osama laktenah First level General Music Units

September: October: November: December: January:

Music Elements Music Elements Music Elements Instruments Performance

Rhythm Dynamics Tempo Rhythm Band Rhythm Band

 Terms/Symbols/ Instruments Ensemble
 Rhythmic  Definitions (p, pp,  Fast vs. Slow
Notation/Symbols ff, f sfz, cresc.  Terms/Symbols  Intro to  Perform as a
 Rhythmic Values decrescendo)  Andante, Presto & instruments member of a rhythm
 Rhythmic Movement  Add dynamics to Largo (Wood block, triangle, band ensemble.
bells, gong, rhythm sticks,
 Dalcroze Methods favorite stories  Movement cymbals, castanets,  Count, clap and play
 Concept of silence/rest Ex. Teenie Tiny activities maracas, cow bell, little basic rhythmic
Woman drums)
-Mrs. Music May I? demonstrating notation
 Dynamics add 
-Mr. Quarter, Half & Eighth changing tempos Identify  Count rhythms
-Rhythmic Pac Man excitement to
-Musical Math  Singing activities instruments in syllabically
music terms of: Ex. RR, Lackawana, train,
-Musical Silence Activities demonstrating
-Sing a rhythm  Element of changing tempos Appearance choo
-Play a rhythm surprise sfz! Sound
Performance  How are different
Method of  Perform basic
Special Celebrations: Performance Sound production
dynamics rhythms on
(Songs & Activities) Special Celebrations:  Vibration Rhythm band
Welcome Back Songs produced on (Songs & Activities) Performance
Apple Songs different Holiday Songs and instruments
flag day
School Bus Safety Songs instruments? Activities
(Demo) Performance
Special Celebration:
Performance
(Songs & Activities)
Special Celebrations:
January Jump
(Songs & Activities)
Add dynamics to favorite Snowman Dance
stories for excitement and Mr. Martin Luther
Flag day Penguin Song &
Fall Songs Dance
Halloween Songs
Fire Safety Songs
Columbus Songs
Character Ed Songs
 February: March: April: May: June:
Music Elements Music Elements Music Elements Instruments Concert Etiquette
Pitch Melody Key Instruments of the Concert Etiquette
 What is Pitch? Orchestra
 High vs. low pitch  What is a melody  Concept: Major  Peter & the Wolf  Behavior during
Ex. Mama Bear, Papa Bear and  Melody or No /Minor Presentation performances
Baby Bear
Melody listening  Happy/Sad *Instruments  Hats
 Instrumental pitch/vocal Exercises  Listen and identify represent characters  Leaving during a
pitch changes  Upward and  Add music Movie: “Elmo’s Big performance
 Mono tones Downward accompaniment to Adventure”  Bravo
 Same/different pitch melodic movement a familiar story Class discussion  Clapping
identification  Instrument posters
Skips in a melody demonstrating the  Something goes
 Listening examples line use of major and Instrument demo wrong
 Movement reflecting  Solfege Do Re Mi minor keys.  Emergency
pitch changes  The “Blues” jazz Performance Performance
Special Celebrations
Performance style. (Songs & Activities)
Special Celebrations
Performance Special Celebrations: “Old Mother Hubbard’s (Songs & Activities)
(Songs & Activities) Blues” Song and Father’
Special Celebrations: Activity
(Songs & Activities) It’s March
Valentines Lion /Lamb Performance
Spring Special Celebrations:
(Songs & Activities)
Earth Day Songs
Topic: Grade 1: Dynamics
Essential Questions:
1. What do people hear when they listen to music?
2. How can music affect your mood?
3. How can we use music to tell a story?
Performance Indicators Guided Questions
Standards 1,2,3, & 4 -What does the term loud mean?
-What does the term soft mean?
-What is the difference between a
speaking voice, a singing voice
and a yelling voice?
-What makes a song
boring/interesting?
-What makes a sound harsh?
-How is soft music different than
loud music?
-What does the singer do
differently when singing softly
vs. loudly?
-When would we use soft music?
-When would we use loud
music?
-What would happen if the music
Suddenly became loud?
-What does the term “Piano”
mean?
-What does the term “Forte”
mean?
-What does the term sforzando
mean?
-Can you demonstrate different
dynamics in a song?
Essential Knowledge & Skills Classroom Ideas Assessment Ideas
(Instructional Strategies) (Evidence of
Learning)
Students will be able to: _Dynamic Singing Games Students can identify,
-Perceive that some songs are soft -Get Aboard Little Children demonstrate and
throughout. -Pumpkins Marching incorporate dynamics
-Develop control in producing loud and -Who has the Pumpkin? in their musical
soft dynamics while performing a song -Spooky Sounds performances.
-Understands the purpose of music -This Is My Speaking Voice
dynamics. _Add dynamic markings to a familiar Students will be able
-Respond to dynamic changes through story. to explain why
movement. -Dramatize literature with dynamics are so
-Identify the symbols for piano, forte Dynamic markings important in music!
and sforzando in a piece of music. -Demonstrate dynamic changes
-Perform changing dynamics from through movement. Students will be able
written notation using music symbols. -Listening Examples to use dynamics to
(f, p, and sfz) -Perform/demonstrate dynamic make a sentence or
-Demonstrate an example of a speaking changes using rhythm band short verbal passage
voice, a singing voice and a yelling instruments. more interesting.
voice.
--Understand the importance of good
breath control when producing and
controlling sound.
-Use dynamics to enhance a story.
_Identify dynamic changes in listening
examples.
_Identify the term sforzando with a
surprise in music.
-
Topic:
Grade 1: Melody
Essential Questions:
1. What makes music interesting?
2. How does music affect the way we feel?
Performance Indicators Guided Questions
Standards 1, 2 , 3, & 4 -How does music move?
-What is a pitch/tone?
-What is a monotone?
-What does the term
repeat mean in music?
-How do we write a repeat?
-How can we make a song
more interesting?
- -What does a leap in pitch
sound like?
-What does high and low
mean in terms of pitch?
-What is a musical phrase?
-What is a pattern in music?
Essential Knowledge & Skills Classroom Ideas Assessment Ideas
(Instructional Strategies) (Evidence of
Learning)
Students will be able to: -Listening activities -Ability to identify
-Differentiate between leaps and -Enact melodic movement Same/repeated
repeated tones. -Perform same, repeated and Pitch/tone.
-Perform a repeated melodic Leap movement phrases. -Ability to identify
pattern. -Students will diagram tonal melodic leap.
-Identify a repeat sign Ex. :ll movement as they listen to -Ability to perform
-Diagram tonal movement in a musical example. a repeated note &
terms of same, upward and -Enact melodic contour leap on the piano.
downward movement. through movement -Ability to
-Enact melodic contour -Identify melodic patterns in a differentiate
through movement phrase. between high and
-Identify musical phrases as - low pitches.
musical sentences. -Ablility to
-Perform musical phrases. perform a high or
-Differentiate between same and low pitch both
different musical phrases. vocally and on a
- keyboard.
-Ability to diagram
contour of a
melodic phrase?
-Ability to identify
and perform a
musical repeat.
Topic: Grade 1: Performance
Essential Questions:
What makes a song interesting and fun to perform? What do people hear when they listen to music? Why do certain types of music make you feel a certain way?
Performance Indicators
Standards 1,2,3 & 4
Time: On-Going
Guided Questions
-What is sound? How is sound
produced?
-How many different ways can we
make sound?
-What is the difference between
making sounds and making music?
What is the difference between noise
and music?
-Can we make music without the use
of an instrument?
-What is meant by “Body
Percussion?”
-How can we make different sounds
with our voices?
-What do we mean by long and
short sounds? What would a long
sound or short sound look like? Ex:
___________ ___
How would a musician write long
and short sounds.
What is rhythm? What is a beat?
What is a note?
-What is a steady beat?
What is a quarter, eighth, half, and
whole note? What do they look like
and how long do we hold them out?
How many beats do each of the
rhythms receive?
What is pitch? What does a high
pitch sound like? What does a low
pitch sound like?
What happens when we put pitch and
rhythms together?
-How can we transfer our rhythmic
skills to a percussion instrument?
-How can we all stay together when
we are playing in a percussion
ensemble?
-What is counting?
-What is unison singing?
Essential Knowledge & Skills
Students will be able to:
-Identify different ways sound can be
produced and altered.
-Understand the part that vibration plays in
the production of sound.
-Differentiate between random sounds
(Noise) and music.
-Perform body percussion.
-Experiment with different vocal sounds and
possibilities.
- Identify and perform long and short
sounds.
-Identify and perform high and low pitches.
-Identify same and different pitches.
-Identify and perform a steady beat.
-Identify and perform eighth, quarter, half
and whole note notation and values.
-Clap various rhythmic patterns while
counting aloud.
-Transfer rhythmic reading skills to a
percussion instrument.
-Count rhythmic patterns using a syllabic
method of counting.
Ex. oo= Railroad, o=train
-Count Aloud and play written rhythmic
notation in a percussion ensemble setting.
-Participate in unison singing in the
classroom setting.
Classroom Ideas Assessment Ideas
-Sound experiments and demonstrations Students will demonstrate
-Vibrating strings, vibrating gong their performance skills
(Feel the vibration of a drum by doing just
Head or gong. Stop the that…performing!
Vibration/sound with your hand)
-Participate in a Body Percussion -Participation and
Band! enjoyment in musical
ensembles and musical
-Collect random sounds and vocal activities.
Sound effects.
-Perform sound pieces/compositions.
-Participation in a rhythm
-Draw long and short sounds on the band ensemble.
board. __________ vs. __
-Perform long and short sounds.
-Give long and short sounds a symbol
and value. Whole note, half note and
quarter note. Enact rhythms through -Ability to count and
movement. transfer written rhythmic
-Students will move to a steady beat. notation onto a drum pad.
-Students will count and clap rhythmic
patterns aloud.
-Counting syllabically:
= Train -Ability to sing in tune in
= Railroad unison.
=Choo 2
=Lackawana
-Students will transfer rhythmic reading
skills to a percussion instrument. (First
clap, then rhythm
band instrument and then drum pad -and
drum sticks)
Musical songs, activities and singing
games.
Topic: Grade 1: Rhythm
Essential Questions:
1. What do people hear when they listen to music?
Performance Indicators Guided Questions
Standards 1, 2, 3, & 4 -What is a steady beat?
-What is not a steady beat?
-What is a long and short sound?
-What is a pattern?
-What is a repeated pattern?
-How might we notate long and
short sounds?
Ex. ______________ vs __
_What is the symbol for a whole,
half and quarter note?
_How do quarter, half and whole
notes move/sound?
-What is a strong beat?
_What is a weak beat?
-How does music move?
(Meter, in 2’s, 3’s etc)
-What examples of rhythm do we
hear around us each day?
-What is a tempo?
Fast, Medium and Slow
- and slow tempos.
Essential Knowledge & Skills Classroom Ideas Assessment Ideas
(Instructional Strategies) (Evidence of
Learning)
Students will be able to: -Kodaly Methods -Ability to identify and
-Identify a steady beat and a beat that is (Movement and beat) move to a steady beat.
not steady. -Movement/Dance exercises -Ability to identify a
-Identify and perform long and short -Rhythmic Notation Games rhythmic pattern.
notes. --Listening/Movement games -Rhythm Band
-Identify rhythmic patterns and repeated -Rhythm Band Performance performance.
rhythmic patterns both written as well (Maracas, triangles, rhythm sticks, -Can identify a whole,
as aural. castanets, wood blocks, etc.) half and quarter note
-Notate long and short rhythms using a and can perform them
variety of methods. on rhythm band
-Identify a quarter, half and whole note instrument..
by symbol, value and name. -Movement and
-Enact rhythmic values through Dance.
movement. -Participation in
-Demonstrate strong and weak beats singing, games, dances
while moving to changing meters and musical
played on piano. performance activities.
-Identify rhythmic sounds that occur all
around them daily.
-Identify and demonstrate fast, medium
-Perform whole, half and quarter note
rhythms on classroom percussion
instruments.
Topic: Grade 1: Tempo
Essential Questions:
1. What do people hear when they listen to music?
2. What makes music more interesting?
3. How can music affect how we feel?
Performance Indicators Guided Questions
Standards 1,2,3 & 4 -What does the term fast mean in
music?
-What does the term slow mean
in music?
-What is meant by the term,
tempo?
What does the term speed mean?
-What does a steady beat sound
like? Can you demonstrate a
steady beat?
-What kind of things or animals
move fast?
-What kind of things or animals
move slow?
-What words do we associate
with fast/slow movement?
Ex. Race/fast Crawl/slow
-How can we enhance a story
using different tempos?
-How do faster tempos reflect
excitement?
-Is the beat steady or does it
change. Concept: Faster/Slower
-What does a fast tempo sound
like on rhythm band instrument?
-what does a slow tempo sound
like on a drum or piano?
Essential Knowledge & Skills Classroom Ideas Assessment Ideas
Students will be able to : -Tempo Singing/Movement Games -Observations:
-Recognize fast and slow tempos Ex: Rake The Leaves Watch to see if: (1)
- Respond to tempo changes through Train Song Children are able to
movement. Piano Says adapt their movements
-Associate tempo changes with the Animals In The Zoo to the change in tempo.
movement of things/animals etc all Bouncing Ball
around them. Pass The Ball (2) Children can clap a
-Move to a steady beat. Tempo Sticks steady beat.
-Clap a steady beat.
-To demonstrate awareness of fast and -Dramatize stories, poems with (3) Children can
slow and getting faster and slower, in tempo changes. recognize changes in
dramatizing a story or poem. tempo while listening
-Associate certain words with tempos. -Come up with word lists which to musical examples.
Words which suggest fast and slow suggests the tempos of fast and slow.
movement: Example: Speedy (fast)
Pokey (Slow) -Movement/Listening activities Children can associate
--Understand how the words, speed and (Enact what you hear) the terms slow and fast
tempo go hand in hand. with an animal or
-Dramatize tempo changes through -Animal movement: “How does a something that moves
movement while listening to changing turtle move?” the same way.
tempos.
-Rhythm Band instruments Children can play an
-Perform slow and fast tempos using example of a fast and
rhythm band instruments. slow tempo on a
rhythm band
- instrument.
- Children can sing a
fast /slow song.