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
- 1.3A.8.Cr2b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic phrases, melodic phrases and harmonic sequences.
- Plan, organize, and develop creative ideas that can effectively realize the artistic intent and communicate meaning.
- Using rhythmic and melodic notation compose a melody in a specific form and perform on keyboard.
Supplemental Resources
- Rhythm instruments
- Folk songs
- Interactive games
- Keyboards
- Handbells
- Boomwhackers
- Xylophones
- ChromeBooks
Music - Creating
Students apply mathematical reasoning to understand rhythmic patterns, melodic structures, and proportional relationships in music composition and performance.
Students explore the physical properties of sound and the science of musical acoustics through keyboard experimentation and investigation.
Students analyze song lyrics, write about musical experiences, and communicate ideas about music through discussion and reflection.
Students examine the historical and cultural contexts of various music genres including Jazz, Hip-Hop, Spirituals, Classical, Ragtime, and Rap to understand how music reflects society and cultural identity.
Students develop fine motor skills, hand-eye coordination, and physical dexterity through keyboard technique and performance.
Students engage with music from diverse cultural and linguistic backgrounds to broaden global perspectives.
Formative Assessments
- Group Work
- Projects
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Students compose and notate an original melody in a specific form (such as ABA or 12-bar blues) on staff paper, then perform it on keyboard demonstrating correct pitch, rhythm, and dynamics. The composition may be inspired by a studied genre (Jazz, Hip-Hop, Spiritual, Classical, Ragtime, or Rap) and should reflect understanding of how musicians use melody and rhythm to express meaning.
Benchmark Assessment
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Alternative Assessment
Alternative assessments as outlined in Formative, Summative, Alternative, and Benchmark Assessments resource.
IEP (Individualized Education Program)
Modifications and accommodations listed in an IEP will take priority for each individual student instruction.
Section 504
Modifications and accommodations listed in curriculum guides are suggested for all types of learners; 504 plan accommodations applied as indicated.
ELL / MLL
Modifications and accommodations listed in curriculum guides are suggested for all types of learners including ELL students.
At Risk (RTI)
Modifications and accommodations listed in curriculum guides are suggested for At Risk learners.
Gifted & Talented
Modifications and accommodations listed in curriculum guides are suggested for G&T learners.