Lesson Plans – Music Appreciation

March 2-6, 2020                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.
  • Research assigned composer of a specific period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching a specific composer of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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February 24-28, 2020                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.
  • Research assigned composer of a specific period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching a specific composer of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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February 18-21, 2020                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.
  • Research assigned composer of a specific period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching a specific composer of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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February 10-14, 2020                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.
  • Research assigned composer of a specific period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching a specific composer of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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February 3-7, 2020                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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January 27-31, 2020                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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January 21-24, 2020                                                                                                           

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize and name ledger line notes for the treble clef staff.
  • Recognize and name ledger line notes for the treble clef staff.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the process of identifying and naming ledger line notes.
  3. Students will practice through board work and individual assessment.

Formative Assessment

  1. Students will lead classroom discussion with their knowledge of ledger lines as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work and individual assessments.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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January 13-17, 2020                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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January 7-10, 2020                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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December 16-19, 2019                                                                                        

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.
  • Research assigned composer of a specific period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching a specific composer of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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December 9-13, 2019                                                                                         

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.
  • Research assigned composer of a specific period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching a specific composer of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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December 2-6, 2019                                                                                         

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November 18-22, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the three periods of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the second and third periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the Baroque period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

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November 12-15, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first period of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the Ancient period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

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November 4-8, 2019                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

October 28-November 1, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Further recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a more complex beat patterns by tapping their foot and clapping their hands.
  • Further understand the relation of subdivision with foot-tapping and keeping time.
  • Relate subdivision and foot-tapping with note values.
  • Further understand relationship between music rhythms and mathematical fractions.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration of the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will review the relation of steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Teacher will change & to rests by drawing (&) under specific rests.
  8. Teacher will review through demonstration and explanation of how rests are silent beats.
  9. Teacher will lead class in example.
  10. Students will perform accordingly.
  11. Teacher will give several different examples on the board of “&” rests.
  12. Students will perform accordingly.
  13. Teacher will give several different examples on board of “number” rests.
  14. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

October 21-25, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Further recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a more complex beat patterns by tapping their foot and clapping their hands.
  • Further understand the relation of subdivision with foot-tapping and keeping time.
  • Relate subdivision and foot-tapping with note values.
  • Further understand relationship between music rhythms and mathematical fractions.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration of the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will review the relation of steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Teacher will change & to rests by drawing (&) under specific rests.
  8. Teacher will review through demonstration and explanation of how rests are silent beats.
  9. Teacher will lead class in example.
  10. Students will perform accordingly.
  11. Teacher will give several different examples on the board of “&” rests.
  12. Students will perform accordingly.
  13. Teacher will give several different examples on board of “number” rests.
  14. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

October 15-18, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

October 7-10, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first three periods of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first two periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review the early Baroque period of music history.
  3. Teacher will introduce the late Baroque period of music history.
  4. Teacher will introduce aural examples of music from that time period.
  5. Students will recognize historical music facts discussed that are present in the aural examples.
  6. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  7. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

September 30-October 4, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first three periods of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first three periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review the late Baroque period of music history.
  3. Teacher will review aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will review the early and late Baroque periods of music history, allowing ample time for discussion of facts.
  6. Students will distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

September 23-27, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first three periods of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first two periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review the early Baroque period of music history.
  3. Teacher will introduce the late Baroque period of music history.
  4. Teacher will introduce aural examples of music from that time period.
  5. Students will recognize historical music facts discussed that are present in the aural examples.
  6. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  7. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

September 16-20, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first two periods of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first two periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review the Ancient period of music history.
  3. Teacher will introduce the Renaissance period of music history.
  4. Teacher will introduce aural examples of music from that time period.
  5. Students will recognize historical music facts discussed that are present in the aural examples.
  6. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  7. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

September 9-13, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first period of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the Ancient period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

September 3-6, 2019                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.
  • Demonstrate proper orchestral seating.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

August 26-30, 2019                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

August 19-23, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Further recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a more complex beat patterns by tapping their foot and clapping their hands.
  • Further understand the relation of subdivision with foot-tapping and keeping time.
  • Relate subdivision and foot-tapping with note values.
  • Further understand relationship between music rhythms and mathematical fractions.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration of the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will review the relation of steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Teacher will change & to rests by drawing (&) under specific rests.
  8. Teacher will review through demonstration and explanation of how rests are silent beats.
  9. Teacher will lead class in example.
  10. Students will perform accordingly.
  11. Teacher will give several different examples on the board of “&” rests.
  12. Students will perform accordingly.
  13. Teacher will give several different examples on board of “number” rests.
  14. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

August 12-16, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

March 11-15, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first period of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the Ancient period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

March 4-8, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary.
  • Compare the music of the previously studied periods of music history and the current period.
  • Construct a timeline of events from the current period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the next period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

February 25-March 1, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary.
  • Compare the music of the previously studied periods of music history and the current period.
  • Construct a timeline of events from the current period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the next period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

February 19-22, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary.
  • Compare the music of the previously studied periods of music history and the current period.
  • Construct a timeline of events from the current period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the next period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

February 11-14, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the second period of music history.
  • Match composers and vocabulary.
  • Compare the music of the first two periods of music history.
  • Construct a timeline of events from the second period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the Renaissance period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

February 4-8, 2019                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first period of music history.
  • Match composers and vocabulary.
  • Construct a timeline of events from the first period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce the Ancient period of music history.
  3. Teacher will introduce aural examples of music from that time period.
  4. Students will recognize historical music facts discussed that are present in the aural examples.
  5. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  6. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

**************************************************************************************

January 28-February 1, 2019                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

January 22-25, 2019                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

January 14-18, 2019                                                                                                           

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

January 7-11, 2019                                                                                                           

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

December 3-7, 2018                                                                                        

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to a specific period of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Construct a time line of events from an assigned period of music history.
  • Identify composers and vocabulary belonging to an assigned period of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will recognize aural examples of music from an assigned time period and categorize them correctly.
  3. Students will follow a rubric and teacher guidance for researching that period of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

November 13-16, 2018                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Analyze the performance by the ASO from our field trip.
  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first three periods of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Compare the music of multiple periods of music history.
  • Construct a timeline of events from three of the six periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Students will describe and correlate previously learned facts about an orchestra and instruments to the performance attended.
  3. Teacher will introduce the Ancient period of music history.
  4. Teacher will introduce aural examples of music from that time period.
  5. Students will recognize historical music facts discussed that are present in the aural examples.
  6. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  7. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstration correlation of knowledge to experience by writing a summary of the ASO field trip, experiences, instruments seen and what they heard.
  2. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  3. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

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November 5-9, 2018                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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October 28-November 2, 2018                                                                                                           

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize the lines and spaces of the treble and bass clef staffs.
  • Evaluate the relationship between the lines and spaces on the treble clef staff with the lines and spaces on the bass clef staff.
  • Utilize knowledge of the staff components to name those in a piece of music.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will lead students through naming lines and spaces on each staff.
  3. Students will practice mastery of the information.
  4. Teacher will distribute a piece of repertoire and have students demonstrate knowledge by performing accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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October 22-26, 2018                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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October 15-19, 2018                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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October 9-12, 2018                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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October 1-4, 2018

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September 24-28, 2018                                                                                        

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September 17-21, 2018                                                                                        

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first three periods of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Compare the music of multiple periods of music history.
  • Construct a time line of events from the first three periods of music history.
  • Identify composers and vocabulary belonging to the last three periods of music history.
  • Construct a time line of events from the last three periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review the first three periods of music history.
  3. Students will recognize aural examples of music from different time periods and categorize them correctly.
  4. Students will complete graphic organizers for the first three periods of music history, as a review for assessment.
  5. Teacher will introduce students to the final three periods of music history.
  6. Students will choose a period to research.
  7. Students will follow a rubric and teacher guidance for researching that period of music history.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by completing graphic organizers.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

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September 10-14, 2018                                                                                      

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Understanding music in relation to history and culture.

Objectives

By completing this lesson, students will be able to:

  • Name the periods of music history in order.
  • Identify composers and vocabulary belonging to the first three periods of music history.
  • Match composers and vocabulary with the correct period of music history.
  • Compare the music of multiple periods of music history.
  • Construct a time line of events from three of the six periods of music history.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review the parts of the Ancient period of music history covered at the end of last week.
  3. Students will discuss previously learned historical information.
  4. Teacher will introduce aural examples of music from that time period.
  5. Students will recognize historical music facts discussed that are present in the aural examples.
  6. Teacher will continue introducing periods of music history, allowing ample time for discussion of facts.
  7. Students will begin to distinguish which facts belong to specific periods.

Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn.

Teacher will observe student participation during class discussion.

Summative Assessment

  1. Students will demonstrate progressive knowledge by completing a timeline or period music map.
  2. At the end of the unit, the teacher will give a graded assessment on the content. It will include aural work.

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September 4-7, 2018                                                                                           

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

August 27-31, 2018                                                                                

National Standards

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Identify orchestral instruments when presented visually.
  • Identify orchestral instruments when presented aurally.
  • Demonstrate perceptual skills by answering questions about examples of orchestral instruments and by describing aural examples.
  • Develop criteria for evaluating the orchestral instrument being heard and apply the criteria to personal listening.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will introduce orchestral instrument families one at a time.
  3. Students will practice visual and aural recognition of the instrument families accordingly.
  4. Teacher will introduce individual instruments within orchestral instrument families one at a time.
  5. Students will practice visual and aural recognition of the individual instruments accordingly.

 Formative Assessment

  1. Students will lead classroom discussion with the knowledge they learn. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in visual and aural presentations.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded assessment on the content. It will include visual and aural work.

**************************************************************************************

August 20-24, 2018                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.
  • Utilize prior knowledge of steady beat & subdivision learned last week.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review prior knowledge of steady beat & subdivision.
  3. Students will perform accordingly.
  4. Teacher will change & to rests by drawing (&) under specific rests.
  5. Teacher will demonstrate and explain how rests are silent beats.
  6. Teacher will lead class in example.
  7. Students will perform accordingly.
  8. Teacher will give several different examples on the board of “&” rests.
  9. Students will perform accordingly.
  10. Teacher will give several different examples on board of “number” rests.
  11. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

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August 13-17, 2018                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.