Arts Curriculum Guide
Music
Grade 7
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| 1
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- Demonstrate beat/back beat. Show examples of compound meter
groups. - Facilitate the exploration of electronic keyboard and acoustic percussion. - Use Chopsticks as an example of compound meter. Sing it/play it. |
- Work in pairs to play the same rhythmic patterns. - Create steady beat accompaniment on electronic keyboard with partner. - Conduct while listening to music in various meters. - Pat/clap/conduct in compound meter.
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- Show steady beat through movement. - Play steady beat/back beat on keyboards. - Small group performances. |
- Write rhythms/rhythmic patterns featuring triplets,
duplets, and dotted rhythms. - Discuss relationship between tempo perception and comound meter. |
- Dooji Wooji by Duke Ellington - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
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| 2
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| Follow complex conducting patterns.
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- Provide listening examples for students to identify
changing meters. - Demonstrate and count out complex conducting patterns. - Provide music for conducting practice. |
- Listen to Take Five by Dave Brubeck. Analyze. - Create a word chant in compound meter. |
- Notate rhythms as teacher directs. - Add instruments to word chant and perform it. |
Improvise a rhythmic pattern to steady beat accompaniment on keyboards. | - Yamaha Music in Education - Journals - Reference materials - The Music Connection by Siver Burdett
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| 3
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Provide a variety of examples of ethnic percussion rhythms. Guide student listening. Analyze. Guide students in the discovery and description of patterns. | Create an African or Chinese rhythm piece. | Perform ethnic piece for class.
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Perform ethnic piece as part of cross curriculum festival. | - Yamaha Music in Education - Journals - Reference materials - The Music Connection by Siver Burdett
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| 4
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- Review intervals. - Provide written music for melodic analysis. - Demonstrate the way(s) in which intervals are used in melodic development (skips, steps). - Play a scale (major/minor) and analyze the half/whole step patterns. - Give students score of familiar songs. Direct them to identify step and interval patterns. |
- Write intervals as directed. - Compose a melody using C,D, E, F, G, A. - Play composed melodies on keyboards or bar instruments. - Learn to play a major and minor scale. - Read scores of familiar songs and identify step and interval patterns. - Share with partner and compare. - Improvise melodies on electronic keyboards with rhythmic accompaniment.
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- Tape original melodies and describe what makes it
successful. - Share improvisation with class. - Play one major scale with proper fingering. - Write a major/minor scale showing half, whole step pattern. - Complete worksheet on sequences.
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- Manipulate a short melody by writing it backwards
(retrograde). - Manipulate a short melody by turning it upside down (inversion). - Perform original melodies for an appropriate audience.
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- Yamaha Music in Education - Journals - Reference materials - The Music Connection by Siver Burdett
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| 5
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Give example to explain the manipulation of pitch. Encourage students to explore via electronic keyboard, notation, singing. | - Create 8- and then 16-bar melody using and labeling
manipulations of pitch as they occur. - Listen to selections provided by teacher and identify pitch manipulations by sound and score. |
- Tape original melodies and describe what makes them
successful. - Share improvisation with class. - Play one major scale with proper fingering. - Write a major/minor scale showing half, whole step pattern. - Complete worksheet on sequences.
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- Manipulate a short melody by writing it backwards
(retrograde). - Manipulate a short melody by turning it upside down (inversion). - Perform original melodies for an appropriate audience.
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- Yamaha Music in Education - Journals - Reference materials - Music text
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| 6
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Define terms. Provide easy examples of each to illustrate from song repertoire, then demonstrate using more complex examples. | Listen to selections. As directed, identify examples of layering, polyphony, counterpoint and countermelodies. | Teacher observation. | - Brainstorm other meanings of the word layer, layering. - Draw a layer cake; label each layer with musical terms related to texture and harmony. |
- Yamaha Music in Education - Journals - Reference materials - Music text
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| 7
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| Demonstrate an understanding of chord progressions that relate to specific styles of music. | Identify particular chord progressions characteristic of blues and rock music. | Explore on keyboard I, IV, V7, ii, vii chords. Experiment with various patterns. Create an 8-bar chord pattern with melody to match. | Teacher observation.
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Find a piece of music with chord patterns identified. Change some of the chords and replay the piece. Describe differences heard and felt. | - Yamaha Music in Education - Journals - Reference materials - Music text
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| 8
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| Describe the use of contrary and parallel motion in creating
texture/harmony.
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Work with partner to create an 8-bar melody with examples of either contrary/parallel motion. Perform. Class identifies pattern. | Teacher observation.
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Create a skit or set of movements that helps explain the difference between parallel/contrary motion. Perform for a suitable audience. | - Yamaha Music in Education - Journals - Reference materials - Music text
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| 9
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| Identify style differences determined by rhythm, melody, tone color, historical context. | - Provide a wide variety of selections and guide student
listening. - Create an attribute chart that students can use to record style differences. |
Listen to selections as guided by teachers, record details related to rhythm, melody, tone color, historical context. | - Teacher observation. - Written work - style chart. |
Prepare a timeline showing a range of historical eras musically with differences in form, instrumentation, and rhythmic patterns. Display. | - Yamaha Music in Education - Journals - Reference materials - Music text - Internet
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| 10
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| Identify various vocal/instrumental tone qualities real and
synthesized.
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Prepare a tape of short selections of voices of popular
performers or musical instruments, real or synthesized. Play for student identification.
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Play the games Name That Instrument or Name That Performer. Short selections are taped, numbered. Students listen and write down name of instruments of vocalists. | Teacher observation. | Explore the variety of sounds make available through electronic keyboard or synthesizer. Play and tape record the same tune with two extremely different instrumentations. Share and compare. | - Yamaha Music in Education - Journals - Reference materials - Music text - Internet
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| 11
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- Choose a country or world region. Find representative
musical selections. Share with class in presentation. Compare with music of other areas. - Strike a Chord for Listening Pleasure activity from Zounds!, p.114 |
- Teacher observation. - Peer assessment of presentations with a group-generated rubric. |
Make an ethnic instrument to share with an appropriate
audience.
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- Yamaha Music in Education - Journals - Reference materials - Music text - Make Mine Music! by Tom Walther - Zounds!
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