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 thinking when composing melodies, understanding rhythm patterns, and analyzing musical structures and proportions.
Students explore how sound travels as waves and investigate the physical properties of music through keyboard instruments and audio technology.
Students analyze song lyrics, write about musical experiences, discuss compositional choices, and present their musical ideas verbally and in writing.
Students learn about music history and various genres from different cultures and time periods, developing understanding of how music reflects society and historical contexts.
Students develop fine motor skills, hand-eye coordination, and finger dexterity through keyboard performance while learning proper posture and technique.
Students encounter music terminology and songs in different languages, expanding vocabulary and cultural awareness through diverse musical genres.
Formative Assessments
- Group Work
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Students will create a written and recorded analysis comparing how musical elements and expressive qualities in two keyboard pieces from different genres or historical periods convey meaning and reflect cultural context. The analysis will include a performance of one selected piece that demonstrates their understanding of the music's expressive intent.
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.