Unit 3 — Responding
Description
Students will refine their use of elements of music and cultural influences to select and perform music with appropriate expressive qualities. 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 individuals choose music to experience?
- How does understanding the structure and context of music inform a response?
- How do we discern the musical creators' and performers' expressive intent?
- How do we judge the quality of musical work(s) and performance(s)?
Learning Objectives
- 1.3A.8.Re7b: Classify and compare how the elements of music and expressive qualities relate to the structure within programs of music (e.g., a playlist, live performance).
- 1.3A.8.Re7c: Identify and compare the context of programs of music from a variety of genres, cultures and historical periods.
- An artist's appreciation of musical artworks is influenced by their interests, experiences, understandings and purposes. Identifying the qualities and characteristics of media artworks improves the individual's aesthetic and empathetic awareness.
Supplemental Resources
- Keyboards
- Chord charts
- Tablature
- Promethean board
- Vocal and instrumental scores
- Sheet music
Music - Responding
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
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Students will select a piece from one of the studied genres (Jazz, Hip-Hop, Spiritual, Classical, Ragtime, or Rap) and perform it on keyboard while providing written analysis that identifies how the musical elements and expressive qualities connect to the composer's cultural context and historical period. This assessment demonstrates students' ability to classify relationships between music structure and genre while appreciating how an artist's background shapes their work.
Benchmark Assessment
— not configured —
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.