Music Grade 6

GATEWAY GROUP CURRICULUM OVERVIEW

Content Area:

Visual & Performing Arts

Grade Level:

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)

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.

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…

Identify and demonstrate the differences in rhythms various musical forms utilized in different cultures and historical eras.

Identify the differences of melody between difference styles and genres of music.

Analyze the form of pieces from various periods in history.

Describe how tempo is used differently in different styles and cultures.

Analyze how harmony evolved across the ages.

Sing folk songs from various Western cultures with and without endemic instrumentation using appropriate expressive elements (e.g., dynamics, vocal quality).

Sing a variety of cultural and genre-specific vocally appropriate one, two and/or three part songs using appropriate expressive elements (e.g., dynamics, vocal quality).

Improvise on a rhythmic and/or melodic motif for eight counts with the voice and/or a musical instrument.

Perform music of various cultural genres by singing and/or playing traditional and non- traditional instruments (e.g., gamelan, home-made or found instruments, barred instruments etc.).

Play or sing music of varied genres, cultures, and musical traditions, using complex notation. Perform (independently and in groups), with expressive qualities appropriate to the genre.

Improvise and perform a rhythmic motif that demonstrates "Call and Response" in a drum circle.

Differentiate how “traditional” and non-traditional composers employ elements of style to express new ideas in contrasting pieces.

Differentiate ways “traditional” non-traditional music employ elements of style to invoke emotional responses in the listener and apply those elements of style to musical performance.

Analyze the basic formal structures and technical proficiency of master artists of a particular instrument in various style with of a given genre such as jazz or swing and employ similar applications of style to musical performance.

Analyze how individual musicians impacted the societal norms and popular music of their eras.

Identify the cultural components of selected repertoire in concerts, recordings, and performance music of diverse cultures and historical eras.

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

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.

CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP4.Communicate clearly and effectively and with reason.
CRP5.Consider the environmental, social and economic impacts of decisions.
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.
CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

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

- Music theory is the backbone of all types of music -
Scales are the building blocks for all written and composed music -
Understanding how music is written will help to better perform music for a lifetime

Essential Questions

-How can I compose and perform a scale? -
How can I learn to read and decode music and music symbols? -
Why are all of the markings written in Italian? -
What is the role of music in today’s society? -
What areas of music need to be considered to achieve musical literacy?

Learning Objectives

The students will be able to:

Identify Significant Musicians Throughout History
Define Inspiration and Motivation
Describe How Music is Used as a Form of Communication
Define All Relevant Vocabulary
Recognize the relationship between Music and culture throughout history.
Know there is a difference in the music of the cultures around the world, and the impact of the social health of the community

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.1.2.8.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.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:

-Describe the evolution of the American Musical -
Compare and Contrast-
Sketch the plot of a musical -
Outline the parts of a musical -
Create a scene from an original musical

Enduring Understanding

- Musical theater has long been a creative outlet that reaches many audiences -
Musical theater has many different themes and messages, relevant to today’s society -
Supporting the Arts is our civic duty -
Famous events, literature, and people influence composers of musicals

Essential Questions

How has history shaped Musical Theater? -
How did musical theater shape popular music? -
What is the outline for a plot of a musical? -
How do I write a musical?

Learning Objectives

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

Critically analyze performances, citing elements of tone production and how they influence the style of the music -
Create a scene from a musical -
Act out a scene from a musical or play -
Discover the history of American Musical Theater -
Breakdown the plot and structure to a musical

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.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

Create a composition based on the assigned parameters -
Understand basic composition software (computer) -
Improvise a simple melody - Identify and describe the work of famous composers -
Discuss the work of composers being studied in the current concert season -
Perform work by famous composers -
Link history to popular trends in composition, as seen in concert and highlighted music -
Critically listen and analyze professional ensembles performing music of famous composers

Enduring Understanding

Composers combine all aspects of music theory into compositions -
Trends in composition can be related to current events -
Improvisation is a discipline

Essential Questions

How did trends in music affect composers? -
How did current events affect compositions? -
Do current events still have an effect on composers? -
What makes the art of improvisation so disciplined? -
How does music software change the art of composition?

Learning Objectives

Students will demonstrate the ability to:

Successfully improvise a basic melody -
Perform compositions from famous composers -
Understand the theory and ideas behind composers’ work -
Create a composition using music software

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.