Unit Curriculum Assignment

Unit Curriculum Assignment
Semester 2: 8th Grade
This is the Spring semester of 8th grade class where students are working towards understanding musical
concepts within pieces of music for two concerts as well as multiple facets of music that build to and off
the musical content.
Objectives:
1. Students will be able to effectively perform music in various styles.

2. Students will be able to perform and demonstrate various rhythmic patterns.
3. Students will be able to demonstrate understanding of musical phrasing.
4. Students will be able to describe the differences between multiple styles of music.
5. Students will be able to recognize and demonstrate melodies and tonal patterns.
6. Students will be able to recognize basic harmonic progressions.
7. Students will be able to create their own basic melodies and harmonic progressions
8. Students will be able to demonstrate major scales and few basic minor scales.
9. Students will be able to explain and apply basic musical vocabulary.
10. Students will be able to develop criteria and analyze effectiveness of performance of
themselves and ensemble.
Lesson Plans
Week 1:
Prerequisite Skills and Knowledge (Not shown in following weeks as it is the same):
 Tested off C, F, Bb, G, and D Major scales
 Daily Rhythmic Exercises (change weekly on a cycle)
 Basic tonal patterns on solfege and translated to instruments
 I, IV, V chords in C, F, Bb, G, and D Major
 Definitions of some basic musical terms (dynamics, articulations, few tempi, basic rhythms-
quarter, eighth, sixteenth, and triplets in duple)
Objectives
 Students will be able to perform and demonstrate various rhythmic patterns.
 Students will be able to recognize and demonstrate melodies and tonal patterns.
 Students will be able to explain and apply basic musical vocabulary.
 Students will be able to describe the differences between multiple styles of music.
Standards
Anchor Standard 3: Connect with a varied repertoire of music by exploring the relationships between
music and history and culture. (Cn.3.5.1, 3.5.2, and 3.5.3)
Anchor Standard 4: Listen and respond to a varied repertoire of music by audiating music. (LR.4.8.1 and
4.8.2)
Anchor Standard 5: Listen and respond to a varied repertoire of music by describing, interpreting,
analyzing, and evaluating music and its elemental components. (LR.5.51 and 5.5.2)
Anchor Standard 8: Perform a varied repertoire of music by playing instruments, alone and with others,
from rote memory and written notation. (P.8.8.1, 8.8.2, 8.8.3, and 8.8.4)
Materials
Instruments, music, pencil, and misc. instrument things.
Procedures
 Welcome Back! (First day back only)
o Complete a welcome back activity where the class talks about what they did over
Christmas break.
o Anyone listen to music? What kinds?
 Daily Warm-ups include:
o Rhythmic Patterns
 Counting, clapping, saying on neutral syllable, and playing (either scaler or on
one pitch)
o Tonal Patterns
 Tonic triads, scaler patterns
 Sight Reading Melody (Once per week)
o Playing
 Long tones
 One scale daily
 Articulation
 Alternating thirds, triads, chromatic, and minor studies
 Focus on reestablishing previous musical knowledge and materials
o Play Major Scales: C, F, Bb, G, and D (One Daily)
o Play I, IV, and V chords for scales listed above
 Introduce vi chord
 Work out of method book (Essential Elements)
o Previous workbook activities
o 2 or 3 new exercises a day
 Sight Read – End of week (Let students keep the piece “originals” for the concert)
o Amberwood Overture by Anne McGinty
o Ask student’s observations about piece
 Key: Eb
 Does it change keys (modulate)?: No
 Rhythms: Whole, Half, Quarter, Eighth, Sixteenth (percussion)
 Percussion: Bells, Cr. Cymbl, Bass Drum, Snare Drum
o Snare: Nine stroke roll (substitute for 16 th notes until learned)
 Time Signature: 4/4, 3/4, return to 4/4
 Tempo Markings: Allegro (112-116) and Andante cantabile (84-88)
 Definitions and tempo range
o After sight read have students discuss what issues they and the whole ensemble had
 How to fix those issues and discuss approaching sight reading
 Phrase structure of piece (ABA with 4 bar phrases in Allegro and 8 bar phrases in
Andante)
 Make sure Allegro does not rush or drag
 Make sure Andante does not drag
Closure
 Close each day with an exit activity
o Listen to music and have the students describe what the music sounds like
 On Friday, send out a form for students to give their own music and have them
look for new instrumental or other songs
Assessment
 Active informal assessment
 Check for understanding during sight reading
 Exit activities
Week 2:
Prerequisite Skills and Knowledge: Shown above (building off of previous lesson plans as well)
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play I, IV, vi, and V chords for scales listed above
 Introduce ii chord
o Down A Country Lane by Aaron Copland transcribed by Merlin Patterson
 Key: F
 Does it change keys (modulate)?: Yes
 Where and what key?: mm. 25 (C) to Ab M
 Rhythms: Whole, Half, Quarter, Eighth
 Percussion: Vibraphone
 Time Signature: 4/4
 Tempo Markings: Gently flowing, in a pastoral mood (88)
 Definitions and tempo range: Grazing like a sheep or cow/Idealizing
country life
o Have students describe how they think pastoral mood could
describe the piece.
 Phrase structure of piece: Unequal phrases structure
Closure
Assessment
o Responding and relating to various repertoire
 Exit activities
Week 3:
Objectives
 Students will be able to recognize basic harmonic progressions.
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play I, IV, vi, ii and V chords for scales listed above
 Introduce iii chord
o Hoosier Pride (Concert March) by John Edmondson
 Key: Eb
 Does it change keys (modulate)?: Kind of
 Accidentals and notes at the end of the first phrase shows G Major
 Rhythms: Whole, Half, Quarter, Eighth, Sixteenths (In percussion, with some
rolls)
 Percussion: Bells, Snare, Crash, Bass Drum
 Tempo Markings: March Tempo (120)
 Definitions and tempo range: Standard march tempo in Western
traditions
 Phrase structure of piece: Intro, A repeated, B, A repeated, Coda
Closure
Assessment
 Exit activities
Week 4:
Objectives
 Students will be able to effectively perform music in various styles.
 Students will be able to demonstrate understanding of musical phrasing.
 Students will be able to create their own basic melodies and harmonic progressions
 Students will be able to demonstrate major scales and few basic minor scales.
 Students will be able to develop criteria and analyze effectiveness of performance of
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play I, IV, vi, ii, iii, and V chords for scales listed above
 New Scales: Eb
 Amberwood Overture
o Run through piece (at start of week to see where students are currently at)
o Work with main melody that occurs every four bars
 Alternates between woodwinds and brass
o Work beginning to the Andante
o Tune accompaniment chords that occur underneath melody
 Mm.1 to 4 with brass
 Mm. 5 to 13 in the ww
o Percussion
 Rhythms (especially snare)
 The nine stroke rolls could be simplified until worked out
 Bells have melody
 Would need ample time to work with other melody instruments
 Crash cymbal and Bass drum
 Accurate counting and timing
 Down a Country Lane
o Run through piece
o Beginning has leaps to work on
o Tuning throughout the piece
o Slight ritardando will need to address and make sure students accurately perform it
o Solos at mm 20 will need to be worked on individually and maybe played as a section
until it is decided on soloists
 Mutes for trumpets
o Tutti section at mm 25 as well as a key change
o Work up to mm 25 and then work past the key change
 Grace notes in the flutes will need to be addressed
Closure
Assessment
o Listening for scales
 Asking students to play individually at times
 Run through of piece at the start off cycle to check for current understanding
o Might not run through every day, but at least every other day run through one of the
pieces.
 Exit activities
Week 5:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb
o Play I, IV, vi, ii, iii and V chords for scales listed above
 Students demonstrate by picking a note from each chord at a time
 Only do chords for one key a day
 New Scales: A
o Percussion
o Work through the Andante section
 Mm 34: Switching to 3/4
 Texture change
 Style change
 Mood change
 Ask students how they feel about the change of the music at the Andante
section and how it differs from the previous section
o Run through piece
o Working past key change (making sure all students understand the key and show
proficiency in playing through the key change)
o Mm 35 to the fermata at mm 46
 Tuning and dynamic contrasts
o Work with students to make sure smooth melody throughout
 Hoosier Pride
o Read through piece
o Percussion and band talk about march style of percussion and the general traditional
march style
 Percussion review of rhythmic proficiency with rolls and sixteenths
o Repeats
 Bells play 1st time only and flutes only 2nd time
 2nd repeat sign: everyone plays both times
o Start tempo a little slower and allow students to show understanding of rhythm and
meter before increasing speed.
Closure
Assessment
pieces.
 Exit activities
Week 6:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A
 New Scales: Ab
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb
o Play I, IV, vi, ii, iii and V chords for scales listed above
 Students demonstrate by picking a note from each chord at a time
 Only do chords for one key a day
 New Scales: A
o Percussion
 Texture change
 Style change
 Mood change
o Work with students to make sure smooth melody at andante and light melody at allegro
o Work on second allegro section with students
 Go through it without making it a big deal and see if they can relate it back to
the beginning
 Melody starts with trumpets at mm 76 instead of flutes like at the beginning
 Cut-off at the end may need some practice
 Make sure crash cymbal is choking the last note correctly and effectively
o
o Run through piece
o Work with off-beats/syncopated rhythms at mm 39 – 40 in flute, oboe, and vibes
o Work with students on developing better dynamic contrast throughout piece
 Hoosier Pride
march style
o Repeats
o Work on components of the melody that start on the & of 1
 Flutes in mm 13 and 17
o Spot check any areas with accidentals mm 21 to the end
Closure
Assessment
pieces.
 Exit activities
Week 7:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A
o 1 new exercise a day
 New Scales: Ab
o Percussion
 Texture change
 Style change
 Mood change
the beginning
o
o Run through piece
 Hoosier Pride
march style
o Repeats
 Do multiple run-throughs of each piece every few days
Closure
Assessment
pieces.
 Exit activities
 Terms Quiz
o Terms discussed in class
Week 8:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A, Ab
 New Scales: E
o Percussion
 Texture change
 Style change
 Mood change
the beginning
o Have students play through large sections of the piece at a time
o Make sure the transitions between the allegro, andante, and back to the allegro are
smooth and easy for students
o Run through piece
o Work through large sections of the piece
 Hoosier Pride
march style
o Repeats
o Work through entire large sections of the piece
 Doing repeats and making sure no confusion throughout
 Do a run-through of one piece a day
Closure
Assessment
 Run through of piece at the start of a week and at the end of a rehearsal to check for current
understanding
pieces.
 Exit activities
Week 9:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A, Ab, E
 New Scales: Db
o Run through piece
o Spot check areas that may be troublesome during rehearsals
o Run through piece
 Hoosier Pride
o Run through piece
 Prepare for concert
o Make sure students know dress code, behavior, and other logistics of concert
Closure
Assessment
pieces.
 Exit activities
 Spring Concert
Week 10:
Objectives
Standards
4.8.2)
Materials
Procedures
 Welcome Back!
o Concert Reflection
 Have the students complete a concert reflection and have them write down
what they liked about the music, what they thought they could have done
better throughout the concert cycle, and general comments about the
performance afterwards.
 Take break from concert music or sight reading and focus on basic technique for the week
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A, Ab, E, Db
 New Scales: B
Closure
Assessment
 Exit activity
Week 11:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A, Ab, E, Db, B
 New Scales: F#/Gb
o The Battle of Pavane by Tielman Susato arr. By Bob Margolis
 Key: Bb
 Rhythms: Whole, Half, Quarter, Eighth, Sixteenths (Full ensemble sixteenth
notes near end)
 Percussion: Timpani, Snare, Crash, Tam-tam, triangle, bells
o Four to eight percussionists depending on number of
percussionists
 Tempo Markings: 76
 Sustained and smooth texture
Closure
Assessment
 Exit activities
Week 12:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Play Major Scales (Two Daily): C, F, Bb, G, D, Eb, A, Ab, E, C#/Db, B, F#/Gb
 Give students an option to play between two scales
 Repeat process to have them choose two scales to play daily
o Legend of Eagle Caves by Steve Hodges
 Key: Bb
 Rhythms: Whole, Half, Quarter, Eighth, Dotted Eighth Sixteenth, Sixteenths (In
percussion, with some rolls)
 Percussion: Xylophone, Bells, Snare, Sus Cym, Bass Drum, Tambourine,
Triangle
 Time Signature:
 Tempo Markings: 4/4
 Definitions and tempo range: Marziale (116)
 Marziale: The act of marching
 Phrase structure of piece: Intro, ABA
Closure
Assessment
 Exit activities
Week 13:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Amazing Grace by Frank Ticheli
 Key: Eb
 Does it change keys (modulate)?: Yes
 Modulates to Bb in mm 46
 Rhythms: Whole, Half, Quarter, Eighth, Triplets
 Percussion: Vibes, Crash, Sus Cymbal, Triangle, Glockenspiel, Timpani
 Tempo Markings: Poco rubato 72-80, slower 63-69, broadly
 Definitions and tempo range: a tempo, broadly
 Phrase structure of piece:
Closure
Assessment
 Exit activities
Week 14:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
 The Battle Pavane
o Start piece
 Make sure students do not rush (arr. Specifies tempo should not fluctuate
much)
o Discuss the style of the piece
 Sustained and smooth are the adjectives used in the parts
 Discuss what that means to the music and how it can be portrayed
 Strong and full is also written in
o Lots of unison lines
 Work through the unison parts in the ensemble
 Make sure the small flourishes are pointed out like in the Euph in mm 4
Closure
Assessment
understanding
pieces.
 Exit activities
Week 15:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Start piece
much)
o Work through the first 16 bars and tune as well as address any inconsistent air flow and
sustained melody.
o Work through the longer sections after bar 16 getting into the longer phrases
o Dynamic Contrast
 Legend of Eagle Caves
o Have students talk about what it means to play like a Marziale
o Have them play main rhythm in mm.1 of saxes and trumpets with everyone wherever
they play it to gain and check knowledge of rhythm
o Work through transitions between voices and what instrument transitions where
o Thicker texture throughout piece
 Work with students on keeping their ears open for what is the most important
line in the texture
 Amazing Grace
o Work through the introduction and the first statement of the melody from mm 1 to mm
24
 This is the intro and a chamber-like section where there are exposed parts with
one on a part
 Students can be placed into small ensembles and play this together throughout
the room
o Work through the first tutti section
 Address dynamics, melody, accompaniment and the harmony along with that
Closure
Assessment
 Scales Test
understanding
pieces.
 Exit activities
Week 16:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Start piece
much)
sustained melody.
o Dynamic Contrast
o Run through entire piece and find any trouble spots to touch on throughout the week
line in the texture
o Make sure the accidentals and rhythms throughout are understood and are
demonstrated throughout the ensemble
 Rhythms and tonal patterns could be placed during warm-ups
 Amazing Grace
24
one on a part
the room
o Start working through the modulation, development section, and the transition back
into the final statement.
o This is a large work for an 8th grade ensemble and could be more challenging than
anticipated
 Work through and make sure the students understand where the melody is
important and how they approach tuning, blending in the ensemble, and
listening around the ensemble
o Touch on the final statement of the melody and the coda
Closure
Assessment
understanding
pieces.
 Exit activities
Week 17:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Start piece
much)
sustained melody.
o Dynamic Contrast
line in the texture
 Amazing Grace
24
one on a part
the room
anticipated
o Work in large sections and combine the 3 major groups the piece
 Intro, first and second statement of melody
 Episode, development, and transition
 Final statement and coda
o Increase the amount of music being played throughout while working on dynamics,
blending and creating a dramatic climax at mm 91
Closure
Assessment
understanding
pieces.
 Exit activities
Week 18:
Objectives
Standards
4.8.2)
Materials
Procedures
o Rhythmic Patterns
one pitch)
o Tonal Patterns
o Playing
 Long tones
 One scale daily
 Articulation
o Start piece
much)
sustained melody.
o Dynamic Contrast
line in the texture
 Amazing Grace
24
one on a part
the room
anticipated
o Work in large sections and combine the 3 major groups the piece
 Intro, first and second statement of melody
 Episode, development, and transition
 Final statement and coda
o Increase the amount of music being played throughout while working on dynamics,
blending and creating a dramatic climax at mm 91
 Run through each piece and troubleshoot any specific areas
o Look at the big picture and work on large sections
 Unless something small is necessary
 Rehearse concert etiquette
Closure
Assessment
understanding
pieces.
 Exit activities
 Final Concert
Learning Outcomes:
Students in this class will learn these outcomes based on the information presented during discussions
about the pieces played in the ensemble as well as the pieces brought to the class by the instructor and
the students themselves during the exit activities. The students work through issues as discuss problems
during in-class instruction and through informal assessments throughout the semester. There are not a
lot of formal assessments with a terms quiz in the first quarter and a scales test in the second quarter so
that there is more time to develop an understanding of the content and create a deeper foundation in
the development of students creativity, analysis, and performance.

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Unit Curriculum Assignment

Semester 2: 8th Grade

1. Students will be able to effectively perform music in various styles.

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