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Music and Social Emotional Learning:

A Dynamic Duo


CONTENT


MUSIC STANDARDS & OBJECTIVES


 

CREATING

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.

Unit 2, Lesson 2:

  • Students will improvise and explore what a pentatonic scale sounds like, using bells, boomwhackers, or xylophones. 

 

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.

Unit 4:

  • 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.

Unit 2, Lesson 2:

  • 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.

 

PERFORMING    
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.

Unit 5:

  • Students will be able to perform and explain how selected music connects to and is influenced by specific cultural interests, purposes, or contexts. (Doraji)

Unit 6:

  • 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)

Unit 8:

  • 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)

Unit 9:

  • 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 - Vanished Voices: A Farewell to the ʻŌʻō).
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.

Unit 1, Lesson 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)

Unit 1, Lesson 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)

Unit 2, Lesson 1:

  • 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)

Unit 2, Lesson 2:

  • Students will be able to identify stanza and ABA form. (Bobby McFerrin: Don't Worry, Be Happy) (Pr: 4.2)

Unit 3:

  • Students will be able to identify half, dotted half, and simple triple meter. (Oh, How Lovely)

Unit 4:

  • Students will be able to identify sixteenth notes. (Dalcroze activity & Waimānalo Warriors)

Unit 5:

  • Students will be able to perform the solfege of low so, low la, do, re, mi, so, la with hand signs. (Doraji)

Unit 6:

  • Students will be able to identify dotted quarter. (We Shall Over Come)

Unit 7:

  • Students will be able to notate C major scale on the staff. (We Shall Over Come, Water Canon) (Pr4.2)

Unit 8:

  • 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)
  • Students will be able to identify the key-signature of F major, which is B-flat. 
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).

Unit 1, Lesson 3:    

  • Students will identify musical timbre through classical instruments families by sight (woodwind, brass, percussion, strings).

Unit 2, Lesson 3:

  • 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.

Unit 1, Lesson 4:

  • 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)

Unit 3:

  • Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Oh How Lovely)

Unit 7:

  • 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.

Unit 1, Lesson 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.

Unit 2, Lesson 3:

  • Students will recognize how performers form harmony by performing two different melodies simultaneously.

Unit 3:

  • 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)

Unit 4:

  • Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Waimānalo Warriors)

Unit 5:

  • 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)

Unit 7:

  • Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Water Canon)

 

RESPONDING    
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.

Unit 1, Lesson 1:

  • Students will be able to respond and explain the confections to personal interests, experiences, or context to the music. (Do-re-mi, may use SEL questions)
  • Students will be able to respond and explain the confections to personal interests, experiences, or context to the music. (Do-re-mi, may use SEL questions)

Unit 2, Lesson 1:

 

  • Students will be able to respond and explain the confections to personal interests, experiences, specific purposes, or context to the music. (Don't Worry, Be Happy, may use SEL questions)

 

Unit 9:

  • Students will recognize composers' selection of musical works is influenced by their interests, experiences, understandings, and purposes through openness to new ideas, persistence, and applying 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.

Unit 2, Lesson 1:

  • Students will be able to explain their responses to the music that is played in major and minor, traditional and jazz styles. (Mary Had a Little Lamb)

Unit 2, Lesson 2:

  • Students will explain how responses to music are informed by the use of the elements of music - melody, harmony, and social and cultural context. (Don't Worry, Be Happy)

Unit 2, Lesson 3:

  • 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). (Mary had a Little Lamb, Jazz
  • Students will explain how responses to music are informed by the use of the elements of music - tonalities and social and cultural context. (Shabat Shalom) 

Unit 8:

  •  Students will explain how responses to music are informed by the structure, the use of the elements of music - tonalities, and social and cultural context. (Doraji, Kāhuli Aku) 
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.      

Unit 1, Lesson 3:

  • Students will be able to comprehend what they think/believe, feel, or understand/apprehend about different timbre of the classical instruments (may use SEL questions). 

Unit 5:

  • Students will be able to comprehend what they think/believe, feel, or understand/apprehend about different voice timbres from a unique culture. (Doraji, may use SEL questions)

Unit 6:

  • Students will be able to respond and explain the confections to personal interests, experiences, specific purposes, or context to the music. (We Shall Over Come, may use SEL questions

 

Unit 9

  • Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to different timbres. (Re: 8.1)
  • Students will be able to comprehend what they think/believe, feel, or understand/apprehend about the elements of timbres, register, and arrangement of classical instruments that perform in a symphony. (Re 8.1)
  • Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to different timbres. (Symphony of the Hawaiian Birds)
  • Students will be able to comprehend what they think/believe, feel, or understand/apprehend about the elements of timbres, register, and arrangement of classical instruments that perform in a symphony. (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.

Unit 4:

  • Students will evaluate their peers and their Dalcroze activity movement performance by referring to the provided criteria.