ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
STATEMENT OF PURPOSE
Students will develop aesthetic awareness of the elements of music. Students will examine ways in
which composers utilize harmonic structure in the creation or arrangement of notable pieces of music.
The study of music provides a medium in which students can be creative and expressive. Students will
be exposed to the periods of classical music and acquire greater knowledge of famous classical
composers and compositions. Additionally, students will develop their knowledge of the basic elements
of music: rhythm, melody, and harmony.
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
COURSE GOALS
NJCCCS
COURSE GOALS ALIGNED WITH CONTENT STANDARDS
Students will be able to:
1.1
Use aesthetic knowledge in the creation of and in response to music
1.2
Utilize skills, media, methods, and technologies appropriate in the creation,
performance, and presentation of music.
1.3
Demonstrate an understanding of the elements and principles of music.
1.4
Develop, apply, and reflect upon knowledge of the process of critique.
1.5
Understand and analyze the role, development, and continuing influence of music in
relation to world cultures, history, and society.
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
CCCS/CPI
(GOALS)
1.3 B2
PERFORMANCE/INSTRUCTIONAL
OBJECTIVES
The student will show awareness of
advanced melodic, harmonic, and
rhythmic studies.
1.2 B5
The student will have a more advanced
understanding of instrument frequencies
and how they affect tone and timbre.
1.3 B1
1.4 B2
Students will know the standard
instruments of the band and orchestra, as
well as develop awareness of
contemporary instrumentation.
1.5 B1
Students will show an advanced
understanding of music history and
composers, focusing on the Baroque,
Classical, Romantic, and early 20th
Century eras.
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
CONTENT
INDICATORS/ACTIVITIES
• Listen to a piece of music and
identify the time signature.
• Name the pattern of whole and
half steps in a major scale and
a natural minor scale
• Clap various complex rhythms
and have students echo.
• Play two similar instruments
(i.e., trumpet & flugel horn)
and have students identify
similarities and differences
between them.
• Compare the way an ensemble
sounds in a concert hall vs. an
outdoor venue (ie.,
amphitheater)
• Students will recognize
differences in specific
instrument sound and tone.
Have students listen to various
recordings of virtuosos on
each section.
• Students will listen to
contemporary ensembles such
as Harry Partch.
• The student will be given a
time line linking music to
historical occurrences in time
periods. Students will listen to
various pieces of music which
are representative of each
time. Students will be given
biographies of composers and
significant works.
1.2 B1
Students will develop knowledge of
more advanced music theory, utilizing
the keyboard to compose and play
melodies with chordal accompaniment.
•
•
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
Students will review the
formation of the keyboard,
building scales and chords
accordingly.
Students will review
vocabulary relating to
dynamics and tempo and
utilize it in the creation and
analysis of simple chorales.
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
SCOPE AND SEQUENCE
Marking Period 1
• Review basic rhythmic notation and develop knowledge of complex rhythms.
• Students will practice treble clef note reading and learn bass clef, as well as existence of
other clefs.
• Introduction to Classical music, beginning with Baroque Era.
Marking Period 2
• Students continue rhythmic studies, performing via clapping, speaking, and simple
percussion instruments.
• Students will compose melodies with simple chordal accompaniment.
• Transition from Baroque Era into Classical Era, including development of musical
instruments, musical notation, and famous composers.
Marking Period 3
• Students further study instrument families of the modern orchestra (strings, brass, woodwind,
percussion), as well as contemporary instrumentation.
• Continue to study Classical Era, including development of musical instruments, musical
notation, and famous composers.
• Transition into Romantic Era of music.
Marking Period 4
• Students continue to study instruments families of the modern orchestra.
• Compose a complex melody with simple choral accompaniment and perform it on keyboard.
• Discuss the Romantic Era in greater detail and transition to early 20th Century music,
including development of musical instruments and famous composers.
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
RESOURCES
1. Piano / keyboard
2. CDs
3. MP3/Ipod players
4. Sheet music
5. Simple percussion instruments
6. DVDs
7. VCRs
8. Computers or computer access
9. Appropriate handouts
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
MEASUREMENT/ASSESSMENT
•
Teacher Observation
•
Listening/Following Directions
•
Written Tests & Quizzes
•
Song composition
•
Song performance
•
Oral presentations
•
Listening tests
•
Listening journals
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
SAMPLE LESSON PLAN
BAROQUE BASICS
I.
INTRODUCTION:
In the next three lessons, students will obtain knowledge of the characteristics of the
Baroque Era of music, as well as significant composers and works.
II.
OBJECTIVE:
Students will learn the basic characteristics of Baroque music including forms (fugue and
oratorio), ornamentation, and the juxtaposition of freedom within a rigid tempo.
III.
PROCEDURES:
Motivational Activities:
1. Teacher will play a piece of Baroque music (ie, the Brandenburg Concertos).
Learning Activities
1. Students will examine and discuss what they hear in terms of tonality, tempo, dynamics, and
style.
2. Teacher will facilitate discussion and direct students to proper vocabulary for specific styles
and elements.
IV.
V.
MATERIALS:
Printed Materials:
Master Theory, Book 1
Elementary Harmony
Non-Print Materials:
Manuscript, Piano as needed
Ipod, CD, or MP3 player
Recordings of Baroque Era music
CLOSURE:
1. Lesson Summary:
Review the elements of the Baroque Era and discuss what kind of developments have been
made since earlier (Medieval and Renaissance) music.
2. Review/Assessment Activity:
Have students write a paragraph on how Baroque music is similar to and/or difference from
modern music.
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS
ELMWOOD PARK PUBLIC SCHOOLS
GENERAL MUSIC
GRADE 6
RECOMMENDATIONS
1. Access to a well-maintained piano or keyboard in all music classrooms. A
keyboard instrument is imperative to the study of melody, and allows students to
see scales and chord structure in a way that other instruments cannot.
2. Simple percussion instruments, such as snares or drum pads, rhythm sticks, and
bongos should be available to allow students to internalize rhythm during rhythmic
studies.
3. Classrooms should be set up in a way that allows for movement. Separate chairs
are preferable to tables or chairs and desks that are connected.
4. Access to computer lab for composer research and web questing.
APPROVED BY BOARD OF EDUCATION
AUGUST 24, 2010
ELMWOOD PARK PUBLIC SCHOOLS