6th Grade General Music


Syllabus and Expectations: – pdf file of below here – EXPECTATIONS6thG2017

NO HOMEWORK IN MUSIC CLASS – 

Also see music class progress (topic/main idea/test) calendar here.

CLASS RULES:

  1. Respect self, others, and their property. Treat others, as you want to be treated.
  2. Follow directions, be prepared to work.

CLASS OBJECTIVES:

General Units of Study: Students will learn the basic language of music through the exploration of the four elements: Rhythm, Melody, Harmony, Tone Color, and Music History. A week or so will be spent on each element. Students will use voices to sing, play instruments, and create music during class time. Participation is required for all activities. Students will also practice writing music through completing worksheets during class time. The class will cover all Illinois State content standards for music and concentrate on the district priority learning targets for grade 6. The lists of the Priority Learning Targets are attached. All handouts and worksheets should be kept in a pocket folder.

Materials and Assessments: On most days NO materials will be needed, however on occasion a pencil or pen will be required and the teacher will give adequate notice (the day before). There will be two formal written tests and assessments at the 6th-grade level (pre and post) with the posttest only factoring into the final grade; there will also be a few short quizzes. Students will be responsible for turning in all worksheets and participating consistently in all activities and class discussions. (See attached rubrics)

Goals:  By the end of the course, the student will be able to read basic music notation, sight-read a simple melodic line of music, sing with others in harmony, and improvise to basic chord progressions. The student will also be able to understand simple meter and be able to read and perform simple rhythmic phrases by clapping or by using instruments.

 GRADING:

80% – Daily Participation, singing, and playing instruments – (Informal and formal classroom observation)

20% – Worksheets, in class work, and assessments – (Written tests, individual, and group song project performance)

Class format: First half of each class period – learn/review concepts.

The second half of each class period – use/practice concepts with the use of instrument and singing.

Poor Behavior / Consequences: Positive behavior and participation are required! Students are graded daily by using the 2 attached rubrics (Choir Performance and Intention). Rubric pdf – Music Class and General Performance Rubric

6th Grade Music Course Map – National Music Education Standards:

  • Rhythmic Theory – Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
  • Melodic Theory – Sing or play melodies accurately and expressively from a written score in at least one clef.
  • Singing – Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.
  • Timbre – Identify the tone color(s) [timbre(s)] of the instruments and/or voices in an aural musical example.
  • Music History and Culture – Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

General skills to be developed:

  • Rhythmic Theory – Identify durations of note and rest values: whole, half, quarter, eighth in simple meters (2/4, 3/4, 4/4). What does each of the numbers of the time signature indicate? How do you identify the number of beats in a measure?
  • Melodic Theory – Identify letter names on the staff for treble clef including one ledger line above and below the staff. Identify solfeggio syllables in C major on the staff. Identify line and space numbers. Notate melodies on a staff.
  • Singing – Sing a major scale using solfeggio. Demonstrate musical independence through the performance of a vocal line sung with one or more parts. Demonstrate proper technique, physical involvement, focus, and discipline. Demonstrate various timbres through singing (head voice, chest voice, belting).
  • Timbre – Identify instrument families and voice parts aurally. Identify instruments visually. Identify various musical ensembles visually.
  • Music History and Culture – Understand how music time periods relate to the evolution and culture of America.

General activities to cover and develop the above: Playing sticks and drums, singing and playing melody and harmony, and composing and performing a group song using xylophones, bells, and glockenspiels.

Revised 7/29/16

Dr. Glogowski – jglogowski@sd129.org

http://herget.discoverthought.com   630-301-5794