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Rupp Jordan - Curriculum Project
Rupp Jordan - Curriculum Project
Name:
Type of Choir: 6th grade mixed ensemble
Please number your selections F1 (Fall 1), F2, etc. and W1 (Winter 1), W2, etc.
The text in italics below is an example based on the piece “Fair and True” by James Mulholland
Selection Justification for Tempo: Concepts/Skills to Core Arts Standards Assessment
Choosing Up- Teach in this Piece Addressed (be specific—list Possibilities
Tempo, numbers)
Ballad,
etc.
F1. This piece Ballad Dotted vs. even MU:Pr4.2.6.c. Identify how Short report about
contains texts patterns cultural and historical context either We Shall
that are iconic Balance inform performances. Overcome or the I
markers of the Form Have a Dream
civil rights Historical context Speech.
movement. The Rit. ML activity with
ballad nature 1st/2nd endings individual
helps provide assessment of
context for the rhythmic patterns
rest of the show. encountered in
piece.
F2. This piece has a Mid-tempo Context MU:Pr4.2.6.b. When analyzing Have students
text written by Minor tonality/ la- selected music, read and write dreams in
Langston based minor identify by name or function their score and
Hughes, a 20th Form/repeats standard symbols for rhythm, grade for
century writer Tenuto markings pitch, articulation, and completion.
known for his Dynamic contrast dynamics. Quiz on dynamic
texts about Rhythmic complexity marking
many societal Syncopation MU:Pr4.2.6.c. Identify how identification.
issues including Writer Langston cultural and historical context Make a road-map
racism. This fact Hughes inform performances. of the song for a
alone speaks to visual
the potential MU:Pr4.3.5.a. Demonstrate representation of
theme of the and explain how intent is form.
concert. This conveyed through interpretive
mid-tempo song decisions and expressive
will provide a qualities (such as dynamics,
segue into the tempo, timbre, and
upbeat African articulation/style ).
piece at the end.
F3. This piece is an Up beat Cultural Context MU:Pr4.2.6.c. Identify how Visual roadmap of
upbeat way to Complex cultural and historical context piece
end an form/repeats inform performances. Check scores for
emotionally Learning in a “non- translation
heavy concert on traditional” rote style MU:Pr4.3.5.a. Demonstrate Quiz on accents
a positive note of Body percussion and explain how intent is Memorization
“standing tall”. It Macaronic – Swahili conveyed through interpretive assessments.
also provides and English decisions and expressive
opportunity for Percussion qualities (such as dynamics,
rhythmic instruments. tempo, timbre, and
contrast and Accents articulation/style ).
percussion Complex rhythmic
instruments. patterns
October Curriculum Plan
For this class set up the chairs in two rows facing each
other and have part one sit on one side and part two
sit on the other. Warm up using ‘row, row, row your
boat’ in a round to emphasize part independence.
Work through call and response section (m.30-39)
using a call a response method of teaching. Instruct
students to take out their music and sing though the
call and response section while facing each other. Play
accompaniment. Emphasize the need to hear each
individual entrance. Instruct students to stand when
their part is most important and sit when they are less
important.
Week 4, Day 1 Begin class with an octet memorization tests on Octets for memorization testing
measure 17 through the end. This will take up a
considerable amount of rehearsal.