Performing Arts Curriculum Module: #1 Grade Level Cluster

Performing Arts Curriculum Module: #1

Grade Level Cluster: 6-8 Main Concept: Articulation/Style

CPI#, CPI & Content Statement 4 weeks

Essential Questions/Enduring Understandings

Suggested Learning Activities / Materials /Assessments

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. Common, recognizable musical forms often have characteristics related to specific cultural traditions.

1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Technological changes have and will continue to substantially influence the development and nature of the arts.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Stylistic considerations vary across genres, cultures, and historical eras.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.

1.3.8.B.4 Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using music composition software. Basic vocal and instrumental arranging skills require theoretical understanding of music composition.

Essential Questions:

How does articulation affect style?

Is articulation important to the creation of music?

How does articulation affect the expression of music?

How does a performer create articulation?

Enduring Understandings:

Smooth vs. Detached

Articulation

Phrasing

Vocabulary/Symbols: staccato, legato, pizzicato, accents, diction, etc.

Stylistic Vocabulary: Swing, March, Pop, Rock, Rap, World, Opera, Musical Theatre, Symphonic, Orchestral, etc.

Suggested Learning Activities:

Perform songs of various articulations

Perform songs of various styles

Manipulate the style/articulations of a song

Use movement to show the articulation of a song

Listen to songs with various styles/articulation

Demonstrate articulation/style using instruments, body percussion and song

Identify articulation and style through listening activities

Use manipulatives to perform different articulations

Explore how articulation relates to styles of music

Explore how style/articulation affects mood of a piece

Identify composers and artists through articulation/styles

Explore how composers and artists demonstrate style/articulation

Suggested Materials:

Textbooks

Teacher created materials

Recordings

Instruments

Computer/web-based programs

Listening maps

Websites: www.sfskids.org, www.youtube.com,

Denise Gagne channel (youtube), United

streaming, www.dsokids.com, www.nyphilkids.org,

pbskids.org, artsalive.ca, etc.

Music K-8, Music Express, etc.

Manipulatives

Songs: Fly Me to the Moon (Sinatra), I Got

Rhythm, Grandfather’s Clock, Syncopated Clock,

file://///gtstfsrv01/gt_common/Curriculum%20Guides/final%20Constituency%20work%20(since%208-15-12)/Visual%20&%20Performing%20Arts/Modules/Music/Gr.%206-8/www.sfskids.org

http://www.youtube.com/

http://www.dsokids.com/

http://www.nyphilkids.org/

file://///gtstfsrv01/gt_common/Curriculum%20Guides/final%20Constituency%20work%20(since%208-15-12)/Visual%20&%20Performing%20Arts/Modules/Music/Gr.%206-8/pbskids.org

file://///gtstfsrv01/gt_common/Curriculum%20Guides/final%20Constituency%20work%20(since%208-15-12)/Visual%20&%20Performing%20Arts/Modules/Music/Gr.%206-8/artsalive.ca

1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Symbolism and metaphor are characteristics of art and art-making.

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. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality.

1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality.

Heebie Jeebies, Birdland, Nutcracker Suite, etc.

Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics

Integration of 21st Century Career Readiness Standards:

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence

Integration of Technology:

8.1.8.A.1,2,3,4 (digital tools, document design, simulations, spreadsheets)

ELA Accommodations and Modifications:

IEP

Follow IEP Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading

passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping

504

Follow 504 Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe

● Study Guides ● Mixed Ability Grouping

ELL

● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading

passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

At Risk Students

● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading

passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

Gifted & Talented

● Independent projects ● PEP/GEM class ● Above-Level Reading Materials


Grade Level Cluster: 6-8 Main Concept: Dynamics

CPI#, CPI & Content Statement

4 weeks


Learning Activities / Materials /Assessments

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. Common, recognizable musical forms often have characteristics related to specific cultural traditions. 1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Technological changes have and will continue to substantially influence the development and nature of the arts. 1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Stylistic considerations vary across genres, cultures, and historical eras. 1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy. 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Symbolism and metaphor are characteristics of art and art-making. 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. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. 1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality.


How do dynamics affect music?

Does changing the dynamics affect the music?

Are dynamics important in the creation of music?

How does a performer create dynamics?


Dynamic Changes

Review and introduce appropriate terminology i.e. – Forte, Fortissimo, Piano, Pianissimo, Mezzo Forte, Mezzo Piano, Crescendo, Decrescendo

Demonstrate different dynamics and dynamic changes


Body percussion (clapping, patting, snapping, etc.)

Listening activities to recognize dynamics

Use Listening maps to follow dynamic changes

Use of classroom percussion (i.e. rhythm sticks, boomwhackers, drums, Orff instruments, etc.)

Performing and experimenting at different dynamics

Create/improvise using different dynamics

Demonstrate dynamics through movement

Manipulate the dynamics of a piece of music

Explore the relationship between dynamics in music and dynamics found in nature

Identify and perform dynamics using written notation


Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. scarves, rhythm sticks, etc.)

Listening maps



streaming, etc.


Songs: Surprise Symphony, Give my Regards to

Broadway, Carmina Burana, A Train (Basie), Big

band music, Sing Sing Sing, Shout, etc.





Grade Level Cluster: 6-8 Main Concept: History/Culture




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. Common, recognizable musical forms often have characteristics related to specific cultural traditions.

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. Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.


1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. The arts reflect cultural morays and personal aesthetics throughout the ages.

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


1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and


How does music reflect different cultures/regions?

How does music reflect different time periods in history?

How has music evolved?

Why is it important to be exposed to music from different cultures?


History of American music i.e. Patriotic, Blues, Jazz, Slave, Folk, Rock, Rap, HipHop, Ragtime, Musicals, etc.

History of Western Music i.e. periods (Baroque, etc.), Sacred/Secular, Symphony, etc.

History of Non-Western Music

Influential composers from American, Western and Nonwestern music

Relationship of music within the arts (art, dance, etc.)

Instruments used in various cultures and time periods

Improvisation


Listening to music from different time periods and cultures

Performing music from different time periods and cultures

Discuss composers and instruments from different time periods and cultures

Learn dances and games from different time periods and cultures (i.e. square dance, ballet, folk dances, etc.)

Examine/compare/discuss notation from different time periods and cultures

Explore the connection between music and cultural/traditional holidays

Explore music in the context of cultural/social changes and movements

Explore the role of technology in music

Perform music in different languages


Textbooks

Accent on Composers, Jazz for Young People, Marsalis on Music, etc.

Teacher created materials (powerpoints, composer of the month)

Recordings

visual art. Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.

1.4.8.A.2 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Art may be used for utilitarian and non-utilitarian purposes.

1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Performance technique in dance, music, theatre, and visual art varies according to historical era and genre.

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. Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre’s stylistic traits.



1.4.8.A.7 Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality.

Maps

Instruments


Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, www.dsokids.com, www.nyphilkids.org, pbs.org, etc.

Music K-8, Music Express, etc. Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics





file://///gtstfsrv01/gt_common/Curriculum%20Guides/final%20Constituency%20work%20(since%208-15-12)/Visual%20&%20Performing%20Arts/Modules/Music/Gr.%206-8/pbs.org


Grade Level Cluster: 6-8 Main Concept: Melody/Harmony


4 weeks



1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.

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 in that genre or style. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music

1.4.8.A.2 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Art may be used for utilitarian and non-utilitarian purposes.

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. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria


What is the relationship between melody and harmony?

Why are melody/harmony important?

Does changing the melody/harmony affect the music?

How is the melody/harmony created?


Melody vs. Harmony Identify characteristics of Melody Identify characteristics of

Harmony Review and introduce appropriate

melody terminology and symbols: Intervals, Pitch letter names, range and register, ornamentation, Steps/skips, accidentals, Sequence, motifs, ostinato, major and minor, modes, diatonic vs. chromatic, etc.

Review and introduce appropriate harmony terminology and symbols: chordal progression, major and minor, triads and inversions, cadences, intervals, different types of harmony (2 part, 3 part, etc.), SATB, etc.

Scales: major, minor, blues, chromatic, etc.

Melodic direction Modulation Modes Improvisation


Practice pitch matching

Practice recognizing and identifying tonic, dominant, sub-dominant, mediant, leading tone, etc.

Explore the intervallic relationship between tones

Practice recognizing key changes

Use listening maps to follow melody/harmony

Sing melodic patterns in echo and call-response forms

Create/perform melodic and harmonic ostinatos

Create/perform simple and complex melodies

Explore how different modalities affect the mood of a piece

Use movement and art to explore melodic contour

Use manipulatives to demonstrate melodic contour (i.e. wire, pipe cleaners, cotton balls, scarves, etc.)

Introduce and perform songs with 2-part, 3-part, 4-part harmony

Identify notes within the treble/bass clef and perform on instruments or voice

Perform harmonic accompaniments on various instruments involving the I-IV-V-VII; I-IV- ii-V-I progressions and cadences

Explore countermelodies as a form of harmony

Explore different phrasing within different pieces of music

Connecting melody to literary styles such as poetry


Textbooks

Flashcards

Recordings

Instruments


Manipulatives (i.e. scarves, pipe cleaners, wire, cotton balls, popsicle sticks, etc.)

Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise



for judging originality.


Gagne channel (youtube), United streaming, etc.


Songs: Magic Changes, Purcell Canon, Canon in D, God Bless America, Patriotic songs, Pop music, George M. Cohan melodies, Star Spangled Banner, Stephen Foster songs, Simple Gifts, Blues, Sun Don’t Set Anymore, etc.



Grade Level Cluster: 6-8 Main Concept: Rhythm/Meter


4 weeks



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


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. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.





How do we experience rhythm in music?

How do we experience rhythm in our daily lives?

How does meter affect music?


Duple/Triple

Written and oral identification of note values: Quarter Note, Eighth Note, Quarter Rest, Eighth Rest, Half Note, Half Rest, Whole Note, Whole Rest, Paired Eighths, Tied Notes, Triplets, Sixteenth Notes, Dotted Quarter Notes, Dotted Half Notes, Sextuplets, etc.

Syncopation

Steady Beat

Time Signatures: 2/4, ¾, 4/4, 6/8, 5/4, 2/2, Cut time, etc.

Improvisation


Locomotor and Non-locomotor movement to steady beat (i.e. marching, tapping, swaying, etc.)


Listening activities to recognize steady vs. non steady beat

Use Listening maps to follow rhythm


Creating/improvise rhythms at different tempos

Perform and improvise rhythms in duple and triple

Use movement to show rhythms and identify meter

Introduce mathematical relationship between note values and time signatures

Introduce rhythm syllables

Read/Create/Perform/Dictate rhythmic notation

Introduction and performance of syncopated rhythms

Recognize and perform a back beat (2 & 4) Suggested Materials:

Textbooks, Flashcards, Recordings,Instruments


Manipulatives (i.e. Balls, rhythm sticks)

Listening maps

Will Schmid drumming method

Games (i.e.Rhythm Bingo, Rhythm Relay, Forbidden Rhythm, etc.)

Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming

Music K-8, Music Express

Songs: Recycle Rap, Ev’ry Time I Feel the Spirit, Dem Bones, Double Double This This, Wacky Song,Wipeout, I’ve Got Rhythm, Fur Elise, Saints Go Marching In, Bolivian Style, Dorian Dance (Konnie Saliba), etc.





Grade Level Cluster: 6-8 Main Concept: Tempo









How does tempo affect music?

Does changing the tempo affect the music?

Is tempo important in the creation of music?


Faster/Slower

Getting Faster/Getting Slower

Review and Continue to introduce appropriate terminology/vocabulary – i.e Allegro, Andante, Largo, Presto, Accelerando, Ritardando, Vivace, Moderato, Fermatta, Grave


Locomotor and Non-locomotor movement to steady beat (i.e. marching, tapping, swaying, etc.)


Listening activities to recognize steady vs. non steady beat

Use Listening maps to follow tempo


Performing a song at different tempos to compare how it changes

Following a conductor pattern at different tempos

Demonstrate conducting patterns at different tempos

Creating/improvise rhythms at different tempos Suggested Materials:

Textbooks

Flashcards

Recordings

Instruments

Whiteboards


Manipulatives (i.e. Balls, rhythm sticks, etc.)

Listening maps

Websites: www.sfskids.org, www.youtube.com, United streaming, etc.

Will Schmid world percussion books, Konnie Saliba books, Music K-8, Music Express, Music Alive, etc.

Songs: Hall of Mountain King, Wipeout, Hava Nagila, Klezmer music, New York New York, Flight of the Bumblebee, 1812 Overture, etc.

Suggested Assessments: Formative: Teacher observation & discussion, Classwork Summative: Teacher created rubrics, Evaluations/Quizzes, Projects, etc.

file://///DAVIESPROD/USER/USERS/TEACHERS/CUR/Curriculum%20Writing%202011-2012/Visual%20&%20Performing%20Arts/8-1-12/Modules/Music/Gr.%206-8/www.sfskids.org



Grade Level Cluster: 6-8 Main Concept: Texture/Form


4 weeks



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. Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules. 1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values. 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. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music. 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Performance technique in dance, music, theatre, and visual art varies according to historical era and genre. 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. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality.



How does texture/form affect the music?

Is form necessary?

How can texture/form be manipulated?


Introduce and review various forms i.e. binary, ternary, rondo, theme and variations, fugue, motive, solo vs. ensemble, call and response, introduction and coda, overture, finale, movement, through composed, minuet, trio, duet, bridge, canon, round, etc.

Identify form terminology: repeat, coda, endings, introduction, del signo, etc.

Introduce and review various textures i.e. homophonic, polyphonic, ostinato, echo songs, bordun, partner songs, counter melodies, descants, rounds and canons, monophonic, accompaniment vs. unaccompanied, etc.

Identify texture terminology: thick, thin, layered, accompaniment vs. unaccompanied, etc.


Locomotor and Non-locomotor movement to show form (i.e. marching, tapping, swaying, etc.)


Use of Visual Texture Maps


Identify the texture/form of a piece through listening activities

Perform various advanced forms and textures (i.e. fugue, rondo, verse refrain, etc.)

Manipulate the form/texture of a song through improvisation and composition

Connecting musical form to literary styles such as poetry

Create pieces with various textures and forms Suggested Materials:

Textbooks ,Teacher created materials ,Recordings

Instruments,Computer/web-based programs



streaming, www.dsokids.com, www.nyphilkids.org,

pbskids.org, artsalive.ca, etc.


Song Examples: Brother John/Frere Jacques,

Water is Wide, Lion Sleeps Tonight, Saints Go

Marching In, This Old Hammer, Home on the

Range, National Anthem, Shaker Tune, Fanfare for

Common Man, Sandy Land, Shoe Fly, Bow Belinda,

Canon in D, Music Alone, Man From Calcutta






file://///gtstfsrv01/gt_common/Curriculum%20Guides/final%20Constituency%20work%20(since%208-15-12)/Visual%20&%20Performing%20Arts/Modules/Music/Gr.%206-8/pbskids.org

file://///gtstfsrv01/gt_common/Curriculum%20Guides/final%20Constituency%20work%20(since%208-15-12)/Visual%20&%20Performing%20Arts/Modules/Music/Gr.%206-8/artsalive.ca


Grade Level Cluster: 6-8 Main Concept: Tone Color/Pitch


4 weeks





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. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.

1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre and visual art within diverse cultures and historical eras. Performance technic in dance, music, theater, and visual art varies according to historical era and genre.

1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theater and visual art. Symbolism and metaphor are characteristics of art and art-making.

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. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality

Essential Questions: How are tones produced?

How does tone color affect music?

How is tone color important in the creation of music?

How do different materials affect tone color?


Expanded Instrument Families

Understanding the science of sound production

Vocal Registers: SATB

Instrument Registers

Vocal vs. Instrumental Ensembles

Support and Intonation

Changing voices Computer generated

tones

Vocabulary: Head voice, Chest Voice, Falsetto,

Suggested Learning Activities: Explore the relationship between tones in music and dynamics

found in nature, found sounds and machine sounds Use listening maps to follow tone

Identify various instrumental timbres including non- pitched and pitched percussion, strings, woodwinds, brass, and electronic instruments

Identify timbre or tones of individuals and groups: male, female, child, chorus, duet, trio, orchestra, band, septet, etc.

Create/improvise using different pitches

Practice producing head voice sounds in the upper register and sustaining tones

Manipulate voice to explore different tones and registers

Use instruments to produce tones in different registers

Use tuning forks/rubberbands/cup & string/etc. to show how pitch travels through air and various objects

Demonstrate how size and material affects pitch

Perform in a variety of vocal styles (i.e. opera, musical theatre, classical, popular, etc.)

Explore how different tone colors affect the mood of a piece Perform music demonstrating sensitivity, expression, support

and correct intonation alone and in groups

Suggested Materials: Textbooks, Flashcards, Recordings, Instruments, Journal


Manipulatives (i.e. scarves, balls, talking drum, etc.)

Listening maps

Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, etc.


Songs: Wacky Song (Music K-8), Man of Constant Sorrow (Soggy Bottom Boys version), Water is Wide, Madrigals, National Anthem, Spirituals, Sun Gonna Shine, Lion Sleeps Tonight, Swing on a Star, Eliza Jane, Swing Low Sweet Chariot, Ja-Da, Speak Up Mambo, I’m a Believer, etc.




Performing Arts Curriculum Module: #1 Grade Level Cluster

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