Music

= = =**How is Music Part of Every Culture? ** = **Angi Brooks & Debbie Gibson ** **Music & Grade 3 **

=**What you want your kids to know and why it matters: (Learning Goals) ** = = = =**What do you want your kids to be smarter about? (Knowledge) ** = = = =**What do you want your kids to be able to DO better? (Skills) ** = = = =**What do you want your students to be pondering/concerned/caring about? (Understandings) ** = = = =** __Big Idea/Enduring Understanding__ : What do you want students to remember in 10 years? ** = = = =<span style="font-family: 'Times New Roman',Times,serif;">** __Essential Question(s):__ <span style="background-color: transparent; color: #0000ff; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*How is music part of every culture? ** = = = =<span style="font-family: 'Times New Roman',Times,serif;">** __Product/Performance Task__ <span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">- What will students create to demonstrate their knowledge, skills, and understanding? ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #0000ff; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*Students will demonstrate their understanding by singing, movement, and playing instruments with songs of the selected culture ** = = = =<span style="font-family: 'Times New Roman',Times,serif;">** __Real world purpose/audience:__ ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #0000ff; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*This will impact all of the students at Barrington ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #0000ff; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*A selected grade level will share their learning with the entire school through performance ** = = = =<span style="font-family: 'Times New Roman',Times,serif;">** __Real world models__ <span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;"> (e.g. mentor texts, etc.):  ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #0000ff; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*Authentic songs, instrumental music, instrument models, and dances/movement from the selected culture ** = = = =<span style="font-family: 'Times New Roman',Times,serif;">__**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Possible resources that students will use to help them uncover topic: **__ = = =
 * <span style="font-family: 'Times New Roman',Times,serif;">** *The language of music is the same in all cultures **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Every culture has music and uses music in similar ways **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Music is used in similar and different ways in various cultures **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Sing songs representative of the selected global culture language **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Transfer instrument playing and note-reading facility between cultures **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Create movement and improvise accompaniment to complement music of the selected global culture **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Students learn to respect other cultures through the similarities and differences of their music **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *Students learn to extend their abilities past their own culture and language **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *That each culture has individuality yet we are joined as global citizens through our similarities **
 * <span style="font-family: 'Times New Roman',Times,serif;">** *That music is a universal language for every culture **

=<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">What can students do or see along the way to improve and show understanding? ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">How will students know the learning targets? ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">How will they know they’re getting smarter? ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">How will they know that they’re developing skill? ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">How will they know they’ve got the big idea? ** = =<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">How will they know what success “looks like”? (Modeling? Exemplars? Formative assessment?) ** =

=<span style="font-family: 'Times New Roman',Times,serif;">__<span style="background-color: transparent; color: #000000; font-size: 11pt; text-decoration: none; vertical-align: baseline;">**“We will” Statements for Content & Skills** __ = =<span style="background-color: transparent; color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 11pt; text-decoration: none; vertical-align: baseline;"> *We will sing traditional folk songs representative of the targeted culture in both English and the original language, as appropriate for each grade level. = =<span style="background-color: transparent; color: #ff9900; font-family: 'Times New Roman',Times,serif; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*Assessment: student performance and teacher observation = =<span style="background-color: transparent; color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*We will play instruments as age and grade level appropriate with traditional songs representative of the culture. If appropriate and available, this will include authentic instruments representative of the culture. = =<span style="background-color: transparent; color: #ff9900; font-family: 'Times New Roman',Times,serif; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*Assessment: student performance and teacher observation = =<span style="background-color: transparent; font-family: 'Times New Roman',Times,serif;"><span style="background-color: transparent; color: #0000ff; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*We will move with traditional, created, or improvised movement as appropriate to music representative of the targeted culture. <span style="background-color: transparent; color: #ff9900; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*Assessment: student performance and teacher observation =

<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 20.5833px;">__**Fine Arts - Music** **Grade 3**__
<span style="font-family: 'Times New Roman',Times,serif;">** //Historical, Cultural and Social Contexts// ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Standard:** 01 Identify and demonstrate basic music forms. <span style="font-family: 'Times New Roman',Times,serif;"> ** Benchmark:A ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify and demonstrate AB form and verse/refrain form.
 * Identify and demonstrate same and different, introduction, interlude, and coda Identify and respond to music of historical and cultural origins.
 * Benchmark:B**
 * Sing, listen and move to music from world cultures.
 * Discuss the purpose of music from selected historical periods.
 * Identify, listen and respond to music of different composers. Recognize the interaction of people in music.
 * Benchmark:C**
 * Recognize and describe ways that music serves as an expression in various cultures.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> //**Creative Expression and Communicatio**n// //**Analyzing and Responding**//
 * Standard**: 02 Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities.
 * Benchmark:A**
 * Sing, alone and with others, a varied repertoire of songs with accurate rhythm and pitch and appropriate expressive qualities. *Use the head voice to produce a light, clear sound and maintain appropriate posture.
 * Play, alone and with others, a variety of classroom instruments with proper technique. Read, write, improvise and compose melodies and accompaniments.
 * Benchmark:B**
 * Improvise and compose simple rhythmic and melodic phrases and ostinati (e.g., compose a melody for a poem, question/answer).
 * Read, write and perform using sixteenth notes, eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter. *Read, write and perform extended pentatonic melodies with high do (do'-la-sol-mi-re-do) on the treble staff in G-do, F-do and C-do using a system (e.g., solfege, numbers or letters).
 * Improvise and compose short songs and sound pieces using classroom instruments and sounds in the room environment. *Use iconic representations of specific sound ideas.
 * Use a system to count out/read rhythms and melodies.
 * Standard:** 03 Identify and demonstrate elements of music using developmentally appropriate music vocabulary.
 * Benchmark:A**
 * Identify and demonstrate elements of music using developmentally appropriate vocabulary and music terms (e.g., quarter note, piano, forte).
 * Identify how elements of music communicate ideas or moods.
 * Identify and respond to simple music forms (e.g., rondo, AB).
 * Demonstrate a knowledge of terms related to form (e.g., DC, DC al fine, DS, DS al coda, endings). Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.
 * Benchmark:B**
 * Identify the four families of orchestral instruments visually and aurally. Discuss and evaluate individual and group music performance.
 * Benchmark:C**
 * Discuss and evaluate individual and group music performance.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> //**Valuing Music/Aesthetic Reflection**//
 * Standard:** 04 Reflect on their own performances and the performances of others.
 * Benchmark:A**
 * Participate in developmentally appropriate music activities
 * Develop criteria for reflecting on their performances.
 * Respond physically to expressive qualities of music.
 * Identify the musical qualities that contribute to the expressiveness of individual musical works.
 * Investigate how and why music is valued by individuals or groups. Demonstrate audience behavior appropriate for the context and style of music performed.
 * Benchmark:B**
 * Attend live music performances and demonstrate audience behavior appropriate for the context and style of the music performed. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences.
 * Benchmark:C**
 * Respond physically, emotionally and/or intellectually (e.g., movement, written/oral description) to a variety of age-appropriate music.
 * Demonstrate how music communicates meaning of text, feelings and moods or images.
 * Identify personal preferences for specific music selections.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> //**Connections, Relationships and Applications**//
 * Standard:** 05 Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. Benchmark:A
 * Interpret music through dance, drama and visual art.
 * Identify the use of similar elements (e.g., form, rhythm) in music and other art forms.
 * Explain ways that the basic principles (e.g., elements of music) and subject matter (e.g., topics, themes, lyrics) of music are interrelated with disciplines outside the arts.
 * Explore various audio and visual means of communicating an idea or telling a story. Describe how music is used in various cultures in the United States.
 * Benchmark:B**
 * Identify similarities and differences in music of the United States. Identify and describe roles of musicians in various music settings.
 * Benchmark:C**
 * Discuss that some people write music, direct music and/or perform music as careers.

<span style="background-color: #ffff00; font-family: 'Times New Roman',Times,serif;"> __ ** A COMPLEX THINKER. . . ** __

<span style="font-family: 'Times New Roman',Times,serif;"> // ** Indicator 1: **** Identifies and defines authentic problems and essential questions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We hear it when people ask: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q "What's really the problem at the heart of all this?" q "What's the main idea that ties all this together?" q "How do these things relate to each other?" <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We see it when people: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Clarify and sort essential information from non-essential information. q Try to understand the root of the problem. q Find the "umbrella" concept that unites all the pieces. q Create a research question to begin exploring a problem. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** In Other Words... Teachers help students see what really matters and show them how to independently explore and solve problems. **

<span style="font-family: 'Times New Roman',Times,serif;"> // ** Indicator 2: **** Collects, assesses and analyzes relevant information. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We hear it when people ask: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q "What's the __best__ way to research this?" <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q "How do I know this is true? How can I find out?" (Pre-Test: What do you know about Japan? Prior Knowledge - KWL Chart) <span style="font-family: 'Times New Roman',Times,serif;"> q “So what? How is this information significant?” q “Does this evidence help me answer the question or not?” q “How are these things similar? Different?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We see it when people: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Break down a concept, idea, or evidence into its component parts, to understand how the parts make the whole. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Sift through pieces to learn more about a problem. Looking through various pieces to learn more q Keep a record of what they find and where to find it again. – Chart of songs, art pieces, folk tales, instruments we have heard, Fishbone Chart <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Figure out what evidence is most relevant. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Evaluate sources of information for their credibility. q Use graphic organizers to process information as it comes to them. – Music song/Art piece Venn diagram <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** In Other Words... Teachers help students learn how to do research and examine evidence. **

<span style="font-family: 'Times New Roman',Times,serif;"> // ** Indicator 3: **** Explores and develops solutions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We hear it when people ask: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q "How can we solve this? How ELSE can we solve this?" Asking students to dramatize and retell Japanese folk tales. Is this the best costume, action, story, etc? q "Is this solution really the best one? What are the drawbacks and benefits? q "What are possible unintended consequences if this happens?" q "Are we using our resources in the best way?" q "How can we make this better?" <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We see it when people: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Use evidence to support a position. q Think outside the box. (outside THEIR box) q Propose answers to their research or essential question, using data. q Discuss the best way to use limited resources to solve the problem. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** In Other Words... Teachers help students learn to develop multiple approaches to solve complex problems. **

<span style="font-family: 'Times New Roman',Times,serif;"> // ** Indicator 4: **** Makes judgments and decisions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We hear it when people ask: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q “How do we know that’s true?” How do we know that this piece is….? <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q “What makes this better than that?” q “By what criteria is that ‘good’ work?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q “What is the rationale behind that person’s position?” <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q “How credible, reliable, or accurate is that position?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We see it when people: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Analyze and evaluate data/evidence, arguments, claims and beliefs. q Synthesize and make connections between information and arguments. q Interpret information and draw conclusions based on the best analysis. q Weigh solutions and positions based on criteria. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** In Other Words...Teachers help students learn to evaluate positions and look for the reasoning behind actions and beliefs. **

<span style="font-family: 'Times New Roman',Times,serif;"> // ** Indicator 5: **** Uses systems thinking to understand complex inter-relationships. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We hear it when people ask: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q “What is changing? How is it changing?” Think about how the student thinking has changed. q “What is the relationship between the things that are changing? Is there a cause-and effect relationship at work?” q “What part do we play in this system?” q “What are the potential consequences of our actions?” q “What happens when something gets added or taken away from the system?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We see it when people: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Develop awareness by seeking to understand the big picture q Develop understanding by changing perspectives q Plan and take action by considering both short and long term consequences of actions, finding unintended and delayed consequences, and checking results and changing actions if needed. q Examine parts to see the whole interconnected system. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** In Other Words...Teachers and students strive to understand the complexities and interconnectedness of our world systems by using the habits, strategies, and tools of systems thinking. **

<span style="font-family: 'Times New Roman',Times,serif;"> // ** Indicator 6: **** Reflects critically on learning experiences ****, **** processes and solutions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We hear it when people ask: Classroom Reflection ** <span style="font-family: 'Times New Roman',Times,serif;"> q “What were my strengths?” q “How have I learned from other people to grow in new directions?” q “What knowledge do I need? Skills? Understandings?” q “What have I taken away from this experience?” q “What will this impact my life next time I encounter a new culture?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** We see it when people: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> q Pause to examine their own work. q Seek both “warm” and “cool” feedback to improve themselves. q Look back on the learning process steps to see where they performed well or missed the target. q Use data to inform their practice. q Make specific, measurable, attainable, results-oriented and time-bound goals and create benchmarks. q Celebrate their own successes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> ** In Other Words... **** Teachers help students to think about their thinking, to make their thinking better next time. **

<span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> //**A GLOBAL CITIZEN. . .**// <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Indicator A:** Understands the perspectives of others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Indicator E:** Participates in and initiates service-learning. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Indicator F**: Exercises civic responsibility.
 * Indicator B**: Understands the dynamics and interconnectedness of cultures and systems.
 * Indicator C:** Engages in cross-cultural communication and collaboration.
 * Indicator G**: Employs technology to inform one’s local, national and global perspectives.