LITTLESTOWN AREA SCHOOL DISTRICT G M M S · MU:Pr5.1.6 Identify and apply teacherprovided criteria...

LITTLESTOWN AREA SCHOOL DISTRICT GENERAL MUSIC MIDDLE SCHOOL

Subject General Music Grade Level 6

Mission Statement K12 Mission Statement for General Music The mission of Littlestown Music department is to:

Discover and nurture musical skills through a variety of musical experiences Develop critical thinking and artistry necessary to achieve musical goals Inspire and broaden the cultural life of our students, staff, and community.

Course Description What is it that students will learn during this course? The primary goal of the course is to strengthen students’ rhythmic skills with the excitement of learning world drumming music, learn about African and LatinAmerican culture, and build communication and listening skills, cooperation, and respect through music. Students will learn rhythmic concepts like ostinato and syncopation while playing a variety of percussion instruments, and create ensembles based on cultural songs and drumming.



Title of Unit Unit 1 Develop Musical Teamwork Time Frame 8 class periods

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr3.1.6a Evaluate their own work, applying teacherprovided criteria such as application of selected elements of music, and use of sound sources. MU:Pr4.2.6c Identify how cultural and historical context inform performances. MU:Pr5.1.6 Identify and apply teacherprovided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform. MU:Re9.1.6 Apply teacherprovided criteria to evaluate musical works or performances. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Establish an atmosphere for active, handson learning. Learn basic techniques for congatype drum, bell, double bell, and rattle. Establish parameters for listening and responding through Echo and Question and Answer. Develop the musical teamwork (with independence and interdependence) necessary to play Ensemble 1. Connect the music to cultural traditions from West Coast Africa.


Meaning Enduring Understandings What understandings about the big ideas are desired? What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry, meaningmaking and transfer?

Students will understand that... Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Related misconceptions…

Students will keep considering…. How do musicians improve the quality of their creative work? How does understanding the structure and context of musical works inform performance? How do musicians improve the quality of their performance? How do we judge the quality of musical work(s) and performance(s)?

Acquisition What facts and basic concepts should students know and be able to recall? This content knowledge may come from the established goals or address prerequisite knowledge essential for this unit.

What discrete skills and processes should students be able to use? List the skills and/or behaviors students will be able to exhibit as a result of their work in this unit.

Students will know... Definitions of: Respect Conga Drum Maraca Shekere Cowbell Focus Teamwork Timeline Gankogui Compliment

Students will be skilled at… Playing the following instruments: Tubano Shekere Cowbell Gankogui Xylophones Developing following Forms: Question and Answer Echo Rhythm Complements


Complement Xylophones Ensemble Cultural connections of: West Africa Ghana

Singing “Funga Alafia”

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Throughout unit students will practice instrument parts and learn skills need to create an ensemble based around the song “Funga Alafia” The ensemble will be video recorded for further assessment and discussion by students. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?

Student SelfAssessment How will students reflect upon or selfassess their learning?

Observation of students playing instruments Peer Review Form Playing Technique Rubric

SelfAssessment Rubric Ensemble Assessment Rubric

January 2015 Adapted from: Wiggins, G. and McTighe, J., (1998). Understanding by Design. Alexandria, VA: ASCD.



Title of Unit Unit 2 Learn to Improvise through Rhythm Complements

Time Frame 6 class periods

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr2.1.6b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and twochord harmonic musical ideas. MU:Cr3.1.6a Evaluate their own work, applying teacherprovided criteria such as application of selected elements of music, and use of sound sources. MU:Cr3.1.6b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher. MU:Cr3.2.6 Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent. MU:Pr4.2.6a Explain how understanding the structure and the elements of music are used in music selected for performance. MU:Cn11.0.6 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.


Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Extend ensemble abilities to include Ensemble 2. Continue singing in conjunction with drumming. To create/improvise their own ensembles through absorption of the concept of Rhythm Complements learning to play in the spaces left by other players. Continue movement as a means of physically internalizing meter structure. Add Call and Response to Echo and Question and Answer patterns. Add xylophones to drumming, singing, and movement.



Students will understand that... Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Related misconceptions…

Students will keep considering…. How do musicians make creative decisions? How do musicians improve the quality of their creative work? When is creative work ready to share? How does understanding the structure and context of musical works inform performance? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?




Students will know... Definitions of: Listen Call & Response Cultural connections of: West Africa Liberia

Students will be skilled at… Playing the following instruments: Xylophones Assessing Technique on previous instruments Tubano Shekere Cowbell Gankogui Developing following Forms: Drum Solos Call and Response Rhythm Complements Singing “Take Time in Life”

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Throughout unit students will practice instrument parts and learn skills need to create an ensemble based around the song “Take Time in Life” The ensemble will be video recorded for further assessment and discussion by students.


Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Observation of Student playing West Africa Map Quiz Student assessment of instrument technique Rhythm Complements: Cooperative teamwork planning guide Rhythm Complements: Drum Ensemble Project Checklist





Title of Unit Unit 3 Understanding Role Within the Ensemble Time Frame 8 class periods

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr1.1.6 Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent. MU:Cr2.1.6a Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent. MU:Cr3.1.6.a Evaluate their own work, applying teacherprovided criteria such as application of selected elements of music, and use of sound sources. MU:Pr4.1.6 Apply teacherprovided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen MU:Pr4.2.6b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics. MU:Pr6.1.6b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose. MU:Cn10.0.6 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.


Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Develop more sophisticated technique on instruments such as rattles, and bells. Introduce the frame drum and talking drum. Work with independence of part while stressing interdependence of part in the more complex Ensemble 3. Extend abilities to sing and play as natural behaviors. Understand geography and culture of West Coast Africa particularly Ghana. Integrate largebody movement with hand clapping patterns in a circle.



Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Related misconceptions…

Students will keep considering…. How do musicians generate creative ideas? How do musicians make creative decisions? How do musicians improve the quality of their creative work? How do performers select repertoire? How does understanding the structure and context of musical works inform performance? When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How do musicians make meaningful connections to creating, performing, and responding?

Acquisition


What facts and basic concepts should students know and be able to recall? This content knowledge may come from the established goals or address prerequisite knowledge essential for this unit.


Students will know... Definitions of: Musical Space Complimentary Timbre (Tone Quality) Share Highlife Music Communication Talking Drum Slit Drum Community Banuwa Alano Nehni Claves Cultural connections of: Africa Ghana Liberia

Students will be skilled at… Playing the following instruments: Frame Drum Talking Drum Clapping Assessing Technique on previous instruments Tubano Shekere Cowbell Gankogui Xylophone Developing following Forms: Rhythm Complements Like Timbre Highlife Music Call and Response Parkway 4beat Refining Question and Answer Singing “Banuwa” and “Everybody Loves Saturday Night”

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Throughout unit students will practice instrument parts and learn skills need to create an ensemble based around the songs “Banuwa” and “Everybody Loves Saturday Night.” The ensemble will be video recorded for further assessment and discussion by students. Other Evidence Student SelfAssessment


Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?

How will students reflect upon or selfassess their learning?

Observation of students playing instruments. Rhythm Complements: Cooperative teamwork planning guide Rhythm Complements: Drum Ensemble Project Checklist Question & Answer / Call & Response Peer Review form. Quiz of all musical instruments used in class. Write journal on what teamwork means in African drumming. Online discussion of the meaning of the song "Take Time In Life."





Title of Unit Unit 4 Cultural Connections Time Frame 6 class periods

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Pr4.2.6c Identify how cultural and historical context inform performances. MU:Pr4.3.6 Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent. MU:Pr6.1.6a Perform the music with technical accuracy to convey the creator’s intent. MU:Re9.1.6 Apply teacherprovided criteria to evaluate musical works or performances. MU:Cn10.0.6 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Transfer the basic 2beat feel of African highlife to the feel of Latin American 2beat Ensemble 4. Establish solid technique on new Latin American instruments such as the guiro, claves, maracas, and bongos. Learn two songs and combine them with Ensemble 4 with possible harmony. Develop greater cultural and geographical knowledge of the Caribbean. Make cultural connections with West Africa and Europe.




Students will understand that... Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Select, analyze and interpret artistic work for presentation. Performers make interpretive decisions based on their understanding of context and expressive intent. Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Synthesize and relate knowledge and personal experiences to make art. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Related misconceptions… Proper maraca technique

Students will keep considering…. How does understanding the structure and context of musical works inform performance? How do performers interpret musical works? When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How do we judge the quality of musical work(s) and performance(s)? How do musicians make meaningful connections to creating, performing, and responding?



Students will know... Definitions of: Idiophone Claves Guiro Maracas Conga Conguero Syncopation

Students will be skilled at… Playing the following instruments: Guiro Maracas Bongos Claves Assessing Technique on previous instruments Tubano


Improvisation Cultural connections of: Latin America Caribbean West African Music / European Music

Xylophones Extending following Forms: Call and Response Rhythm Complements 3+3+2 Latin American Rhythms Singing “Water Come a Me Eye” and "Má Teodora"

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Throughout unit students will practice instrument parts and learn skills need to create an ensemble based around the songs “Water Come a Me Eye” and "Má Teodora" The ensemble will be video recorded for further assessment and discussion by students. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Observations of students playing instruments ThinkPairShare spellings of Ensemble 4 instruments Quiz on instruments of Latin America

Selfassess improvisation ability SelfAssessment Rubric Ensemble Assessment Rubric




Title of Unit Unit 5 Song of the Day Time Frame 30

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Re7.1.6 Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. MU:Re7.2.6a Describe how the elements of music and expressive qualities relate to the structure of the pieces MU:Re7.2.6b Identify the context of music from a variety of genres, cultures, and historical periods. MU:Re8.1.6 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. To show how music is related to other subjects. Understand that music can and will affect many aspects of their lives. Be more involved in music no matter what their musical background is. Lead to discussions on musical topics. That a good listener is important no matter what path in life you take. Create a better appreciation for music so they are not just hearing music anymore, but are actively listening.




Students will understand that... Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Related misconceptions… Listening and Hearing are the same.

Students will keep considering…. How do individuals choose music to experience? How does understanding the structure and context of music inform a response? How do we discern the musical creators’ and performers’ expressive intent?



Students will know... Definitions of: Pitch Tempo Timbre Phrase Harmony Melody Rhythm

Students will be skilled at… Identifying: Timbre Dynamics Meter Tempo Style Time Period Intertextuality


Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… First day of class:

Play song of the day and discuss with students words from the vocabulary list. Discuss the elements of music list and how they pertained to the song of the day. Fill out a journal with the class. Go over different elements for songs of the day leading up to the first journal day.

First Journal Day (6th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering question about the song. Play the song again while students are working. When students have finished, show the results using Google Sheets:

Lead a discussion with the class on what is displayed: Is there common ground in the answers? Where did answers differ the most, and why? Continue going over different elements for song of the day leading up to the second journal day. Second Journal Day (12th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering questions about the song. Play the song again while students are working. When students have finished, show the results using Google Sheets:

Lead a discussion at first with the class on what is displayed. Call on random students to ask questions or point out discrepancies.

Continue going over different elements for song of the day leading up to the third journal day.

Third Journal Day (18th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering question about the song. Play the song again while students are working. When students have finished, show the results using Google Sheets: After students have looked at results allow them to “Think, pair, share”. Continue going over different elements for song of the day leading up to the fourth journal day (if in 6th grade).


Fourth Journal Day (24th day of class) Play the song of the day for the class. After the song is finished, students will record their thoughts using Chromebooks Students can then share the audio recordings with other students. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Listening Journals Observation of class discussions SOTD list

Reflection will occur on last journal day during the recording






Course Description What is it that students will learn during this course? Technology has allowed students of any skill level to easily explore and share music. The objective of this course is an introduction to musical composition. Technology will be used to create, edit, and share music and aid in the creative process. Students will learn to use music software to further develop rhythmic skills and begin developing skills in melodic creation and form. Students through the course will create a song in ‘AB’ form, a drum beat, and a piece in Sonata form.



Title of Unit Unit 1 Learning music software Time Frame 5 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr1.1.7 Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent. MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent. MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences. MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods. MU:Re9.1.7 Select from teacherprovided criteria to evaluate musical works or performances.


Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Add software instrument tracks by creating a file with three software instrument tracks. Add prerecorded loops from the software's Loop Library by creating three tracks with loops. Create melodies from prerecorded material by selecting and editing loops. Understand AB Form by analyzing and mapping a contemporary music piece on the Song Analysis worksheet. Understand AB song form and the elements learned, by creating a composition using the two loop melodies and other loops and regions.



Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Related misconceptions…

Students will keep considering…. How do musicians generate creative ideas? How do musicians make creative decisions? How does understanding the structure and context of music inform a response? How do we judge the quality of musical work(s) and performance(s)?




Students will know... Basic Computer and mouse skills Definitions of: DAW (Digital Audio Workstation) MIDI Audio Loop Melody Tempo

Students will be skilled at… Basic navigation and operation of DAW software Basic editing on DAW Creating simple AB melodies with prerecorded loops Basic Song Analysis Developing following Forms: AB Form

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by…

Loops Piece

Looping is the process of continuously copying and pasting regions across a track. The software allows you to this do automatically. The software contains a library of prerecorded regions, also known as loops.

Assignment:

Create a piece of music using your previously created Loops Melodies and the software’s prerecorded loops that is at least 40 measures long.


Procedure:

1. Open your previously created file “Loops Melody _ _ ” (your initials).

2. Save this file with a new name by choosing File > Save As > and name the piece “LoopsPiece _ _” (your initials). This will create a copy of your “Loops Melody _ _” file with the new name “LoopsPiece _ _.”

3. One of your Loops Melodies will be the A section of your piece, and the other will be the B section.

4. Arrange the loops so they play separately. For instance, one melody will be in measures 1–8, and the second melody will be in measures 9–16.

5. Choose loops from the Loops Library and place them in the Arrange window as accompaniments for each of your melodies, creating sections A and B. Add whatever loops you would like to accompany your melodies. You do not need to edit these loops to one measure each, as you did in the Loops Melody. You can use them in their entirety. If you like a loop, try it in the Arrange window under the melody to see if you like it in the context of the piece.

6. Use at least four different instrument tracks, with different music on each track. Two tracks can contain your melody and any other material when the melody is not playing. All four tracks do not have to be playing at the same time.

7. Use any and as many of the loops as you like. However, you cannot just use drums or percussion. You must use other instruments such as guitars, keyboards, strings, vocals, or other instruments.

8. Avoid using loops that are 32 or 64 measures long.

9. You can, but do not have to, record your own regions on new tracks using the software instruments.

10. Once you have accompaniments for each of the two sections, A and B, arrange your sections to make a piece. Try A, A, B, A. How about A, B, A, A, B? Would you want to change anything in the repeated A section? Maybe add an instrument or change the drum part? What will happen if you overlap sections, in other words, A on top of B? What if you use the A melody with the B accompaniment, or vice versa? What if you use some of the Using Loops B accompaniment with the A section? What if you only use part of section A (four bars) and then a part of section B? Can you create a C section?

11. Check to make sure that you used both of your Loops Melodies and that your piece is a minimum of 40 measures long.




Quiz on DAW controls Song Analysis Music Evaluation Sheet

Students will use the rubric for loops piece to complete project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 2 Rhythm Time Frame 8 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr3.1.7a Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources. MU:Cr3.1.7b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers). MU:Cr3.2.7 Present the final version of their personal documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent. MU:Pr4.2.7b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. MU:Pr4.2.7c Identify how cultural and historical context inform performances and result in different music interpretations. MU:Pr4.3.7 Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent. MU:Pr5.1.7 Identify and apply collaborativelydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform. MU:Pr6.1.7a Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.


MU:Re7.2.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context. MU:Re9.1.7 Select from teacherprovided criteria to evaluate musical works or performances. MU:Cn.10.0.7 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Demonstrate an understanding of reading basic rhythms by singing, clapping, or playing the rhythms. Demonstrate their ability to read basic rhythms from a Piano Roll/Matrix Editing window by performing or recording. Demonstrate their understanding of rhythmic notation.



Students will understand that... Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Performers make interpretive decisions based on their understanding of context and expressive intent. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Students will keep considering…. How do musicians improve the quality of their creative work? When is creative work ready to share? How does understanding the structure and context of musical works inform performance? How do performers interpret musical works? How do musicians improve the quality of their performance? When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How do we judge the quality of musical work(s) and performance(s)? How do musicians make meaningful connections to creating, performing, and responding?


Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Related misconceptions…



Students will know... Definitions of: Rhythm Piano Roll Matrix Quantize

Students will be skilled at… Reading and performing basic rhythms Understanding basic rhythms in a piano roll format and standard notation Dictating basic rhythms Locating drum sounds Basic Recording Quantizing recorded rhythms Performing and Recording one or more of the following Genres: Basic Techno Basic Rock Rock Beat Variation Basic HipHop Slow HipHop Advanced HipHop

Stage 2 –Evidence


Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Drum Beats Project Assignment: Create an eightmeasure drum beat using at least three separate drum tracks. Follow these guidelines: Record in “real time.” You do not need to record in one pass. You can record in sections. If you make a mistake, stop, edit out the mistake, and continue where you left off. You cannot record a few measures and then cut and paste. You cannot loop measures. Two tracks must be playing simultaneously for all eight measures, but they don’t have to be the same two tracks.

Procedure: 1. Create a new file: File > New and name the file “My Beat _ _” (your initials). 2. Create three new software instrument tracks. 3. Choose any drum sounds you would like for your three tracks. 4. Set the metronome to 80–95. 5. You must record as close to the click as possible. You can speed up the tempo to play back your piece. 6. Record one part per track. 7. Quantize before you record anything else. 8. Go back and record a second part on the second, separate track. 9. Quantize before you record anything else. 10. Go back and add other percussion instruments or other drums, as you like, on a third, separate track. 11. Quantize. Other Evidence Student SelfAssessment


Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?

How will students reflect upon or selfassess their learning?

Observation of students during dictation exercises. Music Evaluation Sheet

Students will use the rubric for drum beat to complete project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 3 Melody Time Frame 6 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent. MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences. MU:Cr3.1.7a Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources. MU:Cr3.1.7b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers). MU:Cr3.2.7 Present the final version of their personal documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent. MU:Pr4.2.7a Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. MU:Pr4.3.7 Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent. MU:Pr5.1.7 Identify and apply collaborativelydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.


MU:Pr6.1.7a Perform the music with technical accuracy and stylistic expression to convey the creator’s intent. MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context. MU:Re.7.1.7 Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose. MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. MU:Re8.1.7 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent MU:Re9.1.7 Select from teacherprovided criteria to evaluate musical works or performances. MU:Cn10.0.7 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Understand the basic layout and note names of the piano keyboard. Demonstrate their understanding of recording melodies by accurately recreating and recording melodies given into software. Understand the elements that go into traditional melodies by evaluating and describing these elements. Demonstrate their knowledge of the elements of traditional melody writing by composing their own eightbar melody in D Dorian.




Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Performers make interpretive decisions based on their understanding of context and expressive intent. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Related misconceptions… Creation of melodies is difficult and requires special training.

Students will keep considering…. How do musicians generate creative ideas? How do musicians improve the quality of their creative work? When is creative work ready to share? How does understanding the structure and context of musical works inform performance? How do performers interpret musical works? How do musicians improve the quality of their performance? When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How do individuals choose music to experience? How does understanding the structure and context of music inform a response? How do we discern the musical creators’ and performers’ expressive intent? How do we judge the quality of musical work(s) and performance(s)? How do musicians make meaningful connections to creating, performing, and responding?

Acquisition




Students will know... Definitions of: Melody Dorian mode Folk tune Lullaby

Students will be skilled at… Basic understanding of piano keyboard Performing and recording simple melodies Evaluating simple melodies Creating simple melodies

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Composing a Melody in D Dorian Assignment: Write a simple melody like a folk tune or lullaby. The melody is to be eight measures long in 4/4 time, and will begin and end on the same middle D. You are to use only the white keys (D Dorian mode).

Procedure: 1. Open a new file: File > New. 2. Name the file “D Melody _ _” (your initials). 3. Add a software instrument track. 4. Choose a standard flute or violin instrument. 5. Set the metronome at 85–95. 6. The melody is to be eight complete measures long. You can record in short 1 or 2measure segments. 7. You must record as close to the click as possible. 8. Begin and end on the same middle D. 9. Use only the white keys. 10. Keep it simple and follow these guidelines: a. Record one note at a time. Do not press two keys together. b. Use only one or two notes per beat (quarter notes and eighth notes). c. Use stepwise motion, one note next to the other. d. After a leap (skipping of a few notes), continue in stepwise motion. e. The fifth measure (halfway point or B section) can start on D (root or home tone) or the higher A (5th above).


f. Repeat one or twomeasure small ideas. You can copy and paste after you have quantized the measure or measures. g. Quantize after you record and before you record anything else. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Understanding the Piano Keyboard worksheet Melody evaluation worksheet Observation of students during melodic dictations Music Evaluation Sheet

Students will use the rubric for “Melody in D Dorian” to complete project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 4 Composing Time Frame 9 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr1.1.7 Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent. MU:Cr3.1.7a Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources. MU:Cr3.1.7b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers). MU:Cr3.2.7 Present the final version of their personal documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent. MU:Pr4.1.7 Apply collaborativelydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices. MU:Pr4.2.7c Identify how cultural and historical context inform performances and result in different music interpretations. MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context. MU:Re9.1.7 Select from teacherprovided criteria to evaluate musical works or performances.


MU:Cn10.0.7 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music MU:Cn11.0.7 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Understand melodic variations by creating melodic fragments and altering their rhythms to form variations from their original D Dorian melody composed. Understand melodic variations and simple intervals by creating variations of their fragments. Demonstrate their understanding of Sonata Allegro form by creating a piece in this form using their own loops.



Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Students will keep considering…. How do musicians generate creative ideas? How do musicians improve the quality of their creative work? When is creative work ready to share? How do performers select repertoire? How does understanding the structure and context of musical works inform performance? When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How do we judge the quality of musical work(s) and performance(s)? How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?


The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Related misconceptions…

How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?



Students will know... Definitions of: Melody Fragments Rhythmic Augmentation Rhythmic Diminution Intervals Parallel Motion Harmony Sonata Allegro Form Exposition Development Recapitulation

Students will be skilled at… Basic understanding of how to copy and paste in music software Basic understanding of how to edit note length in software Creating melodic fragments, rhythmic augmentation, and rhythmic diminution from existing melodies Basic understanding of moving notes in software Basic understanding of how to copy and paste in sequencer Creating a larger, more intricate piece of music based on a simple melody and arranging skills


Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… D Melody Piece

Assignment: Create a piece of music using your original D Melody, the melodic variations from the Melodic Treatments assignment, and, if you choose to use a drum beat, the drum beat you created this semester in the “My Beat” file. The piece will be a minimum of 48 measures long. You can use any instruments you like and mix and match them any way you like. Procedure: 1. Open your “D Variations” file. 2. Save this file with a new name: File > Save As “My D Piece _ _” (your initials). 3. If you want to use drums, add three software instrument tracks, choose any drum sounds, and save this file again. 4. Open your “My Beat” file and copy the contents of the file. 5. Open your “My D Piece” file again and paste the contents of your “My Beat” file into your drum tracks. 6. Now you will have all the elements that you need for your “My D Piece”: your original eightbar D Melody (track 1), the fragments (track 2), augmentations (track 3), diminutions (track 4), bassline (track 5), and higher elements (track 6) and your drum beat (tracks 7–9) all in one file. 7. Save this file again. 8. The first 10 or so measures will be workspace to save all the elements you now have in this file. Basically, this workspace serves as your Loops Library in the file. 9. Your piece will start at measure 11. You will be selecting an element from the workspace (measures 1–8) and copying it into the file starting at measure 11. Do not drag and drop from measures 1–10. Always copy and paste to save all your work in the first 10 measures. 10. Copy and paste your fragments and variations into any track. They do not need to stay on the track on which you created them. They can be on different tracks and can be played using different instruments. 11. You will use a modified Sonata Allegro Form. It has three sections, Exposition, Development, and Recapitulation. 12. You can create any style piece at any tempo using any combination of instruments. Feel free to change instruments in tracks or add tracks. 13. You can add an Introduction of up to four measures, using material from measures 1–10 if you like, but you do not have to. 14. The Exposition: You must have your entire 8measure D Dorian Melody twice at the beginning of the piece (16 measures). Consider making some addition or changes in the second statement of the melody to add interest for the listener, such as adding the melody to another instrument, moving the melody up or down an octave, or adding a bass line. Make sure the melody can be heard clearly. 15. The Development: This is the section where you will use the melodic fragments and the variations located in the first 10 measures of this file. The Development section should be between 24 and 36 measures long. You do not have to use all of the materials in the workspace area (measures 1–10), but you will need to use several of them. You use these materials to create a conversation between instruments. Here are some ideas for creating this conversation section (Development): Use a melodic variation or fragment in one instrument track and then repeat it in another (call and response). Layer one fragment or melodic variation on top of another in different instrument tracks and offset them so one enters while the other is playing (stretto). You can separate them at any length: two, four, or more beats. Use a melodic variation or fragment and in another track loop a fragment or melodic variation so they play simultaneously (melodic ostinato). 16. You can record new elements into your piece if you like, but you do not have to.


17. You cannot change your original D Dorian Melody. 18. You cannot use anything from the software’s prerecorded Loops Library. 19. The Recapitulation: This section is a return to the main idea, you original D Dorian Melody. At this point, because the listener has heard your melody, fragments, and variations, you can add some of the material you created in the Development section to “color” the melody. This section should be between 8 and 16 measures long. 20. Your piece needs to be a minimum of 48 measures long, starting at measure 11. That will take you minimally to measure 59. 21. End your piece on a beat or fadeout. 22. Once you have completed your piece, mix the piece for volume. Keep in mind that the loudest track at the loudest part of your piece cannot be so loud that it goes into the red (overload), and the Master Volume also cannot go into the red (overload). If an instrument is not loud enough, lower the volume on the other instruments or double the track. Once you have your rough mix, try using volume automation to change the volume levels of your tracks over time. Be careful to not overload each track or the Master Volume. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Samples of Melodic Fragments, Rhythmic Augmentation and Diminution Check for understanding of intervals Music evaluation form

Students will use the rubric for “Melody in D Dorian” to complete project. Students will use feedback from SOTD project to edit and refine project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 5 Song of the Day Time Frame 30

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Re7.1.7 Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.

MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods.

MU:Re8.1.7 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent MU:Cn10.0.7 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music MU:Cn11.0.7 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. Transfer


What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. To show how music is related to other subjects. Understand that music can and will affect many aspects of their lives. Be more involved in music no matter what their musical background is. Lead to discussions on musical topics. That a good listener is important no matter what path in life you take. Create a better appreciation for music so they are not just hearing music anymore, but are actively listening.



Students will understand that... Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Related misconceptions…

Students will keep considering…. How do individuals choose music to experience? How does understanding the structure and context of music inform a response? How do we discern the musical creators’ and performers’ expressive intent?

Acquisition






Stage 2 –Evidence




Lead a discussion with the class on what is displayed: Is there common ground in the answers? Where did answers differ the most, and why? Continue going over different elements for song of the day leading up to the second journal day. Second Journal Day (12th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering questions about the song.


Play the song again while students are working. When students have finished, show the results using Google Sheets:



Third Journal Day (18th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering question about the song. Play the song again while students are working. When students have finished, show the results using Google Sheets: After students have looked at results allow them to “Think, pair, share”. Continue going over different elements for song of the day leading up to the fourth journal day. Fourth Journal Day Students will create their own listening journal to accompany the Sonata Form project. Students will be able to listen to different projects and fill out the form after listening. Students can then take the information gathered and edit their projects before submitting them for assessment.



Listening Journals Observation of class discussions SOTD list Student created listening journal

As students become accustomed to analyzing music from SOTD list, they will begin to analyze music that they listen to at home.






Course Description What is it that students will learn during this course? Over the years development of music technology has opened up the creative process of music to any student with access to technology. The objective of this course is to develop basic musical skills. Technology will be used to create, edit, and share music and aid in the creative process. Students will continue to use music software to continue developing rhythmic and melodic skills and begin developing skills in harmony. Students through the course will create a sound FX piece, a MIDI remix, a ringtone, and a compositional piece using the skills learned over the past two years.



Title of Unit Unit 1 Digital Audio Workstations (DAW) projects Time Frame 5 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr1.1.8 Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent MU:Cr2.1.8a Select, organize, and document musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences. MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. MU:Cr3.1.8b Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

MU:Cr3.2.8 Present the final version of their documented composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.

MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects.

MU:Pr6.1.8b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.


MU:Re7.2.8a Compare how the elements of music and expressive qualities relate to the structure within programs of music.

MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.

MU:Re9.1.8 Apply appropriate personallydeveloped criteria to evaluate musical works or performances.

MU:Cn10.0.8 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Demonstrate their understanding of DAW software by creating a performance piece Demonstrate their understanding of creating twodimensional space by using panning to separate tracks into various places along the leftright ear aural plane and to make things sound closer or further away using volume. Demonstrate their understanding of creating threedimensional space by using reverb to simulate a room or space. Understand and be able to identify whole and half steps on the piano keyboard by verbal identification to the teacher. Understand how to identify basic, generic intervals. Understand how to build a major scale starting on any key by recording a major scale in the keys given. Demonstrate their knowledge of song form by analyzing and comparing two given pieces of music. Students will also discuss the musical elements that influence style and define the form and structure of a songs. Demonstrate their understanding of how to manipulate MIDI to create an original piece based on an existing piece of music.



Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Students will keep considering…. How do musicians generate creative ideas? How do musicians make creative decisions? How do musicians improve the quality of their creative work? When is creative work ready to share? How does understanding the structure and context of musical works inform performance?


Musicians’ presentation of creative work is the culmination of a process of creation and communication. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Related misconceptions…

When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How does understanding the structure and context of music inform a response? How do we judge the quality of musical work(s) and performance(s)? How do musicians make meaningful connections to creating, performing, and responding?



Students will know... Definitions of: Pitch, Tempo, Timbre, Phrase, Harmony, Melody, Rhythm Mixing Stereophonic Panning Automation Reverb Half step Whole step Major Scale Basic understanding of how to record and use loops in software. Basic understanding of the piano keyboard.

Students will be skilled at… Demonstrating how to mix a complete project Creating recordings with a three dimensional space Demonstrate and identify half steps and whole steps Recording a major scale Analysing music and revising music


Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… MIDI Remix Remixing is the process of using portions of one piece of music and adding contemporary elements to create a new piece. Simply taking a piece of music, changing the sound of the instruments, and adding a contemporary drum beat is a very basic kind of remixing. Assignment: Remix a piece of music using a MIDI file. Procedure:

1. Choose a MIDI file as the piece of music that will be used in your remix. 2. Listen to the file and label the sections: “A,” “B,” and so on, or “Chorus,” “Verse,” and so on. 3. Listen to each track in each section and label the regions according to its role in the music, that is, melody, bass line, harmony, drum beat, and so on. 4. Choose specific regions of the piece to use in your remix:

a. You may use regions from a melody track, accompaniment tracks, or bass line track. b. You may use one or several sections with several tracks. c. You may change the music in these selections. Do not use the entire piece.

5. You may change MIDI parameters that may be in the original MIDI file. Some MIDI parameters include: Tempo (beats per minute). Instruments (program/patches). Volume (velocity). Panning (amount of sound in the left or right ear for each track). 6. You may add any music using any instrument, in any style that you like, by recording into new tracks. 7. Your piece should be a minimum of 64 measures long.




Understanding Generic Intervals worksheet Observation of Student work Recordings of Major scales Song Analysis worksheet Music Evaluation Sheet

Students will use the rubric for “Performance” piece and “MIDI Remix” piece to complete project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 2 Advanced Melody Time Frame 10 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr1.1.8 Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent MU:Cr2.1.8a Select, organize, and document musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences. MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. MU:Cr3.1.8b Describe the rationale for refining works by explaining the choices, based on evaluation criteria. MU:Cr3.2.8 Present the final version of their documented composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent. MU:Pr4.1.8 Apply personallydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices. MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.


MU:Pr4.2.8b When analyzing selected music, sightread in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects. MU:Pr4.3.8 Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing). MU:Pr5.1.8 Identify and apply personallydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform. MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent. MU:Re.7.1.8 Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose. MU:Re9.1.8 Apply appropriate personallydeveloped criteria to evaluate musical works or performances. MU:Cn11.0.8 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.


Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Demonstrate an understanding of reading basic rhythms in standard music notation and in the Matrix Editor by singing, clapping, playing, or recording the rhythms. Develop their vocabulary of rhythmic improvisation by recording rhythmic solos over a given accompaniment. Demonstrate their understanding of melodic notation. Understand melodic motives by creating several of their own onemeasure motives. Demonstrate their understanding of several types of melodic variations techniques by composing variations of their previously composed motives using the guidelines provided. Demonstrate their knowledge of creating sequences and how to transpose by generic intervals. Practice melodic improvisation over chords by recording melodic material into the software. Demonstrate their ability to read basic rhythms and to understand keys and scales by composing simple melodic figures to given rhythms. Understand questionandanswer melodic form by composing the fourmeasure musical questions of an eightmeasure melody. Understand the relationship between tonic and dominant, or 1to5 generic intervals, by composing the second four measures to follow the given rise four measures of an eightmeasure melody. Understand the Rondo form by composing new music t the given previously composed material of an eightmeasure melody. Understand the use of motives by composing a 30second ringtone.



Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Students will keep considering…. How do musicians generate creative ideas? How do musicians make creative decisions? How do musicians improve the quality of their creative work? When is creative work ready to share? How do performers select repertoire? How does understanding the structure and context of musical works inform performance? How do performers interpret musical works? How do musicians improve the quality of their performance? When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? How do individuals choose music to experience? How do we judge the quality of musical work(s) and performance(s)?


Performers make interpretive decisions based on their understanding of context and expressive intent. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Related misconceptions…

How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?



Students will know... Definitions of: Pitch, Tempo, Timbre, Phrase, Harmony, Melody, Rhythm Motive (Motif) Variation Permutation Transposition Inversion Retrograde Sequence Improvisation Question and Answer AB Tonic/Dominant Rondo How to record into software

Students will be skilled at… Reading and playing more advanced rhythms Improvising rhythms over a given accompaniment Dictating simple melodic motives Creating melodic motives Creating melodic variations through use of compositional techniques: Permutation Transposition Inversion Retrograde Creating melodic sequences and transposing to higher or lower pitches Improvising a melody over a given accompaniment Creating melodies from set rhythms Create a melody in the following styles Question and Answer AB Tonic/Dominant Rondo


Basic understanding of piano keyboard Basic notation skills Understanding of how to build a C major scale Understanding of generic intervals

Creating a simple melody for use as a ringtone

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… The Ringtone Project Assignment: Create a 30second ringtone for use on a cellphone as a call notification ring. Tips for Composing Ringtones: 1. You can either compose a piece that unfolds over the 30 seconds or a 15second piece that loops. 2. Intros are not recommended, but if you have one, make sure it only lasts about two to three seconds. 3. Repeat elements and add elements that build tension as the ringtone progresses, informing the recipient that the call hasn’t been answered.

a. Double the melody in octaves on a different instrument. b. Create a parallel harmony by doubling the melody at an interval such as a 3rd or 6th.

4. As the ringtone progresses, some 7–10 seconds or more, add urgency. a. Speed up the tempo. b. Use rhythmic diminution. c. Layer elements. d. Offset motives (stretto).

5. Get to the point of your ringtone quickly. Most people pick up the call within a few seconds, so you’ll want the highlight of your piece to be right up front. 6. It may be effective to start your motive on the fifth degree of the scale (in the key of C, the fifth degree of the scale would be G and would resolve to the tonic (C). This gives an effect of more tension or urgency, and as the piece plays, it resolves or releases to a more settled place. 7. Use instruments in a high register or that sound “bright” in pitch range and timbre (tone quality). There’s a reason why a bell has been the telephone’s ring sound for all these years: it cuts through a lot of background noise. Make sure your main melody cuts through. Compose in the c3–c5 range, depending on the instrument choice. 8. For polyphonic ringtones, spread your pitched instruments over three ranges, high, middle,


and low, to allow each “sonic space” to be heard. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Observation of students work Dications Recordings of student work Melody Forms worksheets Music Evaluation Sheets

Students will use the rubric for “Question & Answer,” “AB Tonic/Dominant,” or “Rondo,” and “Ringtone” piece to complete project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 3 Harmony Time Frame 7 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. MU:Cr3.1.8b Describe the rationale for refining works by explaining the choices, based on evaluation criteria. MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. MU:Pr4.2.8b When analyzing selected music, sightread in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects. MU:Re7.2.8a Compare how the elements of music and expressive qualities relate to the structure within programs of music. MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods. MU:Re8.1.8 Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent. MU:Cn10.0.8 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.


MU:Cn11.0.8 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Demonstrate their understanding of the difference between major and minor thirds. Demonstrate their knowledge of major, minor, diminished, and augmented triads, as defined by combinations of intervals of major and minor thirds. Demonstrate their understanding of how to build triads on each scale degree by completing the Building Triads on Scale degrees worksheet. Understand basic chord progressions using the I, IV, and V chords in C major in various combinations. Gain understanding of the basic 12bar blues chord progression by recording it into the software using the MIDI keyboard. Understand basic chord progressions using the Simple Chord Map by recording a variety of progressions given. Understand basic chord progressions by recording variety of progressions given. Demonstrate their knowledge of various accompaniment patterns by recording these patterns according to the rhythms given.



Students will understand that... Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Related misconceptions…

Students will keep considering…. How do musicians improve the quality of their creative work? How does understanding the structure and context of musical works inform performance? How does understanding the structure and context of music inform a response? How do we discern the musical creators’ and performers’ expressive intent? How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?




Students will know... Definitions of: Pitch, Tempo, Timbre, Phrase, Harmony, Melody, Rhythm Generic intervals Chord progression Bar Blues Accompaniment Block Oompah Arpeggiation Alberti Bass Basic knowledge of piano keyboard Recording into software and basic editing Understanding of how to build and play triads in root position

Students will be skilled at… Identifying major and minor thirds Identifying tonal qualities of a triad Building triads on given scale degrees Recording a basic chord progression Identifying a TwelveBar Blues progression Create a TwelveBar Blues progression Reading a Simple Chord Map Create basic accompaniment patterns: Block Oompah Arpeggiation Alberti Bass

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Accompaniment Patterns The rhythmic rate at which chords change, a whole note, half, quarter, or other rhythm, is called the harmonic rhythm. Accompaniment patterns are ways to play chords to add rhythm and texture to the harmonic rhythms of a piece. Procedure: 1. Create a new file: File > New; name and save as “AccompPatterns _ _” (your two initials). 2. Record the following accompaniment patterns, using chord progression created in earlier lesson.


Block Chords 1. Add a software instrument track and choose a basic piano sound. 2. Record each chord using a block chord pattern and using the specified rhythms, skipping one measure between each pattern, A, B, and C. Broken Chord Type 1: oompah 1. Add a software instrument track and choose a basic piano sound. 2. Record each chord using an oompah pattern and using the specified rhythms, skipping one measure between each pattern, A and B. Broken Chord Type 2: Arpeggiation 1. Add a software instrument track and choose a basic piano sound. 2. Record each chord using an arpeggiation pattern, either mix direction or wave, and using the specified rhythms, skipping one measure between each pattern, A and B. Broken Chord Type 3: Alberti Bass 1. Add a software instrument track and choose a basic piano sound. 2. Record each chord using an Alberti bass pattern and using the specified rhythms, skipping one measure between each pattern, A and B. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Major and Minor Thirds worksheet Triad Qualities worksheet Building Triads on Scale Degrees worksheet Recordings of Student work Music Evaluation Sheets

Students will use the rubric for “12Bar Blues” and “Accompaniment Patterns” to complete project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 4 Putting it Together Time Frame 6 days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Cr1.1.8 Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent MU:Cr2.1.8a Select, organize, and document musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences. MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. MU:Cr3.1.8b Describe the rationale for refining works by explaining the choices, based on evaluation criteria. MU:Cr3.2.8 Present the final version of their documented composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent. MU:Pr5.1.8 Identify and apply personallydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform. MU:Re9.1.8 Apply appropriate personallydeveloped criteria to evaluate musical works or performances.


MU:Cn10.0.8 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Transfer What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. Demonstrate their ability to create simple melodic figures in the key of C by composing several fourmeasure melodic phrases. Demonstrate their understanding of intervals in a specified key by creating a drone to a previously composed melodic figure. Demonstrate their their understanding of intervals in a specified key by creating a parallel melody to a previously composed melodic figure. Understand countermelodies by composing countermelodies to an existing melody. Demonstrate their ability to harmonize melodic figures by adding triads to their previously composed melodic figures using the harmonic rhythms specified. Demonstrate a basic knowledge of recognizing triads and locating roots of a triad one octave lower than the given triad. Demonstrate their ability to recognize roots of triads and create bass notes by adding root notes to their previously composed melodic figures and harmonies. Understand the use of the root and fifth of a chord when creating bass lines by composing bass lines to a given rhythm. Demonstrate their ability to recognize basic rhythmic patterns using quarters and eighths by editing bass lines to match these in previously harmonized melodic figures.



Students will understand that... The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians’ presentation of creative work is the culmination of a process of creation and communication. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Students will keep considering…. How do musicians generate creative ideas? How do musicians make creative decisions? How do musicians improve the quality of their creative work? When is creative work ready to share? How do musicians improve the quality of their performance? How do we judge the quality of musical work(s) and performance(s)? How do musicians make meaningful connections to creating, performing, and responding?


Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Related misconceptions…



Students will know... Definitions of: Pitch, Tempo, Timbre, Phrase, Harmony, Melody, Rhythm Drone Generic Parallel Intervals Countermelody Understanding piano keyboard Ability to record into software How to construct major scale What key is being used Basic intervals Melodic compositional skills Triads; locating the root

Students will be skilled at… Composing simple 4measure melodies Creating a drone accompaniment Creating generic parallel intervals Creating countermelody accompaniments Adding chords to a musical piece Understanding of bass and creating basslines from chords Adding percussion to a musical piece Revising a bassline to sync with drumline

Stage 2 –Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of understanding be evaluated? Students will show their learning by… Putting it All Together This last assignment will take the melody created from Question and Answer, AB Tonic/Dominant, or Rondo assignment and add the following elements. I. Add at least one of the following to your melody:

a. Drone b. Generic Parallel Interval c. Countermelody


II. Adding Chords Add chords to your previously recorded melodies. When adding chords to melodies, follow these steps:

1. Analyze what note is being played in the melody at the time the chord is to be played. 2. Determine which chords contain that note. 3. Choose one of the chords that contain that note. 4. Notice the other notes in the melody that will be heard while the chord is being played. 5. Ask yourself:

a. Are they part of the chord you chose? b. When you play the chord, does the chord sound good to you while all the notes of the melody are being played? c. Does this chord sound good when played with the other chords and melody from the beginning? d. Would using another chord be more appealing to use for this portion of the melody?

Procedure: 1. Open the project file. 2. Add a new software instrument track and choose a regular piano sound. You will now have at least two tracks in your file. 3. Analyze your first melody to determine what the notes are. 4. Choose at least three different chords for each melody. Each chord will be recorded on the downbeat of each measure and will last for one measure, giving it a

harmonic rhythm of one whole note. 5. Record one chord on the first measure of each bar, for a total of four chords. See example 1. 6. Quantize. 7. Copy and paste your melody at the original ending making a duplicate of your melody. 8. Under the duplicate melody, record new chords. 9. Record one chord every two beats, using a harmonic rhythm of a half note and using at least five different chords in each melody.

III. Creating Bass Lines from Roots Create a bass line by using the roots of chords. Assignment: Create bass lines by placing the root of a triad in an instrument in the bass range. Procedure:

1. Open your project file. 2. Add a software instrument track and choose any bass sound. You will now have at least three tracks in your file. 3. Note that for this assignment, the bass line is going to be the root of the triads you used in the chords track. 4. Look at the chords you recorded for your first melody. 5. Record the root of the chords on the new track in the bass range. 6. Quantize. 7. Look at the chords in you melody repeat. 8. Record the roots of the chords on the new track in the bass range.

IV. Adding Drums and syncing the Bass Rhythmic patterns of bass lines often mimic the bass drum pattern in a drum part. This is why the bass player and the drummer are often next to each other in ensembles of all genres, to make sure they are playing together and syncing up. Assignment: Add drums to your harmonized melodies and sync the bass to the drums.


Procedure: 1. Open your project file. 2. Add as many tracks as you need, starting at track 4, to add a drum pattern of your choice, or copy and paste a drum pattern from a previously recorded file. 3. Edit the drum part to four measures. 4. Make sure the bass drum part in your drum pattern is on a separate track from the snare drum, cymbals, and any other drums or percussion. 5. Open the bass drum and the bass parts in the Piano Roll/Matrix Editing window, if possible. 6. Change the rhythm of the bass line to match the bass drum rhythm. 7. Quantize. 8. Listen to the bass and drum parts separately and then with all the other parts. 9. Change the rhythm and notes of the bass lines, if desirable. 10. Repeat steps 3–9 for the rest of the first melody; use a different drum part with a different bass drum pattern for the repeated melody..



Recordings of Student work Completed musical piece Music Evaluation Sheet

Students will use the rubric to complete final project. Students will complete “Student Evaluation Sheet”




Title of Unit Unit 5 Song of the Day Time Frame 30 Days

Stage 1 Desired Results Established Goals (Learning Outcomes) What content standards (designate focus standards with an ‘F’) and program or missionrelated goal(s) will this unit address? What habits of mind and cross disciplinary goals will this unit address (example 21st Century Skills)? MU:Re7.1.8 Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose. MU:Re7.2.8a Compare how the elements of music and expressive qualities relate to the structure within programs of music.

MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods. MU:Re8.1.8 Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent. MU:Cn10.0.8 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music

MU:Cn11.0.8 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. Transfer


What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to….. To show how music is related to other subjects. Understand that music can and will affect many aspects of their lives. Be more involved in music no matter what their musical background is. Lead to discussions on musical topics. That a good listener is important no matter what path in life you take. Create a better appreciation for music so they are not just hearing music anymore, but are actively listening.



Students will understand that... Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Related misconceptions…

Students will keep considering…. How do individuals choose music to experience? How does understanding the structure and context of music inform a response? How do we discern the musical creators’ and performers’ expressive intent? How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Acquisition






Stage 2 –Evidence




Lead a discussion with the class on what is displayed: Is there common ground in the answers? Where did answers differ the most, and why? Continue going over different elements for song of the day leading up to the second journal day. Second Journal Day (12th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering questions about the song.


Play the song again while students are working. When students have finished, show the results using Google Sheets:



Third Journal Day (18th day of class): Play song of the day for the class. After the song is finished, students can go to the google forms site on the computer and begin answering question about the song. Play the song again while students are working. When students have finished, show the results using Google Sheets: After students have looked at results allow them to “Think, pair, share”. Continue going over different elements for song of the day leading up to the fourth journal day (if in 6th grade). Fourth Journal Day

Students will use a Google Doc to collaboratively create a song of the day list for 6th graders to listen to the next year in lieu of the fourth journal day. Students will be able to use lists from the past three years, plus add new music. Each student will be able to suggest two songs toward creating the new list. Each song suggested will need a reason to include it on the list. Students can read over suggestions and start curating a list and making edits to the list until they have thirty songs. Students will then have to pick four songs from the thirty chosen to use for journal days and give a short reason for each selection. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results?


Listening Journals Observation of class discussions SOTD list Student created listening journal

As students become accustomed to analyzing music from SOTD list, they will begin to analyze music that they listen to at home.


LITTLESTOWN AREA SCHOOL DISTRICT G M M S · MU:Pr5.1.6 Identify and apply teacherprovided criteria...

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