€¦ · Web viewThe Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre

Union Township Middle School 5th and 6th Grade Music Curriculum

Mrs. Melissa Wlodarczyk

5th Grade NJCCCS for Music and CPI#

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational systems.Ear training and listening skill

1.1.5.B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.Music literacy…How to read notated music

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

1.2.5.A.1 Recognize works of music as a reflection of societal values and beliefs.Art and culture reflect and affect each other.

1.2.5.A.2 Relate common artistic elements that define distinctive art genres in music.Content, form, style, and design define a genre. (jazz, rap, hip hop, rock, country music, etc.)

1.2.5.A.3 Determine the impact of significant contributions of individual artists in music from diverse cultures throughout history.Sometimes one artist can influence the beginning of a new genre (Beethoven for example)

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting music.

1.3.5.B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.Complex meters and the grand staff

1.3.5.B.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.Singing in harmony

1.3.5.B.3 Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.Compose written melodies or improvise them without written scores.

1.3.5.B.4 Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.Expressive markings in music…staccato, legato, piano, forte, etc…

1.4 Aesthetic Response and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music. A. Aesthetic Responses and B. Critique Methodologies

1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize works of music according to established classifications.Categorize music by its genre, theme, or purpose

1.4.5.A.2 Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.

1.4.5.A.3 Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

1.4.5.B.1 Assess the application of the elements of art and principles of design in music using observable, objective criteria. How to critique..

1.4.5.B.2 Use evaluative tools such as rubrics for self-assessment and to appraise the objectivity of critiques by peers. Fact vs. Opinion

1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of music. 1.4.5.B.4 Define technical proficiency, using the elements of the arts and principles of design. Levels of proficiency 1.4.5.B.5 Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices

in the creation and performance of music. Who was the intended audience?

6th Grade NJCCCS for Music and CPI#

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.Cultural traditions and how music ties into them…using knowledge of written music, further analyze multicultural scores.

1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

1.2.8.A.1 Map historical innovations in music that were caused by the creation of new technologies.Music gaming systems (Rock Band, Guitar Hero, etc)

1.2.8.A.2 Differentiate past and contemporary works of music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of the culture on the arts.The arts are a reflection of the culture. Music is a form of cultural expression.

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting music.

1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.Music literacy (crescendo, diminuendo, pianissimo, forte, etc)

1.3.8.B. 4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.

1.4 Aesthetic Response and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music. A. Aesthetic Responses and B. Critique Methodologies

1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of music.What emotion does this piece evoke? Why?

1.4.8.A.2 Identify works of music that are used for utilitarian and non-utilitarian purposes. 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in music within diverse cultures and historical eras. 1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal

norms, beliefs, or values. 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of music. 1.4.8.A.6 Differentiate between “traditional” works of art and those that do not use conventional elements of style to

express new ideas. 1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of music.

1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.

1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in works of music. 1.4.8.B.3 Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and

historical eras by writing critical essays.

5th Grade Music Curriculum

Month CPI# Cumulative Progress Indicator (CPI)

Learning Activities Assessment Interdisciplinary Connections

(4 per month)September 1.1.5.B.1

1.4.5.B.4

Identify the elements of music in response to aural prompts

Define technical proficiency, using the elements of the arts and principles of design

Listen to each band instrument being played and compare timbre of each one. Signing up for Band!

Overview of General Music, class rules, grading, folders, etc..Difference between Classically trained vs. Ear trained musicians. Which one am I?

Class recital/performances. Students can sign up to perform. Performance etiquette will be discussed.Tuning of instruments to A440.

Observe student participation and behavior.

Assess potential in extra-curricular music programs by observing recital performances.

Health 2.2.6.D.1

Appraise the goals of various community or service organization initiatives to determine opportunities for volunteer service.

Science 5.4.6.F.1

Explain the interrelationships between daily temperature, air pressure, and relative humidity data.

21st Century skills CRP 1 CRP 6

Language Arts RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

October 1.1.5.B.1 Identify the Overview of written music Observe student 21st Century skills

1.1.5.B.2

1.3.5.B.2

1.3.5.B.4

1.3.5.B.3

elements of music in response to aural prompts and printed music notational systems.

Demonstrate the basic concepts of meter, rhythm, and tonality.

Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.

Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

Improvise simple melodies over given harmonic structures using traditional instruments.

knowledge. Music vocabulary and expressive markings. Perform the music differently depending on the markings added. Have students sing in groups, ask for soloists, and introduce harmonization.

Singing and voice range assessments- recruiting for choir. Expressive markings worksheets.

Create percussion tone poems as a class by composing a sound on each instrument.

Cultural expression through music during holidays like Halloween. Activity on Dance Macabre.

participation and behavior.

Assess voice ranges of students and record.

Assign grades on Dance Macabre assignment.

CRP 1 CRP 6


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Health 2.2.6.D.1

Appraise the goals of various community or service organization initiatives to determine opportunities for volunteer service.

Math 6.SP.1

Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

1.2.5.A.1

1.4.8.A.5

Recognize works of music as a reflection of societal values and beliefs.

Interpret symbolism and metaphors embedded in works of music.

November 1.2.5.A.2 Relate common artistic elements that define

Genre Activity. Aurally identify differences between jazz, rock, pop, country


World Languages 7.1.NM.B.5

Exchange information

1.4.5.A.1

1.4.5.A.3

distinctive art genres in music.

Employ basic, discipline-specific arts terminology to categorize works of music according to established classifications.

Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

music, orchestral, and concert band.

Art and music connections…Listen to 4 different genres of music and create a visual representation of each.One song will be in a language other than English.

Share ideas with classmates- presentations.

Assign grades for genres project.

Observe public speaking ability and creative process during presentations.

using words, phrases, and short sentences practiced in class on familiar topics or an topics studied in other content areas.

21st Century Skills CRP 6

Language Arts SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Art 1.1.5.D.1

Identify elements of art and principles of design that are evident in everyday life.

December 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in

Students will watch a video of the Blue Man Group. They will complete a worksheet and critique the significance of a


Health 2.2.6.D.1

Appraise the goals of various community or

1.3.5.B.1

music within diverse cultures and historical eras.

Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.

live performance in today’s culture.

Decorate winter concert program cover.

Performing rhythmic phrases in holiday songs by reading individual percussion ensemble parts and scores.

Grade Blue Man Group worksheet.

Observe rhythmic accuracy and assess.

service organization initiatives to determine opportunities for volunteer service.

21st Century Skills CRP 1 CRP 2

Language Arts W.6.1

Write arguments to support claims with clear reasons and relevant evidence.

Art 1.1.5.D.1

Identify elements of art and principles of design that are evident in everyday life.

January 1.2.5.A.3 Determine the impact of significant contributions of

Baroque Music- Vivaldi’s 4 Seasons puppet show. During the music, students will move an object based on the tempo


Phys Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually

1.4.8.A.4

1.3.5.B.1

individual artists in music from diverse cultures throughout history.

Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values

Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter

and style of the music they hear.

Mozart- discover his child prodigy status and the significance of a 6 year old boy composing music in Austria in the 1700s.

Perform on RecorderLearn fingerings and pitches for D through B. Students will participate in ensemble playing as well as individual performances.

Make video recording of show.

Performing assessments… students will play the recorder individually for an accuracy grade.

and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)

Social Studies6.2.8.D.1.b

Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and the development of more complex social structures.



Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

February 1.2.5.A.3 Determine the impact of significant contributions of individual artists

Beethoven- fur Elise ensemble. Students will perform in an ensemble setting on various instruments.



Relate the development of language and forms of writing to the expression of ideas, creation of

1.2.5.A.3

1.3.5.B.1

1.4.5.B.3

in music from diverse cultures throughout history.

Determine the impact of significant contributions of individual artists in music from diverse cultures throughout history.

Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.

Use discipline-specific arts terminology to evaluate the strengths and weaknesses of music.

Tchaikovsky’s 1812 Overture- Conducting activity- Students will conduct the ensemble in patterns of 2, 3, and 4

Assign grades and assess student competency by observing their performing and conducting.

cultural identity, and the development of more complex social structures.




Health 2.1.6.C.2

Determine the impact of public health strategies in preventing diseases and health conditions.

March 1.2.5.A.3 Determine the impact of significant contributions of individual artists in music from

Prokovief’s Peter and the Wolf-Romantic music tells a story. Read through book and listen to orchestration. Assess why a composer would associate a musical instrument


Observe students in 12 tone activity


Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and the

1.4.5.B.5

diverse cultures throughout history.

Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of music. Who was the intended audience?

with a character. Watch video of an interpretation of Peter and the Wolf.

12 Tone Serialism- Schoenberg activity with handchimes to demonstrate what Modern music sounds like.

Gershwin, Rhapsody in blue- Intensity in music- monochromatic art pieces.

to determine understanding.

Assign a grade for Rhapsody in blue worksheet.

development of more complex social structures.

21st Century Skills CRP 1 CRP 2 CRP 9



Art 1.1.5.D.2

Compare and contrast works of art in various mediums that use the same art elements and principles of design.

April 1.2.5.A.3 Determine the impact of significant contributions of individual artists in music from diverse cultures

Review of Music History- Assessments

Fact vs. Opinion activity.

Design a rubric for how their upcoming performances will

Music History Quiz



Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and the development of more

1.4.5.A.2

1.4.5.B.2

1.4.5.B.1

throughout history.

Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.

Use evaluative tools such as rubrics for self-assessment and to appraise the objectivity of critiques by peers.

Assess the application of the elements of art and principles of design in music using observable, objective criteria. How to critique…

be evaluated. complex social structures.




Technology 8.1.8.A.1

Create professional documents using advanced features of a word processing program.

May 1.3.5.B.3 Improvise and score simple melodies over given harmonic structures using traditional instruments.

Compose simple melodies on an instrument of their choice. This will be a multiple week project.Use of school website to access rubric.


Technology 8.1.12.F.2

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs.

1.3.5.B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.


Language Arts W.6.2

Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Math 6.SP.1


June 1.3.5.B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.

Perform melodies in a class recital. Students in the audience will critique performers and each student will do a self-assessment evaluation.

Use of the Nintendo Wii. Students will engage in


Grade final composition projects and performances.



Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal

interactive music games such as Rock Band or Just Dance.

opinions or judgments.



Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music.

6th Grade Music Curriculum

Month CPI# Cumulative Progress Indicator (CPI)

Learning Activities Assessment Interdisciplinary connections

September 1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of

Listen to timbre of color instruments in the band. Sign ups!

Overview of General


Health 2.2.6.D.1

Appraise the goals of various community or service organization initiatives to determine opportunities for

1.2.8.A.1

1.4.8.B.1

1.1.8.B.2

music in diverse styles and genres of musical compositions.

Map historical innovations in music that were caused by the creation of new technologies.

Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.

Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

Music, class rules, grading, folders, etc…

Lesson on the history of recorded music. Birthday by the Beatles was recorded and produced on vinyl, cassette, cd, and mp3. Listen to each one and record the differences.

Class recital- Students can choose to perform. Performance etiquette will be discussed. Tuning of instruments to A440. Teacher and/or professional musicians will also perform.

Overview of written music knowledge. Music vocabulary and expressive markings. Perform the music differently depending on the markings added. Have students sing in groups, ask for soloists, and introduce harmonization. Pieces will have more complex markings than in 5th grade, adding to their vocabulary of musical notation.

Assess singing ability by observation during music making.

volunteer service.

Science 5.4.6.F.1

Explain the interrelationships between daily temperature, air pressure, and relative humidity data.



Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

October 1.3.8.B.2

1.3.8.B.1

Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

Perform

Singing and voice range assessments- recruiting for choir. Expressive markings worksheets.

Multicultural Music Unit

South Africa’s Freedom Day lesson, Singabahambayo

Assess students individual singing ability and voice ranges.

Grade Expressive Markings worksheet.


Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)

1.1.8.B.1

1.3.8.B.3

1.4.8.A.1

1.4.8.A.5

instrumental or vocal compositions using complex standard notation.

Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.

Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores.

Generate observational and emotional responses to diverse culturally and historically specific works of music.

Interpret symbolism and metaphors embedded in works of music.

India- Aeyaya balano sakkad- sitar demonstration

Students will listen to Symphony Fantastique by Hector Berlioz and determine the mood or emotion of the piece. They will draw a visual representation of what they hear.


Grade Berlioz projects.

Social Studies 6.2.8.D.1.b

Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.

Social Studies 6.3.12.D.1

Analyze current laws involving individual rights.

World Languages 7.1.NM.A.3

Recognize a few common gestures and cultural practices associated with the target culture.

November 1.4.8.A.7

1.4.8.A.2

Analyze the form, function, craftsmanship, and originality of representative works of music.

Identify works of music that are used for utilitarian and non-utilitarian purposes.

Music of Brazil- Samba band performances- Call and Response

Music of Hawaii- Ulili E, Aloha festivals and how music ties in to the culture.


Students will be assessed individually during call and response Samba rhythms for a grade.

Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)


Exchange information using words, phrases, and short sentences practiced in class

on familiar topics or an topics studied in other content areas.




December 1.4.8.A.3

1.2.8.A.2

Distinguish among artistic styles, trends, and movements in music within diverse cultures and historical eras.

Differentiate past and contemporary works of music that represent important ideas, issues, and

Listening and PerformingListen to 4 different pieces of music and draw a visual representation of what you hear. One piece will be in a language other than English.

Share ideas with peers.

Essential listening


Grade drawing projects.



Exchange information using words, phrases, and short sentences practiced in class on familiar topics or an topics studied in other content areas.

21st Century Skills CRP 1 CRP 2 CRP 3

Language Arts

1.3.8.B.2

events that are chronicled in the histories of diverse cultures.

Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

Activities for the Music Classroom. Display paintings and play an exerpt of the music. Students will discuss which painting corresponds with which music and why.

Performing rhythmic phrases in holiday songs by reading individual percussion ensemble parts and scores.

SL.6.4Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Art 1.1.8.D.2

Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages.

January 1.3.8.B.1

1.3.8.B.3

Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

Apply theoretical understanding of expressive and dynamic music

Avant-guarde Notation Unit Compose a tone poem…

Use of avant-guarde notation. Creating sounds into music is the key concept.

Perform tone poems for the class. Reading avant-guarde notation.

Rhythmic and Melodic Dictation in the grand staff. Preparing

Grade tone poems.

During performances, grade students of observation of accuracy.

Dictation Quiz

Observe student participation


Explain how interactions among African, European, and Native American groups began a cultural transformation.



Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the

1.2.8.A.3

terminology to the performance of written scores in the grand staff.

Analyze the social, historical, and political impact of artists on culture and the impact of the culture on the arts.

students to become composers in traditional 18th century harmony.

Jazz Unit History of Jazz Outline.

and behavior. text distinct from personal opinions or judgments.

Math 6.SP.1


February 1.1.8.B.1

1.3.8.B. 4

Analyze the application of the elements of music in diverse Western musical works from different historical eras using active listening.

Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing

Jazz style by numbers game. Differentiate Dixieland, Big Band Swing, Bebop, and Jazz Rock.

Compose a blues melody in Bb. Students will notate their melody and hear it played on the saxophone. They will also improvise their own melodies on the xylophone with a rhythm section,


Record # of correct answers during Style by Numbers game.

Grade blues melodies.




Phys. Ed. 2.5.6.A.2

Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive

1.4.8.A.6

techniques in that genre or style

Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

dynamic environments.

Math 6.SP.5

Summarize numerical data sets in relation to their context, such as by: reporting the number of observations.

March 1.2.8.A.2

1.2.8.A.3

Differentiate past and contemporary works of music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.


Rap Music Unit Discuss history of rap

and how it relates to American culture. Listen to examples of rap music and how it has changed over time. How has rap impacted our culture and how has the culture of the time impacted this genre?

Compose raps using basic elements of rhythm and rhyme.

Compose a 4 line rap


Grade Rap


Explain how interactions among African, European, and Native American groups began a cultural transformation.




1.4.8.A.4 Compare and

contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values

and perform it.

Review worksheet.

compositions.

Grade Rap Review Worksheet

Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music.

April 1.2.8.A.3

1.2.8.A.2

1.4.8.B.3


Differentiate past and contemporary works of music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

Compare and contrast examples of

Rock History Unit Listening maps will be

used to analyze 3 early rock songs. Students will learn the elements that make up a rock song: Verse, Chorus, and Bridge.

Students will create their own listening maps to a 1960s protest rock song. Lyrics will be analyzed to determine what to draw in their listening map. Discussion about how rock music of the 1960 reflected the culture.


Grade Listening Maps

Assign grades based upon rubric for Critical Essays




Art 1.3.8.D.6

Synthesize the physical properties, processes, and techniques for visual communication in multiple art media, and apply this knowledge to the creation of original artworks.

Math

archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.

Critical Essay Assignment…Did rock groups influence American culture? Or does the culture influence the rock musicians? Or is it both? Discuss and site examples of different rock genres to springboard student’s ideas. Students may choose any rock group or any decade in their research and example. Rubric will be discussed.

6.SP.5Summarize numerical data sets in relation to their context, such as by: reporting the number of observations.

May 1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in works of music.

Final Project Unit Students will be given a

choice of 3 projects to choose from. They can perform a piece on their primary instrument, compose a piece for at least 2 pitched instruments, or research a musician or group of musicians and present their findings in a poster. Rubrics can be found on school website.

Students will be given class time to rehearse and research. Rubrics will be given as to point





Language Arts SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

values assigned to each component.

Performance days and presentation days will be assigned.

Assign grades for final projects.

Art 1.3.8.D.6

Synthesize the physical properties, processes, and techniques for visual communication in multiple art media, and apply this knowledge to the creation of original artworks.

June 1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies.

Assessment/TESTStudents will be tested on a review of facts learned in 6th grade music.

Use of the Nintendo Wii. Students will engage in interactive music games such as Rock Band or Just Dance.

Grade TESTS 21st Century Skills CRP 1





Phys. Ed. 2.5.6.A.3

Create and demonstrate

planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music.

Documents

€¦ · Web viewThe Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre