Keyboarding+Unit

Contributing Teacher(s): Stephanie Pugh
Resources:
 * Keyboard Books
 * Computer/Internet Keyboard InformationVirtual KeyboardWrite your own music
 * Keyboard
 * Sheet Music
 * [[image:Picture_4.png]]

Content:
Content Standard 2.0 Playing Instruments Students will perform on instruments, alone and with others, a varied repertoire of music. Course Level Expectations (CLEs) The student will 2.1 Use pitched instruments to enhance choral experience. 2.2 Use non-pitched instruments to enhance choral experience.

Checks for Understanding 2.1 Play a simple, teacher-selected melody or accompaniment on a pitched instrument within a choral selection. 2.2 Play a simple, teacher-selected rhythm on a non-pitched instrument within a choral selection.

Student Performance Indicators (SPIs) The student is able to 2.1.1 Explore the use of pitched instruments. 2.1.2 Play a simple melodic phrase on pitched instruments. 2.1.3 Use, appropriately, pitched instruments in a choral selection. 2.2.1 Explore various timbres of non-pitched instruments. 2.2.2 Play simple rhythmic ostinati patterns using instruments or body percussion. 2.2.3 Use, appropriately, rhythm instruments in a choral selection.

Content Standard 5.0 Reading and Notating Students will read and notate music. Course Level Expectations (CLEs) The student will 5.1 Read and sing an assigned vocal part (both rhythm and pitch) from choral music with a difficulty level of 3, on a scale of 1 to 6. 5.2 Interpret terms, signs, and musical symbols necessary for performing a choral music score. 5.3 Sight-read, accurately, music with a difficulty level of 2 or above, on a scale of 1 to 6. 5.4 Notate melodic material (pitch and rhythm) using standard symbols, signs, and formats.

Checks for Understanding 5.1 Level 1. Read and sing an assigned vocal part (both rhythm and pitch) from choral music with a difficulty level of 1, on a scale of 1 to 6. Level 2. Read and sing an assigned vocal part (both rhythm and pitch) from choral music with a difficulty level of 2, on a scale of 1 to 6. Level 3. Read and sing an assigned vocal part (both rhythm and pitch) from choral music with a difficulty level of 3, on a scale of 1 to 6.

5.2 Level 1. Identify and define, in writing, specified terms, signs, and musical symbols as assigned by the teacher. Level 2-3. Sing a teacher-selected song applying knowledge of specified terms, signs, and musical symbols with at least 80% accuracy.

5.3 Level 1. Sight-read an eight-measure melody with a difficulty level of 1 with at least 80% accuracy. Level 2. Sight-read an eight-measure melody with a difficulty level of 2 with at least 80% accuracy. Level 3. Sight-read choral music with a difficulty level of 2 or above, on a scale of 1 to 6 with at least 80% accuracy.

5.4 Level 1. Write simple four-beat rhythmic (half, quarter, eighth notes) and melodic patterns from teacher dictation using non-traditional notation. Level 2. Write simple four-measure melodic patterns (pitch and rhythm) from teacher dictation using non-traditional notation. Level 3. Write simple four-measure melodic patterns (pitch and rhythm) from teacher dictation using standard notation. Student Performance Indicators (SPIs)

The student is able to 5.1.1 Interpret, accurately, notation for an assigned vocal part within a choral composition with a difficulty level of 1. 5.1.2 Interpret, accurately, notation for an assigned vocal part within a choral composition with a difficulty level of 2. 5.1.3 Interpret, accurately, notation for an assigned vocal part within a choral composition with a difficulty level of 3.

5.2.1 Identify and define specified terms, signs, and musical symbols in a choral music score. 5.2.2 Demonstrate, vocally, terms, signs, and musical symbols in a classroom setting. 5.2.3 Demonstrate, with vocal accuracy, terms, signs, and musical symbols in a choral performance context.

5.3.1 Sight-read melodies with a difficulty level of 1. 5.3.2 Sight-read melodies with a difficulty level of 2. 5.3.3 Sight-read choral music with a difficulty level of 2 or above.

5.4.1 Notate simple rhythmic and/or melodic patterns. 5.4.2 Notate, accurately, melodic and rhythmic patterns in dictation exercises. 5.4.3 Write music using standard symbols and signs.

Content Standard 6.0 Listening and Analyzing Students will listen to, analyze, and describe music. Course Level Expectations (CLEs)

The student will 6.1 Listen to a variety of musical styles and genres. 6.2 Identify the uses of musical elements in rehearsal and performance literature. 6.3 Analyze and describe uses of the elements of music in a recorded work that make it unique, interesting and expressive. 6.4 Compare and contrast works of the same genre or style.

Checks for Understanding 6.1 List musical compositions, heard in class, representing a variety of musical styles or genres. 6.2 Identify and define symbols in a musical composition and explain how they are used.

6.3 Level 1. Identify the elements of music used in a teacher-selected listening example. Level 2. Describe how the elements of music are used in a teacher-selected listening example. Level 3. Describe how the elements of music are used to create a unique, interesting or expressive composition.

6.4 Level 1. Compare two or more musical examples from the same genre or style. Level 2-3. Compare and contrast two or more musical examples from the same genre or style.

Student Performance Indicators (SPIs) The student is able to 6.1.1 Identify a variety of musical styles and genres. 6.1.2 Identify a wide variety of musical styles and genres. 6.1.3 Identify musical styles and genres from a variety of recorded and/or live performances.

6.2.1 Explain basic terms commonly found in musical literature. 6.2.2 Describe terms and symbols commonly found in musical literature. 6.2.3 Identify the uses of musical elements in rehearsal and performance literature.

6.3.1 Identify musical elements used in a recorded work. 6.3.2 Describe how musical elements make a recorded work unique. 6.3.3 Analyze a recorded work and describe how elements of music make the selection unique, interesting, and expressive.

6.4.1 Identify common uses of musical elements in works of the same genre or style. 6.4.2 Identify differences in two or more works of the same genre or styles. 6.4.3 Compare and contrast works of the same genre or style. Content Standard 7.0 Evaluating

Students will evaluate music and music performances

Course Level Expectations (CLEs)

The student will

7.1 Use specified criteria to evaluate his/her own personal contribution in a choral performance. 7.2 Use specified criteria to evaluate choral performances as compared to similar or exemplary models. 7.3 Evaluate the aesthetic qualities of a choral work.

Checks for Understanding

7.1 Critique his/her personal contribution to a choral performance using a teacher-provided rubric. 7.2 Evaluate their choir’s performance as compared to a similar or exemplary model using a teacher-provided rubric. 7.3 List and describe three musical elements used to create a mood in a teacher-selected choral work.

Student Performance Indicators (SPIs) The student is able to 7.1.1 Explore criteria for evaluating personal participation in a choral performance. 7.1.2 Develop criteria to evaluate personal participation in a choral performance. 7.1.3 Apply specific criteria (rubric) to evaluate his/her personal contribution in a choral performance.

7.2.1 Explore criteria for evaluating a choral performance. 7.2.2 Develop criteria to evaluate their choir’s performance as compared to other models. 7.2.3 Apply specific criteria (rubric) to evaluate their choir’s performance as compared to exemplary models.

7.3.1 List musical elements used to create a mood in a choral work. 7.3.2 Describe how musical elements are used to create a mood in a choral work. 7.3.3 Evaluate the effectiveness of musical elements used in a choral work.

ISTE Technology:
 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||

Procedures:
TSW - Learn the names of the notes on the keyboard. TSW - Learn the correct fingering to play the keyboard. TSW - Learn to read music to play on the keyboard. TSW - Learn to listen to the music being played and correct fingering/notes that are played incorrectly.