GENERAL MUSIC

GRADE: 9-12

COURSE: MUSIC FUNDAMENTALS AND ANALYSIS I

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: National and Connecticut Music Content Standards: Students will be able to: #5. Students will read and notate music. #6. Students will listen to, describe and analyze music. Waterford Student Learning Expectations: Students will be able to: #1. Communicate in Standard English for a variety of purposes. #3. Apply mathematical principles to organize data, draw accurate conclusions, and solve and justify problems. #4. Acquire and evaluate information in order to interpret event, issues, and/or ideas, and to make informed judgments and responses.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Musicians plan their composition and arrangements; experimenting, researching and designing ways to present their ideas. Artistic performers discover meaning in a work, bring their own expressive ideas to the work, and convey these ideas through their performance. Artistically educated individuals can vary in their interpretation and judgment of the quality of an artwork or performance. Quality criteria fall into three general categories: artistic ideas and their expression, technique, and creativity. Greater understanding of an artistic style improves the quality of the arts experience, by increasing ones ability to convey (encode) and discern (decode) meaning.	1. What type(s) of music appeal to you? How far are you willing to stretch the boundaries of your listening preferences? How does a composer incorporate devices such as unity, variety, tension, release, and balance in this work? How does a performer convey the ideas and feeling in this work? How effective was the work and the performance in meeting established criteria of structure to achieve greatness in the piece?
Knowledge and Skills What students are expected to know and be able to do
Students will know… appropriate terminology for explaining music and music notation. (see Core Knowledge Matrix – Music Fundamentals and Analysis) 2. the processes of musical transcription. 3. simple music forms and where they appear in compositions. criteria for evaluating compositions. 5. similarities and differences in the meanings of common terms used in the arts. uses of music in daily experiences, and characteristics that make music suitable for different purposes.	Students will be able to… transcribe simple melodies and rhythms. demonstrate and apply extensive knowledge of the technical vocabulary of music. sight-read music. apply critical listening skills. explain a variety of uses for music in daily life. use standard notation to record musical ideas.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: Transcribe a favorite melody from the radio. Role: Music lover. Audience: Class and Teacher. Setting: Music class. Performance: You want to play your favorite melody on your instrument for your class. You must listen to a recording of the piece, write out the notes and rhythms on music paper, and be able to reproduce it on your instrument. Standards: WHS Music Fundamentals and Analysis Matrix.	Topic Discussions Self-Reflection Homework Cooperative Compositional Groups Cooperative Discussion Groups Classroom Sharing Listening Activities Live Performances
STAGE 3: SUGGESTED RESOURCES
Fundamentals of Music: Opus 1 - Schirmer Books Harvard Dictionary of Music – Harvard University Press Essentials of Music Theory, Books 1, 2, and 3 - Alfred Publishing Supplemental Manuscript Materials

GENERAL MUSIC

GRADE: 9-12

COURSE: MUSIC FUNDAMENTALS AND ANALYSIS II

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: National and Connecticut Music Content Standards: Students will be able to: #4. Students will compose and arrange music. #5. Students will read and notate music. #6. Students will listen to, describe and analyze music. Waterford Student Learning Expectations: Students will be able to: #1. Communicate in Standard English for a variety of purposes. #3. Apply mathematical principles to organize data, draw accurate conclusions, and solve and justify problems. #4. Acquire and evaluate information in order to interpret event, issues, and/or ideas, and to make informed judgments and responses.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Musicians plan their composition and arrangements; experimenting, researching and designing ways to present their ideas. Artistic performers discover/interpret meaning in a work, bring their own expressive ideas to the work, and convey these ideas through their performance. Artistically educated individuals can vary in their interpretation and judgment of the quality of an artwork or performance. Quality criteria fall into three general categories: artistic ideas and their expression, technique and creativity. Greater understanding of an artistic style improves the quality of the arts experience, by increasing one’s ability to convey (encode) and discern (decode) meaning.	What type(s) of music appeal to you? How far are you willing to stretch the boundaries of your listening preferences? How does a composer incorporate devices such as unity, variety, tension, release, and balance in this art work? How does the performer convey ideas and feeling in this work? How effective was the work, and the performance, in meeting established criteria of structure to achieve greatness in the piece?
Knowledge and Skills What students are expected to know and be able to do
Students will know… appropriate terminology for explaining music, music notation, music instruments and voices, and music performances. (see Core Knowledge Matrix – Music Fundamentals and Analysis). complex music forms and where they appear in compositions. criteria for evaluating compositions. similarities and differences in the meanings of common arts terms. various uses of music in daily experiences, and characteristics that make certain music suitable for different purposes.	Students will be able to… transcribe complex melodies and rhythms. demonstrate and apply extensive knowledge of the technical vocabulary of music. sight-read music. apply critical listening skills. explain a variety of uses for music in daily life. use standard notation to record musical ideas. create a short musical composition.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting, Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: Analyze a Bach Chorale. Role: Choral Music Director Audience: Lake Wobegon Community Chorus.