GATEWAY GROUP CURRICULUM OVERVIEW

Content Area:

Visual & Performing Arts

Grade Level:

1

Module Title:

Music

        

LEARNING TARGETS

NJ STUDENT LEARNING STANDARDS

1.1  The Creative Process:  All students will demonstrate an understanding of the elements and principles

       that govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of          

      the arts throughout history and across cultures.

1.3  Performance:  All students will synthesize those skills, media, methods, and technologies appropriate

       to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.4 Aesthetic Responses & Critique Methodologies pertains to all four arts

      disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic

      Responses and B. Critique Methodologies. This standard addresses two ways students may

      respond to the arts, including (1) the study of aesthetics and (2) the application of

      methodologies for critique

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

The elements of music are foundational to basic music literacy.

1.1.2.B.2

Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.

Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct

characteristics and common themes that are revealed by contextual clues within the works of art.

1.2.2.A.1

Identify characteristic theme-based works of dance, music, theatre, and visual art, such as

artworks based on the themes of family and community, from various historical periods and world cultures.

The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

1.2.2.A.2

Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.

The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.

1.3.2.B.1

Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 

Playing techniques for Orff instrumentsdevelop foundational skills used for hand percussion and melodic percussion instruments.

1.3.2.B.3

Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments.                                                                        

Improvisation is a foundational skill for music composition.

1.3.2.B.5

Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas.

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.4.2.A.2

Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.3

Use imagination to create a story based on an arts experience that communicated an emotion

or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).

Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.1

Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.

1.4.2.B.2

Apply the principles of positive critique in giving and receiving responses to performances.

Contextual clues are embedded in works of art and provide insight into artistic intent.

1.4.2.B.3

Recognize the making subject or theme in works of dance, music, theatre, and visual art.

Grade 1 Students will…

  • Audiate so-mi-la and quarter notes and rests and eighth notes.
  • Aurally identify steady beat, quarter notes, rests and eighth notes, so-mi-la, high/low, loud/soft, fast/slow, and differentiate sounds of classroom instruments.
  • Aurally identify steady beat, ostinatos, quarter notes and rests, eighth notes, so-mi-la, high/low, loud/soft, fast/slow, and differentiate sounds of classroom instruments.
  • Identify instruments from sound including pitched and small instruments.  They will be able to differentiate the sound of different instrument construction.  (S) will be able to categorize the instruments into families.
  • Sing a variety of songs with expression, independently and with others.
  • Play small percussion instruments individually and with others keeping the beat, using different tempos, and dynamics.
  • Clap and sing songs with ostinatos and repeated phrases and patterns.
  • Echo rhythmic and melodic patterns.
  • Sing, dance, play instruments, and actively listen to music from different cultures and historical periods.
  • Recognize and name age appropriate musical terms such as loud/soft, high/low, fast/slow, and instruments.
  • Cap, sing, or play quarter note, rest, eighth notes, and so-mi-la from notation.
  • Match pitch and sing in tune.
  • Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments.
  • Vocalize tonic note of songs and demonstrate appropriate posture while singing.
  • Improvise words to chants and improvise on Orff instruments to the pentatonic scale.
  • Sing or play simple melodies or rhythmic accompaniments to songs in AB and ABA form.  
  • Sight read rhythms using quarter, eighth, and rests.
  • Sing and match pitch in unison and match dynamic levels in response to a conductor’s gestures.

EVIDENCE OF LEARNING

 Assessment:  

  • Formative Assessment strategies
  • Rubrics
  • Unit Assessments
  • Performance Assessments 

Equipment Needed:

  • Music
  • Technology
  • Teacher identified equipment 

Teacher Resources:

  • NJ Model Curriculum
  • NJCCCS


Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • teaching key aspects of a topic.
  • Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; .
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing .
  • decreasing the amount of work presented or required

G/T

  • teaching key aspects of a topic. Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

SOC.6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. SOC.6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. SOC.6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture. SOC.6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.

LA.1.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. LA.1.RF.1.1 Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. LA.1.RF.1.2 Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. LA.1.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Unit 1 Overview (Ongoing) History and Culture


In this unit the students will learn how historical events have shaped music. The students will also learn how music is influenced by the culture(s) of the artists that have written music. The students will further learn about historically significant musical figures.

NJSLS

VPA.1.2.2.A.CS1 Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art.

VPA.1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures.

VPA.1.2.2.A.CS2 The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

VPA.1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.

Exit Skills

By the end of this unit 1st grade Students Should be able to:  

Enduring Understanding  

Essential Questions  

Learning Objectives

The students will be able to:  

Unit 2 Overview (Ongoing) Aesthetic Response


 In this unit the students will learn the appropriate behaviors for critiquing and responding to musical experiences.

NJSLS

VPA.1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

VPA.1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

VPA.1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).

VPA.1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. VPA.1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

VPA.1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances.

VPA.1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art.

Exit Skills

By the end of this unit, 1st grade students will be able to:  

Enduring Understanding  

Essential Questions  

Learning Objectives

By the end of this unit the students will demonstrate the ability to:  

Unit 3 Overview (35 days) Musicality


In this unit the students will learn about the aspects of music that make for an emotional performance. These aspects will include articulations, dynamics, and phrasing.

NJSLS

VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.

VPA.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.

VPA.1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. VPA.1.1.2.B.4 Categorize families of instruments and identify their associated musical properties. VPA.1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo.

VPA.1.3.2.B.7 Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues.

Exit Skills

By the end of this unit 1st grade music students will be able to  

Enduring Understanding  

Essential Questions  

Learning Objectives

Students will demonstrate the ability to:  

Unit 4 Overview (35 days) Music Literacy


In this unit the students will learn the basic elements of music in relation to performance, such as rhythm and pitch reading. The students will also learn proper tone production.

NJSLS

VPA.1.1.2.B.CS1 Ear training and listening skill are prerequisites for musical literacy.

VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.

VPA.1.1.2.B.CS2 The elements of music are foundational to basic music literacy.

VPA.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.

VPA.1.1.2.B.CS3 Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.

VPA.1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.

VPA.1.1.2.B.CS4 Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties.

VPA.1.1.2.B.4 Categorize families of instruments and identify their associated musical properties.

VPA.1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.

VPA.1.3.2.B.7 Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues.

Exit Skills

By the end of this unit students should be able to:  

Enduring Understanding  

Essential Questions  

Learning Objectives

By the end of this unit the students will demonstrate the ability to:  

Grade 1