Below you will find a list of classes, their slide presentation lessons, and their assignments:

• 1: Classroom Expectations

• 2: Pre-Test

• 3: Is It Music? Cage's "4'33"

• 4: Introduction to Soundtrap

• 5: Pulse/ Tempo / BPMs

• 6a: BPMs Applied to Sampling

• 6b. Create an MP3 of your project and attach it in Google Classroom

• 7: Intro to Instrumentation

• 8. Orchestral Instrument Families

• 9. Melody: Scales (Whole Steps and Half Steps)

• 10: Melody: Musical Motifs

• 11. Melody: Composing Phrases Out of Motifs

• 12. Composing a Melody Over a Chord Progression

• 13. Chords (Major and Minor)

• 14. Chord Progressions

• 15. Diminished Chords

Unit 1: Assignments:

• Project #1: Sampling Project

• Project #2: Orchestrate Beethoven's "Fifth Symphony"

• Project #3: Remix "Changes" by XXXtentacion

• Assignment: Half Steps and Whole Steps

• Assignment: Motifs

• Assignment: Composing Phrases Out of Motifs

• Assignment: Make a Melody Out of Phrases

• Assignment: Compose a Melody

• Assignment: Compose a Melody

• Assignment: Major and Minor Scales and Chords

• Assignment: Chord Progression I V vi IV

• Assignment: Spelling Out Chords

• Assignment: Diminished Chords

Unit 1: Test Review

Unit 1: Tests

Topic/Theme:

Fundamentals and Universals in Music

Duration:

2 months

Standard:

CCLS 3b: Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Questions:

What is tempo? What is key? What are the instruments of the orchestra? What is a scale? What is a melody? What is a chord? What is the difference between minor and major modes? What are the parts of a song? How do we read a time signature?

Enduring Understanding Questions:

What is music? What is the difference between noise and music? How much repetition and variation are desirable in music? Does form affect our enjoyment of music? Does music reflect our corporeal existence? Does music connect to a sense of spirituality? How does our cultural background affect our musical taste? How do our biases about groups of people affect how we view their music?

Key Student Learning Objectives:

Students will be able to find the tempo of a piece and set a metronome, distinguish between minor and major modes, demonstrate knowledge of how instruments generate sound, name the sections of an orchestra with examples of instruments, remix a song using instruments of the orchestra, use a scale to create a melody, label the parts of a song, and read a time signature.

Sequence of Key Learning Activities:

1. Pulse/Tempo/BPMs

2. Time Signatures and Rhythm

3. Instrumentation/Texture

4. Scales and Melody

5. Harmony and Chords

6. Structure

Key texts to be used:

Beethoven’s “Fifth Symphony,” Drake’s “Hotline Bling,” Xxxtentacion’s “Changes,” Juice WRLD’s “Lucid Dreams.”

Assessments:

Pre-assessment on skills and knowledge.

Soundtrap projects on BPM (Tempo), orchestration, and composing a melody.

Class assignments on finding a tempo, the instruments of the orchestra, differentiating between major and minor.

Weekly test on key terms and concepts.