Grade 6
General Music
A
"Review classroom guidelines and Expectations"
Hand out Syllabus:
Investigate the characteristics and purposes of each of the arts to communicate ideas, feelings, and meaning. (e.g., the differences among musical instruments, the differences in techniques used to perform singing, pantomime, etc.)
"I'm So Glad to Be Here" an introduction/movement song!
1. Piano, Forte / Major, Minor (begin ear-training)
2. Examine timbre of instruments.
3. Begin Music Journals
4. "Your Life Story" - This is a fun, get-acquainted activity.
B
"Plans for Success"
Recognize musical symbols.
Pre-test: Introductions of Bass clef, Treble clef and meter (time signature) notation.
1. Pre-test: Ear-training (tonalities, Intervals)
Introductions of the instrument families (brass, woodwind, percussion, and strings).
3. Antonio Vivaldi Baroque era.
4. What instrument do I want to play?
5. Solfege Do - La, with Kodaly hand signs?
6. Beginning rhythm patters (counting)
C
"The Mathematics of Music"
1. Meter = Pulse: 4/4 (common time), 3/4 (waltz), 2/4(march).
2. Music journal (3 examples-classical, country folk, and hip-hop), analyze for genre, instrumentation. Listening/Analyzing/Describing.
3. George Frederic Handel "Water Music"
Review (Kodaly method): Review hand signs.
Singing, Do-Sol tempo 90 to 120, (following conducting, group co-operation).
4. Pick up and Down beat lesson with soft fuzzy balls.
D
"Review of first months lessons"
Rhythmic and tonal imitation and improvisation on neutral syllables. (Call and Response)
1. Pentatonic scale, Beat-box (split the group, beat-box and add instant motif using three notes and the pentatonic scale)
2. Simple Rounds.
The lesson reviewed by use of your listening skills. In addition, the students can assess themselves and their group and others. Teacher will guide a class discussion about how the experience could be different or better.
Introduction of District III Music Festival- Opportunities.
E
"Tonality"
- In tune and Out of tune, what does it mean?
Evaluate written reviews of visual and performing works of music. Demonstrate an understanding of the difference between a personal opinion and an educated judgment, and the meaning of various works. Understand that the success of musical, theatrical, and dance groups depends on collaboration.
1. Music reviews for hip-hop, pop, and country songs (see Chorus Lit.), compare to journal.
2. Johann Sebastian Bach - organ & Pachelbel's Cannon
3. Harmonic Minor scale
4. Reading rhythm patterns, and rhythm dictation.
F
"The System"
New South American approach to music in schools. Students begin with real instruments in 1st grade!
1. "The Suzuki Method" Suzuki calls this the "mother tongue approach". A child learns to speak simply by listening and then imitating and then, later in life, the child learns to interpret symbols as a written form of that language. Compare these concepts to musical notation and the long tradition of European musical training. Singing: Vocal Development, intonation, expression, part singing, and diction.
2. Round using pentatonic scale. Creation of new variations. (Rhythmic)
3. Continue music journal (new music terminology).
G
"Conducting and musical patterns"
Show video "Fantasia" Clips relating to styles: waltz, march, simple and compound time signatures.
1. Vocal warm-ups with fun texts and syllables. Rounds with vocals/percussion instruments. "Stretch song"
2. Relate and reinforce musical terminology.
3. Body percussion: you are going to use different parts of their body to make music and pretend to be an orchestra.
4. Marching in time!.
5. Classic musical forms - Wolfgang Amadeus Mozart - Classical (what is a Sonata)
H
"Investigate how the elements, principles, and structures of the arts are manipulated by communication media to persuade and to influence."
1. Recognize how advertisers use design, spatial relationships, gender, movement, and sound to sell products.
2. Explain why an individual chooses to buy a particular CD.
3. Investigate how TV uses music to sell the holiday!
4. Reading music notation C major scale, begin solfege dictation.
I
"Review History of Music - Handouts"
Work in groups of three or four to extend their ideas into longer pieces of music with several layers of sounds.
1. Construct a Jam Studio project to reflect a mood, idea, or reaction. (Collage of music) linked in an orderly fashion.
2. Quiz, and retakes…
3. Review of first 2 months lessons:
Answer Question? Why are the problem-solving skills like: reflection, self-evaluation, revising, and refinement all parts of the creation and development of musical works.
J
"Begin music composition" Hand Written!
Explain rules for use of laptops with Garage Band, and Muse Score.
1. Explore and review Melody - Pitch direction, and Tonality.
2. Weak and strong beats. (row your boat!)
K
"Review and Justify"
"Personal aesthetic criteria for commenting on works of"- visual and performing art, texts, and events. Analyze, interpret, and evaluate subtle and complex meaning in visual and/or performing arts intended to persuade and influence (as in electronic media, theater, commercial, and political advertising).
Create visual and/or performing artwork to influence, persuade, and explain how the design accomplishes its purpose.
1. Garage Band project (Create background for a Commercial) with parental involvement. Why do we buy certain body grooming products at home?
2. Demonstrate an understanding of how we make personal aesthetic choices in daily decisions.
L
Review Zoltan Kodaly Relation to "Close Encounters of the Third kind".
Read and analyze a written review of an exhibit, play, concert, or dance performance.
Read local area newspaper for review! (Continue - Create commercial using movement, sound, and visual art).
1. Respond correctly to show "AB" and "ABA" form Twinkle, twinkle , little, star…
2. Understanding Multiple meters reading and dictation.
M
"Prepare for School recitals"
(Solo, ensembles, band, and chorus.) Review of audience and performance etiquette. "What is expected of me?
1. Explain likes and dislikes of a work of art, music, dance, drama. Describe the qualities of works of art, music, dance, and drama in relation to the senses of sight, hearing, movement, and feeling.
N
"Written/Analytical"
1. Write and analyze a written review of an exhibit, play, concert, or dance performance. Review progress .
2. Continue - Garage Band project (Create background for commercial) Performance Review continued..
3. Concert preparation.
O
"Student Review"
1. Explain how the arts originate from human experience and are a communal experience, and encourage kinship with others.
2. Use the elements and principles of musical form to explore a variety of styles and songs.
3. Discriminate among the qualities and characteristics of music media, techniques, and processes for the purposes of selecting appropriate media to communicate artistic ideas.
4. Sight reading rhythms, ideas for speed reading!
P
Concert Weeks !
"Secular music during the holidays, and its cultural implications".
Use a variety of resources, materials, and techniques to design and execute art works. Investigate the work of a professional who has an arts component within his/her work environment.
1. Demonstrate an understanding of how achievement in music can support achievement in other disciplines. Review fourth month of learning.
Q
"Complete Garage Band projects"
Begin I Movie production (commercial using musical qualities learned this year i.e. forte, piano, vivace, staccato, silence, monophonic, polyphonic, signature sound/motif, and style usage.)
Improvising melodies, variations and accompaniments. Composing and arranging music within specific guidelines.
Sing, play, move to, and identify music with or without a steady beat.
1. Wipe-out Drum signature lick = waves (A SONG THAT HELPS YOU MOVE LIKE A WAVE)
2. Barber of Seville = dance show video Bugs Bunny (signature sounds we grew up with).
R
"Music's relationship to Grammar"
Review Garage Band project (Completion).
Introduce Musical Report (1 page, typed, about a musical influence).
Lesson collaboration with English (Citing works, and understanding plagiarism).
1. Musical descriptions to explain : Differentiate between a "verse" and a "refrain" in a song.
2. Sing with a group, on pitch and together, following a conductor. Reviews solfege and Kodaly (do - So, utilizing all musical terminology learned).
S
"Instruction for music as a career"
1. Opportunities and price ranges.
2. Solfege review : Solfeggi or Solfeggio, is a method of assigning a syllable to every pitch / degree of a scale. Instead of singing the actual names of the notes in the scale (e.g. c d e f g a b) we use the syllables instead (Do Re Mi Fa So La Ti Do). Advanced classes learn chromatic scale.
T
"Listening exercise"
1. Ear Training (Major, and minor scales, on different instruments).
Instrument Bingo. Smart Board for Music? Ideas and examples.
Melody Memory game.
(Review progress of Report: Plagiarism).
2. Rhythm dictation with different timbers and lengths.
U
Grades 6-8 (Review progress of Report: Plagiarism). (Review Jam Studio project).
Review High School Musical, Hair Spray or other approved videos.
1. Motif recognition.
2. Signature sound.
3. Relate achievement in the arts in comparison to achievement in other disciplines i.e. sports).
4. Interpret or perform simple visual and performance pieces from different cultures and/or times.
V
"District Music Festivals (Teacher review)"
1. The Blues Scale is the hexatonic scale
2."We are the World"
a. Musical creators then and now..
b. How to create your own music ie.. Composition
W
"Music is a language"
Practice rhythms for composition.
1. Align curriculum with English teachers suggesting "Poems". Intro to composition in 7 steps. Completion of Reports
2. Artistic critique Sheet for Jam Studio projects:
3. Review Surrealism as a whole.
4. Partner rhythm practice (Groups) / (Individuals)
X
"Review of Meter"
1. Completion of Simple Rounds and Critiques.
2. Political sounds *Quiz*
3. Music and its relationship to appropriate usage at different age groups!
Y
"Review of Pitch (Composition April 1-4)"
1. Jam Studio project (TV commercial min.)
2. Music Journals - Sub Genres
3. Test -Audio- Music journals covering dynamics, tempo, etc.. in addition, including new terms of signature sound, surrealism, and other techniques to design and execute art works.
4. "Black Horse and a Cherry Tree" Real meaning verse projected meanings.
Z
"Maine State Learning Results Visual and Performing Arts"
What does this mean to me?
American pop and its classical roots. Harmonic structure in relation to form. classical / contemporary rock forms.
1. Melodic dictation (weeeeeee!)
A-1
"Full Recording of Peter and the Wolf by Prokofiev Pictures of instruments (see vocabulary)"
1. Review Tests, Music journal review,
2. I Movie review
3. How to read basic and advanced rhythms.
B-1
"Continue composition"
(chord structures basic I IV V I)
1. Music journal: review styles, tonalities, meter, and instrumentation.
Down beat and pick up note in music performance. (ball pass game on the floor)
2. Music for functions "Is it better to make money, or to perform for enjoyment?"
C-1
1. Create Gregorian chants.
2. Recognize selected major periods of the visual arts and performing arts and identify major artists and their work. (Relate activity to different kinds of music used in Maine such as sea chanteys or the music of the Abenaki, the lumbermen, or the textile mills, etc.. African dance and Scottish dance compare musical relationships/contrasts.
D-1
"Jazz and its place in American History"
"Miles Davis, Charlie Parker, Buddy Rich, Louis Armstrong, Mike Stern, Winton Marsalles"
1. Review for test..
2. Musical styles and their relationship to the visual arts!
E-1
"Testing over yearly subjects."
Practice for Variety Show (performance indicators)
1. Goal setting for learning musical instruments.
2. Mozart Say's (game to review music and performance).
3. Rhythm cards mixed with three notes (Major chord, or do re mi)
F-1
"Contemporary Music and its relation to 1760 Johannes Pachelbel"
Basis for Contemporary Harmonic structure
1. Jazz legends of the trumpet Dizzy, Miles, Louis, Bix...
2. Basic rhythmic patterns Bossa Nova & Swing rhythms. (Using Boom Whackers)
3. Writing your own rhythm combinations (a guide to groovin!)
G-1
"Compare music and symbolism between "the Wizard of OZ" and the "Wiz"
Continue Genre/Style review.
Theme: Qualities
1. repetition
2. special effects.
3. call and response.
4. short motif..
5. Folk, Dixieland, Blues, Symphony etc..
6. Review of Concert etiquette, and performance qualities.
7. Ear training review: Scales: Intervals:
8. Rhythm i.e.. shuffle verse straight.
I-1
"Why is music important to me!"
Jobs for the future of music:
Gaming - sound tracks - performance - educational price ranges.
1. Guitar Hero benefits and drawbacks. Technology in the musical classroom.
Physical / reality-electronic switches.
2. Music software: Finale, Scorch, Cakewalk, Pro-tools, and Full Sail School...
3. Discussion about "Gifted and Talented"
4. "Musical Diversity" End of year fun (playing of instruments) goals!
5. Review of yearly progress.
Review of yearly progress/Preparation for next year (goal setting) - (summer activities)
". . .I always try to teach by example and not force my ideas on a young musician. One of the reasons we're here is to be a part of this process of exchange."
Dizzy Gillespie
