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. |
| |
|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.” |
| |
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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- below is an example of the music history module