Arts Curriculum Guide
Music
Grade 8
|
||||||
| 1
|
|
|
|
|
|
|
| Demonstrate an understanding of changing meter.
|
- Provide examples of beat, back beat, syncopation. Clarify
differences. - Provide listening and written examples of changing meter. |
- Feel pulsations grouped in 2's and 3's. - Compare a short piece with mixed meter. - Listen and move to layered rhythms individually and with partners to show and feel fused patterns. |
Use an electronic tuner to see how pitch may change. Share experience in brief presentation. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials
|
||
|
||||||
| 2
|
|
|
|
|
|
|
|
Demonstrate reading and writing meter through the modifications to to meters/tempo and note duration of a familiar song. Students play or sing along. | - Read and write a variety of line score rotation. - Listen for a rhythm pattern: tie, dotted, syncopated. - Play dotted, syncopated pattern. Some students can practice conducting patterns while others are listening and playing various patterns.
|
Teacher observation.
|
Analyze Aaron Copland's Variations on a Shaker Hymn. Describe melodic development. Map it and share. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
|
|
||||||
| 3
|
|
|
|
|
|
|
| Describe the fusion of world rhythms.
|
Discuss concept of fusion of world rhythms. Provide listening examples that demonstrate the concept. | Listen and move to layered rhythms, individually and with partner, to feel and show fused patterns. | Teacher observation.
|
Investigate and find popular song or jingle that would make a good round. Tell why. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials
|
|
|
||||||
| 4
|
|
|
|
|
|
|
|
- Review intervals. - Provide listening examples of scales. - Facilitate discussion; compare/contrast.
|
- Listen to Eastern (Asian), blues, and blue grass music.
Describe differences in tonality. - Write intervals as directed by teacher.
|
Create an axiom and poster to advertise/emphasize polyphony, ex: Polyphony is for mature listeners. | - The Music Connection by Siver Burdett - Journals - Reference materials
|
||
|
||||||
| 5
|
|
|
|
|
|
|
| Describe use of vocal bending, pitch, and quarter tone.
|
Provide listening examples of quarter tone scales, voice
bending.
|
- Try some voice bending or pitch bending with electronic
keyboard or other instruments. - Analyze and draw contours from specific song in the text. |
Evaluation of student composition.
|
Analyze a music video or CD for changing meter. Share in presentation for an appropriate audience. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials
|
|
|
||||||
| 6
|
|
|
|
|
|
|
| Relate melodic development to theme, motif, and ostinato.
|
- Provide examples of various melodic contours for analysis. - Manipulate melodies. - Facilitate writing of a class melody. |
- Manipulate text and original melodies. - Manipulate a portion of a familiar song such as That Thing You Do, e.g., inversion, retrograde, sequence, etc. |
- Accurate performance rhythically fits notation. - Written composition of line scores accurate.
|
Modify an advertising jingle rhythmically. Share new version with a suitable audience. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
|
|
||||||
| 7
|
|
|
|
|
|
|
| Describe texture/harmony found in rounds, canons. | - Lead in singing of familiar round - Row, Row Your Boat.
Analyze the texture. - Provide tapes of canons. - Facilitate guided listening. |
Work with partner to complete Venn diagram comparing rounds with canons. | View a video of Paul Simon's Graceland. Analyze contribution of African themes/musicians to overall performance. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
||
|
||||||
| 8
|
|
|
|
|
|
|
| Differentiate between polyphony and monophony. Relate to homophony and modes. | Provide listening examples to demonstrate difference between
polyphony/monophony. Relate to homophony and modes as well as prior knowledge. Teach
song(s) to illustrate, ex: One Bottle Pop. Record singing. Play back and analyze.
|
- Sing and participate in song as directed by teacher. - Describe differences between polyphony-monophony. Identify examples. |
Accurate notation of dictation.
|
Research and present a rare ethic form of music. Analyze tonality to discover scale pattern. Share research with appropriate audience. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
|
|
||||||
| 9
|
|
|
|
|
|
|
|
9 | Teacher observation. | Compare/contrast folk song such as Blowin' in the Wind, with chord progression for spiritual such Go Tell it on the Mountains. Develop a thesis statement that explains similarities/differences. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
||
|
||||||
| 10
|
|
|
|
|
|
|
|
Choose a selection that has repetition and contrast, ex: Dance
of the Toy Flutes. Choose a picture to represent repeated phrase. Play the selection,
holding up pictures each time phrase is heard.
|
Listen to same selection a second time. This time, each student holds up a picture that represents the repeated phrase. A contrasting picture can be added for the third listening event. | Teacher observation. | Create their own sound piece showing repetition/contrast. Perform for classmates. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials |
|
|
||||||
| 11
|
|
|
|
|
|
|
| Identify style differences determined by harmony, texture, and form. |
|
Work in small groups to choose 2 pieces of music. Analyze and
summarize in style analysis chart. Present to class and discuss results.
|
Teacher observation. | What is Music? activity from Zounds!, p. 110. | - The Music Connection by Siver Burdett - Yamaha Music in Education - Journals - Reference materials - Zounds!
|
|
|
||||||
| 12
|
|
|
|
|
|
|
| Identify relationship of words to form and expressive qualities of opera, jazz, and musical theater. |
|
Work with a partner, to share reactions to listening selections, analyze words and the expressive qualities of the music that presented them. Share and compare with class. | Teacher observation. | - Work in small groups to put familiar folk or fairy tale or fable to one
of three muscial genre. Perform for suitable audience. - Romeo, Romeo, Speak to Us activity from Zounds!, p. 116.
|
- Keyboard lab - Journals - Reference Materials |
|
|
||||||
Return to Music Curriculum Guide