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.Re8a: Apply appropriate personally developed criteria to evaluate musical works or performances.
- 1.3A.8.Re9a: Support with evidence personal interpretation of contrasting programs of music and explain how the application of the elements of music and expressive qualities, within genres, cultures and historical periods convey expressive intent.
Supplemental Resources
- Ukuleles
- Chord charts
- Tablature
- Promethean board
- Vocal and instrumental scores
- Sheet music
Music - Responding
Students apply mathematical thinking to rhythm patterns, timing, and proportional relationships in musical composition and performance.
Students explore sound waves, acoustics, and the physics of musical instruments while developing scientific inquiry skills through musical experimentation.
Students read and interpret song lyrics, analyze literary themes in musical texts, and communicate musical ideas through discussion and writing.
Students investigate the cultural, historical, and social contexts of diverse musical genres and traditions from various civilizations and time periods.
Students develop fine and gross motor skills, coordinate breathing with musical performance, and build self-awareness and confidence through ensemble participation.
Students learn songs and musical traditions in different languages and explore how music facilitates cross-cultural communication and understanding.
Formative Assessments
- Group Work
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Evaluation and critique are vital components of experiencing, appreciating and producing musical artworks.
Benchmark Assessment
— not configured —
Alternative Assessment
Group Work, Discussion, Question and Answer, Teacher Observation, Skill Testing
IEP (Individualized Education Program)
Modifications and accommodations listed in an IEP will take priority for each individual student instruction.
Section 504
Modifications and accommodations are suggested for all types of learners. Specific student accommodations listed in a 504 plan will take priority.
ELL / MLL
Modifications and accommodations are suggested for all types of learners including ELL students.
At Risk (RTI)
Modifications and accommodations are suggested for all types of learners including At Risk students.
Gifted & Talented
Modifications and accommodations are suggested for all types of learners including Gifted and Talented students.