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 engage in collaborative discussions about music, develop and present arguments about musical selections, and use written communication to analyze and interpret musical works across all units.
Students apply mathematical thinking to understand rhythm patterns, tempo relationships, and proportional structures in musical compositions and performances.
Students explore the physics of sound waves and acoustic properties of instruments through inquiry-based learning and investigation.
Students learn about diverse music histories and genres reflecting various cultures, historical periods, and societies, including jazz, hip-hop, spirituals, classical, ragtime, and rap traditions.
Students engage with music from diverse cultural and linguistic traditions and develop appreciation for global musical perspectives.
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.