Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Music Unit Title: World Music Target Course/Grade Level: 8 Duration: 2 weeks Description During this unit of study, students will examine music the represents various cultures. Through this examination, students will determine the uses of different instruments in these countries and how those uses are different from in the United States. Additionally, students will determine the impact of different government systems on the free expression of music. Concepts & Understandings Concepts Understandings Multiculturalism Music is expressed differently around the world and represents all other cultures in various ways. Perceptions The music of different cultures is viewed through Expression various perspectives. Creativity People of various cultures express themselves differently through music. Learning Targets CPI Codes 1.1.8.B.2 1.2.A.8.1 1.2.A.8.2 1.3.8.B.2 1.3.8.B.4 1.4.A.8.2 1.4.8.A.6 1.4.8.A.7 1.4.8.B.1 1.4.8.B.2 Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What do the terms world music and culture mean? What are the similarities and differences of the perceptions of music in African and in the United States? How do musical selections around the world utilize different instruments and sounds? How are the uses of musical instruments different in countries around the world from the use of instruments in the US? What are the similarities and differences of the perceptions of music in Indonesia and in the United States? How do the restrictions of the Cuban government impact the music there? What influence has Latin music had on the music in the United States? Unit Results

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Students will ... Determine the meanings of world music and culture. Critique a musical piece that is native to the African culture. Perform creative movement while listening to African music. Summarize and examine a reading about African music. Compare and contrast how the perception of music changes over time in Africa and the U.S.A. Critique Indonesian music with foci on gamelan and fusion music. Compare and contrast how the perception of music changes over time in Indonesia and the U.S.A. Compare and contrast the playing techniques in gamelan instruments to instruments the playing of Western instruments. Perform creative movement while listening to Indonesian music. Integrate Indonesian shadow puppetry and dance into an understanding of Indonesian music. Perform creative movement while listening to Latin American music. Discuss the preservation of Latin music in lieu of government changes in Cuba. Examine the incorporation of Spanish flamenco music into Latin music. Suggested Pieces of Music Nyarai April 29, 1992 Short Film: The Gamelan Music of Indonesia Distorsi The Bells of Bali Shufflending-Shufflendang Short Film: Indonesian Shadow Puppet Theater Short Film: Javanese Gamelan: Music and Dance Funky Cha-Cha Candela Short Film: Flamenco Dancing Madrid

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Music Unit Title: American Popular Music Target Course/Grade Level: 8 Duration: 2 weeks Description During this unit of study, students will determine how American pop music has evolved over time. By use of different versions of the same song, students will analyze the different qualities of the songs. In addition, students will examine the influence of different genres of music and cultures on the evolution of American pop music. Concepts & Understandings Concepts Understandings Style As different versions of songs are produced the style of the song is changed. Influences Much of American pop culture has influences from Storytelling various ethnicities, cultures, and countries. Musicians act as storytellers of a specific generation or a specific time period. Learning Targets CPI Codes 1.1.8.B.2 1.2.8.A.1 1.2.8.A.2 1.2.8.A.3 1.3.8.B.2 1.4.8.A.1 1.4.8.A.3 1.4.8.A.4 1.4.8.A.5

Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions As students listen to various American pop songs from different time periods, what makes the songs interesting? What musical qualities do the songs share? How do the two different versions of the same song differ? In what ways are musicians from the past and the music they have created related to the musicians of the present? What are the stories and meanings inherent in various American pop songs? Unit Results Students will ... Discuss the influence of musicians on American pop culture. Describe the musical qualities of songs and remixes. Determine how musical genres influence each other.

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Analyze songs from a specific genre and how they influence American musical influences. Understand how the influences of world music, storytelling, and American popular music are demonstrated visually. Discusses the influences of world music, storytelling, and American popular music on American culture. Suggested Pieces of Music Love is Strange Back in Time Influences (Lady Gaga and Louis Armstrong versions)

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Music Unit Title: Songwriting and Storytelling Target Course/Grade Level: 8 Duration: 2 weeks Description During this unit of study, students will relate the elements of a song to the parts of literature. Specifically, students will interpret examples of figurative language in the lyrics of songs. Students will then analyze stories that have been adapted into songs or films and how the music has influenced those films. Finally, students will determine how mood and tone are set by music in film. Concepts & Understandings Concepts Understandings Mood There are a number of ways that a musician sets the mood for his or her songs. Storytelling While many elements of a story are found in songs, Literary techniques there are many differences between a storyteller and a musician. There are various literary techniques to be found in music. Learning Targets CPI Codes 1.1.8.B.2 1.2.8.A.1 1.2.8.A.2 1.2.8.A.3 1.3.8.B.2 1.4.8.A.1 1.4.8.A.3 1.4.8.A.4 1.4.8.A.5

Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What are the similarities and differences between stories in literature and the lyrics of songs? Why are certain moods embodied in certain songs? Which musical elements are most prominent in setting the mood of a song? How can the mood of a song be demonstrated through music? What is the difference between a ballad and a slow song? What are the similarities among operas, oratorios, musicals with musical examples and literature counterparts? What are the key elements of a piece of music used in a commercial setting to sell a product? Unit Results Students will ... Compare and contrast songwriting and storytelling in literature.

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Examine mood as an element of storytelling in songwriting aurally and visually. Compare elements of a song to the parts of literary stories. Explore word-play in poems and short stories through rhythmic performances. Critique different stories that have been adapted to music and whether the song remained true to the story. Analyze techniques used in music and in stories keep people’s interest. Demonstrate knowledge of the parts of a story and compare to sonata form. Understand how the mood of music and stories affects perception with reference to musical elements and visual components. Describe how the elements of music create a mood and set the tone of a scene in a television show and movie scene Differentiate between a ballad and a slow song. Discover how to analyze the figurative language in lyrics. Discuss the use of music in jingles and commercials. Suggested Pieces of Music Short Film: Playing for Change Selections from Phantom of the Opera Into the Woods Selections from The Wiz Selections from West Side Story A sonata by Hadyn Beethoven’s Ninth Symphony, Fourth Movement Blowin in the Wind Waterfalls Scarborough Fair/Canticle Fireflies Berlioz’s Symphonie Fantastique: IV. Marche au Supplice (with program notes) Brahms Symphony No. 1: I. Un Poco Sostenuto Mozart’s Le Nozze di Figaro play with the same name, oratorio – Handel’s The Messiah and the Bible, musical Bernstein’s West Side Story and Romeo and Juliet.