Elem+Music+Education

9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
 * Elementary Music Education **
 * **What will student achievement of this performance standard look like?** || **3rd** - **(A,B)**Students will be able to demonstrate knowledge, use and recognize elements of music through playing the recorder. **(C)**Students will recognize and use fundamental vocabulary pertaining to music.
 * (D)**Students will practice, know and perform a variety of styles of music through playing the recorder. - styles include: blues, pop, folk, classical. **(F)**Students will perform in groups and alone for their classmates. Classmates will critique performances based on rubric. **(E)**Students will demonstrate the ability to express emotions through performance of a variety of musical pieces. **(G)**Students will recognize the function of rehearsal and practice. **(H)**Students will handle materials and equipment safely and properly. **(I)**Students will be made aware of arts events such as talent shows, local artist performances, etc. **(J,K)**Students will know,use and apply traditional technologies (recorder) and contemporary technologies (digital recorder) to perform and exhibit their work.
 * 5th** -**(A,B)**Students will be able to demonstrate knowledge, use and recognize elements of music through playing the piano keyboard. **(C)**Students will recognize and use fundamental vocabulary pertaining to music. **(D)**Students will practice, know and perform a variety of styles of music through playing the keyboard - styles include: blues, folk, pop, classical. **(F)**Students will perform in groups and alone for their classmates. Classmates will critique performances based on rubric. **(E)**Students will know and demonstrate the ability to express emotions through performance of a variety of musical pieces. **(G)**Students will identify the function and benefits of rehearsal and practice sessions. **(H)**Students will handle materials and equipment safely and properly. **(I)**Students will be made aware of arts events such as talent shows, local artist performances, etc. **(J,K)**Students will apply, know and use traditional technologies (piano) and contemporary technologies (digital keyboard, digital recorder) to perform and exhibit their work. ||
 * **How will you assess student achievement of this performance standard?** || Teacher will observe students playing melodies from notation on various instruments. Students will complete worksheets, quizzes and activities to demonstrate their knowledge of the elements of music. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || 3rd - Students will not need any prior knowledge at the start of learning to play the recorder. 5th - Students will need to have a basic understanding of duration as it applies to musical notation (eighth, quarter, half, whole notes) ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Teacher will demonstrate how musical notation corresponds to an instrument and can effect the sound in all elements of music through the playing of various instruments such as piano, recorder, bells, drums, etc. Students will complete various worksheets to demonstrate knowledge of musical notation. ||
 * **How long will it take your students to achieve this performance standard?** || The elements of music will be taught and discussed throughout the year. ||
 * **How will you ensure all students achieve this performance standard?** || Guided practice of groups and individuals ||
 * **In which unit(s) will you teach this performance standard?** || The elements of music will be incorporated into the entire school year's curriculumn. Specifically the recorder and keyboard unit will last 3 to 4 months each. ||

9.2 Historical and Cultural Contexts 9.3 Critical Response 5th - **(A,B,D)**Students will identify critical processes used in the examination of music through guided listening lessons. Students will listen to various musical examples and compare and contrast and analyze music for it's form, melody, harmony, tonal color, instrumentation, and tempo. **(C)**Students will classify different types of music by it's form. **(E,F)**Students will describe and use types of critical analysis in music through guided listening - contextual, formal, and intuitive, students will know how to recognize the process of criticism. **(G)**Students will describe what a critic's position or opinion is related to musical works. || 9.4 Aesthetic Response 5th - **(A)**Students will identify the use of expressive symbols used in music. **(B)**Students will investigate and communicate multiple philisophical views about musical works. **(C)**Students will identify attributes of various audiences' environments as they influence individual aesthetic response. **(D)**Students will explain choices made regarding media, technique, form, subject matter and themes that communicate the artist's philosophy within a work in music. ||
 * **What will student achievement of this performance standard look like?** || **3rd** - **(A)**Students will be able to explain historical, cultural and social context of individual works in the arts through the study of traditional folk songs. **(B)**Students will be able to relate songs such as Stephen Foster's "Oh, Sussanna" to historically relevant events such as the goldrush of 1849 in California. **(C)**Students will be able to relate songs to the proper style and time period (folk songs - 1800's)
 * (D,E)**Students will analyze folk songs in terms of chords and lyrics and relate to the time period and how cultural circumstances impacted each work. **(F)**Students will know and apply appropriate vocabulary used between social studies such as "Drill Ye Terriers", a song about Irish American railroad workers. **(G)**Students will relate songs to geographical areas such as skiffle, a type of folk song sung in England. **(H)**Students will identify, describe, and analyze works by Pennsylvania born composer Stephen Foster. **(I)**Students will identify, explain and analyze philosophical beliefs as they relate to the stories told in lyrics of folk songs. **(J)**Students will identify, explain, and analyze historical and cultural differences as they relate to folk music. **(K)**Students will identify, explain, and analyze traditions as they relate to folk songs - folk rock, different interpretations of traditional folk songs by contemporary artists such as Bob Dylan, Bruce Springsteen. **(L)**Students will identify, explain and analyze common themes, forms and techniques in folk music with other forms of music.
 * 5th** - **(A)**Students will be able to explain historical, cultural and social context of individual works in the arts through the study of African American spirituals and blues music. **(B)**Students will be able to relate songs such as "Woke Up This Morning" to historically relevant events such as slavery. **(C)**Students will be able to relate songs to the proper style and time period (African American Sprituals - 1800's, Blues 1900's). **(D,E)**Students will analyze African American spirituals and blues songs in terms of chords and lyrics and relate to the time period and how cultural circumstances impacted each work. **(F)**Students will know and apply appropriate vocabulary used between social studies such as the underground railroad when discussing African American spirituals. **(G)**Students will be able to relate songs to geographical regions such as "Biting Wind" to Japan. **(H)**Students will identify, describe, and analyze works by Pennsylvania born composer Stephen Foster. **(I)**Students will identify, explain and analyze philosophical beliefs as they relate to the stories told in lyrics of African American spirituals and Blues songs. **(J)**Students will identify, explain, and analyze historical and cultural differences as they relate to African American spirituals and Blues music. **(K)**Students will identify, explain, and analyze traditions as they relate to African American spirituals and Blues songs - electrified blues rock, different interpretations of traditional spirituals and blues songs by contemporary artists such as BB King, contemporary choirs singing spirituals. **(L)**Students will identify, explain and analyze common themes, forms and techniques in African American spirituals and blues music with other forms of music. ||
 * **How will you assess student achievement of this performance standard?** || Teacher will guide critical listening activities and grade listening maps and worksheets. Students will complete worksheets, quizzes and activities to demonstrate their knowledge of historical and cultural context of music. Teacher will engage class in discussions on material. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || 3rd, 5th - Students will not need any prior knowledge in learning about the historical and cultural contexts of music. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Teacher and students will discuss meaning of lyrics before and after songs are performed relating to geographical regions and historical events. Students will engage in critical listening activities comparing and contrasting music from different genres, styles, time periods and geographical regions. ||
 * **How long will it take your students to achieve this performance standard?** || The historical and cultural contexts of music will be taught and discussed throughout the year. ||
 * **How will you ensure all students achieve this performance standard?** || teacher guided question and answer discussions, worksheets, games ||
 * **In which unit(s) will you teach this performance standard?** || The historical and cultural contexts of music will be taught and discussed throughout the year. ||
 * **What will student achievement of this performance standard look like?** || 3rd - **(A,D)**Students will recognize critical processes used in the examination of music through guided listening lessons. students will listen to various musical examples and compare and contrast and analyze music for it's form, melody, harmony, tonal color, instrumentation, and tempo and be able to explain meanings in music using a fundamental vocabulary or critical response. **(B)**Students will know that works in music can be described using the musical elements. **(C)**Students will know classification skills with instruments and how they are used to create various types of music. **(E,F)**Students will recognize and identify types of critical analysis in music through guided listening - contextual, formal, and intuitive, students will know how to recognize the process of criticism.
 * (G)**Students will know and demonstrate what a critic's position or opinion is related to musical works.
 * **How will you assess student achievement of this performance standard?** || Teacher will engage class in discussions and guide students in deriving critical opinions on various types of music. Students will complete worksheets, quizzes and activities to demonstrate their knowledge of critical response. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Students will not need any prior knowledge to learn skills in critical response. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Students will engage in listening activities where analyzing, critiquing, comparing and contrasting are done in an open forum as well as individual and group worksheets. ||
 * **How long will it take your students to achieve this performance standard?** || Critical response will be taught and discussed throughout the year. ||
 * **How will you ensure all students achieve this performance standard?** || Guided practice of groups and individuals ||
 * **In which unit(s) will you teach this performance standard?** || Critical response will be incorporated into the entire school year's curriculumn. ||
 * **What will student achievement of this performance standard look like?** || 3rd - **(A)**Students will hear philosophical statements made about music and make appropriate responses. **(B)**Students will know how to communicate an informed individual opinion about the meaning of a musical work. **(C)**Students will recognize how the environment of the observer influences individual aesthetic response to a musical work. **(D)**Students will recognize that coices made by artists regarding subject matter and themes communicate ideas through musical works.
 * **How will you assess student achievement of this performance standard?** || Teacher will engage class in discussions and guide students in deriving aesthetic responses on various types of music. Students will complete worksheets, quizzes and activities to demonstrate their knowledge of aesthetic response. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Students will not need any prior knowledge to learn skills in aesthetic response. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Students will engage in listening activities where analyzing environments and philosophical meanings, critiquing, comparing and contrasting are done in an open forum as well as individual and group worksheets. ||
 * **How long will it take your students to achieve this performance standard?** || aesthetic response will be taught and discussed throughout the year. ||
 * **How will you ensure all students achieve this performance standard?** || Guided practice of groups and individuals ||
 * **In which unit(s) will you teach this performance standard?** || Aesthetic response will be incorporated into the entire school year's curriculumn. ||