Wethersfield Public Schools Course Outline Course Name: General/Vocal Music Grade 6 Department: Music Grade: 6 Course Description: Course Outline Music instruction in Grades K-12 promotes the development of creativity, music literacy, critical thinking skills, and lifelong learning. In music and choral classes students develop critical 21st Century Skills of creativity and innovation, critical thinking and problem solving, and communication and collaboration. The curriculum and instruction address the National Music Standards and the Connecticut State Department of Education Music Standards, enabling all students to create, perform, and respond to music. Curriculum and instruction spiral from grade to grade building and expanding upon learning the previous year. Through this spiraling curriculum and instruction, students attain the Wethersfield Music Department’s Enduring Understandings:     

Music is a form of communication. Music is a unique way of expressing, experiencing and knowing life. Meaningful contact with music expands an individual’s understanding of history and culture. Specific musical knowledge enhances the aesthetic perception and experience of music. Everyone can perform, create, and respond to music in significant and meaningful ways.

In Grade 6 students will            

build on the skills learned in grades K through 5 learn and perform grade level repertoire read, sing and maintain two-part choral music echo melodic and rhythmic phrases demonstrate appropriate concert etiquette identify chest voice demonstrate musical literacy with solfege and counting aurally and in writing explore opinions about music including the difference between fact and opinion be introduced to three part music differentiate between voices: soprano, alto, tenor, bass and falsetto play instruments alone and in a group setting develop rubric for assessment with teacher guidelines General/Vocal Music Curriculum – 2011 Grade 6

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    

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evaluate performance: both self and peer identify and explain music professions: conductor, composer, arranger, continue knowledge development of Early, Renaissance, Baroque, Classical, Romantic, Modern and Contemporary define and demonstrate appropriate ensemble performance and rehearsal etiquette identify and explain music professions: copyist, ethnomusicologist, business manager, church musician/cantor, music journalist, audio technician, DJ, voice/speech/music therapist, record producer, orchestrator continue study in music technology

By the end of the year, as a result of active participation in classes and through creating, performing, and responding to music, students will be able to demonstrate an understanding of rhythm (beat, meter, syncopation), melody (melodic contour/tonality), harmony (canons/rounds/descants/thirds, sixths and chords), tone, color (vocal and instrumental), form (AB/ABA/rondo, theme, and variations), and historical styles. Through their instrumental classes, students will continue their band or orchestra experience and the development of their individual playing skills. By the end of the year, students will be able to demonstrate knowledge of more advanced rhythms, time signatures (meter), phrasing, and expression. Students will demonstrate proficiency through their individual accomplishments and participation in small and large ensembles.

Required Instructional Materials: Name, author, date. (publisher and edition) Spotlight on Music, by Judy Bond et al; MacMillan and McGraw-Hill (2008) Revised/Approval Date: Draft 9/16/11, Approved Administrative Team 10/12/11 Approved Student Programs and Services Committee 12/7/11 Approved Board of Education December 13, 2011 Authors/Contributors: Linda Alexander, Mary Fox, David McWilliams, Donna Lewis, Kim Martin, Marion Treggor

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Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units.

Enduring Understandings Essential Questions  Music is a form of communication. See specific essential questions for each unit.  Music is a unique way of expressing, experiencing, and knowing life.  Meaningful contact with music expands an individual’s understanding of history and culture.  Specific musical knowledge enhances the aesthetic perception and experience of music.  Everyone can perform, create, and respond to music in significant and meaningful ways.

Objectives (skills) (Show link to standards in parenthesis after objective) The student will:

See specific objectives for each unit Instructional Support Materials

See specific materials for each unit. Suggested Instructional Strategies ● ● ● ●

Cooperative learning Technology implementation: Finale, Smart Board, ELMO Whole direct instruction Modeling

Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics)

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Formal aural assessments Formal visual assessment

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Unit 1: Winter Concert Time Frame: September - December Length of Unit: September - December Essential Questions Enduring Understandings ● Music is a form of communication. ● Why is it important to perform? ● Music is a unique way of expressing, ● How does using correct singing experiencing, and knowing life. technique improve my performance? ● Meaningful contact with music expands ● Can I improve my listening and an individual’s understanding of history performing with ensemble balance in and culture. mind, and if so, how? ● Specific musical knowledge enhances ● Could I have communicated with my the aesthetic perception and experience audience more effectively, and if so, of music. how? ● Everyone can perform, create, and ● How does evaluating our performance respond to music in significant and lead to improvement in musicianship meaningful ways. skills? ● How does evaluating other performances lead to improvement in musicianship skills?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 1.1 Master the Winter Concert repertoire. (S1A, S1B, S1C, S1D, S1E, S5A, S5B, S5C, S5E, S6A, S6B, S6C) 1.2 Sing in different styles as needed for each performed song. (9A, 9B, 9C) 1.3 Demonstrate appropriate concert etiquette. (S8A, S8B) 1.4 Perform using proper breathing techniques.(S1A, S1B, and S1E) 1.4.A. Use proper breathing support. 1.5 Sing using accurate diction. (S1A) 1.6 Audiate when learning and performing repertoire. (S1A, S1B, S1C, S1E) 1.7 Sing with the appropriate voice: head or chest. Z(S1A, S1B, S1D, S1E) 1.8 Sing in two and three part music (S1D). 1.9 Sing and perform two and three part music. (S1A, S1B, S1C) 1.10 Sing and perform grade level appropriate music: Secular, Sacred, Early and Seasonal. (S1C) 1.11 Demonstrate proper use and understanding of vocalises.(S1A, S1B) 1.12. Use proper diction. (S1A) 1.13. Use healthy head voice. (S1A) Standards 1.0-sing, alone and with others, a varied repertoire of music 1.A-sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles General/Vocal Music Curriculum – 2011 Grade 6

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1.B-sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory 1.C-sing music representing diverse genres and cultures, with expression appropriate for the work being performed 1.D-sing music written in two and three parts. 5.0-read and notate music 5.A-read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures 5.B-read at sight simple melodies in both the treble and bass clefs 5.C-identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression 5.D-use standard notation to record their musical ideas and the musical ideas of others 8.0-Music Performance: Connections ~ Students will make connections between music, other disciplines and daily life. 8.A-compare in two or more arts how the characteristic materials of each art (that is sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions or ideas into works of art 8.B-describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music 9.0-understand music in relation to history and culture 9.A-describe distinguishing characteristics of representative music genres and styles from a variety of cultures 9.B-classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Instructional Support Materials ● Sheet music. ● Piano. ● Performing space. ● Spotlight on Music series Suggested Instructional Strategies ● Cooperative Learning ● Technology implementation, Finale, Smart Board, Elmo ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Solo Evaluation ● Formal Aural Assessments ● Formal Visual Assessments

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Unit 2: Body/Kinesthetic Warm-up Activities Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● Why is it important to move with music? ● Music is a unique way of expressing, ● Why do I need to warm up my body in experiencing, and knowing life. order to have a productive musical experience? ● Meaningful contact with music expands an individual’s understanding of history ● What do duple and triple meters feel like? and culture. ● Specific musical knowledge enhances ● What are connections between warmingthe aesthetic perception and experience up your body, singing and physical of music. activity? ● Everyone can perform, create, and respond to music in significant and meaningful ways.

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 2.1 Warm-up their bodies and voices appropriately. (S1A, S1B, S1C, S1D, S1E) 2.2 Breathe properly when singing: standing and sitting. (S1A, S1B, S1C, S1D, S1E) 2.3 Move with the steady beat of music. (S1A, S1B, S1C, S1D, S1E, S2B, S2C, S2D, S2E) 2.4 Move in duple and in triple meters. (S1A, S1B, S1D, S1E, S2B, S2C, S2D, S2E) 2.5 Move with the steady beat and with the rhythm of music. (S1A, S1B, S1C, S1D, S1E, S2A, S2B, S2C, S2D, S2E) 2.6 Perform movement activities. Standards 1.0-sing, alone and with others, a varied repertoire of music 1.A-sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.B-sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory 1.C-sing music representing diverse genres and cultures, with expression appropriate for the work being performed 1.D-sing music written in two and three parts 2.0-play, alone and with others, a varied repertoire of music 2.B-perform with expression and technical accuracy on at least one string, wind, percussion r classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6 2.C-perform music representing diverse genres and cultures, with expression appropriate for the work being performed General/Vocal Music Curriculum – 2011 Grade 6

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2.D-play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. Students who participate in an instrumental ensemble or class 2.E-perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos performed from memory Instructional Support Materials ● Manipulatives ● Music recordings ● Spotlight on Music series ● Large, open, safe space for movement Suggested Instructional Strategies ● Cooperative Learning ● Technology implementation, Finale, Smart Board, Elmo ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Solo Evaluation ● Formal Aural Assessments ● Formal Visual Assessments

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Unit 3: Vocal Warm-up Activities Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● Why do I need to warm up my voice? ● Music is a unique way of expressing, ● How does warming up my voice and experiencing, and knowing life body help me to sing better? ● Meaningful contact with music expands ● How many different voices do I have? an individual’s understanding of history ● Where is my voice placed in order to produce my best sound? and culture. ● Specific musical knowledge enhances ● What connections can I make between the aesthetic perception and experience warming up my body for singing and of music. warming up my body for other activities? ● Everyone can perform, create, and respond to music in significant and meaningful ways Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 3.1 Sing with proper breathing techniques. (S1A, S1B, S1C, S1D, S1E, 3S3A, S3B, S3C, S5B, S5E, S6C, S7B, S8A, S8B, S9A, S9B) 3.2 Sing with accurate diction. (S1A, S1B, S1C, S1D, S1E, 3S3A, S3B, S3C. S5B, S5E, S6C, S7B, S8A, S8B, S9A, S9B) 3.3 Demonstrate audiation. (S1A , S1B, S1C, S1D, S1E, S5B, S5E) 3.4 Sing in head voice and in chest voice. (S1A, S1B, S1C, S1D, S1E, 3S3A, S3B, S5B, S5E, S6C, S7B, S8A, S8B, S9A, S9B) 3.5 Use proper breathing/breathing support. (S1A , S1B, S1C, S1D, S1E, S5B, S5E) 3.6 Use vocalises properly. (S1A , S1B, S1C, S1D, S1E, S5B, S5E) 3.7 Use proper diction. (S1A , S1B, S1C, S1D, S1E, S5B, S5E) 3.8 Use healthy head voice. (S1A , S1B, S1C, S1D, S1E, S5B, S5E) 3.9 Perform and sing rounds & partner songs. (S1A , S1B, S1C, S1D, S1E, S5B, S5E) Standards 2.0-play, alone and with others, a varied repertoire of instrumental music 2.B-perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6 2.C-perform music representing diverse genres and cultures, with expression appropriate for the work being performed 2.D-play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. 8.0-Music1.a.sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles General/Vocal Music Curriculum – 2011 Grade 6

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8.B-sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory 8.C-sing music representing diverse genres and cultures, with expression appropriate for the work being performed 8.D-sing music written in two and three parts. Students who participate in an instrumental ensemble or class 2.E-perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos performed from memory Instructional Support Materials ● Piano. ● Manipulatives for pitch exploration. ● DVD ● CD ● PC with YouTube ● Smart Board ● Spotlight on Music series Suggested Instructional Strategies ● Cooperative Learning ● Technology implementation, Finale, Smart Board, Elmo ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Solo Evaluation ● Formal Aural Assessments ● Formal Visual Assessments

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Unit 4: Guided Music Listening Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● What is the value of focusing of ● Music is a unique way of expressing, elements of music when listening to experiencing, and knowing life. music? ● Meaningful contact with music expands an individual’s understanding of history and culture. ● Specific musical knowledge enhances the aesthetic perception and experience of music. ● Everyone can perform, create, and respond to music in significant and meaningful ways. Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 4.1 Listen to music and react with appropriate musical vocabulary. (S60, S6A, S6B, S6C, S70, S7A, S7B) 4.2 Listen to music, and express their likes and dislikes through positive discussion with supportive facts taken from the music. (S7A, S7B) 4.3 Differentiate between fact and opinion when they express their thoughts about the music. (S7A, S7B) 4.4 Name different occupations that are connected with recorded and performed music. (S80, S8C) 4.5 Understand the basic elements of music as they are heard in the music. (S7A, S7B, S9B) Standards 6.0- listen to, describe and analyze music. 6.A- describe specific music events in a give aural example, using appropriate terminology 6.B-analyze the uses of elements of music in aural examples representing diverse genres and cultures 6.C-demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analysis of music 7.0- evaluate music and music performances. 7.A-develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.B-evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement 8.0-students will make connections between music, other disciplines and daily life. General/Vocal Music Curriculum – 2011 Grade 6

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8.C- identify a variety of music-related careers 9.0-students will understand music in relation to history and culture. 9.B-describe in simple terms how elements of music are used in music examples from various cultures of the world

Instructional Support Materials ● Musical recordings. ● Smart Board ● Listening maps ● Music scores ● PC YouTube performances ● DVDs ● Spotlight on Music series Suggested Instructional Strategies ● Cooperative Learning ● Technology implementation, Finale, Smart Board, Elmo ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Solo Evaluation ● Formal Aural Assessments ● Formal Visual Assessments

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Unit 5: Music Performance/Vocal Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● What are head and chest voice? ● Music is a unique way of expressing, ● Why is it important to sing with head experiencing, and knowing life. voice? ● Meaningful contact with music expands ● How does proper breath-support help me an individual’s understanding of history to sing through the phrases? and culture. ● How does understanding vocal ● Specific musical knowledge enhances technique help me to sing better? the aesthetic perception and experience ● How is singing in a foreign language the of music. same, similar or different from singing ● Everyone can perform, create, and in English? respond to music in significant and ● How does performing vocally enhance meaningful ways. performing instrumentally? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 5.1 Differentiate between head voice and chest voice. (S10, S1A) 5.2 Sing with appropriate dynamics and tempo (style?). (S1A, S1B, S1C, S1D, S6C) 5.3 Sing while maintaining proper posture and breath support, students will be able to sing with correct phrasing and expression. (S10, S1A, S1B, S1C, S6C) 5.4 Sing in a solo or group setting. (S1A, S1D, S5A, S5B, S5C 5.5 Follow their part in two, three, and two with descant music. (S1D) 5.6 Demonstrate vocal technique [i.e. open mouth, raised soft palate, vowel placement, intonation, projection, diction, etc.] in their singing. (S1A, S1B, S1C, S1E, S9A) 5.7 Students will create an assessment performance rubric for their concert. (S6B, S6C, S7B) 5.8 Students will be able to critique/assess their performance based on BEST performance practices. (S6B, S7B) Standards 1.0-students will sing alone and with others a varied repertoire of music. 1.A-sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1 B-sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory 1 C-sing music representing diverse genres and cultures, with expression appropriate for the work being performed 1 D-sing music written in two and three parts. 1 E-sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory 5.0-students will read and notate music. General/Vocal Music Curriculum – 2011 Grade 6

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5.A-read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures 5.B-read at sight simple melodies in both the treble and bass clefs 5.C-identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression 5.E-sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6 6.0-students will listen to, describe and analyze music. 6.C-demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music 7.0-students will evaluate music and music performances. 7.B-evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement 9.0-Students will understand music in relation to history and culture. 9.A-describe distinguishing characteristics of representative music genres and styles from a variety of cultures Instructional Support Materials ● Sheet music (octavos) ● Piano ● Recording ● Sound system ● Accompaniment ● Recordings ● Performance space ● Spotlight on Music series Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Sectionals Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 6: Improvisation Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● How does music improvisation compare ● Music is a unique way of expressing, to spoken conversation? experiencing, and knowing life. ● What is the value of improvising? ● Meaningful contact with music expands ● What is “good” improvisation and how an individual’s understanding of history can I improve my improvisation? and culture. ● What is the difference between ● Specific musical knowledge enhances improvisation and composition? the aesthetic perception and experience ● How will improvising a melody help me of music. when I am composing a melody? ● Everyone can perform, create, and ● What are the prerequisites to respond to music in significant and improvisation and why are they meaningful ways. important?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 6.1 Improve vocally simple bass lines. (S3A) 6.2 Improvise vocally simple melodies to familiar simple bass lines. (S3A) 6.3 Improvise vocally simple variations to familiar simple melodies. (S3B) 6.4 Improvise vocally simple melodies. (S3C) 6.5 Improvise instrumentally simple melodies to familiar simple bass lines. (S3C, S3D) 6.6 Improvise instrumentally simple variations to familiar simple melodies. (S3C, S3D) 6.7 Sing melodies in major and minor tonalities, and in duple and triple meters. (S3C, S3D) 6.8 Sing bass lines in major and minor tonalities, and in duple and triple meters. (S3C, S3D) 6.9 Identify increasingly difficult harmonic progressions. (S3A, S3C, S3D) 6.10 Improvise increasingly difficult tonal patterns. (S3A, S3B, S3C, S3D) 6.11 Improvise increasingly difficult rhythm patterns. (S3A, S3B, S3C, S3D) 6.12 Echo rhythmic variations and melodic embellishments. (S3A, S3B, S3C) Standards 3.0-improvise melodies, variations and accompaniments 3.A-improvise simple harmonic accompaniments 3.B-improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys 3.C-improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality 6.0-listen to, describe and analyze music 6.A-describe specific music events in a given aural example, using appropriate terminology General/Vocal Music Curriculum – 2011 Grade 6

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6.B-analyze the uses of elements of music in aural examples representing diverse genres and cultures 6.C-demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music 7.0-evaluate music and music performances 7.A-develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.B-evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement Instructional Support Materials ● Singing voices ● Improvisation Guidelines ● Reference and resource books ● Accompaniment CDs and CD player ● Pitched and unpitched instruments. ● Spotlight on Music series. ● Manipulatives ● Teacher specified guidelines Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 7: Music Performance/Instrumental Time Frame: September - June Length of Unit: September - June

Enduring Understandings Essential Questions ● Music is a form of communication. ● What is the value of listening to the entire ensemble when you perform? ● Music is a unique way of expressing, experiencing, and knowing life. ● What is the value of blending timbre and ● Meaningful contact with music expands using appropriate dynamic levels when an individual’s understanding of history playing with others? ● What is the value of listening to the and culture. entire ensemble when you perform and ● Specific musical knowledge enhances how does that help you blend? the aesthetic perception and experience ● What is the value of performing with of music. appropriate instrument technique, ● Everyone can perform, create, and posture and playing position? respond to music in significant and meaningful ways. Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 7.1 Understand the value of practice and rehearsal time. ( 7.2 Play classroom instruments with proper posture, position and technique. (S2A) 7.3 Perform with expression and technical accuracy. (S2B, S2E) 7.4 Perform melodies and bass lines representative of diverse genres and cultures, with appropriate expression. (S2C) 7.5 Play a melody, blend timbre and use appropriate dynamic levels while others are playing a different part. (S2E) 7.6 Play a bass line, blend timbre and use appropriate dynamic levels, while others are playing a different part. (S2E) 7.7 Follow the cues of the conductor. (S2E) 7.8 Play solo and in an ensemble.(S2A) Standards 2.0-play, alone and with others, a varied repertoire of instrumental music 2.A-perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo 2.B-perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments 2.C-perform expressively a varied repertoire of music representing diverse genres and styles 2.D-echo short rhythms and melodic patterns 2.E-perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor General/Vocal Music Curriculum – 2011 Grade 6

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Instructional Support Materials ● Music suitable for reading, singing and playing. ● Classroom instruments: pitched and non-pitched ● Smart Board ● Accompaniment CD’s ● Sound equipment Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 8: Music Literacy/Reading Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● Why is it important to be able to read ● Music is a unique way of expressing, music notation? experiencing, and knowing life. ● What is music reading with music ● Meaningful contact with music expands comprehension? an individual’s understanding of history ● How is music a language? and culture. ● How does what you see relate to what ● Specific musical knowledge enhances you hear (audiate)? the aesthetic perception and experience of music. ● Everyone can perform, create, and respond to music in significant and meaningful ways Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 8.1 Read accurately and expressively in the keys of: F Major, G Major, d minor and e minor in the treble clef.(S5B, S5C, S5E) 8.2 Read accurately and expressively in the following time (meter) signatures: 2/4, 4/4, 6/8, ¾. (S5A, S5C, S5E) 8.3 Read music with the following notes and rests: sixteenth, eighth, dotted eighth, quarter, dotted quarter, half, dotted half, and whole. (S5A, S5C)) 8.4 Identify and define symbols for dynamics, tempo, articulation, and expression: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, andante, moderato, allegro, legato, staccato, dolce, spirited and marcato. (S5C) 8.5 Read with music comprehension short (8-16 beat) melodies. (S5E) 8.6 Read with music comprehension short (8-16 beat) bass lines. (S5E) 8.7 Follow their part in their choral music. (S5E) 8.8 Identify the music terms used in their choral music. (S5C) 8.9 Read with music comprehension 8-measure 2-part music. (S5E) Standards 5.0-read and notate music 5.A-read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures 5.B-read at sight simple melodies in both the treble and bass clefs 5.C-identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression 5.E sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6 General/Vocal Music Curriculum – 2011 Grade 6

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Instructional Support Materials ● Music suitable for reading. ● Teacher reference materials ● White board and markers ● Sound system ● Finale Software ● ELMO Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 9: Music Literacy/Composing and Arranging Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● What is music composition? ● Music is a unique way of expressing, ● What is the difference between experiencing, and knowing life. improvisation and composition? ● Meaningful contact with music expands ● What is the value of knowing how to an individual’s understanding of history compose music? and culture. ● What is a good music composition? ● Specific musical knowledge enhances the ● What are the similarities and differences aesthetic perception and experience of between music composition and music. language composition? ● Everyone can perform, create, and ● Why is audiation an important skill respond to music in significant and when composing? meaningful ways. Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 9.1 Compose in treble and bass clefs. (S5A) 9.2 Compose in a variety of keys, both major and minor. (S50) 9.3 Compose in the following time (meter) signatures: 2/4, 4/4, 6/8, 3/4 (S5A) 9.4 Read music with the following notes and rests: sixteenth, eighth, dotted eighth, quarter, dotted quarter, half, dotted half, and whole. (S5A) 9.5 Notate melodic dictation on paper and using Finale. (S5D) 9.6 Compose a teacher specified piece with accurate notation, ending on DO. (S54A) 9.7 Compose create an original piece using Finale software. (S4C) Standards 4.0-compose and arrange music 4.A-compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.B-arrange simple pieces for voices or instruments other than those for which the pieces were written 4.C-use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging 5.0-read and notate music 5.A-read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures 5.B-read at sight simple melodies in both the treble and bass clefs 5.C-identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression 5.D-use standard notation to record their musical ideas and the musical ideas of others General/Vocal Music Curriculum – 2011 Grade 6

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Instructional Support Materials ● Whiteboard with markers ● Staff paper and pencil ● Smart Board ● Finale Software ● Elmo ● Teacher specified guidelines ● Teacher reference books Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 10: Music History and Culture Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● What are the origins of the music of ● Music is a unique way of expressing, today? experiencing, and knowing life. ● How did historical events affect the ● Meaningful contact with music expands music? an individual’s understanding of history ● In what direction is the music of the future headed? and culture. ● Specific musical knowledge enhances ● How has music evolved to where it is the aesthetic perception and experience today? of music. ● How does music play a role in your ● Everyone can perform, create, and daily life? respond to music in significant and ● How does the study of music and its meaningful ways history help me to understand the world around me? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 10.1 Understand composers' lives incorporating countries of origin, birth and death years, primary composition styles used, social and cultural influences, prominent works, etc. (S9A, S9B, S9C) 10.2 Understand significant historical events/periods that influenced the music of its time. (S9A, S9B, S9C) 10.3 Understand the evolution of music in America as it applies to the music of today. Students will understand the role that music plays in peoples' lives. (S9A, S9B, S9C) 10.4 Identify & describe different music professions available today. (S9A, S9B, S9C) Standards 9.0-understand music in relation to history and culture 9.A-describe distinguishing characteristics of representative music genres and styles from a variety of cultures 9.B-classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.C-compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed Instructional Support Materials ● Recordings of music of Western Civilization to help distinguish the evolution of the music of today. ● Photographs of composers/bands/artists/musicians. General/Vocal Music Curriculum – 2011 Grade 6

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Photocopies/photographs of historical documents as they relate to music history. Video mediums of historical events (i.e. speeches, news broadcasts, performances, etc.) as they relate to music history.

Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 11: Music Critique Time Frame: September - June Length of Unit: September - June Essential Questions Enduring Understandings ● Music is a form of communication. ● What music elements could have ● Music is a unique way of expressing, produced a more successful musical experiencing, and knowing life. performance? ● Meaningful contact with music expands ● Why is it important to create a an individual’s understanding of history successful performance? and culture. ● Why do we perform for our families and ● Specific musical knowledge enhances friends? the aesthetic perception and experience of music. ● Everyone can perform, create, and respond to music in significant and meaningful ways Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 12.1 Understand music elements. (S6A, S6B, S6C) 12.2 Understand music and its origin.(S9A) 12.3 Use correct evaluation criteria (S7B) 12.4 Understand appropriate performance etiquette (S7A) 12.5 Listen critically to music. (S6B, S9A) 12.6 Identify and discuss the genre of a given piece of music. (S9A) 12.7 Respond analytically to a musical performance. (S7B) 12.8 Communicate what they did and/or did not like about a given musical performance. (S7B) Standards 6.0-listen to, describe and analyze music 6.A-describe specific music events in a given aural example, using appropriate terminology 6.B-analyze the uses of elements of music in aural examples representing diverse genres and cultures 6.C-demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music 7.0-evaluate music and music performances 7.A-develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.B-evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement 9.0-understand music in relation to history and culture 9.A-describe distinguishing characteristics of representative music genres and styles from a variety of cultures General/Vocal Music Curriculum – 2011 Grade 6

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9.B-classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.C-compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed Instructional Support Materials ● Live performances ● Recorded performances Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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Unit 12: Spring Concert Time Frame: January through June Length of Unit: January through June Essential Questions Enduring Understandings ● Music is a form of communication. ● Why is it important to perform? ● Music is a unique way of expressing, ● Why is it important to perform with experiencing, and knowing life. good posture? ● Meaningful contact with music expands ● How does the use of correct singing an individual’s understanding of history technique improve my solo and culture. performance? ● Specific musical knowledge enhances ● Why is it important to listen to the entire the aesthetic perception and experience ensemble, and to the accompaniment of music. during performances? ● Everyone can perform, create, and ● Why is it important to communicate respond to music in significant and effectively with my audience? meaningful ways. ● How does evaluating our performance lead to improvement in musicianship skills? ● How does evaluating other performances lead to improvement in musicianship skills?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Knowledge/Content 13.1 Master the Spring Concert repertoire. (S1A, S1B, S1C, S1D, S1E, S5A, S5B, S5C, S5E, S6A, S6B, S6C) 13.2 Sing in different styles as needed for each performed song. (9A, 9B, 9C) 13.3 Demonstrate appropriate concert etiquette. (S8A, S8B) 13.4 Perform using proper breathing techniques.(S1A, S1B, S1E) 13.5 Sing using accurate diction. (S1A) 13.6 Audiate when learning and performing repertoire. (S1A, S1B, S1C, S1E) 13.7 Sing with the appropriate voice: head or chest. Z(S1A, S1B, S1D, S1E) 13.8 Sing in two and three part music (S1D). 13.9 Sing and perform grade level appropriate music: Secular, Sacred, Early and Seasonal. Standards 1.0 Students will sing alone and with other a variety of music. 1.A-sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.B-sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory General/Vocal Music Curriculum – 2011 Grade 6

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1.C-sing music representing diverse genres and cultures, with expression appropriate for the work being performed 1.D-sing music written in two and three parts. 5.A-read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures 5.B-read at sight simple melodies in both the treble and bass clefs 5.C-identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression 5E. students in a performing ensemble or class will, in addition, sight read, accurately and expressively, music with a difficulty level of 2, on a scale of 1 to 6 7.0 Students will evaluate music and music performances. 7.A. develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.B evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for 9.0 Students will understand music in relation to history and culture. 9.A-describe distinguishing characteristics of representative music genres and styles from a variety of cultures 9.B-classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Instructional Support Materials  Music  Piano  Performing space  Recording equipment  Accompanist  Smart Board and/or Elmo  Sound system Suggested Instructional Strategies ● Cooperative learning ● Technology implementation: Finale, Smart Board, ELMO ● Whole direct instruction ● Rote/Echo Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) ● Formal aural assessments ● Formal visual assessments

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