M05 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
- Standard 1: Students sing or play on instruments a varied repertoire of music, alone or with others.
- Standard 2: Students will read and notate music.
- Standard 3: Students will create music.
- Standard 4: Students will listen to, analyze, evaluate, and describe music.
- Standard 5: Students will relate music to various historical and cultural traditions.
Skills
Sing three-part rounds, partner songs, and descants (S1).
Respond to the conductor’s cues for tempo changes (S1).
Watch the conductor (S1)*.
Respond to conductor’s cues for expressive elements (S1)*.
Identify and respond to directional words and symbols for form and dynamics (S1, S4).
Identify time signatures in music performed (S1, S2).
Sing, play, and move to music from different traditions and cultures (S1, S4, S5)*.
Listen and sing American folk and patriotic songs (S1, S4, S5)*.
Review steady beat.
Meter in 3 and 4.
How does melody move?
Step, leap, repeat.
Back to school songs.
Star-Spangled Banner.
Assessment
Students review steady beat.
Discuss meter in 3 and 4.
Analyze music to discover how it moves.
Learn the history of the SSB, as well as better understand the words.
Assess: teacher observations, daily work, SSB booklet, listening logs.
Resources
The Story of the Star-Spangled Banner book.
Create pictures to go with the SSB.
SB book/CD series.
Optional
October
Content and Essential Skills
- Standard 1: Students sing or play on instruments a varied repertoire of music, alone or with others.
- Standard 2: Students will read and notate music.
- Standard 3: Students will create music.
- Standard 4: Students will listen to, analyze, evaluate, and describe music.
Skills
Respond to the conductor’s cues for tempo changes (S1).
Watch the conductor (S1)*.
Respond to conductor’s cues for expressive elements (S1)*.
Identify and respond to directional words and symbols for form and dynamics (S1, S4).
Describe the feelings experienced when listening to a musical selection and explain the musical elements which support those feelings (S4).
Identify the ways different instruments are combined to create various performance ensembles (S4, S5).
Match the sound of instruments, played alone or with simple accompaniments, with the picture of the instrument and the name and family of the instrument (S4).
Sing, play, and move to music from different traditions and cultures (S1, S4, S5).
Identify instruments in a listening example (S4).
Demonstrate the ability to listen for specific musical ideas in a listening example (S4).
Assessment
Program songs.
Students learn new songs for their program.
Correct notes and words.
Halloween/spooky songs- Danse Macabre.
Resources
Optional
November
Content and Essential Skills
Program songs.
- Standard 1: Students sing or play on instruments a varied repertoire of music, alone or with others.
- Standard 2: Students will read and notate music.
- Standard 3: Students will create music.
- Standard 5: Students will relate music to various historical and cultural traditions.
Skills
Sing three-part rounds, partner songs, and descants (S1).
Demonstrate awareness of the phrase by singing and playing each as a complete thought.
Respond to the conductor’s cues for tempo changes (S1).
Watch the conductor (S1)*.
Respond to conductor’s cues for expressive elements (S1)*.
Read, notate, and perform rhythmic patterns using quarter notes, paired eighth notes, quarter rests, half notes, half rests, whole notes, whole rests, dotted half notes, and four sixteenth notes (S1, S2).
Identify time signatures in music performed (S1, S2).
Identify and perform a notated melody using treble clef notes (S1, S2).
Identify and respond to directional words and symbols for form and dynamics (S1, S4).
Determine if the music is organized using major, minor, chromatic, or pentatonic scales (S4).
Sing, play, and move to music from different traditions and cultures (S1, S4, S5)*.
Listen and respond to the music and the life of a composer and/or musical performer (S4, S5)*.
Assessment
Practicing correct words.
Adding actions/movement.
Putting a program together.
Public performance of the program.
Resources
Optional
December
Content and Essential Skills
Review note and rest types- quarter, half, whole, eighth.
Christmas/winter songs.
- Standard 1: Students sing or play on instruments a varied repertoire of music, alone or with others.
- Standard 2: Students will read and notate music.
- Standard 3: Students will create music.
- Standard 4: Students will listen to, analyze, evaluate, and describe music.
- Standard 5: Students will relate music to various historical and cultural traditions.
Skills
Sing three-part rounds, partner songs, and descants (S1).
Demonstrate awareness of the phrase by singing and playing each as a complete thought.
Respond to the conductor’s cues for tempo changes (S1).
Watch the conductor (S1)*.
Respond to conductor’s cues for expressive elements (S1)*.
Read, notate, and perform rhythmic patterns using quarter notes, paired eighth notes, quarter rests, half notes, half rests, whole notes, whole rests, dotted half notes, and four sixteenth notes (S1, S2).
Identify and perform a notated melody using treble clef notes (S1, S2).
Identify and respond to directional words and symbols for form and dynamics (S1, S4).
Demonstrate appropriate audience behavior (S5).
Learn and identify the note names on the treble staff (S2)*.
Sing, play, and move to music from different traditions and cultures (S1, S4, S5)*.
Listen and respond to the music and the life of a composer and/or musical performer (S4, S5)*.
Identify instruments in a listening example (S4)*.
Demonstrate the ability to listen for specific musical ideas in a listening example (S4)*.
Listen and sing to American folk and patriotic songs (S1, S4, S5)*.
Assessment
Students identify rests and notes, as well as a variety of other musical symbols.
Resources
Optional
January
Content and Essential Skills
Form: AB, ABA, ABACA, etc.
Winter songs.
Skills
Students use activities to learn about and analyze songs for their form.
Assessment
Resources
Optional
February
Content and Essential Skills
Centers.
Keyboard/ Mr. Everybody.
Music Ace.
Music Listening Bingo.
Music Baseball.
Recorders.
Music Maker Lap Harps.
Skills
Students use a variety of centers to learn about various musical topics - notes on the staff and keyboards/recorders, listen to music and identify the composer, lap harps, and identify musical symbols.
Assessment
Resources
Optional
March
Content and Essential Skills
Centers.
Keyboard/ Mr. Everybody.
Music Ace.
Music Listening Bingo.
Music Baseball.
Recorders.
Music Maker Lap Harps.
Skills
Students use a variety of centers to learn about various musical topics- notes on the staff and keyboards/recorders, listen to music and identify the composer, lap harps, and identify musical symbols.
Assessment
Resources
Optional
April
Content and Essential Skills
Composers:
Georges Bizet
What is opera?
Skills
Listening to various selections with or without listening maps.
Students learn about opera- what is it, how is it put together, why is it popular.
Assessment
Resources
Optional
May
Content and Essential Skills
Composers:
Johann Strauss, Jr.
Leonard Bernstein
Aaron Copland
Glenn Miller
John Williams
Skills
Listening to various selections by the composers either with or without listening maps.
Discussing what instruments are used, what the music makes them feel, what's the story that it's telling.
Assessment
Resources
Optional
