Below is an example of the Music History Module:



Below is an example of the Music History Module:

Unit Cover Page

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|Unit Title: Finding the Roots – European Music Grade Level: 8 |

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|Subject/Course: Music History |

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|Topic: ”Music through Time” |

|Designed by: Angela Marcone |

|Time Frame: 2 weeks (5 days per week, 41 minutes per session) = 10 Days total. |

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|This unit will provide a brief overview and comparison of the six European music eras. The content seeks to fulfill National |

|Content Standards 6a, 6b, and 9 for understanding culture and history and analysis of musical elements found in composition. |

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|Included in the unit is a performance task that guide student understanding of music’s relationship to history and culture. The |

|tasks focus on the overall culture, music, composers, and descriptions of each era. Through analysis of each musical period, |

|students will discover how cultural changes influence artistic endeavors. Students will listen to and compare compositions from |

|each era to uncover these changes. |

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|Both informal and formal assessments along with structured essential questions will encourage students to gain insightful |

|knowledge regarding European musical eras. |

Title of Unit: Finding the Roots

Unit Designer: Angela Marcone

Desired Results

Established Goals/National Standards:

|Content Standard 6: Listening to, analyzing, and describing music. |

|Achievement Standard, Proficient: |

|Students will… |

|Describe specific music events in a given aural example, using appropriate terminology. |

|Analyze the uses of elements of music in aural examples representing diverse genres and cultures. |

|Content Standard 9: Understanding music in relation to history and culture. |

|Achievement Standard, Proficient: |

|Students will… |

|Describe distinguishing characteristics of representative music genres and styles from a variety of cultures |

Understandings:

|Students will understand that… |

|Artistic endeavors represent cultural influence. |

|Music is a vital part of culture and society. |

|Historical analysis provides an opportunity to learn how music evolved. |

|Identifying a composer’s life, work, and intentions provides a greater insight into his musical works. |

|Comparing qualities of music and lifestyles, from each of the six European eras, identifies factors that contributed to |

|compositional techniques, choice of instrumentation, musical forms, and presentations. |

Essential Questions:

|How can analysis of historical music provide understanding for today’s musical practices? |

|What roles do music and art play to assist in visualizing historical changes in culture and society? |

|Why is an understanding of musical concepts such as form and structure, dynamics, instrument pairings, and melodic shaping |

|important for a composer? |

|What factors influence compositional techniques from each of the six European eras? |

|What is the relationship between the names of each of the six musical eras and the cultural changes at the time? |

|What were the strongest societal influences on music composition in the Romantic Era? |

|Why was there such a radical change in musical concepts and compositional techniques during the Modern music era? |

Skills:

|Students will demonstrate the ability to… |

|Identify and describe cultural and societal components of a particular era. |

|Eras: |

|Medieval, Renaissance, Baroque, Classical, Romantic, Modern |

|Explain the role of music in society for one of the six European Eras. |

|Identify at least two major composers of each European era. |

|Examples: |

|Leonin, Perotin, DeVitry |

|Palestrina, Byrd, DeLasso, Des Prez |

|Bach, Vivaldi, Handel |

|Mozart, Beethoven, Schubert |

|Tchaikovsky, Liszt, Chopin |

|Bernstein, Joplin, Schoenberg, Webern |

|Listen and identify specific music compositions from the Medieval, Renaissance, Baroque, Classical, Romantic, and Modern music |

|eras. |

|Examples: |

|Hildegard von Bingen – “O quam miribalis” |

|Olrando Gibbons – “Silver Swan” |

|Antonio Vivaldi – “Four Seasons – Spring” |

|Ludwig von Beethoven – “Symphony No. 5” |

|Frederic Chopin - ”Prelude in E Minor” |

|Arnold Schoenberg – “String Quartet # 4” |

Knowledge:

|Students will know… |

|Culture is customs, art, social infrastructures, and achievements of a social group. |

|Analysis is necessary to provide a basis for discussion and interpretation. |

|Chant is unaccompanied homophonic music used for the Mass. |

|A motet is a vocal composition intended for church service. |

|Polyphony is lines of music interweaved forming two distinct melodies. |

|Scared music is a composition for religious purposes |

|Secular music is music composed with non-religious lyrics. |

|Ornamental is a term used to describe the musical techniques and the architectural growth of the Baroque era. |

|Oratorio is a dramatic musical piece, based on religious theme for solo, chorus, and orchestra. |

|“Rococo” is a term used to describe and relate musical and architectural changes between the Baroque and Classical eras. |

|“Rebirth” is a term often used to describe the Renaissance era. |

|Madrigal is unaccompanied secular vocal music. |

|Counterpoint is a musical style that uses two or more independent melodic lines with varied rhythms. Each interacts with the other |

|harmonically |

|A symphony is a composition for full orchestra, usually in four movements. |

|Sonata allegro form is a composition in three sections, with themes or subjects, and tonal changes. |

|Nocturne is a name given to a piece of music suggestive of the night and usually written for piano. |

|Prelude is a short independent composition that usually precedes a more important or dramatic movement. |

|Dissonance is a lack of harmony and creates tension between musical notes. |

|Retrograde is a compositional technique in which the order of patterns are reversed |

|Aleatoric music leaves some part to chance or random composition. |

|Minimalism is an avant-garde movement in music characterized by short hypnotic phrases. |

|Experimental music challenges commonly accepted notions of composition. |

Title of Unit: Finding the Roots

Unit Designer: Angela Marcone

Stage 2: Assessment Evidence

Performance Task

|Performance Task 1: |

|Remembering An Era |

|“You are given the challenge to frame the life of an era. Assigned to the music history department of a local college, you will |

|assume the role of explaining one of the six European musical eras to a group of young students touring the campus. Design a |

|storyboard showing famous composers, samples of musical works, key terms used to describe compositional styles and techniques such |

|as fugue, symphony, or nocturne. You should create a short summary to use as a guide for explanation that captures information such|

|as timeline dates, biography data about the composers, and interesting facts the music played to societal functions and culture.” |

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Key Criteria:

|Key criteria for Performance Task 1: |

|Did the student create a storyboard that reflects accurate and thorough knowledge of the musical era? |

|Did the student show creativity in the storyboard? |

Other Evidence:

|Quiz – Through multiple choice students will match musical terms, composer names, and periods to each of the six European eras. |

|Informal checks and prompts – Listening exercises: Students will look at musical scores from each of the six European eras. |

|While listening, students will use guided prompts such as complex, emotional, formal, structured, simple, polyphonic, and |

|homophonic to describe the music. |

|Unit Test – Students will complete a blank history chart reflective of the work done in the unit. Through listening, the |

|students will also name musical eras associated with the musical example. |

Student Self-Assessment and Reflection:

|Students will discuss their personal opinion of the evident musical changes that occurred from one musical era to another such as |

|texture, form and structure, ornamentation, and instrumentation. |

|Students will write in their own words how culture and society affects musical compositions and choices made by composers. |

|Students will review peer assessment forms to evaluate results and reflect upon possible improvements. |

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