| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| September (Week 1, 3 Weeks) |
Elements of Music - Melody and Rhythm Performance Practice and Memorization as Method to the Learning of Music |
The knowledge and understanding of music on an intellectual level begins with the understanding of the elements that make up the construction of music. These include Melody, Rhythm, Dynamics, Harmony and Timbre. This period introduces the students to the different elements beginning with Melody and Rhythm. |
The students explore the structure of Melody and Rhythm through the learning of songs. For each song learned, the movement of the melodic lines and patterns are discussed in detail, with examples from the songs played on the piano for aural aid. Repetition (practice) is part of the learning process in class, with memorization of both melody and lyrics required of all students. Individual practice outside of class is highly encouraged as part of the learning of music. Rhythm is given it's own seperate time wherein the different note values are introduced. For this period, the note values worked on are quarter notes, half notes and whole notes. The number of beats for each note is explained. Rhythmic exercises are given on the board for the students to clap and squeeze, beginning with two- to four-measure phrases during with this period. This promotes rhythmic recognition and action as well as intellectual knowledge of the rhythms then translated to the feel of rhythms. The students also are encouraged to perform immediately through the clapping of the exercises as a class and also individually. The importance of listening to a performer and showing respect towards a peformer is also shown at this period during the individual execution of the rhythmic exercises. In addition, as it is important that in the quest to understand music intellectually that the feeling of the music content as well as the creative aspect of it is not lost, the students are encouraged to create and contribute actions and choreography which are performed during the singing of the songs. |
Share the Music (series by McGraw-Hill) for songs. Songs learned this period: A Sailor Went to Sea, Sea, Sea; Eh Soom Boo Kawaya and Row, Row, Row Your Boat (in preparation for a round/ensemble singing). Rhythms are constructed during class by the instructor. |
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| October (Week 4, 4 Weeks) |
Elements of Music - Melody, Rhythm and Dynamics Performance Practice and Memorization as Method to the Learning of Music |
Melodies and Rhythms learned from the previous period are continued. The learned concepts are practiced continuously in class and new concepts are introduced through the practice of songs already learned and through new songs introduced. Dynamics (soft/loud) is also added, being another element, and practiced through the songs and in the rhythmic exercises. More rhythmic values are also introduced. The students are also prepared for the idea of a serious performance other than simply performing for each other in class by preparing them for a singing and rhythmic test. A written test is also introduced and prepared for. |
Songs from the previous period are practiced in class, with the importance of repetition when properly done emphasized as a promoter of comfortability and stability in performance. New songs are also introduced, with the same awareness of melodic structure, rhythmic patterns and dynamics movement encouraged through discussion and performance. There is more discussion on the movement of melodies (steps, skips, up, down, repeats) and the patterns created within the melodic structures. Melodic rhythms are also discussed, pointing out the patterns within the songs' rhythmic structures. Additional exercises are given for the aural recognition of melodic movement. Two-note intervals of steps, skips and repeats are played on the piano and the students are asked to name the interval and the direction (up, down) of the interval simply through hearing. Previoulsy-learned rhythmic note values are practiced through clapping & squeezing exercises, done together as a class and also individually. The dotted-half note is also introduced and added to the exercises. The rhythmic exercises expand to four- to eight-measure phrases. |
Share the Music (series by McGraw-Hill). Songs reviewed: A Sailor Went to Sea, Sea, Sea; Eh Soom Boo Kawaya; Row, Row, Row Your Boat (performed as a round/ensemble piece in class). New songs: Love Somebody; Pick-a-Pumpkin. Rhytmic exercises are created in-class. |
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| November (Week 8, 5 Weeks) |
Elements of Music - Melody, Rhythm and Dynamics Performance Practice and Memorization as Method to the Learning of Music Testing (song and rhythm) as Performance |
The knowledge learned by the students through a written test at the end of this period. The are prepared at the beginning of the period through a review of all music definitions learned thus far, particularly those pertaining to Melody, Rhythm, Beats, Tempo and Dynamics. The ability to perform (songs and rhythms) are also assessed through singing and rhythmic clapping/squeezing tests given towards the end of the period. This is prepared for by reviewing several songs sung in different dynamics and tempos, as well as practicing rhythmic exercises written in more complex combinations as well as in longer phrases. |
To develop spontanaeity and performance readiness, three songs are reviewed and prepared for the singing test. Out of the three, only one will be asked of each student to sing. The songs are practiced with different dynamics (soft, loud, or various combinations thereof) as well different tempos (fast, slow). Rhythmic exercises are more complex in that the phrases are longer and the combinations of note values are more challenging to clap and squeeze, promoting concentration and quickness of note recognition then translated into action. Once again, the exercises are clapped-squeezed as a group as well as individually as preparation for performance. The written test is prepared for by reviewing all terms learned such as melody, tempo, beats, etc. In the written test, the students are asked to define each of these terms. There is also a rhythmic portion where students are asked to write out the rhythmic notes as well as define their rhythmic note values. |
Share the Music (series by McGraw-Hill). Songs reviewed: A Sailor Went to Sea, Sea, Sea; Eh Soom Boo Kawaya; Row, Row, Row Your Boat (performed as a round/ensemble piece in class). New songs: Love Somebody; Pick-a-Pumpkin. Rhytmic exercises are created in-class. Tests are created by the instructor. |
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| December (Week 13, 3 Weeks) |
Elements of Music - Melody, Rhythm and Dynamics Performance Practice and Memorization as Method to the Learning of Music Testing (song) as Performance |
The students are prepared for a performance of song in the Holiday Assembly prior to the winter break. The written test from the previous period is also discussed, with problem areas as concentration. Rhythm development is continued through exercise and new rhythms are introduced. |
The main focus for this period is to prepare the students for a performance in the Holiday Assembly. The learning of the melodies is combined with an awareness through discussion of the melodic movement. As the song is sung in two languages, Latin and English, a different concentration level is also promoted by the learning of another language in melody. The students continue their rhythmic development through longer and more complex combinations of rhythmic values. Also, the eighth note is introduced as a new note value, and added to the exercises to be clapped and squeezed. In discussing the written test, a question and answer is designated as a portion of the class-work. As in the previous period, the importance of repetition and concentration in preparation for performance is emphasized and is realized through a test of the new song, Dona Nobis Pacem, prior to the assembly performance. |
New Song for Holiday Assembly: Dona Nobis Pacem Rhythmic exercises are created in-class. |
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| January (Week 16, 4 Weeks) |
Elements of Music - Melody, Rhythm and Dynamics Performance Practice and Memorization as Method to the Learning of Music Introduction to Recorder and Music Notation |
Music reading and notation is introduced in the beginning of this period in preparation for playing the recorder. Mid-period, the recorder is introduced and the students learn how to play the instrument together as a class. In learning songs for recorder, awareness and discussion of melodic movement and rhythmic patterns are continued, and dynamics are applied to their pieces. Performance is incorporated in the learning of recorders. Practice out of class is highly required and encouraged through daily testing/individual performance. |
The beginning of the period is an introduction to note recognition and notation. The music staff (lines and spaces) is discussed at length including the treble clef. The notes C, D, E, F and G are shown and explained, and the students are encouraged to explore the treble clef and the five notes through their writing them on staff paper. Following are exercises where the note letter names are given them and they are asked to draw the notes into the staff. The sounds and tones of the notes are also introduced vocally by having the students sing these first five notes of the C Major Scale. Mid-period, the students are introduced to the recorder where the hand and finger positions are explained, as well as the method with which to create tones from the instrument. The students begin learning to play the first song from Recorder Karate wherein the melodic and rhythmic patterns are simpler in order to better concentrate on the production of tone. |
Share the Music (series by McGraw-Hill) Recorder Karate Rhythm exercises are created in-class. |
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| February (Week 20, 4 Weeks) |
Elements of Music - Melody, Rhythm and Dynamics Performance Practice and Memorization as Method to the Learning of Music Recorder and Music Notation/Note Recognition |
The students continue with the learning of music notation, the application of rhythmic values and dynamics through learning pieces to play on the recorder. They also continue with practicing rhythms and exploring beats, tempo and dynamics through more rhythmic exercises. |
In using the Recorder Karate, the students learn different songs to play on the recorder in increasing levels of difficulty. For each song learned, there is a performance or test. The tests are taken at random times, when the student is ready. For every test/performance where their pieces are played with the intended melodies, rhythms and dynamics, the students are awarded belts (yarn) of different colors to tie around their recorders. This has proven effective in encouraging students to learn their music properly and quickly through practice at home and attentiveness in class. It is also during these tests/performances that the class is reminded of what is expected of them as learned audience-members, that is to listen and to observe the elements of music. There is also another written and rhythm test during this period. |
Recorder Karate Rhythmic exercises are created in-class. |
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| March (Week 24, 3 Weeks) |
Elements of Music - Melody, Rhythm, Dynamics and Harmony Performance Practice and Memorization as Method to the Learning of Music Recorder and Music Notation/Note Recognition |
The element Harmony is added. The students also continue with music notation, the application of rhythmic values and dynamics through learning pieces to play on the recorder. They also continue with practicing rhythms and exploring beats, tempo and dynamics through more rhythmic exercises. |
In learning Harmony, the class begins with an aural familiarity of major and minor triads/chords. The consturction of a chord is explained and examples of both the major and the minor chords are played on the piano for recognition. Note reading is further learned through the playing of recorders. Each new piece intorduces either a new note or rhythm. It is also in this period that the students begin their recorder tests through Recorder Karate and are awarded their "belts" for each piece performed. More rhythm exercises are practiced in-class with higher levels of rhythmic patterns to clap and squeeze. Also, the students create some of the rhythmic exercises - the knowledge of the number of beats are applied intellectually in this exercise, and then physically realized through clapping and squeezing the beats. |
Recorder Karate Rhythmic exercises are created in-class. |
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| April (Week 27, 3 Weeks) |
Elements of Music - Melody, Rhythm, Dynamics and Harmony Performance Practice and Memorization as Method to the Learning of Music Recorder and Music Notation/Note Recognition |
Reinforcement of Harmony and previous elements learned, performance through recorder and rhythmic exercises, continued learning of note-reading and application of new notes and rhythms through new recorder pieces. |
Exercises in listening for major and minor chords are continued where in the chords are played on the piano and the students identify the chord quality (major vs. minor). The recorder is also continued in that new pieces are learned as the individuals pass each recorder test. In every new piece learned, there is a new note and/or rhythmic value added and dynamics are also applied in the playing of the pieces. The students also continue with longer and more challenging rhythms to clap and squeeze as well as building some of the rhythmic exercises. |
Recorder Karate Rhythmic exercises are created in-class. |
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| May (Week 30, 5 Weeks) |
Elements of Music - Melody, Rhythm, Dynamics and Harmony Performance Practice and Memorization as Method to the Learning of Music Recorder and Music Notation/Note Recognition |
Reinforcement of Harmony and previous elements learned through playing recorder as well as active listening of music. Rhythmic exercises are reinforced and note-reading is continued. |
The students get introduced to the active listening of music CDs wherein all the elements previously learned are discussed in detail. Attention is paid to melody, tempo, harmony, dynamics and rhythm - the students are asked to describe and talk in detail about each element after having listened. They also continue to play the recorder, learning new notes and applying rhythmic patterns and dynamics as performers. Ensemble rhythms are introduced where the class is divided in half clapping different rhythms at the same time. They also continue to create rhythmic exercses. |
Recorder Karate. Rhythm exercises are created in-class. Various music CDs. |
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| June (Week 35, 2 Weeks) |
Elements of Music - Melody, Rhythm, Dynamics and Harmony Performance Practice and Memorization as Method to the Learning of Music Recorder and Music Notation/Note Recognition |
Prepare for performance in recorder. Reinforcement of elements previously learned through playing recorder as well as active/critical listening of music CD's. Rhythmic exercises are reinforced and note-reading is continued. |
In preparation for a performance at the Final Assembly, the class concentrates on one particular piece from Recorder Karate to memorize and perform. In addition, they continue to individually learn different pieces and test each one before moving on to the next piece. The class also continues with active/critical listening by paying attention to the elements that make up music through CDs. Rhytmic exercises are also continued through creating the exercises, clapping and squeezing. |
Various music CDs Recorder Karate Rhythm exercises created in-class |
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Updated: Friday, January 05, 2007 |
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