Music Appreciation
Curriculum Guide
2015
Developed by:
Robert DeSantis
Howard Raudenbush
Louis Spinelli
Joseph Sino
Kathy Procopio
Stephanie DeRose
Henry Hartman, Supervisor
Mission Statement
The mission of the Millville School District, in partnership with the community, is to assure that each and every student develops the skills, knowledge, and attitudes necessary to succeed in life. As partners in this mission, we will provide engaging and challenging curriculum, a safe and secure teaching and learning environment with an active commitment to ensure trust, mutual respect, communication, effective collaboration, and good citizenship.
Table of Contents
Pacing Chart 2
Statement of Purpose 3
District Fine & Performing Arts Goals 3
Charts:
Weeks 1-4 4
Weeks 5-8 5
Weeks 9-12 7
Weeks 13-15 8
Weeks 16-18 10
New Jersey Core Curriculum Content Standards ………………………………………………………………………….14
Curriculum Rating Form 32
Pacing Chart
Music Appreciation
Time Frame / Concepts / LessonsWeek 1
Week 2
Week 3 / Elements of Music
Instrument Families
Music as Culture
Pleasure of Music / 7 elements of music
Instruments of the orchestra
Week 4
Week 5
Week 6 / Reading Rhythms
Making Musical Decisions
Musical Creators
Reading Western Notation / Rhythmic dictation
Reading Notes on a Staff
Week 7
Week 8
Week 9 / Music from Medieval, Renaissance,
Baroque Classical, Romantic
20th Century
Jazz Music / Music composers and listening to literature from respective eras.
PowerPoint Projects of music history
Week 10
Week 11
Week 12 / Music in Film
Musical Theatre
Opera and Beyond
Music in Politics / Movie Score analysis
Creating a scene with music group project
Current Event Discussions
Week 13
Week 14
Week 15 / Music and social media
Creating with technology
Careers in Music / Current Event Discussions
Music Career Assignment
Week 16
Week 17
Week 18 / Playing Music
Piano/Guitar/Recorder
Composing Music
Chord Progressions / Performing Scales, Etudes
Composing music with multiple parts using proper chord analysis
Statement of Purpose
The music appreciation course will allow students to participate and meet their obligations in the Visual and Performing Arts department. This course will have a minor emphasis on performance but major emphasis on listening skills, performance critique, music history and types of music. Students will be exposed to recordings from all genres and styles of music. They will learn to play simple rhythms on piano or guitar with the possibility of learning other instruments. The course is designed to give the students a background in vocal, instrumental and electronic music. Other topics that are discussed include Careers in the music industry, music theory, composition and musical traditions. “Music! Its Role and Importance in Our Lives” by Glencoe will be the textbook to accompany this course.
District Fine & Performing Arts Goals
(in conformity with New Jersey Visual and Performing Arts Standards)
1. The Fine & Performing Arts curriculum will help students identify, solve and evaluate problems.
2. The Fine & Performing Arts curriculum will help students make career development choices both academically and vocationally.
3. The Fine & Performing Arts curriculum will help students acquire skills in an understanding of art, music, literature and drama.
4. The Fine & Performing Arts curriculum will help students develop potential abilities to the fullest possible extent.
5. The Fine & Performing Arts curriculum will help students work and think independently and creatively.
6. The Fine & Performing Arts curriculum will help students develop a good self image.
7. The Fine & Performing Arts curriculum will help students develop goals and values in order to function as a productive citizen.
8. The Fine & Performing Arts curriculum will help students meet the individual needs of each child.
9. The Fine & Performing Arts curriculum will help students develop an appreciation of other people and their feelings.
10. The Fine & Performing Arts curriculum will help students learn how to use leisure time.
11. The Fine & Performing Arts curriculum will help students understand the humanities, social sciences and natural sciences at a level required to participate in an ever more complex world.
12. The Fine & Performing Arts curriculum will help students develop vocational competence and realization of economic responsibilities.
13. The Fine & Performing Arts curriculum will help students acquire knowledge of and appreciation for our cultural heritage and capacity for creativity, recreation and self-renewal.
14. The Fine & Performing Arts curriculum will help students appreciate beauty in all aspects of living.
MUSIC APPRECIATION CURRICULUM GUIDE (Please see Implementation Strategies)
Week 1-4
Chapter Concept / Standard / Objective / Content / Choose from suggested Activities/CentersThe Pleasure of Music / 1.1.A.1, 1.1.A.2, 1.2.B.1, 1.2.B.2, 1.3.B.1, 1.4.A.1, 1.4.A.2, 1.4.A.3, 1.5.A.1, 1.5.B.2, / Describe the various ways music enhances our lives. / Sec. 1.1-1.4 / · Categorize the Music on Voyager, p.5
· Identify the Call and Response, p.8
· What music do you identify with most?, p.10
· Identify musical similarities and differences, p.13
· Analyze music, p. 15
· Can you hear the clave pattern?, p.16
· Identify the clave pattern, p.17
· Identify the starting pitch, p. 18
· Compare two types of music, p.19
Discuss the role of the family in two musical dynasties.
Describe how globalization affects the music we hear.
Identify the use of the clave in various musical styles.
Explore basic concepts of diversity, tolerance, fairness, and respect for others.
Music as Culture / 1.1.A.2, 1.2.B.1, 1.2.B.2, 1.3.B.1 1.4.A.2, 1.4.B.2 / Explain what the music of various cultures teaches us about the cultures and their people. / Sec. 2.1-2.5 / · Demonstrate knowledge of music vocabulary, p.27
· Name the source, p.28
· Categorize and evaluate music, p. 31
· Perform rhythmic and chordal patterns, p.33
· Sense the emotions, p.35
· Listen and decide, p.39
· Analyze performances, p.40
· Perform with technical accuracy, p.41
· Discover the contrasts, p.44
Identify classifications and specific types of musical instruments and the sound each produces.
Analyze examples of traditional music from distinct world cultures
Describe the history and contribution of Motwon to American popular music.
Discuss characteristics of classical music.
Experiencing Music / 1.1.A.1, 1.1.A.2, 1.1.B.2, 1.2.B.1, 1.2.B.3, 1.3.B.1, 1.4.A.2, 1.4.B.2, 1.5.A.2 / Compare the various levels of listening to music, and explain how perceptive listening can enhance the listener’s appreciation.
Identify the intervals found within a major scale.
Compare the experience of listening to music alone with that of listening in the company of others. / Sec. 3.1-3.6 / · Identify levels of listening, p.52
· Identify and perform a major scale, p.53
· Perfom all the intervals in the C to C octave, p.54
· Identify the intervals, p.54
· Investiage volume levels, p.55
· Alalyze the musical mood or feeling, p.56
· Analyze music of diverse cultures, p.57
· Describe the sounds, p.59
· Tuning and playing the guitar, p.61
· Visualize and play a melody, p.62
· Compose a call and response, p.64
· Experience the difference, p.65
· Critique a performance, p.67
· Analyze a music review, p.67
· Investigate music reviews, p.68
· Evaluate a performance, p.69
· Compare and contrast musicians, p.70
· Identify music skill levels, p.71
· Evaluate jazz performances, p.71
Find the Beat, Feel the Rhythm / 1.2.B.1, 1.2.B.2, 1.2.B.3, 1.3.B.2, / Explain the differences among beat, rhythm, meter and accent. / Sec. 4.1-4.5 / · Accent the beat, p. 77
· Count and coordinate rhythmic patterns, p.79
· Practice and determine meter, p.77
· Analyze and describe melodic rhythm, p.81
· Identify rhythm instruments and perceive musical events, p.83
· Analyze and create rhythms, p.84
· Improvise and notate rhythmic patterns, p.86
· Perceive musical events, p.86
· Find and follow syncopation, p.91
· Explore musical events, p.93
Identify metric patterns in music, and write these patterns in graphic notation.
Explain the concept of melodic rhythm.
Improvise rhythm patterns while coordinating your performance with other musicians in the class.
Assessment/Comments
Chapter Reviews on pages 21, 47, 73 and 95. Alternative assessments.
Vocabulary
Canon, beat, pitch, call and response, clave, melody, form, genre, classical music, timbre, music culture, rhythm, traditional music, musical style, popular music, mariachi, virtuoso, scale, monophonic, interval, texture, aesthetic, major scale, aural, meter, measure, improvisation, accent, syncopation, ostinato
MUSIC APPRECIATION CURRICULUM GUIDE
Week 5-8
Unit Concept / Standard / Objective / Content / Choose from suggested Activities/CentersRhythms that Dance / 1.1.A.1, 1.1.A.2, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.2.B.3, 1.3.B.1, 1.4.A.1, 1.4.A.2, 1.5.A.1 / Describe several dance traditions brought to America. / Sec. 5.1-5.4 / · Distinguish between jigs and reels, p.99
· Test your ears, p.100
· Investigate hula, p.101
· Identify the musical style, p.103
· Describe the music and dance of “West Side Story”, p.105
· Find the syncopation in the Charleston, p.107
· Create a rhythmic tap composition, p.108
· Figure out the musical organization, p110
· Perform dance rhythms, p.112
· Do the Twist, p. 113
· Choreograph some disco steps, p.115
· Rate the recording for dancing, p.115
Compare and contrast classical dances such as ballet with Broadway show dancing.
Identify and explain the origins and forms of various popular dances, including the Charleston, tap dancing, the Lindy Hop, and disco.
Vocal Music / 1.1.A.1, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.3.B.1, 1.4.A.2
1.4.B.2 / Explain how vocal timbre and other features contribute to the uniqueness of a singer’s voice. / Sec. 6.1-6.3 / · Analyze vocal register and timbre, p.121
· Describe vocal register and timbre, p.121
· Analyze female and male vocal personalities, p.122-3
· Describe a vocal performance, p.125
· Determine your vocal range, p.126
· Analyze music, p.127
· Create with vocal tone color, p.128
· Think the musical sound, p.129
· Discover a cappella singing, p.131
· Sing a cappella, p.132
· Compare timbres, p.136
· Identify bel canto style, p.137
· Perform blues chords with technical accuracy, p.139
· Identify the blues style in a contemporary song, p.140
· Respond to contrasts in vocal music, p.141
Define your vocal singing range.
Define audiation.
Explain the effects of culture and chose style on a vocal performance.
Making Musical Decisions / 1.1.A.1, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.2.B.3, 1.2.B.4, 1.3.B.1, 1.3.B.2, 1.4.A.2, 1.4.B.2 / Identify the musical elements composers use to create. / Sec. 7.1-7.5 / · Analyze blues form and lyrics, p.147
· Change major to minor, p.148
· Sing and play octave displacement, p.149
· Describe the sound of the pipa, p.150
· Compose a rhythm score, p.151
· Discover “Felt” time, p.152
· Change the meter, p.152
· Compare versions of a song, p.153
· Evaluate an arrangement, p.154
· Compare an original with a transcription, p.155
· Find two short variations, p.157
· Identify the instruments, p.157
· Identify the style change, p.160
· Describe the expressive qualities, p.161
· Find and conduct the downbeat, p.163
· Conduct with rubato, p.164
· Conduct with the recording, p.165
Describe the distinction between composers and arrangers.
Explain the musical form of theme and variations.
List the responsibilities of the conductor.
Musical Creators / 1.2.B.1, 1.2.B.2, 1.3.B.1, 1.4.A.2, 1.4.B.2 / Identify five modern American composers and songwriters. / Sec. 8.1-8.3 / · Find the hook, p.174
· Determine musical form, p.176
· Can you determine how a song is varied?, p.178
· Expand your listening focus, p.180
· Perform “’Tis a Gift to Be Simple”, p.184
· Identify variations on a theme, p.184
· Characterize fanfare music, p.185
· Characterize American music, p.188
· Play the marimba, p.189
· Listen to the composers talk, p.190
· Interpret an arrangement, p.191
Describe how these musical artists use music to communicate.
Identify the characteristics that make their works American.
Identify the creative processes and the source of musical ideas that these composers and arrangers use in developing their music.
Assessment/Comments
Chapter Reviews on pages 117, 143, 167 and 193. Alternative assessments.
Vocabulary
Ballet, samba, conjunto, tango, Charleston, cha-cha, Lindy Hop, tap dancing, mambo, coloratura, audiation, bass, contralto, bel canto, range, a cappella, blue notes, tenor, blues, transcriptions, conductor, harmony, minor scale, “felt” time, theme and variations, rubato, arranger, symphony, primary chords, hook, composition, synthesizer, fanfare, modulation
MUSIC APPRECIATION CURRICULUM GUIDE
Week 9-12
Unit Concept / Standard / Objective / Content / Choose from suggested Activities/CentersJazz / 1.1.A.1, 1.1.A.2, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.2.B.3, 1.3.B.1, 1.4.A.2, 1.4.B.2 / Describe the beginnings of jazz. / Sec. 9.1-9.4 / · Identify the instruments, p.198
· Improvise a Dixieland classic, p.200
· Detect the improvisation, p.202
· Distinguish the sections, p.203
· Express your preference, p.206
· Identify the bridge, p.206
· Sing swing music, p.208
· Follow a jazz transcription, p.210
· Analyze music, p.211
· Sing a jazz classic, p.213
· Compare musical forms, p.216
· Distinguishing between rock and jazz, p.217
· Identify the mood created by a smooth jazz song, p.218
· Evaluate jazz performances, p.219
Identify the musical characteristics that make jazz a uniquely American music.
Distinguish among various jazz styles and eras.
Identify significant jazz musicians.
Love and Romance / 1.1.A.1, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.2.B.3, 1.3.B.1,
1.3.B.2, 1.4.A.2, 1.4.B.2 / Identify the uses of music to express romantic ideas and feelings. / Sec. 10.1-10.3 / · Write lyrics for a love song, p.225
· Find the hook, p.227
· Compare love songs, p.228
· Compare two versions of the same love song, p.229
· Find the phrases, p.231
· Identify the basic form of a ballad, p.232
· Analyze a contemporary cover, p.232
· Compare and contrast, p.235
· Analyze a blues-style love song, p.236
· Describe the emotions, p.239
· Critique a performance, p.240
Recognize the use of symbolism and metaphor in songwriting.
Analyze the prosody of lyrics and music.
Identify the hook in popular songs.
Compare various romantic musical expressions from various cultures and eras.
Sacred Music / 1.1.A.2, 1.2.B.1, 1.2.B.2, 1.2.B.4, 1.3.B.1, 1.4.A.2, 1.5.A.2 / Explain the role of music in the practice of religion. / Sec. 11.1-11.3 / · Analyze aboriginal songs, p.246
· Analyze music and cultural context, p.248
· Analyze and describe musical elements, p.251
· Analyze music, p.252
· Evaluate a musical work, p.255
· Analyze and describe music, p.257
· Analyze expressive devices, p.258
· Perceive musical events, p.259
· Perform in an ensemble, p.260
· Perceive musical events, p.262
· Analyze a qawwali performance, p.266
Describe the music traditions of Australian and North American aboriginals.
Understand musical traditions in Hinduism and sects of Buddhism.
Compare and contrast the role of music in Judaism, Christianity, and Islam.
Ceremony and Celebration / 1.1.A.1, 1.1.A.2, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.3.B.1, 1.4.A.2, 1.4.B.2 / Identify characteristics of national anthems. / Sec. 12.1-12.4 / · Compare musical events, p.271, 276
· Evaluate performances, p.277
· Analyze culture and context, p.279
· Identify cultural context, p.281
· Analyze and describe musical elements, p.282, 284
· Evaluate music, p.286
· Analyze and describe music, p.289
· Perform in an ensemble, p.290
·
Describe music featured in coronation and swearing-in ceremonies.
Compare and contrast music associated with graduations and birthdays.
Describe the music associated with festivals in different cultures.
Condolences and Commemoration / 1.1.A.1, 1.1.A.2, 1.1.A.3, 1.1.B.2, 1.2.B.1, 1.2.B.2, 1.2.B.3, 1.3.B.1, 1.4.B.2, 1.5.A.1 / Analyze music’s role in ceremonies mourning victims of tragedy. / Sec. 13.1-13.3 / · Analyze and describe musical elements, p.294
· Evaluate a musical work, p.297
· Perform in an ensemble, p.298
· Evaluate a musical work, p.300
· Evaluate performances, p.302
· Identify cultural context, p.303
· Identify expressive qualities of music, p.304
· Evaluate performances, p.307
· Evaluate a musical work, p.308
· Analyze music and its purpose, p.312
· Compose a contrafactum, p.313
· Sing with expression, p.314
· Picture the historical context, p.315
Describe memorial rituals involving music in various cultures.
Discuss songs written as personal responses to death.
Assessment/Comments
Chapter Reviews on pages 221, 241, 267, 291 and 317. Alternative assessments.
Vocabulary
Dorian mode, break, scat singing, jazz, bridge, swing, bebop, fusion, polyrhythmic, chromatic, metaphor, lyrics, symbolism, cadence, prosody, aboriginal, kritis, overtones, harmonics, conjunct, disjunct, mass, chorale, chorale prelude, qawwali, national anthems, protocols, compound meter, heterophony, lakalaka, opus, drone, contrafactum, gamelan gambang, dirge
MUSIC APPRECIATION CURRICULUM GUIDE