GATEWAY GROUP CURRICULUM OVERVIEW |
Content Area: | Visual & Performing Arts | Grade Level: | K |
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
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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 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. |
Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. | 1.3.2.B.2 | Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. |
Playing techniques for Orff instruments develop 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. |
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). |
Kindergarten Students will…
- Audiate simple rhythms and short melodic phrases.
- Aurally identify steady beat, quarter notes and rests, so-mi, high/low, loud/soft, fast/slow, 4 voices(talking, whispering, shouting, singing), and differentiate sounds of classroom instruments.
- Aurally identify steady beat, ostinatos, quarter notes and rests, so-mi, high/low, loud/soft, fast/slow, 4 voices(talking, whispering, shouting, singing), 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.
- 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.
- Clap, sing, or play quarter note and rest from notation.
- Identify and demonstrate the four voices (whisper, talk, shout, sing).
- 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.
- Sing or play simple melodies or rhythmic accompaniments to songs in AB and ABA form.
- Sing and match pitch in unison and match dynamic levels (four voices) in response to a conductor’s gestures.
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EVIDENCE OF LEARNING |
Assessment: - Formative Assessment strategies
- Rubrics
- Unit Assessments
- Performance Assessments
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Equipment Needed: - Music
- Technology
- Teacher identified equipment
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Teacher Resources: - NJ Model Curriculum
- NJCCCS
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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
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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
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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
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21st Century Skills and Themes |
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.K.RF.K.1 Demonstrate understanding of the organization and basic features of print. LA.K.RF.K.4 Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. LA.K.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LA.K.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.
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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.
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Unit 1 Overview
This unit will introduce the students to the history and culture of music. (Ongoing)
The unit will link music to parts of their own culture and customs. The students should expect to learn the about the history of music's origins and how it has been shaped by different cultures through the years.
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 Kindergarten Music Students Should be able to:
- Compare present and past events to determine any lessons learned
- Compare the evolution of music to the evolution of social values and beliefs
- Analyze the changes in music through the course of time from a time and cultural standpoint
- Evaluate the impact cultural and social change has on composers and the creative process
Enduring Understanding
- Music is reflective of the culture(s) that created it
- Music is always present in the surrounding world
- Music is a form of communication
- Music is a vehicle of personal expression, style, and taste
- Music is a language with its own syntax, structure, and rules
- The creation of music fosters critical thinking
- Music making involves a set of behaviors that ensure quality of preparation and presentation Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves
Essential Questions
- How do people/I use music as a way to communicate with others?
- How can music influence your emotions?
- In what ways can musical elements become the foundation of your own composition?
- How do I hone my skills and fine-tune my work?
- How does my individual effort affect the group effort?
- What is quality in a music ensemble and how do you attain it?
- What can be learned from observing, analyzing, and evaluating the performances of myself and others?
- Why is music an important part of any culture?
- How does my musical interpretation reflect my personal culture?
- How does music change over time and place?
- Does music have to be considered beautiful by everybody?
- How do artists make decisions about their music?
Learning Objectives
The students will be able to:
- Identify musicians throughout history
- Describe inspiration and motivation
- Relate music to 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: Aesthetic Response, Behaviors, Critique, and Response
In this unit the students will learn the proper performance and audience behaviors. (Ongoing)
The students will also learn how to create an aesthetic response and critique methods for music.
NJSLS
VPA.1.4.2.A.CS1 Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
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.CS1 Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.
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.CS2 Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.
VPA.1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances.
VPA.1.4.2.B.CS3 Contextual clues are embedded in works of art and provided insight into artistic intent.
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, Kindergarten students will be able to:
- Use rhythmic comprehension in syllabic sounding of words.
- Compare the use of phonetic singing to phonics used to help pronunciation of new words.
- Analyze the link between singing and patterns of speech
- Compare song structure to sentence structure
- Compare musical phrasing to sentence and story phrasing.
Enduring Understanding
- Music is reflective of the culture(s) that created it
- Music is always present in the surrounding world.
- Music is a form of communication
- Music is a vehicle of personal expression, style, and taste.
- Music is a language with its own syntax, structure, and rules.
- The creation of music fosters critical thinking.
- Music making involves a set of behaviors that ensure quality of preparation and presentation.
- Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves
- Critique is essential to the music making process
- Performance skills are both physical and mental.
Essential Questions
- How do people/I use music as a way to communicate with others?
- How can music influence your emotions?
- In what ways can musical elements become the foundation of your own composition?
- How do I hone my skills and fine-tune my work?
- How does my individual effort affect the group effort?
- What is quality in a music ensemble and how do you attain it?
- What can be learned from observing, analyzing, and evaluating the performances of myself and others?
- Why is music an important part of any culture?
- How does my musical interpretation reflect my personal culture?
- How does music change over time and place?
- Does music have to be considered beautiful by everybody?
- How do artists make decisions about their music?
- What is the importance of being able to reach and comprehend music as a musician?
Learning Objectives
By the end of this unit the students will demonstrate the ability to:
- Count and interpret the basic aspects of rhythm
- Identify the different types of music technologies
- Critique a musical performance
- Define Relevant Vocabulary
- Interpret the meaning of a piece of music
- Produce musical works that are reflective of their culture
- Reproduce emotional effects through performance
- Apply arts elements in the creation of symbolic images of nature
- Respond to arts performances with the use of appropriate vocabulary
- Develop emotionally charged performances (grade-appropriate)
Unit 3 Overview (35 days)
In this unit the students will learn about the aspects of performance that make for a more musically interesting experience, such as dynamics and phrasing.
NJSLS
VPA.1.3.2.B.CS1 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.
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.CS2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound.
VPA.1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique.
VPA.1.3.2.B.CS3 Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments.
VPA.1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments.
VPA.1.3.2.B.CS4 Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing.
VPA.1.3.2.B.4 Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner.
VPA.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.
VPA.1.3.2.B.CS6 Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts.
VPA.1.3.2.B.CS7 Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing.
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 Kindergarten music students will be able to
- Use rhythmic comprehension in syllabic sounding or words.
- Compare the use of phonetic singing to phonics used to help pronunciation of new words.
- Analyze the link between singing and patterns of speech
- Compare song structure to sentence structure
- Compare musical phrasing to sentence and story phrasing.
Enduring Understanding
- Music is reflective of the culture(s) that created it.
- Music is always present in the surrounding world.
- Music is a form of communication
- Music is a vehicle of personal expression, style, and taste.
- Music is a language with its own syntax, structure, and rules.
- The creation of music fosters critical thinking.
- Music making involves a set of behaviors that ensure quality of preparation and presentation.
- Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves
- Critique is essential to the music making process
- Performance skills are both physical and mental.
Essential Questions
- How do people/I use music as a way to communicate with others?
- How can music influence your emotions?
- In what ways can musical elements become the foundation of your own composition?
- How do I hone my skills and fine-tune my work?
- How does my individual effort affect the group effort?
- What is quality in a music ensemble and how do you attain it?
- What can be learned from observing, analyzing, and evaluating the performances of myself and others?
- Why is music an important part of any culture?
- How does my musical interpretation reflect my personal culture?
- How does music change over time and place?
- Does music have to be considered beautiful by everybody?
- How do artists make decisions about their music?
- What is the importance of being able to reach and comprehend music as a musician?
Learning Objectives
Students will demonstrate the ability to:
- Count and interpret the aspects of rhythm
- Define Harmony
- Describe Musical Form
- Define All Relevant Vocabulary
- Interpret and describe the meaning of music
- Interpret music from various cultures
- Provide proper breath support to vocal production Identify various time signatures
Unit 4 Overview (35 days)
In this unit the students will learn the basicis of music literacy, including rhythm reading, note/pitch reading, and production techniques.
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.
Exit Skills
By the end of this unit Kindergarten students should be able to:
- Use rhythmic comprehension in syllabic sounding or words.
- Compare the use of phonetic singing to phonics used to help pronunciation of new words.
- Analyze the link between singing and patterns of speech
- Compare song structure to sentence structure
- Compare musical phrasing to sentence and story phrasing.
Enduring Understanding
- Music is reflective of the culture(s) that created it.
- Music is always present in the surrounding world.
- Music is a form of communication
- Music is a vehicle of personal expression, style, and taste.
- Music is a language with its own syntax, structure, and rules
- The creation of music fosters critical thinking.
- Music making involves a set of behaviors that ensure quality of preparation and presentation.
- Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves
Essential Questions
- How do people/I use music as a way to communicate with others?
- How can music influence your emotions?
- In what ways can musical elements become the foundation of your own composition?
- How do I hone my skills and fine-tune my work?
- How does my individual effort affect the group effort?
- What is quality in a music ensemble and how do you attain it?
- What can be learned from observing, analyzing, and evaluating the performances of myself and others?
- Why is music an important part of any culture? How does my musical interpretation reflect my personal culture?
- How does music change over time and place?
- Does music have to be considered beautiful by everybody?
- How do artists make decisions about their music?
- What is the importance of being able to reach and comprehend music as a musician?
Learning Objectives
By the end of this unit the students will demonstrate the ability to:
- Count and interpret the aspects of rhythm
- Define is Harmony
- Describe Musical Form
- Define all Relevant Vocabulary
- Identify elements of music theory
- Implement elements of music theory into performance
- Identify the elements of pitch, meter, time signatures, rhythm, dynamics, articulations, tempo, harmony, key signatures and phrasing.