Arts Curriculum Guide
Music
Grades 9-12
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| 1
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| Perform/ analyze works that show an understanding of how
selective use of tone, rhythm, harmony, instrumentation and form contributes to the
communication of ideas, emotions and beliefs.
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Assign band a tone poem to be interpreted and performed.
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Learn proper tone, rhythm, harmony, instrumentation and the
form of the piece as it communicates emotions and ideas.
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Publicly perform tone poem. | Write a narrative to describe ideas and emotions in tone poem. | - Band music collections - Internet
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| 2
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| Demonstrate the use of creative and critical thinking skills that enhance and advance artistic solutions. | Present incomplete melodies to music theory students. | Complete/resolve melody lines utilizing proper music theory. | Perform in class solutions created by students on instrument
of student's choice.
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Use a completed melody and successfully alter it so it still exhibits proper theory concepts. | - Music theory text. - Harmony by Walter Piston ed. M. DeVoto - Applied Harmony by G. Wedge
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| 3
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| Demonstrate/describe skill in the use of techniques appropriate to specific instrument (voice). | Choose for performance a work requiring advanced finger work or vocal technique(s). | Learn a band selection requiring advanced techniques in the
trill or other vocal selection requiring advanced vocal technique.
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Publicly perform selection.
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Visit another band class and demonstrate proper techniques in trill. | - Tapes of instruments - Band selections
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| 4
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| Use time (and instrument) purposefully and create work as an
artist.
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Choose for performance a R. Burns poem set to a Scottish folk
tune.
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Work in quartets and in sections to learn selection and creative vocal interpretation. | Demonstrate publicly in performance the interpretation. | - Write a narrative of the author and the selection's
importance. - Instrumental to Success activity from Zounds!, p.117.
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- Scottish songs - R. Burns' poetry, biography - Zounds!
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| 5
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| Apply appropriate concepts and terminology to the
description, analysis, comparison and evaluation of personal work.
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Assign a solo vocal or instrumental selection for
presentation in recital.
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Interpret and learn vocal selection or instrumental. | Perform piece and write narrative evaluating performance and own interpretation of piece. | Write critique of recital piece by other student using proper terminology. | Solos from the repertoire. | |
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| 6
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| Apply appropriate concepts and terminology to the
description, analysis, comparison, and evaluation of the work of others.
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Give students three taped versions of Beethoven's 5th, 1st
movement for analysis.
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Identify similarities and differences between 3 interpretations using proper terminology. | Present to class, using tapes, the similarities and differences of the 3 versions of the 1st movement. | Present to class excerpt from 4th movement or the 5th and connect to 1st movement interpretation. | - Beethoven's 5th Klemprer version - Beethoven's 5th Toscinini version - Beethoven's 5th Ozawa version
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| 7
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| Perform works which demonstrate experimentation and risk-taking in solving creative problems. | In advanced music class, give students 5-note melody to be developed into full composition for two students. | Apply proper music theory principles to complete composition. | Perform demonstrated completed composition.
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Add instrumentation for 3rd instrument. | - Music theory text - Orchestration by W. Piston
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| 8
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| Demonstrate an understanding of how styles in music relate to cultural norms and historical events. | Provide musical selections from three non-western cultures for analysis. | Choose music which reflects cultural norms of those cultures and create photographic essay of culture with appropriate musical underscore. | Present slide show of culture with musical selections
appropriate to culture.
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Perform music from chosen culture on instrument from that culture. | Music of Many Cultures by Mag
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