Music

Teacher:  Joy Johnson

 Date: 02/17/2020-04/03/2020

 Subject:  Music

 Topic: Instrument playing and rhythm explored further. Also, Black History emphasis using songs

(secret messages, code songs and songs with specific messages) Build on knowledge previously learned and discussed.

Standard(s)

 MU: Re 7.2, 3

  Guide and demonstrate

How a music concept

Is used in music.                            

MU: PR 4.3. 1-3

 Demonstrate and describe

Music’s expressive qualities

(such as dynamics and tempo.)    

MU: Cn10.0.PK

Synthesize and relate knowledge and personal experiences to make music.

Learning Target(s)

(based on the language of the standard)

 Students will demonstrate an understanding of music used during the 1800s by slaves for different reasons with 85% accuracy. Also they will demonstrate    understanding of notes and rhythms on a higher level.

Students will demonstrate an understanding of note, rhythm, form and style as it relates to musical notations and components of different styles while relating it to the different way the slaves used their songs for worship and assistants to the escaping slave.

Students will connect their beginning knowledge of music theory. Expression and style with song that support these ideas while exploring further the instruments in the percussion family and the music of the slaves.

Procedures (with general times)

•       Prior knowledge- Students will have a basic understanding of beat and rhythm, along with dynamics used in expressive qualities. They will also understand the quality, range and timbre of the different voices found in singing.  Students will play instruments based on a prior lesson on families in the orchestra and demonstration of the performances of different idiophones.  Including the following:  Xylophones, metallophones and other percussion instruments .Students will display an understanding of the different ways music was used by slaves in the 1800s and the purposes for the songs.

•       Activities/Centers- Prodigies Playground Video, Power point lyrics, various styles and components of the music make up of music from the 1700s such as: lyrical lines, phrasing, melismas and ad lib.  Playing various musical instruments as instructed by the teacher.  Use of several short videos that will support the understanding of the unit.

•       Closure-end class with a review of different note values and a short review of the uses of songs during slavery.  Students will close with and exercise to introduce next week’s lesson that builds on the rhythms used in today’s lesson.  These concepts will be carried through until the end of the semester and knowledge built on to a deeper level. These concepts will be reinforced during the videos and discussion as well as the end of the lesson.

•       Classes will end in review based on the level of knowledge required.

Homework

 How would you describe the placement of the hand on the mallet as you play the instrument? Describe the action used to strike or play the instrument used by the student. Be prepared to demonstrate in class. Further knowledge of the songs of slavery by research of songs or composers of spirituals.

Example of an Assessment

Item Related to the

Standard

 Assessment through observation- Students will respond to the verbal instructions given by the teacher.

Students will respond in small groups by playing specific rhythms on an instrument they choose.

Teacher:  Joy Johnson

 Date: 01/13/2020-02/14/2020

 Subject:  Music

 Topic: Differences in musicals and operas

Standard(s)

 MU: Re 7.2, 3

  Guide and demonstrate

How a music concept

Is used in music.                            

MU: Pr 4.3. 1-3

 Demonstrate and describe

Music’s expressive qualities

(such as dynamics and tempo.)    

MU: Cn10.0.PK

Synthesize and relate knowledge and personal experiences to make music.

Learning Target(s)

(based on the language of the standard)

 Students will demonstrate an understanding of musicals

And operas with 85% accuracy. Also they will demonstrate a basic understanding of notes and rhythms.

Students will demonstrate an understanding of note, rhythm, form and style as it relates to musical notations and components of different styles.

Students will connect their beginning knowledge of music theory. Expression and style with song that support these ideas while exploring musicals and operas.

Procedures (with general times)

•       Prior knowledge- Students will have a basic understanding of beat and rhythm, along with dynamics used in expressive qualities. They will also understand the quality, range and timbre of the different voices found in singing along with the structure and nature of the musical and opera.

•       Activities/Centers- Prodigies Playground Video, Power point lyrics, various styles and components of the music make up of music from the 1700s such as: lyrical lines, phrasing, melismas and ad lib.

•       Closure-end class with a review of treble and bass clef, solfege hand signs and syllables, and the difference between musicals and operas.  These concepts will be carried through until the end of the semester and knowledge built on to a deeper level. These concepts will be reinforced during the videos and discussion as well as the end of the lesson.

Homework

 How would you describe the placement of high “do” and low “do” on the treble clef staff?

Practice solfege syllables and hand signs to demonstrate in class

Use the lyric handout to memorize the songs for the Christmas program..

Example of an Assessment

Item Related to the

Standard

 Assessment through observation- Students will respond to the visual cues given by the teacher.

Students will respond in small groups by singing specific measures in each song,

Teacher:  Joy Johnson

 Date: 10/21/2019 – 12/20/2019

 Subject:  Music

 Topic: Beginning Procedures

Standard(s)

 MU: Re 7.2, 3

  Guide and demonstrate

How a music concept

Is used in music.                            

MU: Pr 4.3. 1-3

 Demonstrate and describe

Music’s expressive qualities

(such as dynamics and tempo.)    

MU: Cn10.0.PK

Synthesize and relate knowledge and personal experiences to make music.

Learning Target(s)

(based on the language of the standard)

 Students will demonstrate an understanding of solfege syllables with hand signs with  85% accuracy.

Students will demonstrate an understanding of solfege hand signs and syllables as it relates to musical notations.

Students will connect their beginning knowledge of music theory with song that support these ideas.

Procedures (with general times)

•       Prior knowledge- Students will have a basic understanding of beat and rhythm, along with dynamics used in expressive qualities.

•       Activities/Centers- Prodigies Playground Video, Power point lyrics to songs for Christmas program the week before the holidays.

•       Closure-end class with a review of treble and bass clef, solfege hand signs and syllables, and the difference between quarter notes and eighth notes.  These concepts will be carried through until the end of the semester and knowledge built on to a deeper level. These concepts will be reinforced during the song practice as well as the end of the lesson.

Homework

 How would you describe the placement of high “do” and low “do” on the treble clef staff?

Practice solfege syllables and hand signs to demonstrate in class

Use the lyric handout to memorize the songs for the Christmas program..

Example of an Assessment

Item Related to the

Standard

 Assessment through observation- Students will respond to the visual cues given by the teacher.

Students will respond in small groups by singing specific measures in each song,

Teacher:  Joy Johnson

 Date: 09/09/2019 – 10/18/2019

 Subject:  Music

 Topic: Beginning Procedures

Standard(s)

 MU: Re 7.2, 3

  Guide and demonstrate

How a music concept

Is used in music.                            

MU: Pr 4.3. 1-3

 Demonstrate and describe

Music’s expressive qualities

(such as dynamics and tempo.)    

MU: Cn10.0.PK

Synthesize and relate knowledge and personal experiences to make music.

Learning Target(s)

(based on the language of the standard)

 Students will demonstrate an understanding of solfege syllables with hand signs with  85% accuracy.

Students will demonstrate an understanding of solfege hand signs and syllables as it relates to musical notations.

Students will connect their beginning knowledge of music theory with song that support these ideas.

Procedures (with general times)

•       Prior knowledge- Students will have a basic understanding of beat and rhythm, along with dynamics used in expressive qualities.

•       Activities/Centers- Prodigies Playground Video, Power point lyrics to songs, Discuss what a quarter note and an eighth note is related to “Sweet Beats” video.

•       Closure-end class with a review of treble and bass clef, solfege hand signs and syllables, and the difference between quarter notes and eighth notes.

Homework

 How would you describe the placement of high “do” and low “do” on the treble clef staff?

Practice solfege syllables and hand signs to demonstrate in class.

Example of an Assessment

Item Related to the

Standard

 Assessment through observation- Students will respond to the visual cues given by the teacher.

Teacher:  Joy Johnson

 Date: 08/09/2019 – 09/13/2019

 Subject:  Music

 Topic: Beginning Procedures

Standard(s)

 MU: Re 7.2, 3

Guide and demonstrate

How a music concept

(such as beat or rhythm

Is used in music.                            

MU: Pr 4.3. 1-3

Demonstrate and describe

Music’s expressive qualities

(such as dynamics and tempo.)

Learning Target(s)

(based on the language of the standard)

 Students will demonstrate an understanding of beat and rhythm with 90% accuracy.

Students will demonstrate an understanding of dynamics as used in expressive qualities.

Procedures (with general times)

•        Prior knowledge- Most third grade students will not have any prior knowledge. Some fourth grade students will have limited knowledge of basic music skills.

•        Activities/Centers- Introduce the music rules through repeating with the rhythm of the rules song. Play the name game using rhythmic patterns and changing the dynamics throughout the game.

•        Closure-end class with instructional hand signals, such as sitting to sing or standing to sing.

Homework

 Practice sitting and standing positions to sing.   

Example of an Assessment

Item Related to the

Standard

 Assessment through observation- Students will respond to the visual cues given by the teacher.

The students will show proper sitting posture and standing posture for singing along with correct body alignment.