7th Grade Music Class
Items you will need for music class:
1. Folder or section of your docket/binder set aside for music class.
2. Notebook paper
3. Pen or pencil
4. Headphones
Current events in music will be covered as they occur.
Careers in music will be covered with the Music Alive magazines.
At the start of the semester:
1. Introduce/review elements: rhythm, melody, harmony, form, style, tone color
2. Music Ace lessons in the computer lab will reinforce these concepts.
Unit: Rhythm, Melody, Harmony, Tone Color, Form
Essential Questions: 1. What are the characteristics of each element? What do you hear?
2. How would you describe the listening example using the elements?
Concepts/Skills: Students will be able to compare and contrast music of different styles, meter, tone color, and form. Students will be able to perform rhythms and ostinato patterns vocally and instrumentally. Students will be able to identify various tempos and changes in tempo. Composers are studied as their music is provided as listening examples.
Project: Using the Music Ace Maestro computer program students will be introduced to and be able to explore and master musical concepts at their own pace. This will review, reinforce, and teach new concepts and skills.
Students will also sing and play instruments in a variety of different styles of music while focusing on the elements and their similarities and differences.
Assessment (Pre/Post): A participatory survey of the class identifying and categorizing the elements will take place as concepts are introduced. After a concept has been explored, a participatory (playing) and/or written quiz or test will be given.
The completed Music Ace Maestro assignments will be assessed at the end of each lesson. These will be assessed using the Music Ace Maestro program.
Technology Integration: Students will work with the Music Ace Maestro program to further explore, reinforce, and/or master the elements of music at their own pace.
Unit: 1. Sound patterns, ostinato, conducting and performing in various meters and in multi-meter.
Essential Questions: 1. Can you identify sound patterns in your everyday life?
2. What can you listen for to help you determine meter?
3. Is there anything you can do to help you determine meter?
Concepts/Skills: 1. Students will identify and perform patterns or ostinatos on instruments. Some of these patterns will be performed while singing a melody. Students will also conduct in several meters, including 2, 3, and 4. Other conducting techniques will also be introduced and explored, including dynamics. Students will also learn to sing in multimeter.
Project: 1. Students will perform vocally and instrumentally, and conduct in meters of 2, 3, 4, and multimeter. Students will study composers as their compositions are listened to and/or performed.
Assessment: A participatory survey of the class identifying and categorizing the elements will take place as concepts are introduced. After a concept has been explored, a participatory (playing) and/or written quiz or test will be given.
Unit: Guitar Playing
This unit will be differentiated according to the students' prior experience.
Concepts/Skills: Exploring melody, rhythm, pitch, and notation through written music and the playing of the acoustic guitar and the singing of the note names according to the guitar music.
Project: Learn to play simple melodies on the guitar and perform at least one melody while being accompanied.
Pre/Post Assessment: Two performance test will be given, one after students have learned to play a melody switching between two or three strings and chords, and one at the end of the unit.
Unit:1. Theme and Style: Classical and Romantic Periods
Essential Questions: 1. What does Classical music sound like?
2. What does Romantic music sound like?
3. How are Classical music and Romantic music alike and/or different?
4. Using the elements, describe what you are listening to.
Concepts/Skills: 1. Students will learn to identify the elements and characteristics of the classical and romantic periods. They will also study the lives and compositions of Wolfgang Amadeus Mozart, Ludwig von Beethoven, and Franz Liszt.
Project: 1. Listening and singing activities involving classical and romantic styles will be explored.
2. Explanatory writing- Compare and contrast one piece of music from the Classical with another from another era.
Assessment (Pre/Post): A participatory survey of the class identifying and categorizing the elements will take place as concepts are introduced. After a concept has been explored, a participatory (playing) and/or written quiz or test will be given.
Unit: Twentieth Century Music
1. Instrumental and vocal music
2. Jazz
3. Electronic Music
4. American Musical Theater “Fiddler On the Roof”
Essential Questions: 1. Describe the sound of Twentieth Century music.
2. How is Twentieth Century music like or unlike Romantic or Classical music?
3. Describe what makes jazz different from other styles of music.
4. In your opinion, what characteristics make a good American Musical Theater show?
Concepts/Skills: 1. Students will be introduced to and explore the elements of twentieth century music. Students will study a variety of examples of twentieth century music, including traditional instrumental and electronic music. Students will also explore twentieth century harmony.
2. Students will be able to identify jazz and its characteristics including syncopation and will perform music in this style. Improvisation will also be explored.
3. Students will become familiar with the American Musical Theater. They will study the classic musical, “Fiddler On the Roof.”
Project: Students will compare and contrast elements of twentieth century music, electronic music, and various forms of jazz.
Assessment (Pre/Post): A participatory survey of the class identifying and categorizing the elements will take place as concepts are introduced. After a concept has been explored, a participatory (playing) and/or written quiz or test will be given.