UNIT PLAN 2013-2014 Colegio Granadino

UNIT PLAN 2013-2014 Colegio Granadino

Use this package to complete unit plans for each quarter (or parts thereof)
Upload completed unit plans to staff lesson folder on the system
Email to rperskie@granadino.edu.co

Teacher Germn Camilo Salazar Lozada

Grades 8
Subject Music
Quarter 1

Stage 1: Determine desired results

Key Standards and Benchmarks assessed in this unit:

Standard 4. Reads and notates music

MC8.4.1 Reads a writes phrases using note, half note, quarter note, eight note, sixteenth note, triplets, rests and its possible combinations in binary
and ternary measures

Standard 5 Knows and applies proper criteria to music and music performance

MC8.5.1 Understands aesthetics and styles from the academic music

MC8.5.2 Identifies and judges technical features in academic music

Standard 6 - Understands the relationship between music and history and culture.

MC8.6.1 Identifies historical facts in music and establish relation with current events

MC8.6.2 Knows and understands the historical background of academic music

MC8.6.3 Knows and understands the historical background of several musical instruments of the academic music, their function, construction and
technical features.

MC8.6.4 Understands the relationship between music and arts, politics, economics and society.

Standard 7: Develops ear skills

MC8.7.1 Identifies easy technical elements of music by listening to them

MC8.7.2 Identifies musical instruments from the academic music by listening to them

MC8.7.3 Writes a long rhythmic phrase after listening

Specific content

7th Grade short review

Musical Writing: Rhythm

Whole note
Half note
Quarter note
Eight note
Sixteenth note
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Triplets
Rests
Combinations
Binary and ternary measures.

Organology of the Symphony Orchestra

Strings: Violin, Viola, Violoncello, Double Bass
Woodwinds: Flute, Piccolo, Clarinet, Basson, Oboe, Saxo
Brass: Trumpet, French Horn, Trombone, Tuba.
Percussion: Timpani, Snare Drum, Tenor drum, Bass Drum, Cymbals, Tam-tam, Triangle, Wood block,
Tambourine, Glockenspiel, Xylophone, Vibraphone, Chimes, Marimba.

Music Genres and Music History

Worldwide Folk Music: Tango, Fox, Milonga, Argentinian Samba, Brazilian Samba, Bosa Nova, Joropo,
Merengue, Country, Gospel, Celtic Music, Chinese Music, African Rhythms.

Ear Training
Musical Instruments of the Academic Music.
4/4, 3/4, 2/4, 6/8, 3/8 dictation with whole note, half note, quarter note, eight note, sixteenth note, triplets,
rests and combinations

Stage 2: Determine Acceptable evidence

Performance Tasks (e-g. test, exam, performance, Assessment devices (rubrics, charts, checklists, logs etc.)
presentation, essay, etc.)

-The student recognizes any instrument from the Classical

1. Exams in which the teacher can evaluate the learning
process
2. Homework with further information about the
different subjects.
3. Appropriated participation, audience and
concentration within the class
3. Appropriated behavior, attendance and dressing
within the classroom.
Music by listening to it, and is able to explain its historical
background, construction and technical features.
-The student identifies several world music genres and is
able to establish a general relation between them and
geography, culture and history.
- The student is able to identify mistakes in a musical line.
-The student is able to read and play rhythmic score.
-The student is able to write an easy part after listening
to it.

Resources:

Didactical guides, Staff Blackboard, Classroom audio system, Auditory, Videobeam.

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Stage 3: Learning Experiences and instruction plan

Give a general outline of how long the unit will take, and what activities will be used in order to accomplish the desired results:

General 7th Grade review

The teacher guides a quickly journey throughout the topics studied in 6th grade

Musical Writing: Rhythm

Explanation of Metrical structure, binary and ternary measures.

Note values, complex Rhythm cells, group reading of easy parts
Composition of Rhythmic lines

Organology of the World Music

The teacher explains the classification of the music instruments and put them together in different
categories:

-Strings:
-Bowing: Violn Viola, Cello, Double Bass
-Plucking: Guitar, Harpischord, Harp
-Striking: Piano

-Winds:
-Woodwinds: Flute, Piccolo, Oboe, Bassoon, Saxophone
-Brass: French Horn, Trumpet, Trombone, Tuba

-Percussion:
-idiophone
-Membranophone

Screening Videos about the instruments of the Symphony Orchestra:

Johann Sebastian Bach: Violin Partitas

Antonio Vivaldi: The Four Seasons
Camille Sain Saens: The Carnival of The Animals
Sergei Prokofiev: Peter and the Wolf
Maurice Ravel: Bolero

Slide Presentation: Symphony Organology

Music of the World

Journey through Musical Geography of the world; Screening Videos

Ear Training
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Consolidation Class Work with the topics studied developing the ability to identify each one by listening to it

First Quarter subject revision.

The teacher resolves any doubt about the topics learned through the quarter.

Quarter Exam

Can you identify enduring understandings in your unit? What essential questions will you ask the students (give
What are they? them a context or framework for the unit)?

The student will understand the general working of Have you seen a Symphony Orchestra Before?
musical grammar and music theory and will apply easy What kind of music do your parents listen?
concepts to music performance. If you go to Argentina, what kind of music do you expect
to here there? Brazil? Scotland?
The student will recognize any instrument of Classical
Music within a music piece or music piece and from any
ensemble.

The student will understand the meaning of the folk

music in the culture and the society.

The student will recognize different kinds of folk music by

listening to it and understands their general meaning.

The students will apply the concept by

They will recognize theoretical and contextual (historic, esthetic, organologic) elements in every kind of music they
listen outside the school, specially Folk and Classical Music. They will know how to read and write a rhythm.

I will implement the principles of the INNOVA Program in my Unit Plans in the following ways:

Enrichment Learning Drive Learning Reinforce learning

Accommodations?

New teaching strategies or assessment strategies used?

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The students used their devices as a tool of research, they looked out information, historical data and media regarding
different world music genres specially (Reggae, Reggaeton, soka, hip hop)

Comments: There was not enough time to approach all the topics purposed for the first quarter, my mistake was not to
considerate that in the first and second quarter there is just one hour per period with 8th grade; this means we had time
to study rhythm and the very first part of World Music.