7.1.1
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This document provides an overview of the first day of a music class, including the agenda, classroom policies, and rituals and routines. The class will focus on seating arrangements, policies, and routines. Students will participate in an icebreaker activity called "What If?" and learn that they must come prepared to class with a pencil and folder, participate in classwork and assignments, and there will be periodic quizzes. Rituals like using claps to signal silence and a "Bravo board" for recognition will also be introduced. The document concludes with a homework assignment and exit ticket to assess student knowledge of music notes.
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50 ways to use music in the English language classroom
50 ways to use music in the English language classroom
More from PaideiaUAMusic
10.28
This music class will involve students decorating name tags to attach to their recorders, using GarageBand on iPads, and watching a short Animusic video. Specifically, students will spend 20 minutes decorating recorder name tags with markers, 20 minutes exploring GarageBand, and 5 minutes on the Animusic video. The goal is for students to learn which recorder they will use and gain more experience with GarageBand.
9.4 sub plan
The document outlines the schedule and activities for a music class, which includes sitting on the floor, taking attendance, and using either GarageBand on iPads or an interactive game called "Benjamin Britten's Young Person's Guide to the Orchestra" to learn about musical instruments. Students will spend 40 minutes on GarageBand or 45 minutes exploring instruments of the orchestra. The class aims to teach students about using GarageBand or the instruments in an orchestra by the end of the period.
7.1.2
This music class covers identifying notes on the staff, learning about the string instrument family (violin, viola, cello, bass, harp), and scoring a simple melody across the string parts. Students will practice note identification, learn that string instruments produce sound through vibrating strings, and be assigned homework to score a melody for violin, viola, cello, and bass by transferring notes between the parts.
Quarter 4 Week 5 PowerPoint
1. The music class agenda includes gathering materials, attendance, learning how to create counterpoint, and work time.
2. Students will learn how to create counterpoint for a two-part invention by emphasizing consonant intervals like thirds, fourths, and fifths and using fewer dissonant intervals.
3. Creating counterpoint involves knowing intervals and using different rhythms between the theme and counterpoint parts, such as half or eighth notes.
Quarter 4 Week 4 PowerPoint
The music class agenda includes reinforcing homework on sequencing and inverting musical themes, arranging themes in the standard invention form of exposition, development and recapitulation, and getting a head start on the homework of arranging themes and variations throughout the final work. Benchmarks covered are arranging musical themes and variations, and standard musical forms.
Quarter 4 Week 3 PowerPoint
By the end of today's music class, students will learn how to create two-part inventions. The class will review genres like symphonies, sonatas, and inventions. They will learn how to craft musical themes that start on the tonic note and have variety in motion and rhythm. Students will also learn techniques to alter themes, such as sequencing, augmentation/division, and inversion. The goal is for students to combine these strategies to create complex, altered themes.
Quarter 4 Week 2 PowerPoint
This document outlines an agenda for a music class that will teach students about two-part inventions. The class will include listening to a Bach invention, reviewing the features of inventions which consist of an exposition introducing a short motif or theme, a development section that changes and restates the theme, and a recapitulation that repeats the theme in the tonic key. Students will then craft and alter their own short two-note themes for a basic two-part invention, restating their theme in at least three ways and ending as they began. The goal is for students to understand the basic structure of two-part inventions by the end of the lesson.
Quarter 4 Week 1 PowerPoint
1) The class agenda included returning final projects, discussing popular instrumental genres like symphonies, concertos, and sonatas, and providing an overview of the upcoming quarter.
2) Students would learn where they are sitting and about popular instrumental genres like symphonies, concertos, and sonatas.
3) Final projects were graded on a scale and some student projects were prepared on Finale and available digitally if wanted.
Quarter 3 Music 5 Final Test Review
The document outlines the agenda for a music class, including reviewing and practicing note identification, major and minor key signature identification, and chord identification. The class aims to prepare students for an upcoming final test on these topics, covering benchmarks related to identifying notes, scales, key signatures, and basic chords.
7 8.5
The document outlines the agenda for a music composition class, which includes: sharing melodies for 2 minutes, handing back papers for 3 minutes, sharing melodies again for 5 minutes, a 15 minute question/answer reinforcement session, 20 minutes for independent composition work, a 3 minute exit ticket, and 2 minutes to review the homework assignment of composing 3 songs with different forms using question/answer melodies.
7 8.4 PA Music
1. The document outlines an agenda for a music class that includes sharing melodies, reviewing musical terminology and forms, a melody quiz, and an assignment to compose songs using different musical forms.
2. Key topics to be covered are melodic shape, musical phrases, forms such as binary and ternary, and composing songs using A, AB, and ABA forms.
3. For homework, students will compose 5 melodies and 3 songs demonstrating the A, AB, and ABA forms.
PA Music 7/8 Q2W3
1. The agenda covers a music composition class that will teach students how to create question and answer phrases through exploring phrase relationships.
2. Students will share melodies, discuss important questions, learn about musical phrases and their relationships, ask questions, and create their own question and answer phrases to take home.
3. By creating question and answer phrases that reference each other through shared materials like rhythms or notes, students will learn a strong relationship between musical phrases.
PA Music 7/8 Q2W2
The document outlines an agenda for a class on generating melodies. The agenda includes time allotted for sharing melodies, discussing expectations, generating melodies, and learning about melodic contour. The class will teach tips for generating good melodies using techniques like planning melodic shape with four points, writing conjunct or disjunct melodies, and beginning and ending on the tonic note. Students will apply these techniques by creating three melodies as homework.
PA Music 7/8 Q2W1
This document outlines a quarter-long course on melodic composition. It will introduce melodies and their elements over the first few weeks, explore question and answer phrases and song forms, and have students identify forms aurally. Students will work on a solo composition project over weeks 6 through 8 before presenting in week 9. Each class will include a student melody share and the first homework assigns students to write four short melodies.
General Music Agenda
The General Music class agenda for Monday, May 13th includes no homework and studying for next week's quiz after finishing early. Students are instructed to go to the General Music page on the iPad cart for directions once it is delivered to the classroom by the COW Wrangler.
Symphonic Band Agenda
The band agenda for Monday, May 13th included warm-up scales, sit down/stand up challenges led by the conduct-off winner, and playing four songs twice each: Beyond the Summit, Desperate Pursuit, and Falling Leaves. Students were reminded to pack up at 2:35 and show respect to their substitute teacher.
Concert Band Agenda
The agenda for the concert band on Monday, May 13th includes packing up at 1:51, sit down/stand up challenges at 1:20, warm ups including tuning scales in Bb and Eb at 1:17, and having the winner of the previous Conduct-Off competition conduct the band for two pieces, Carnivore and The Lone Pine, followed by a mystery ride piece conducted twice.
Gm 4.4
The document discusses serialism in music and art. It mentions that serialism was spearheaded by composer Arnold Schoenberg in the early 20th century and influenced many composers worldwide. Students have a homework assignment to create a piece of serialist art by filling out a 12x12 grid with colors assigned to the pitches generated by a matrix generator.
General Music Week 2
The document discusses Impressionism in art and music. Impressionism in art originated in the late 1800s and was led by artists like Claude Monet, Edgar Degas, and Pierre-Auguste Renoir. It featured small subject matter and the inclusion of light and color. Impressionism in music was led by Claude Debussy and focused on harmony, instrumental music, and avoiding traditional structures. Important works included Debussy's "La Mer" and "Prelude to the Afternoon of a Faun." The homework assignment is to write original sinquain poems describing three examples without naming them.
General Music Week 3
The document discusses different musical styles and composers. It defines expressionist music as focusing on personal angst through atonality and sharp rhythms. The three main expressionist composers were Schoenberg, Berg, and Webern. Neoclassical music sought to return to classical conventions and forms as a reaction to World Wars. Prominent neoclassicists included Stravinsky, Prokofiev, Shostakovich, Hindemith, and Copland. Stravinsky is identified as a Russian composer of the 20th century. The homework assignment is to watch three examples and write original sinquain poems suggesting their subjects without naming them.
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7.1.1
- 1. Music 7 Welcome to Music class! Task Time 1. Most Important Question, Attendance 5 min 2. Seating Chart 5 min 3. What If..? 15 min 4. Classroom Policies 10 min 5. Rituals & Routines 10 min 6. Exit Ticket 5 min
- 2. What Are We Learning Today? By the end of today’s class, you will… …know where you sit for the quarter …know the classroom policies …know the rituals and routines of Music class …have fun getting to know your classmates!
- 3. What If..? Write down a silly question after “What if you…” Fold your paper in half and hand it to me I will pass them out again Answer the question after “Then I…” I will ask a student my silly question and they will answer with what they have written on their sheet Then I will sit down and that student will continue until all students are done
- 4. Classroom Policies Come to class… With a pencil With your Music folder On time with a smile When you come in… Set up your chairs Read the SMARTBoard for instructions (upper right) Begin working on your entrance activity During class… Demonstrate respect to myself and other students Give your best effort with all in-class activities Ask for help when you need it
- 5. Classroom Policies After class… Stack up chairs Turn in notes/exit tickets on the piano Classwork Notes and exit tickets are to be handed in the day they are assigned Notes and exit tickets cannot be made up If you are absent, you are exempt from them
- 6. Classroom Policies Homework You will have homework every week These activities will vary between studying for quizzes/tests, researching music, and listening to music online They are due the following week Quizzes/Tests You will have three per quarter (weeks 3, 6, and 9) Some will be written, some will be playing, some will be listening
- 7. Rituals & Routines 3 Claps When I clap three times, you clap back three times and are silent Hopefully I don’t have to do it more than once! Quiet and Silence Quiet is using a hushed voice Chatting with a neighbor is appropriate during a quiet period, such as individual or group work Silence is making NO sound Chatting is not appropriate during a silent period, such as during a quiz or listening to music
- 8. Rituals & Routines The Bravo Board Students who demonstrate great effort, character, enthusiasm, and respect will get a star to place on the Bravo Board outside the Music room Strive for a “Bravo” each and every class! Discipline Discipline for disruptive, dangerous, or disrespectful behavior will be administered according to the Paideia Academy Family Handbook
- 9. Homework Write down ten pieces of music that are important to you Include the title and artist Due next class
- 10. Exit Ticket Identify the notes given on your exit ticket as best as you can It’s okay if you don’t know any—I just want to know what all my students know! Hand it in on the piano and have a great day!