GATEWAY GROUP CURRICULUM OVERVIEW | ||||||||||||||||||||||
Content Area: | Visual & Performing Arts | Grade Level: | 6 | |||||||||||||||||||
Module Title: | Music |
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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) | ||||||||||||||||||||
Common, recognizable musical forms often have characteristics related to specific cultural traditions. | 1.1.8.B.1 | Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores. | ||||||||||||||||||||
Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules. | 1.1.8.B.2 | Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. | ||||||||||||||||||||
The arts reflect cultural mores and personal aesthetics throughout the ages. | 1.2.8.A.3 | Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. | ||||||||||||||||||||
Stylistic considerations vary across genres, cultures, and historical eras. | 1.3.8.B.2 | Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. | ||||||||||||||||||||
Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music. | 1.3.8.B.4 | Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.
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Contextual clues to artistic intent are embedded in artworks. Analysis ofarchetypal or consummate works of artrequires knowledge and understanding of culturally specific art within historical contexts. | 1.4.8.A.1 | Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art | ||||||||||||||||||||
Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. | 1.4.8.A.6 | Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas. | ||||||||||||||||||||
Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist. | 1.4.8.B.2 | Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. | ||||||||||||||||||||
Students will…
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EVIDENCE OF LEARNING | ||||||||||||||||||||||
Assessment:
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Equipment Needed:
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Modifications/Accommodations | |||
IEPs |
| 504s |
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ELLs |
| G/T |
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At-Risk Failure |
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21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
LA.6-8.WHST.6-8.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. LA.6-8.WHST.6-8.1.D Establish and maintain a formal/academic style, approach, and form. LA.6-8.WHST.6-8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. LA.6-8.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. TECH.8.1.8.A Students demonstrate a sound understanding of technology concepts, systems and operations. TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression. TECH.8.1.8.C.CS1 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. TECH.8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. SOC.6.1.8 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. |
| By the end of 8th grade,
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Unit 1 Overview (Ongoing
Music Theory contains the process of reading and writing music which are essential to music performance. Basic theory terms such as scales and scale construction will be examined, as well as dynamics and a brief review of rhythm, which are the essential building blocks for any musical composition. Students will use concert music to recognize their importance in musical compositions.
NJSLS
VPA.1.1.8.B Music
VPA.1.1.8.B.CS1 Common, recognizable musical forms often have characteristics related to specific cultural traditions.
VPA.1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.
VPA.1.1.8.B.CS2 Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.
VPA.1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.
VPA.1.3.8.B.CS1 Western, non-Western, and avant-garde notation systems have distinctly different characteristics.
VPA.1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.
VPA.1.3.8.B.CS2 Stylistic considerations vary across genres, cultures, and historical eras.
VPA.1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.
VPA.1.3.8.B.CS3 Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.
VPA.1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.
VPA.1.4.8.A.CS1 Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.
VPA.1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art.
VPA.1.4.8.A.CS3 Performance technique in dance, music, theatre, and visual art varies according to historical era and genre.
VPA.1.4.8.A.6 Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.
VPA.1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art.
VPA.1.4.8.B.CS1 Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work’s content and form.
VPA.1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.
Exit Skills
By the end of this unit Students Should be able to:
Define music theory -
Expand and apply knowledge of music vocabulary as it relates to music theory -
Recognize, explain, and perform basic symbols and markings in concert music -
Perform a scale and music based off of scalar passages -
Perform different dynamic levels -
Analyze performances listening critically for elements of music theory -
Demonstrate proficiency in basic theory terms and their execution -
Use time signatures to perform simple melodies -
Keep beat while performing simple and complex concert literature.
Enduring Understanding
Essential Questions
Learning Objectives
The students will be able to:
Unit 2 Overview (5 Weeks)
Unit Overview: The lights, sounds, and visuals of the great white way will be examined. Beginning with a brief overview of musical theater history, students will be exposed to the many varieties of musical theater from the early 1900’s straight thru to today. One of the most iconic musicals, West Side Story, will be viewed and dissected to explore the form and function of the modern musical, and compared to Shakespeare’s great work, Romeo and Juliet At the end of the unit, students will create a scene from an original musical.
NJSLS
VPA.1.1.8.B.CS1 Common, recognizable musical forms often have characteristics related to specific cultural traditions.
VPA.1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.
VPA.1.2.8.A.CS1 Technological changes have and will continue to substantially influence the development and nature of the arts.
VPA.1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies.
VPA.1.2.8.A.CS2 Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values.
VPA.1.2.8.A.CS3 The arts reflect cultural morals and personal aesthetics throughout the ages. VPA.1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.
VPA.1.4.8.A.CS1 Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.
VPA.1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art.
VPA.1.4.8.A.CS2 Art may be used for utilitarian and non-utilitarian purposes.
VPA.1.4.8.A.CS3 Performance technique in dance, music, theatre, and visual art varies according to historical era and genre.
Exit Skills
By the end of this unit, 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 (6 Weeks)
Music composition is the synthesis of combining rhythm, notes and expression. Students will create their own composition to capstone the work that has previously be done with rhythm and notes. Improvisation is a facet of composition. To fully understand improvisation, students need to have a firm foundation in basic music theory. Students will improvise simple rhythms and melodies, starting simple with outlined rules, moving to more abstract parameters to stretch creativity. Famous composers will be highlighted for their notable contributions to music. Students will research the composers of their choice, to better grasp the history and meaning behind each work.
NJSLS
VPA.1.1.8.B.CS1 Common, recognizable musical forms often have characteristics related to specific cultural traditions.
VPA.1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.
VPA.1.1.8.B.CS2 Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.
VPA.1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.
VPA.1.2.8.A.CS1 Technological changes have and will continue to substantially influence the development and nature of the arts.
VPA.1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies.
VPA.1.2.8.A.CS2 Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values.
VPA.1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. VPA.1.2.8.A.CS3 The arts reflect cultural morals and personal aesthetics throughout the ages. VPA.1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.
VPA.1.3.8.B.CS1 Western, non-Western, and avant-garde notation systems have distinctly different characteristics.
VPA.1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.
VPA.1.3.8.B.CS2 Stylistic considerations vary across genres, cultures, and historical eras.
VPA.1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.
VPA.1.3.8.B.CS3 Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.
VPA.1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.
VPA.1.3.8.B.CS4 Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.
VPA.1.3.8.B.4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.
Exit Skills
By the end of this unit students will be able to
Enduring Understanding
Essential Questions
Learning Objectives
Students will demonstrate the ability to:
Unit 4 Overview ( 9 Weeks)
Rhythm allows musicians to perform together at the same time. Keeping a steady beat to simple and complex meters is the core to keeping any performing group together. Students will complete counting activities, allowing for the understanding of different methods to counting rhythms. Reading and writing rhythms will be explored in this unit. Students will understand basic rhythms, building up to complex rhythms that they will create and perform individually and in groups. Rhythmic patterns will be learned and recognized, making sight reading, and reading music easier over time. Students will critically listen to identify rhythmic patterns from a professional performance.
NJSLS
VPA.1.1.8.B.CS1 Common, recognizable musical forms often have characteristics related to specific cultural traditions.
VPA.1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.
VPA.1.1.8.B.CS2 Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.
VPA.1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.
VPA.1.2.8.A.CS1 Technological changes have and will continue to substantially influence the development and nature of the arts.
VPA.1.3.8.B.CS1 Western, non-Western, and avant-garde notation systems have distinctly different characteristics.
VPA.1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.
VPA.1.3.8.B.CS2 Stylistic considerations vary across genres, cultures, and historical eras.
VPA.1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.
VPA.1.3.8.B.CS3 Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.
VPA.1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.
VPA.1.3.8.B.CS4 Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.
VPA.1.3.8.B.4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.
VPA.1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.
VPA.1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values.
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 6