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Union Township Middle School 6th Grade Music CurriculumMrs. Melissa Wlodarczyk

6th Grade NJCCCS for Music and CPI#

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.Cultural traditions and how music ties into them…using knowledge of written music, further analyze multicultural scores.

1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

1.2.8.A.1 Map historical innovations in music that were caused by the creation of new technologies.Music gaming systems (Rock Band, Guitar Hero, etc)

1.2.8.A.2 Differentiate past and contemporary works of music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of the culture on the arts.The arts are a reflection of the culture. Music is a form of cultural expression.

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting music.

1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.Music literacy (crescendo, diminuendo, pianissimo, forte, etc)

1.3.8.B. 4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.

1.4 Aesthetic Response and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music. A. Aesthetic Responses and B. Critique Methodologies

1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of music.What emotion does this piece evoke? Why?

1.4.8.A.2 Identify works of music that are used for utilitarian and non-utilitarian purposes. 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in music within diverse cultures and historical eras. 1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal

norms, beliefs, or values. 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of music.

1.4.8.A.6 Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of music. 1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the

work’s content or form. 1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in works of music. 1.4.8.B.3 Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and

historical eras by writing critical essays.

6th Grade Music Curriculum

Month CPI# Cumulative Progress Indicator (CPI)

Learning Activities Assessment Interdisciplinary connections

September 1.1.8.B.2

1.2.8.A.1

1.4.8.B.1

1.1.8.B.2

Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

Map historical innovations in music that were caused by the creation of new technologies.

Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.

Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

Listen to timbre of color instruments in the band. Sign ups!

Overview of General Music, class rules, grading, folders, etc…

Lesson on the history of recorded music. Birthday by the Beatles was recorded and produced on vinyl, cassette, cd, and mp3. Listen to each one and record the differences.

Class recital- Students can choose to perform. Performance etiquette will be discussed. Tuning of instruments to A440. Teacher and/or professional musicians will also perform.

Overview of written music knowledge. Music vocabulary and expressive markings. Perform the music differently depending on the markings added. Have students sing in groups, ask for soloists,

Observe student participation and behavior.

Assess singing ability by observation during music making.

Health 2.2.6.D.1

Appraise the goals of various community or service organization initiatives to determine opportunities for volunteer service.

Science 5.4.6.F.1

Explain the interrelationships between daily temperature, air pressure, and relative humidity data.

21st Century skills CRP 1 CRP 6

Language Arts RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

and introduce harmonization. Pieces will have more complex markings than in 5th grade, adding to their vocabulary of musical notation.

Worksheet on Careers in the Music Industry Income and Careers

9.1.8.A.5Relate how the demand for certain skills determines an individual’s earning power.

Career Exploration 9.2.8.B.3

Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a carreer.

October 1.3.8.B.2 Perform independently and

Singing and voice range assessments- recruiting

Assess students

21st Century skills CRP 1

1.3.8.B.1

1.1.8.B.1

1.3.8.B.3

1.4.8.A.1

in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

Perform instrumental or vocal compositions using complex standard notation.

Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.

Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores.

Generate observational and emotional responses

for choir. Expressive markings worksheets.

Multicultural Music Unit

South Africa’s Freedom Day lesson, Singabahambayo

India- Aeyaya balano sakkad- sitar demonstration

Students will listen to Symphony Fantastique by Hector Berlioz and determine the mood or emotion of the piece. They will draw a visual representation of what they hear.

individual singing ability and voice ranges.

Grade Expressive Markings worksheet.


Grade Berlioz projects.

CRP 6

Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)

Social Studies 6.2.8.D.1.b

Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.

Social Studies 6.3.12.D.1

Analyze current laws involving individual rights.

World Languages 7.1.NM.A.3

Recognize a few common gestures and cultural practices associated with the target culture.

1.4.8.A.5

to diverse culturally and historically specific works of music.

Interpret symbolism and metaphors embedded in works of music.

November 1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of

Music of Brazil- Samba band performances- Call and Response


Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement

1.4.8.A.2

representative works of music.

Identify works of music that are used for utilitarian and non-utilitarian purposes.

Music of Hawaii- Ulili E, Aloha festivals and how music ties in to the culture.

Students will be assessed individually during call and response Samba rhythms for a grade.

sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)

World Languages 7.1.NM.B.5

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or an topics studied in other content areas.

21st Century Skills CRP 1


Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

December 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in music

Listening and PerformingListen to 4 different pieces of music and


World Languages 7.1.NM.B.5

Exchange information using words, phrases, and short sentences practiced in class

1.2.8.A.2

1.3.8.B.2

within diverse cultures and historical eras.

Differentiate past and contemporary works of music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

draw a visual representation of what you hear. One piece will be in a language other than English.

Share ideas with peers.

Essential listening Activities for the Music Classroom. Display paintings and play an exerpt of the music. Students will discuss which painting corresponds with which music and why.

Performing rhythmic phrases in holiday songs by reading individual percussion ensemble parts and scores.

Grade drawing projects.


on familiar topics or an topics studied in other content areas.

21st Century Skills CRP 1 CRP 2 CRP 3

Language Arts SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Art 1.1.8.D.2

Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages.

January 1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-

Avant-guarde Notation Unit Compose a tone poem…

Use of avant-guarde notation. Creating sounds into music is the

Grade tone poems.

During performances,


Explain how interactions among African, European, and Native American groups began a cultural

1.3.8.B.3

1.2.8.A.3

standard Western, non-Western, and avant-garde notation.

Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

Analyze the social, historical, and political impact of artists on culture and the impact of the culture on the arts.

key concept.

Perform tone poems for the class. Reading avant-guarde notation.

Rhythmic and Melodic Dictation in the grand staff. Preparing students to become composers in traditional 18th century harmony.

Jazz Unit History of Jazz Outline.

grade students of observation of accuracy.

Dictation Quiz


transformation.




Math 6.SP.1

Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

February 1.1.8.B.1 Analyze the application of the elements of music in diverse Western musical works from different historical eras using active

Jazz style by numbers game. Differentiate Dixieland, Big Band Swing, Bebop, and Jazz Rock.

Compose a blues


Record # of correct



Determine a central idea of a text and how it is conveyed through particular details;

1.3.8.B. 4

1.4.8.A.6

listening.

Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style

Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

melody in Bb. Students will notate their melody and hear it played on the saxophone. They will also improvise their own melodies on the xylophone with a rhythm section,

answers during Style by Numbers game.

Grade blues melodies.

provide a summary of the text distinct from personal opinions or judgments.

Phys. Ed. 2.5.6.A.2

Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.

Math 6.SP.5

Summarize numerical data sets in relation to their context, such as by: reporting the number of observations.

March 1.2.8.A.2 Differentiate past and contemporary works of music that represent important ideas, issues, and events that are chronicled in the histories of diverse

Rap Music Unit Discuss history of rap

and how it relates to American culture. Listen to examples of rap music and how it has changed over time. How has rap impacted



Explain how interactions among African, European, and Native American groups began a cultural transformation.

21st Century Skills

1.2.8.A.3

1.4.8.A.4

cultures.


Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values

our culture and how has the culture of the time impacted this genre?

Compose raps using basic elements of rhythm and rhyme.

Compose a 4 line rap and perform it.

Review worksheet.

Grade Rap compositions.

Grade Rap Review Worksheet

CRP 1



Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music.

April 1.2.8.A.3

1.2.8.A.2


Differentiate past and contemporary works of music that

Rock History Unit Listening maps will be

used to analyze 3 early rock songs. Students will learn the elements that make up a rock song: Verse, Chorus, and Bridge.

Students will create


Grade Listening Maps

Assign grades




1.4.8.B.3

represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.

their own listening maps to a 1960s protest rock song. Lyrics will be analyzed to determine what to draw in their listening map. Discussion about how rock music of the 1960 reflected the culture.

based upon rubric for Critical Essays

Art 1.3.8.D.6

Synthesize the physical properties, processes, and techniques for visual communication in multiple art media, and apply this knowledge to the creation of original artworks.

Math 6.SP.5

Summarize numerical data sets in relation to their context, such as by: reporting the number of observations.

May 1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in works of music.

Final Project Unit Students will be given a

choice of 3 projects to choose from. They can perform a piece on their primary instrument, compose a piece for at least 2 pitched instruments, or research a musician or group of musicians and present


Technology 8.1.12.F.2

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs.


their findings in a poster. Rubrics can be found on school website.

Students will be given class time to rehearse and research. Rubrics will be given as to point values assigned to each component.

Performance days and presentation days will be assigned.

Assign grades for final projects.

Language Arts SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Art 1.3.8.D.6

Synthesize the physical properties, processes, and techniques for visual communication in multiple art media, and apply this knowledge to the creation of original artworks.

June 1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies.

Assessment/TESTStudents will be tested on a review of facts learned in 6th grade music.

Use of the Nintendo Wii. Students will engage in interactive music games such as Rock Band or Just Dance.

Grade TESTS 21st Century Skills CRP 1



Technology 8.1.12.F.2

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs.

Phys. Ed. 2.5.6.A.3

Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music.

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