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
- Select programs of music (e.g., a playlist, live performance) and demonstrate the connections to an interest or experience for a specific purpose. (1.3A.8.Re7a)
- Interpret and appreciate music and its form, context, and personal experience.
- Analyze musical artworks for clues to their expressive intent.
- Select and analyze musical works.
- Evaluate musical performances.
- Interpret musical intent and meaning.
Supplemental Resources
- Instruments (flutes, clarinets, trumpets, saxophones)
- Chord charts
- Tablature
- Promethean board
- Vocal and instrumental scores
- Sheet music
Music - Responding
Students apply mathematical thinking to rhythmic patterns, time signatures, and proportional relationships in musical compositions and performances.
Students investigate sound waves, acoustic properties of instruments, and the physics of music production through band instrument exploration.
Students write reflections on musical performances, analyze song lyrics and poetry, discuss expressive intent in music, and present findings about various musical genres and their cultural contexts.
Students explore the historical and cultural contexts of various music genres including Jazz, Classical, Hip-Hop, Spiritual, Ragtime, and Rap from diverse ethnic and cultural perspectives.
Students develop fine motor skills, hand-eye coordination, and breath control through band instrument performance and practice.
Formative Assessments
- Group Work
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Students will interpret and appreciate music and its form, context, and personal experience; analysis of musical artworks provides clues to their expressive intent.
Benchmark Assessment
— not configured —
Alternative Assessment
Alternative assessments as outlined in district assessment resources.
IEP (Individualized Education Program)
Modifications and accommodations listed in an IEP will take priority for each individual student instruction. Suggested modifications are included in curriculum guides for all types of learners.
Section 504
Modifications and accommodations listed in a 504 plan will take priority for each individual student instruction.
ELL / MLL
Suggested accommodations and modifications provided; specific plans take priority.
At Risk (RTI)
Suggested accommodations and modifications provided; specific plans take priority.
Gifted & Talented
Suggested accommodations and modifications provided for G&T learners.