Arts Curriculum Guide
Music
Grade 6
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| 1
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| Read and write various rhythmic patterns in duple/triple meters, including some with syncopation. | - Use call/response to demonstrate rhythmic patterns. Guide
class rhythm composition. - Facilitate the exploration of global rhythms through a variety of media. - Explain and provide examples of syncopation.
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- Clap/play rhythm patterns, esp. those with syncopation. - Listen to a selection (The Entertainer ) and identify syncopation. |
- Rhythmic dictation. - Written group rhythm pieces. - Choral/instrumental performance - Evaluate small group/individual rhythm pieces. |
- Create rhythm compositions. - Videotape and critique performance of individual rhythm compositions. - Connect rhythms of music and language. |
- N.E. Percussion Ensemble - Tody Vacca and World Rhythms - Young Audiences - Mechanics Hall concents - Yamaha Music in Education
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| 2
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| Use movement, performance, description, notation, and/or
conducting to demonstrate an understanding of steady beat/back beat.
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- Guide class rhythm coposition. - Provide music for conducting. - Introduce polyrhythms. - Explain and demonstrate syncopation. |
- Compose a rhythm piece in small groups and perform for each
other. - Create class rhythm compositions.
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- Choral/instrumental performance. - Evaluate small group/individual rhythm pieces.
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- Sing a simple song adding syncopation. - Attend concerts featuring percussion and write a report. - Attend PTA sponsored concerts at school. Discuss performance later. |
- Keyboard lab - Yamaha Music in Education - Video series Wynton Marsalis on Music (also website) - Orff instruments - Videos - Software
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| 3
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| Sing and play with expression, expanded range, accurate pitch, breath control, and diction. | - Expose students to a variety of vocal/instrumental styles. - Provide music that extends range. - Review techniques for breath control, pitch, and diction. - Use movement to show phrases. |
- Sing expressively in different styles. - Sing 2-part songs, rounds, canons, ostinati, descants, and partner songs. - Sing solo, in small groups, or in large ensembles. - Find phrases in a song or piece of music. |
- Match pitch vocally from piano. - Demonstrate an ability to recognize melodic patterns through listening. - Choral/band performance.
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- Attend local concerts or recitals. Write a review in the
style of newspaper columnists. - Have private vocal or instrument lessons. |
- Keyboard lab - Yamaha Music in Education - Bobby McFerron recordings - Orff instruments - Videos - Software
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| 4
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| Demonstrate an understanding of melodic patterns through singing, playing, improvisation, and description. | - Expose students to a variety of vocal/instrumental styles. | - Sing solo, in small groups, or in large ensembles. - Find phrases in a song or piece of music; express through movement. - Create original compositions. - Improvise. |
- Describe or chart melodic patterns from listening
selection. - Describe or chart melodic patterns as sung. - Describe or chart melodic patterns as played. - Demonstrate the ability to hold one's part. |
- Analyze a piece of music melodically. Share with an
appropriate audience. - Play game Name That Tune. |
- Keyboard lab - Yamaha Music in Education - Bobby McFerron recordings - Orff instruments - Videos - Software |
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| 5
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| Demonstrate an umderstanding of scales and interval patterns in pentatonic and dorian major and minor keys. | - Demonstrate major/minor step patterns for pentatonic and
dorian scales. - Isolate intervals, analyze. - Play accompaniments on various instruments. |
Play, write a major/minor/pentatonic/dorian scale. | Student's ability to play/sing major and minor scale.
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- N.E. Percussion Ensemble - Tody Vacca and World Ryhtms - Young Audiences - Mechanics Hall concents - Yamaha Music in Education
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| 6
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| Relate counterpoint to harmonic texture. | Provide listening examples of Medieval, Renaissance and Baroque music for harmonic compartision. Point out example of counterpoint. | - Sing, play and listen to historically diver music. Discuss
the differences in texture. - Sing, play ostinati, rounds, countermelodies and descants. |
- Keyboard lab - Videos - Software - Bobby McFerron recordings |
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| 7
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| Demonstrate an understanding of the structure of triads.
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- Demonstrate I,V, I,IV and I, IV, V chords. - Describe the structure of triads and their labeling. |
- Sing, play and write triads. - Respond to chord changes while listening. |
- Collect and record written examples of students' melodies
and triads. - Evaluate listening activities and individual compositions. - Identify chord progression in a piece of music.
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- Create a 16 bar chord progression. Create a melody for this
progression. - Perform a I, IV, V7 I chord progression. |
- Keyboard lab - Videos - Software - Orff instruments |
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| 8
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- Provide music examples to study; facilitate discussion in
which class compares/contrast elelments of opera, musical theater and operetta. - Provide study guides (written and visual) for opera, operetta, musical theater. |
- Sing or hum and aria or chorus from opera. - Study an opera using a flowchart to identify elements. - Operatically Yours activity from Zounds!, p. 115. |
- Sing or hum an aria or chorus from opera. - Play a simple motif.
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- Perform a short scene or song from an opera. Design a set
for it. - Attend assembles such as Brown Bag Opera or take a field trip to view an operetta or musical theater performance. Discuss the experience.
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- Carmen by Bizet - West Side Story by Bernstein - Opera New England - Videos - Software - Zounds!
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| 9
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- Provide muscial examples to study. - Sing/play songs the demonstrate cadence. |
Sing songs that demonstrate cadence. | - Listen to and identify various uses of tone color, e.g.,
guided listening and identification through use of call charts. - Small group development of call charts as a project. |
- Create patterns within small groups and perform. - Sing a song accompanied by sound effects ( solo/small group). Use poetry with sound effects. - Utilize community resources to further enhance use of tone color.
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Keyboard lab | |
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| 10
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| Compare/contrast music for mood, tempo, dynamics, and tone
color.
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- Provide listening and visual examples from many cultures. - Compare/contrast selections for mood, tempo, dynamics, and tone color. - Teach ethnic dances. - Provide a variety of instruments to explore. - Explore electronic keyboards. |
- Analyze music for expressive markings. - Compose a piece with expressive markings. - Learn ethnic dances. - Play authentic dances. - Explore the electronic keyboard Rhythm and Orchestral voices to discover how style, tone, color, and tempi affect mood. |
- Create two different expressive maps using a familiar
piece. - Complete worksheet on expressive markings in music. - Perform an ethnic dance. |
- Plan movement to reflect form or expressive qualities of
music. - Create word scramble, crossword puzzles or play Hangman using expressive vocabulary. - Plan school performance by local ethnic group. - Attend local ethnic festivals. - Present drama of a particular culture with costumes. - Verb/adverb creations.
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- What is Music? (poem) - Nova Mood and Music |
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| 11
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| Recognize form that evidences repetition and contrast, e.g., theme and variations. | Provide a wide variety of musical examples to study. Guide listening to demonstrate theme and variations. | - Listen and analyze Mozart's Twinkle, Twinkle Little Star
for theme and variations. - Sing/play text and popular music that utilizes repetition/contrast, or AB, ABA, and rondo forms. |
- Create a 4-phrase composition that shows repeated patterns. - Identify a piece of popular music with theme and variations. - Create a variation by manipulation of a simple motif. |
- Plan movement to reflect form or expressive qualities of
music. - Compose an 8 or 16 bar ABA piece. - Create a sound piece that demonstrates the ABA form.
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- What is Music? (poem) - Nova Mood and Music
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