Cr1.1: Imagine
Essential Question: How do musicians generate creative ideas?
Essential Question: How do musicians generate creative ideas? MU:Cr1.1. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters,
and simple chord changes.
Activity #5:
- Students will improvise in pentatonic scale using created rhythm.
Cr2.1: Plan and Make
Essential Question: How do musicians make creative decisions?
MU:Cr2.1.Use standard and/or iconic notation to develop musical ideas for improvisations, arrangements, or compositions to express
intent, and explain connection to purpose and context.
Activity #8:
- Students will use local Hawaiian names and terms to represent their neighborhood community by creating four 4-measure chants in standard notations (quarter note, pair-eighth, 16th, and half
notes).
Cr3.1: Evaluate and Refine
Essential Question: How do musicians improve the quality of their creative work?
Cr3.1. Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain
rationale for changes.
Activity #5:
- Students will explore and create different rhythmic patterns using quarter notes, paired eighth and half notes in simple duple meter, and refine and evaluate their performances using rubrics.
Pr4.1: Select
Essential Question: How do performers select repertoire?
MU:Pr4.1 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
Activity #9:
- Students will be able to perform and explain how selected music connects to and is influenced by specific cultural interests, purposes, or contexts. (Doraji)
Activity #10:
- Students will be able to perform and explain how the selection of music to perform is influenced by personal interest, social context, and purposes. (We Shall Over Come)
Activity #12:
- Students will explain how responses to music are informed by the structure, the use of the elements of music, and social and cultural context. (Doraji, Kāhuli Aku)
Activity #13:
- Students will recognize performers’ interest in and knowledge of musical works, understanding of their technical skills, and the context for a performance influence the selection of
repertoire. (Symphony of the Hawaiian Birds)
Pr4.2: Analyze
Essential Question: How does understanding the structure and context of musical works inform performance?
MU:Pr4.2 Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
Activity #1:
- Students will be able to notate notes, C, D, E, and G on the staff; and identify different and same phrases. (Mary Had a Little Lamb)
- Students will be able to identify rhythm when hearing one and two sounds in one (Samoan Sasa)
Activity #2:
- Students will identify quarter, pair-eighth notes, repeat sign, simple duple meter. (Samoan Sasa)
- Students will identify quarter, and pair-eighth notes, and half notes; simple duple meter. (Mary had a little lamb)
Activity #4:
- Students will be able to notate notes, C, D, E, G, and A on the staff and identify stanza and ABA form. (Bobby McFerrin: Don't Worry, Be Happy)
Activity #7:
- Students will be able to identify half, dotted half, and simple triple meter. (Oh, How Lovely)
Activity #8:
- Students will be able to identify sixteenth notes). (Dalcroze activity & Waimānalo Warriors)
Activity #9:
- Students will be able to perform the solfege of low so, low la, do, re, mi, so la with hand signs. (Doraji)
Activity #10:
- Students will be able to identify dotted quarter and simple quadruple meter. (Do Re Mi, We Shall Over Come)
Activity #11:
- Students will explain how C major is transposed to the key of F.
- Students will be able to identity middle C (low so), note D, (low la), and note E (low ti) in the key of F major on the staff. (Doraji, Kāhuli Aku)
Pr4.3: Interpret
Essential Question: How do performers interpret musical works?
MU:Pr4.3 Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and
articulation/style).
Activity #3:
- Students will identify musical timbre through classical instruments families by sight (woodwind, brass, percussion, strings).
Activity #6:
- Students will respond to fast and slow, major and minor scales and explain how intent is conveyed through interpretive decisions and expressive qualities (tempo, tonalities, and style).
Pr5.1: Rehearse
Essential Question: How do musicians improve the quality of their performance?
MU:Pr5.1 Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal
performances.
Activity 2:
- Students will be able to use provided rubric to evaluate the accuracy of notating quarter, pair-eighth notes, and half notes. (Mary had a little lamb)
Activity #7:
- Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Oh How Lovely)
Activity #9:
- Students will recognize and refine their performance over time through openness to new ideas to simple and compound meters. (Doraji in 3/4 and 9/8 meters)
Activity #10:
- Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Water Canon)
Pr6.1: Present
Essential Question: When is a performance judged ready to present? How do context
and the manner in which musical work is presented influence audience response?
MU:Pr6.1 Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
MU:Pr6.1 Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
Activity #5:
- Students will recognize how performers form harmony by performing two different melodies simultaneously.
Activity #7:
- Students will recognize how harmony is formed by singers singing two different melodies simultaneously. (Do Re Mi; Oh, How Lovely)
- Students will perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation when singing the round (Oh, How Lovely)
Activity #8:
- Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Waimānalo Warriors)
Activity #11:
- Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Water Canon)
Re7.1: Select
Essential Question: How do individuals choose music to experience?
MU:Re7.1 Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or
contexts.
Activity #1:
- Students will be able to perform and demonstrate their roles, contributions, and importance of performing Samoan Sasa with the correct intent as a group.
Activity #6:
- Students will explain, citing evidence, how selected music connects to and is influenced by specific cultural interests, purposes, or contexts. (Re7.1)
Activity #13:
- Students will recognize composers' selection of musical works is influenced by their interests, experiences, understandings, and purposes through openness to new ideas, persistence, and the
application of appropriate criteria. (Re: 7.1)
7.2: Analyze
Essential Question: How does understanding the structure and context of music inform a response?
MU:Re7.2 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and
context (such as social, cultural, and historical).
MU:Re7.2 Identify the context of music from a variety of genres, cultures, and historical periods.
Activity #4:
-
Students will explain how
responses to music are informed by the structure, the use of the elements of music, and social and cultural context. (Don't Worry, Be Happy)
Activity #10:
-
Students will identify and respond to the context of music from a variety of
genres, cultures, and historical periods. (We Shall Overcome)
Activity #12:
-
Students will explain how responses to music
are informed by the structure, the use of the elements of music, and social and cultural context. (Doraji, Kāhuli
Aku)
Activity #13:
-
Students will identify how response to music is informed by analyzing context
(social, cultural, and historical) and how creators and performers manipulate the elements of music. (Symphony of the Hawaiian
Birds)
RE8.1: Interpret
Essential Question: How do we discern the musical creators' and performers' expressive intent?
MU:Re8.1 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context,
convey expressive intent.
Activity #9:
- Students will be able to demonstrate and explain how the music elements (such as tone colors) are used in performers’ and personal interpretations to reflect expressive intent.
(Doraji)
Activity #13:
- Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to the above elements. (Symphony of the Hawaiian Birds)
RE8.1: Interpret
Essential Question: How do we discern the musical creators' and performers' expressive intent?
MU:Re8.1 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context,
convey expressive intent.
Activity #9:
- Students will be able to demonstrate and explain how the music elements (such as tone colors) are used in performers’ and personal interpretations to reflect expressive intent.
(Doraji)
Activity #13:
- Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to the above elements. (Symphony of the Hawaiian Birds)
Re9.1: Evaluate
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
MU:Re9.1 Apply teacher-provided criteria to evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements
of music.
Activity #8:
- Students will evaluate their peers and their Dalcroze activity movement performance by referring to the provided criteria.