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Trenton Public Schools

Grade 6 Visual & Performing Arts ~ Music

2009-2010

Standard 1.1 AESTHETICS
All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art.
Goals
By the end of Grade 6, students will:
  • Be empowered to interpret, appreciate and extract meaning from music using judgment and imagination.
  • Have the opportunity to the play various Instruments of the Orchestra and Concert Band.

Strand
A. Knowledge
Enduring Understandings
  • Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
  • The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision-making.
  • Three points of studying the arts are to provide an opportunity to respond creatively, emotionally, and with personal expression, that reflects inventive decision-making.
  • All music has value even if it differs from an individual’s musical preferences.

Essential Questions
  • In what ways have people used music to express their values and describe their experiences?
  • How does culture affect music?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.1.6.A.1 Examine works of art that have a utilitarian purpose (Functionalism). /
  • summarize how music has a useful/functional purpose.
  • evaluate how the elements of music work together to create a musical composition.
/
  • Selected 18th and 19th century composers

1.1.6.A.2 Analyze works of art that place emphasis on structural arrangement (Formalism). /
  • analyze musical compositions of selected composers.
  • recognize the importance of patterns in musical compositions.
/
  • Structural arrangement
  • Form

1.1.6.A.3 Describe how an element of an art form contributes to the aesthetic value of a particular work. /
  • describe how one element of a song (such as tempo, rhyme, etc) adds to its artistic value.
  • write about how the History of the time period affects the musical composer and composition.
/
  • Artistic value

1.1.6.A.4 Describe the compositional design in selected works of art or performance. /
  • explain the compositional design of a song.
  • apply the knowledge of Forms of music.
/
  • Musical composition
  • Musical Forms ie; Dance. Blues, Incidental music, Chorale.

Strand
B. Skills
Enduring Understandings
  • Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
  • The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
  • Three points of studying the arts are to provide an opportunity to respond creatively, emotionally, and with personal expression that reflects inventive decision making.
  • All music has value even if it differs from an individual’s musical preferences.

Essential Questions
  • Why should I care about the arts?
  • What is the difference between a thoughtful and a thoughtless artistic judgment?
  • In what ways have people used music to express their values and describe their experiences?
  • How does culture affect music?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.1.6.B.1 Explain the aesthetic qualities of specified art works in oral and written responses. /
  • discuss the artistic qualities of a specific music piece.
  • write a response to the artistic features in a specific piece of music.
/
  • Musical aesthetics

1.1.6.B.2 Incorporate personal life experiences into an aesthetic response about an artwork. /
  • relate a piece of music to a personal life experience.
  • write about a personal experience after listening to a piece of music several times.
  • interpret the mood the composer is trying to convey.
/
  • Real life connections to:
  • Events, feelings, memories, thought of others, etc.

1.1.6.B.3 Examine how exposure to various cultures and styles influence individuals’ feelings toward art forms and artworks. /
  • explain how people’s experience with various cultures influence their feelings toward musical pieces.
  • survey numerous people of various ages, backgrounds, etc. to generate a discussion about the influence cultural exposure has on their feelings towards music.
/
  • Cultural influences

1.1.6.B.4 Communicate ideas about the social and personal value of art. /
  • debate the personal value of the art of music.
  • explain how music makes you feel based on the genre, tempo, volume, and other musical elements.
  • discuss the healthy benefits of creating and/or listening to music.
  • solicit student preference of composers in various Eras.
/
  • Personal value of music:
  • Relaxation, exercise, express feelings, etc.
  • Social value of music

Standard 1.2 CREATION AND PERFORMANCE
All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.
Goals
By the end of Grade 6, students will:
  • Participate actively in making music leading to a comprehensive understanding of the imaginative and creative process.
  • Have the opportunity to the play various Instruments of the Orchestra and Concert Band.

Strands
A. Dance-Not addressed on this Music curriculum guide.
B. Music
C. Theater- Not addressed on this Music curriculum guide.
D. Visual Art- Not addressed on this Music curriculum guide.
Enduring Understandings
  • The arts serve multiple functions: enlightenment, education, and entertainment.
  • Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.
  • The artistic process can lead to a lifelong pursuit of proficiency and mastery of the skills necessary to achieve excellence on their selected instrument and
area of study.
Essential Questions
  • Why should I care about music from other eras and genres?
  • How does creating and performing music differ from listening to other artist’s compositions and performances?
  • To what extent does the listening properly affect and influence the music and the artist and to what extent is the art for the artist?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.2.6.B.1 Read music from progressively complex notation, including mixed meters, compound meters, and the grand staff. /
  • understand the note values in common meter:
whole, half, dotted half, quarter, dotted quarter,
eighth, sixteenth and the corresponding rest
symbol.
  • read music from simple through complex notation.
/
  • Reading and writing music
  • Musical compositions, charts.

1.2.6.B.2 Sing independently and in groups, both melodic and harmonizing parts, adjusting to the range and timbre of the developing voice.
-1. /
  • sing simple melodic and rhythmic patterns.
  • sing alone and with others, a varied repertoire of music.
  • develop and improve positive behavioral attitudes through group responsibilities.
/
  • Singing solo and in groups
  • Harmonizing
  • Range
  • Timbre

1.2.6.B.3 Perform simple melodies and rhythmic accompaniments in expanded binary, ternary, and rondo form independently and in groups. /
  • play pitched and un-pitched classroom instruments.
  • demonstrate group beats into triple and duple meters.
  • experiment with a variety of tempos.
  • identify rhythmic notation visually and aurally.
  • perform on instruments, alone and with others, a varied repertoire of music.
  • improvise melodies, variations, and accompaniments.
/
  • Melody
  • Rhythm

1.2.6.B.4 Improvise simple harmonic accompaniment, melodic embellishments, and simple melodies. /
  • sing simple melodic and rhythmic patterns.
  • make up simple melodies, variations, and accompaniments.
/
  • Harmony
  • Melody

1.2.6.B.5 Demonstrate how the elements of music are used to achieve unity and variety, tension and release, and balance in composition. /
  • improvise on pitched and un-pitched instruments.
  • use proper posture and playing techniques.
  • play instruments in unison
  • play instruments in harmony.
  • play and sing songs.
/
  • Elements of music

1.2.6.B.6 Investigate arts-related careers. /
  • identify careers that are related to music.
  • discuss skills/traits necessary for success in that career.
/
  • Music related careers

Standard 1.3 ELEMENTS AND PRINCIPLES
All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual art.
Goals
By the end of Grade 6, students will:
  • Understand the elements and principles of music are essential to the creative process and artistic production.
  • Have the opportunity to the play various Instruments of the Orchestra and Concert Band

Strands
A. Dance-Not addressed on this Music curriculum guide
B. Music
C. Theater- Not addressed on this Music curriculum guide
D. Visual Art- Not addressed on this Music curriculum guide
Enduring Understandings
  • Underlying structures in art can be found via analysis and inference.
  • Breaking accepted norms often gives rise to new forms of artistic expression.

Essential Questions
  • How do underlying structures unconsciously guide the creation of art works?
  • Does art have boundaries?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.3.6.B.1Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems. /
  • compare expressive qualities in four versions of a song.
  • listen to tone colors in various styles.
  • experience and recognize the texture of instrumental sounds.
  • sing a two part song.
/
  • Four stylistic arrangements of the same song
  • String Instruments
  • Six Musical Elements
  • AABA Form
  • Dynamics

1.3.6.B.2 Demonstrate knowledge of the basic concepts of meter, rhythm, tonality, intervals, chords, and harmonic progressions. /
  • experience the beats in a song.
  • sing a melody base on the pentatonic scale.
  • describe Tempo.
  • experience vocal ranges.
  • transpose music.
/
  • Pentatonic scale
  • Syncopation
  • Diatonic scales
  • Chromatic scales

Standard 1.4 CRITIQUE
All students will develop, apply and reflect upon knowledge of the process of critique.
Goals
By the end of Grade 6, students will:
  • Formulate judgments regarding artistic and aesthetic merits of musical performance.
  • Have the opportunity to the play various Instruments of the Orchestra and Concert Band

Enduring Understandings
  • The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.

Essential Questions
  • When is art criticism vital and when is it beside the point?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Strand
A. Knowledge
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.4.6.A.1 Classify elements of unity or repetition in a work of art. /
  • recognize, sort and list the musical elements in a song.
/
  • Six Elements of Music

1.4.6.A.2. Apply domain specific arts terminology to express statements of both fact and opinion regarding worksof art. /
  • use vocabulary that relates to the domain or style of music presented. Jazz/improvisation Ragtime/Syncopation
/
  • Jazz
  • Ragtime
  • Decades of Music

1.4.6.A.3 Describe the technical proficiency of the artist’s work, orally and in writing. /
  • describe how the performer used expressive qualities proficiently throughout a performance.
  • write about how the performer used at least three of the musical elements proficiently.
/
  • Live and recorded musical performances.

Strand
B. Skills
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.4.6.B.1 Critique performances and exhibitions based on the application of the elements of the art form. /
  • create and use a rubric to critique a musical performance using a musical vocabulary and based on the six elements of music.
/
  • Rubistar.com

1.4.6.B.2 Identify and differentiate among basic formal structures within artworks. /
  • identify the elements of a musical composition.
  • describe how the different elements of music are used by the composer.
/
  • Melody, Harmony, Rhythm, Texture, Timbre, Form.

1.4.6.B.3 Consider the impact of traditions in the critique of works of art. /
  • explain how traditional music is used in celebrations by people everywhere.
/
  • Patriotic and Seasonal musical celebrations.

Standard 1.5 HISTORY/CULTURE
All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history, and society.
Goals
By the end of Grade 6, students will:
  • Realize the relationship of the arts and culture are mutually dependent; culture affects the arts and the arts reflect and preserve culture.
  • Have the opportunity to the play various Instruments of the Orchestra and Concert Band

Enduring Understandings
  • Culture affects self-expression, whether we realize it or not.
  • Every artist has a style; every artistic period has a style.
  • Throughout time people have met many challenges and made valuable contributions.
  • We learn important lessons and develop values from people we admire.

Essential Questions
  • Does art define culture or does culture define art?
  • What is old and what is new in any work of art?
  • How important is “new” in art?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Strand
A. Knowledge
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.5.6.A.1 Reflect on a variety of works of art representing important ideas, issues, and events in a society. /
  • read a song with do, re, mi and basic rhythms.
  • understand slaves used codes in songs to pass on information about where to meet in order to escape.
/
  • The Underground Railroad
  • “Good News” – Spiritual
  • “Roll de Ole Chariot Along”

1.5.6.A.2 Recognize that a chronology exists in all art forms. /
  • recognize musical works from the Baroque period including concerto grosso.
  • examine works of music from different genres.
/
  • Selected works of George Frideric Handel

Strand
B. Skills
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.5.6.B.1 Compare and contrast the contributions of significant artists from an historical period. /
  • compare and contrast Jacques Offenbach and Edward Roland.
/
  • Operetta
  • Pops concert

1.5.6.B.2 Hypothesize how the arts have impacted world culture. /
  • study the contributions of famous musicians that have changed the world.
  • compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed.
/
  • Famous musicians
  • “Night Flight” from the movie: Crouching Tiger Hidden Dragon.
  • “Stop the World I want to get off - Musical

10/27/18 10:49:16 PM