Unit 1 — Creating
Description
Students will be increasingly able to independently use their learning to compose, create and improvise rhythmic and melodic patterns using various sources which could include voices, classroom instruments, and other classroom activities. Students will celebrate the lives and music of various musicians through various genres of music as well as Music History. Some Specific Genres include: Jazz, Hip-Hop, Spiritual, Classical, Ragtime, Rap. Awareness will be brought to Climate Change through chosen songs and performances.
Essential Questions
- How do musicians generate creative ideas?
- How do musicians make creative decisions?
- How do musicians improve the quality of their creative work?
Learning Objectives
- Evaluate, refine and explain their own work by selecting and applying criteria including appropriate application of elements of music, compositional techniques, style and form, and use of sound sources. (1.3A.8.Cr3a)
- Use a variety of sources such as imagination and creative processes to inspire and transform concepts and ideas into artistic expression.
- Create and perform rhythmic sequences using classroom instruments (orff instruments, percussion, ukuleles, keyboards, etc.).
- Create an instrument out of everyday objects students can find within their home and perform rhythmic/melodic patterns.
- Imagine musical ideas.
- Plan and make musical compositions.
- Evaluate and refine creative work.
Supplemental Resources
- Rhythm instruments
- Folk songs
- Interactive games
- Band Instruments (flutes, clarinets, trumpets, saxophones)
- Handbells
- Boomwhackers
- Xylophones
- ChromeBooks
Music - Creating
Students apply mathematical reasoning and patterns when creating rhythmic sequences, analyzing musical structures, and understanding proportional relationships in compositions and performances.
Students investigate scientific principles related to sound, acoustics, and the physics of musical instruments while exploring awareness of climate change through selected songs and performances.
Students develop communication skills through discussion, written reflection on musical choices, analysis of song lyrics and historical context, and presentation of creative musical ideas.
Students explore diverse cultural perspectives through music history, celebrate various musical genres including Jazz, Hip-Hop, Spirituals, Classical, Ragtime, and Rap, and analyze the historical and cultural contexts that shape musical expression.
Students may encounter and perform music from diverse cultural and linguistic traditions, building appreciation for global artistic expressions.
Students develop fine and gross motor skills through instrument manipulation, hand-eye coordination, and physical stamina required for band instrument performance.
Formative Assessments
- Group Work
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Projects demonstrating composition, creation, and improvisation of rhythmic and melodic patterns.
Benchmark Assessment
— not configured —
Alternative Assessment
Alternative assessments as outlined in district assessment resources.
IEP (Individualized Education Program)
Modifications and accommodations listed in an IEP will take priority for each individual student instruction. Suggested modifications are included in curriculum guides for all types of learners.
Section 504
Modifications and accommodations listed in a 504 plan will take priority for each individual student instruction.
ELL / MLL
Suggested accommodations and modifications provided; specific plans take priority.
At Risk (RTI)
Suggested accommodations and modifications provided; specific plans take priority.
Gifted & Talented
Suggested accommodations and modifications provided for G&T learners.