Chapter 5: Grade Level 6-8/7-9 Flashcards
Please list three objectives and possible procedures for the category of PERFORMING AND READING music.
During the middle grades (6-8/7-9) the student will:
1) Objective: Accompany a three-chord melody (C, F, G) on a classroom instrument such as Auto-harp, bells, guitar, or electronic keyboard.
Procedures: Play chordal accompaniment of block or broken chords (I-IV-V7-I) for familiar pieces.
2) Objective: Use a systematic means to demonstrate reading skills from treble and bass staff, indicating knowledge of pitch names on staff plus ledger lines.
Procedures: Perform from notation in both treble and bass clef, vocally or on classroom instruments.
3) Objective: Demonstrate understanding of formal and stylistic symbols and their functions.
Procedures: Perform original or composed pieces in small ensembles from notation that includes expressive symbols for dynamics and tempo or formal construction such as repeat signs, da capo, dal segno, etc…
4) Objective: Recognize changes in the adolescent voice and how to continue singing through use of appropriate ranges, head voice, and breath control.
Procedures: Practice, alone and with others, vocal exercises to develop head voice, voice range, tone quality, breath control, and pitch discrimination.
5) Objective: Increase repertoire of folk and composed songs.
Procedures: Sing, along and in groups, representative American folk, cowboy, rock, blue grass, gospel, jazz, spiritual, blues, or country-westerns songs as well as representative songs of other nations and style periods.
Please list three objectives and possible procedures for the category of CREATING music.
During the middle grades (6-8/7-9) the student will:
1) Objective: Improvise melodic patterns in a twelve-bar blues form.
Procedures: Using a blues scale, perform created ideas instrumentally or vocally.
2) Objective: Improvise simple accompaniment using familiar melody.
Procedures: Select instrumental or vocal recording or computer-generated theme; accompany on keyboard, guitar, or pitched mallet instruments by year.
3) Objective: Use traditional and/or nontraditional notation as a means of recording and retrieving musical ideas.
Procedures: Compose piece using real notation or icons, mixing traditional and environmental sounds; combine computer, synthesizer, and printer to record musical ideas.
4) Objective: Create compositions using nontraditional sounds such as environmental electronic, or created sources.
Procedures: Improvise or compose simple pieces or phrases using environmental or electronic sounds; develop tape loops of actual or distorted “found” sounds, or use synthesized or sampled sound.
5) Objective: Use repetition and contrast to organize a variety of components into coherent from.
Procedures: Alter the phrase order of familiar ABA melody, and listen and discuss the effectiveness of each example; listen and discover how a repeated rhythm pattern can sustain interest over a period of time in works such as “Hall of the Mountain King” from Grieg’s Peer Gynt or Bolero by Ravel.
Please list two objectives and possible procedures for the category of LISTENING and DESCRIBING music.
During the middle grades (6-8/7-9) the student will:
1) Objective: Maintain attention while listening to extended music selection; identify elements or components of music aurally and visually, for example: Pitch, Duration, Loudness, Timbre, Texture, Form, and Style.
Procedures: Select recordings of extended sections of movements as examples of components of music; follow listening maps to identify components.
Listen to and reflect on examples of Baroque solo/tutti concertos.
Select late romantic compositions; examine idee fixe and trace throughout; compare musical style to literature.
2) Objective: Aurally identify a composition or section as belonging to a historical period.
Procedures: Identify components that help place composition in specific historical period; collect examples fro demonstrations of same; discuss and compare excerpts.
Please list two objectives and possible procedures for the category of VALUING music.
During the middle grades (6-8/7-9) the student will:
1) Objective: Demonstrate awareness of music as an important part of everyday life.
Procedures: Report on music and its effects in film, television, and drama, in sopping malls and on telephone; discuss music’s presence in and absence from such places.
2) Objective: Choose to participate in a variety of music opportunities.
Procedures: Record personal experiences with music in journals or diaries, indicating experiences available to age group.
3) Objective: Demonstrate awareness of the affective nature of music.
Procedures: Discuss personal experiences with affective nature of music.
