanding to stay thirsty for more insight day-to-day.
Budget:
http://www.tomtop.com/54-keys-multifunctional-digital-electronic-music-keyboard-electric-
piano-organ-with-sheet-music-holder-microphone-i1408eu.html?
currency=USD&lang=en&aid=gpla&gclid=CJ2t39Sjt8wCFVBhfgodxU0MCw
Total- $200
27 guitars
9 Electronic Keyboards
1 Acoustic Piano
Misc. Percussion and Hand Drums
1 Teachers Laptop with mini speaker
Speaker and Sound system with AUX cable
Minimum of 37 chairs
1 Smart Board with Projector
1 table for teacher
12 tables for students
37 Buckets (Supplied by Teacher)
37 Pairs of Drum Sticks (Supplied by Teacher)
Listening Journals
Students will keep an ongoing Listening Journal throughout the course of the semester. Students
will listen to a new song or piece of music at the beginning of every class and will journal during
the song and 3-5 minutes after the listening to finish their thoughts. Students may write about
whether or not they like the song, the style/form/genre of the music, what the music makes them
think about, the instruments used in the recording, or any other thoughts that directly relate to
what they are listening to.
Electronics Policy
There is a zero tolerance policy for electronics in the music classroom unless it has been
approved by the instructor to be used for a classroom activity or assignment. If the student is
found to be abusing their freedom of use of electronics, they will have that freedom revoked and
will need to find a new way to complete the same activity using the provided classroom
materials. Students will have devices taken away and can be picked up during the lunch if their
music class was in the morning or after school if the class took place in the afternoon.
Academic Integrity:
Students are expected to follow the same guidelines for academic integrity found in the Finger
Rock High School Student Handbook. Any student caught plagiarizing will be immediately sent
to the Dean of Students.
Grading:
Monday: Early-Classical
o SWBAT understand and study composers and recordings from early Medieval
Music-Classical Music
Wednesday: Romantic-Modern
o SWBAT understand and study composers and recordings from Romatic-Modern
Music
Friday: Jazz
o SWBAT understand and study composers and recordings from early Jazz-Modern
Jazz.
Week 5- World Music (South America, Caribbean, West Africa, Eastern Asia)
Monday: Practice
o SWBAT independently run their own rehearsals and continue learning their songs.
Wednesday: Practice
o SWBAT independently run their own rehearsals and continue learning their songs.
Friday: Perform for other Groups
o SWBAT try out their final project on another group.
Learner Outcomes: SWBAT identify both visually and audibly the classifications of instruments
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
9. Understanding music in relation to history and culture.
State Standards:
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
First class personal introduction
Name Games
Students are given a number which will correspond to the instruments they use in the
classroom for the semester.
Process:
Students will engage in a powerpoint presentation to learn key terms and definitions
related to instrument classifications
Students will work in small groups to clearly identify instrument families based of 20
different recordings.
Students will rotate around different stations in the room to try out different
instruments and classify the instruments into their instrument family.
Closure:
Students will help put instruments back in their proper locations of the classroom.
Action Learning: Students will test out different instruments and attempt to
classify the instruments into the proper instrument family.
Learner Outcomes: SWBAT define and identify Beat/Rhythm, Pitch, Tempo, and Dynamics
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
State Standards:
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Students will review with their partners the different classifications of instruments.
Process:
Students will first engage in a powerpoint presentation related to Dynamics, Tempo,
Rhythm, and Pitch
Students will work in small groups to do a sound composition cards assignment.
Students will need to compose a piece that demonstrates contrast in one of the four
key terms learned for the day.
Students will perform for the class and be offered evaluations from other students as
well as stating what the process and performance was like for themselves.
Closure:
Students will need to put all instruments away and prepare for out-the-door handout
Action Learning: Students will learn the knowledge of the elements, engage in
composition and performance, and evaluate their own performance as well as
their peers.
MUSIC LESSON PLAN
Learner Outcomes: SWBAT understand and study composers and recordings from Romatic-
Modern Music
National Standards:
6. Listening to, analyzing, and describing music.
9. Understanding music in relation to history and culture.
State Standards:
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Review the 8 elements of music
Process:
Students will listen to recordings from different time periods and describe each using
the elements of music they learned about the previous week.
Students will discuss the differences in qualities of the music they hear in each of the
time periods
Working in groups students will work on a presentation of one of the composers or
compositions they are given in a handout.
Students will present their topics to the class so that other students may take notes on
each of the topics
Closure:
Students will need to synthesize the information acquired in the class to prepare for a
quiz.
Learner Outcomes: SWBAT identify key elements and aspects of Pop, Rock, Hip-Hop, and Rap
Music
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Students will discuss with their table groups what they know about Pop, Rock, Hip-
Hop, and Rap
Process:
Students will discuss their already known knowledge about the elements of the 4
genres of music.
Students will be given a list of the Billboard Top 100 current artists and asked to
classify them.
Working as a class, instructor will play a sample from each of the artists and the class
will work together to classify them.
Students will listen to 10 recordings not found on Top 100 and classify each recording
into a genre.
Closure:
Students will watch Pop Music 101 video, or 4 chords of awesome on YouTube.
Language Objective: Students will orally describe the difference between pop,
rock, hip-hop, and rap with their partners using descriptive words that
effectively describe each genre.
Assessment: Students will describe the differences between pop, rock, hip-hop,
and rap with their partners at the end of class. Instructor will wander around to
each group to get their definitions.
Learner Outcomes: SWBAT define and identify different instruments from West Africa and the
Caribbean.
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Have students generate any knowledge or previous experiences with music from the
Caribbean or West Africa
Process:
Video: Pan! Our Music Odyssey. Students will fill out a worksheet as they watch the
movie.
Powerpoint on West African Music
Students will clap through so
Closure:
Students will get a chance to play on the Steel Pan and Djembe.
Language Objective: Students will write down information about the Pan!
Video.
Assessment: Students will turn in tier worksheets from the Pan! Our Music
Odyssey video.
Action Learning: Students will get to play on a Steel Pan and Djembe after
learning about the music.
Learner Outcomes: SWBAT properly care and handle the classroom guitars and piano. SWBAT
demonstrate proper technique on these instruments.
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
Introduction:
Students will find their instrument and groups based off of the class list posted near
the assignment board
Process:
Students will be divided into their groups and placed into 4 corners of the classroom.
Each guitar group has a student leader.
The instructor will get all groups going and then primarily work with the piano group
Instructor will demonstrate how to properly get out the instrument, set it up, and put
it away.
Instructor and Student Leaders will demonstrate proper technique.
Class will run through basic strumming and finger exercises
Closure:
Students will put away all instruments
Action Learning: Students will get to think about playing their instrument,
play their instrument, and then reflect on the process, adjusting anything to
help make the process better.
Learner Outcomes: SWBAT identify the melody in a song and compose their own melody using
outlined harmony.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Students will review proper technique, care, and procedures in regards to guitar and
piano. Students will review all chords already known
Process:
Students will spend the first part of class reviewing their chords and warming up
Students will be given a hand out with multiple chord progressions
Instructor will demonstrate how to choose which notes to choose for a melody for a
chord progression
Students will work in pairs or trios where one student composes a melody and the
other student(s) accompany them. Students way come up with a melody vocally or
instrumentally
Closure:
Groups will perform their melodies for the class.
Learner Outcomes: SWBAT compose their own lyrics to a given form of music.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
7. Evaluating music and music performances.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S3C2: Evaluating music and music performances.
Introduction:
Warm up on instruments, review chords, and melody
Process:
Students will be given a form and chord progression for them to play on their
instruments.
Students will study examples of pop music and how the lyrics are formatted
Instructor will demonstrate how to write lyrics and melody for a verse.
Students will compose their own melody and lyrics over the chord progressions.
Students may work alone or in pairs to accompany themselves or one another
Closure:
Students will perform their songs for the class.
Introduction:
Students will warm up with another student they have not yet worked with in the
class.
Process:
Students will get in their small groups or find a place where they can work by
themselves depending on what they chose for this assignment.
Closure:
Students will pack away their instruments
Assessment: Self-Reflection of how their project has gone this far, defining
what they are doing, why they chose that assignment, and how they feel their
progress has been coming. The students will also need to explain how the
project connects to their lives outside of the classroom.
Language Objectives: SWBAT complete a self-reflection on their project and
how it connects to their lives outside of the classroom.
Introduction:
Students will help set up their bucket drums in a large arc in the middle of the
classroom. Multiple rows may be needed.
Instructor will display proper technique and talk about care/maintenance for the
drums.
Process:
The instructor will perform a series of ostinatos and body movements involving the
bucket drums
Students will do call and response rhythms with the instructor.
Vocal Syllables will be used to teach rhythmic ostinatos.
Multiple dance moves with choreographed sequences involving the bucket drums will
be used.
Closure:
Students will help reorganize the class and put all sticks and drums back in their
proper spaces
Learner Outcomes: SWBAT successfully define what a percussive skit is and brainstorm ideas for
their own personal skit creation.
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
State Standards:
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Students will brainstorm what they think percussive skits are.
Process:
Videos: Blue Man Group, Stomp, Blast!, Row-Loff, and other Percussive Skits
Students will get into small groups and brainstorm what sort of skit they want to
perform.
Students will start working on skits in their small groups.
Closure:
N/A
Assessment: Students will turn in an outline of their groups skit with group
responsibilities and materials they will each be bringing.
Language Objectives: SWBAT define their objectives in an outline and discuss
the materials they will need in order to perform their skits.
Learner Outcomes: SWBAT develop a deeper understanding and expertise of rhythmic ostinatos
and call and response rhythms. National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
State Standards:
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
Introduction:
Students will review what they know about ostinatos and call and response
Process:
Students will leran a 7 part rondo form with different structures in the AB and C
sections
Students will learn different call and response patterns and help students around them
learn each section
Different students will be in charge or calling out the next sections and play the call
and response rhythm that leads into the next section
Closure:
Students will perform the 7 part rhythm rondo without the help of the instructor
Action Learning: Students will observe the instructor and carry out/practice
the parts for the song. Students will help one another learn the parts and
double check with their peers and instructor
Learner Outcomes: SWBAT create their own instrument, dance moves, and layered rhythms for
the stomp performance.
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
Introduction:
Class will help setup the 3 stations for the Stomp Activity
Process:
Station 1- Dance. Students will come up with 3 different body percussion or dance
patterns.
Station 2- Create. Students will use the materials they brought and the materials
provided to create a new instrument. With the new instrument, 3 ostinato patterns will
be created.
Station 3- Play. Students will work with a partner to come up with 3 ostinato patterns
using bucket drumming.
Students will rotate through each station
Closure:
All 3 groups will perform through each station
Action Learning: Students will generate ideas at each station, test those ideas,
and then perform them.
MUSIC LESSON PLAN
Learner Outcomes: SWBAT evaluate the musical elements of YouTube videos and articulate their
thoughts on performance quality, video quality, and sound quality.
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Ask students to discuss how much music they find or listen to on YouTube or other
similar video sites.
Process:
Several videos will be played on YouTube.
Students will need to describe the musical elements of the video. Students will also
need to analyze the performance quality, video quality, sound quality, and other
aesthetic aspects of the video.
Closure:
Students will brainstorm ideas for their own YouTube video creation and what sort of
features/attributes they would want the video to in order to come across as high
quality.
Assessment: Students will turn in their video analysis sheets
Language Objectives: SWBAT analyze a YouTube video and discuss the
musical elements as well as qualities in regards to production.
Learner Outcomes: SWBAT create a graphic organizer which they will use to build a classroom
resource almanac. (Library Day)
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Students will walk over to the Library/Computer Lab with the instructor
Process:
Students will create an organizer that lists resources for where they can find things
related to any aspect or discipline of music. Some example categories where they can
list resources are: Personal Song Use, Music Theory, Composition, History, Concerts,
Performances
Students should structure this time to research things that interest them the most.
Closure:
Students will log off all of the computers and return any books taken off the shelves at
the library.
Assessment: Students will turn in their graphic organizers at the end of class.
Language Objectives: Students will create a resource bank and write down all
of their findings. SWBAT correctly identify and classify the resources they look
up.
Action Learning: Students are learning using the resources around them.
When they have a question they search out and find a solution.
Learner Outcomes: SWBAT independently work on their instrumental part for the classroom song
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S1C5: Reading and notating music
Introduction:
Students will need to get their instruments out.
Process:
Students may work alone or in small groups to practice their parts for the song the
class decided to do as a group cover.
Students need to work on singing the lyrics to the cover song and playing their parts
Students will fill out a blank chord/form sheet by themselves at the end of class.
Closure:
Students will need to pack all instruments away.
Assessment: Students will need to fill in a blank chord sheet that outlines the
song the class is covering
Language Objective: Students need to verbally explain to their classmates
how the form of the cover song works and which sections are the verse, chorus,
intro, outro, etc.
Action Learning: Students will practice their parts and use the chord posters
around the classroom to help them figure out their parts for the song.
Learner Outcomes: SWBAT construct an outline for their project and delegate instrumental roles
for their group.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
Introduction:
Students will need to get into their small groups for the final project and have all
instruments out.
Process:
Students will first discuss whether or not they want to do an original song or a cover
song and if there will be any sort of skit or act (think percussive skits) that goes along
with it.
Students will delegate the instruments and roles for the assignment.
Students create an outline that details what they are doing for their project
Closure:
Students need to return everything in the classroom to where it belongs
Assessment: Outline
Language Objectives: SWBAT
Learner Outcomes: SWBAT demonstrate their knowledge of how to properly practice their
instrument as well as their parts in an ensemble
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C2: Evaluating music and music performances.
Introduction:
Students set up their instruments and then take a seat at their desks
Process:
Students watch the video How to Properly Practice any Musical Instrument on
YouTube.
Students work in their small group to generate an agreement on how their practice
sessions will go from here until the final
The classroom discusses their ideas on how to properly practice.
The remaining time is to be used to practice the final project and to practice the
practice techniques that were just learned.
Closure:
Students need to put away all instruments
Assessment: Students will turn in their agreement which states how they
agree to practice their parts for the end of the semester.
Language Objective: SWBAT articulate what proper practice techniques look
like.
Action Learning: Students will learn about proper practice techniques and
then given the opportunity to
MUSIC LESSON PLAN
Learner Outcomes: SWBAT independently run their own rehearsals and continue learning their
songs.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S1C5: Reading and notating music
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Time: Introduction:
Students need to setup and get into their final project groups.
Process:
Students have the whole class to work on their final project.
Closure:
Students need to pack up all of their materials
Assessment: Teacher wanders around to make sure students are on task and
working on their project
Learner Outcomes: SWBAT demonstrate their mastery over the knowledge gained in this class
and perform with their peers as a final project.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
State Standards:
S1C1: Singing and with others music from different genres and diverse cultures.
S1C2: Playing instruments alone and with others, music from different genres and diverse cultures.
S1C3: Improvising rhythms, melodies, variations, and accompaniments.
S1C4: Composing and arranging music.
S1C5: Reading and notating music
S2C1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
S2C2: Understanding music in relation to history and culture.
S2C3: Understanding music in relation to self and universal themes.
S3C1: Listening to, analyzing, and describing music.
S3C2: Evaluating music and music performances.
Introduction:
Students will receive 5 minutes for setup and warm-up.
Process:
Students will fill out an analysis sheet for each of the other groups that perform
Students will perform when it is their groups turn.
Closure:
Students need to help put everything away.