National Music Standards Activity

Teacher: Duc Anh Tran

Grade(s)/Name/Type: 6th-8th Grade
Lesson: 2 out of 3
No. of minutes 10 minutes
Block schedules 6x6

Learning Standards and Processes (Checklist)

National Music National Music Learning Domains Differentiated
Standards (1994) Standards (2014) Bloom's Taxonomy Learning
“Common Core” Gardner’s Theory of
NS1. Singing… LD1. Cognitive Multiple Intelligences
NS2. Performing on CC1. Creating Domain
instruments…  Imagine Knowledge DL1. Auditory
NS3. Improvising…  Plan & Make Analysis DL2. Visual/Spatial
NS4. Composing…  Evaluate & Comprehension DL3. Kinesthetic
NS5. Reading & Refine Synthesis DL4. Logical/Math
notating...  Present Application DL5.Verbal
NS6. Listening, CC2. Performing Evaluation DL6. Musical
analyzing,  Select, Analyze, DL7. Intrapersonal
describing… & Interpret LD2. Affective DL8. Interpersonal
NS7. Evaluating…  Rehearse, Domain DL9. Naturalistic
NS8. … Evaluate, & Receiving
relationships Refine Phenomena
between music, the Responding to
 Present
other arts, and Phen…
CC3. Responding
disciplines outside Valuing
 Select
the arts. Organization
NS9. …history &  Analyze Internalizing values
culture  Interpret
 Evaluate LD3. Psychomotor
CC4. Connecting Domain
 Knowledge & Perception
Personal Mindset
Experience Guided Response
 Contextual Mechanism
Understanding Complex Over
Response
Adaptation
Origination
MATERIALS

Baton, iPad, Music, Laptop

PRE-SET
None – Already preset

Responding

Beginning Band

OBJECTIVE(S):

SSS:

 MU.K.S.1: The arts are inherently experimental and actively engage learners in the processes of

creating, interpreting, and responding to art

 MU.K.O.1.1: Respond to beat, rhythm, and melodic lines through imitation

 MU.K.S.3.4: Imitate simple rhythm patterns played by the teacher or peer

NCAS:

 MU: Cr1.1. E.5a: Compose and improvise melodic and rhythmic ideas or motives that reflect

characteristics of music or text studied in rehearsal

 MU: Pr4.2.E.la: Demonstrate, using music reading skills appropriate, how compositional devices

employed and theoretical and structural aspects of musical works impact and inform prepared or

improvised performances

Conversational Solfege Unit 1:

 Students will be able to chant rhythmic patterns and sing/play (on non-pitched age-appropriate

classroom instruments) songs/rhymes

 Students will be able to conversationally decode familiar and unfamiliar rhythmic patterns and

songs, phrase by phrase

PROCEDURE:

1. T creates rhythmic patterns, taken from the repertoire of the rehearsal

2. T asks S to tap the micro-beat and keep the steady beat

3. T uses the syllable “ba” to sing the rhythmic patterns

4. S echo T

5. T select a solo, section, or the whole class to do the rhythmic patterns

6. T asks S to decode the familiar rhythmic patterns and play it with B flat concert note on their

instruments

7. S decode and play the familiar rhythmic patterns with B flat concert note

8. T select a solo, section, or the whole class to play the rhythmic patterns

ASSESSMENT: Teacher will visually and aurally assess students on the aspect of responding