Music Grades 9-12 Piano Lab Curriculum

(1)

MANCHESTER TOWNSHIP SCHOOL DISTRICT

CURRICULUM

Content Area:

Content Area: MusicMusic

Course Title:

Course Title: Piano Lab Piano Lab Grade Level:Grade Level: 9-129-12

Introductio

Introduction n to to Theory/PianoTheory/Piano Fundamentals Fundamentals Repertoire Repertoire September/January September/January Theory/Piano Rudiments Theory/Piano Rudiments Musical Elements Musical Elements Repertoire & Etudes Repertoire & Etudes

October/February October/February Theory/Piano Rudiments Theory/Piano Rudiments Repertoire Repertoire Scales/Triads Scales/Triads Analysis/Critique Analysis/Critique November/March November/March

Concert Preparation and Etiquette Concert Preparation and Etiquette

Technology Critique Technology Critique Critique/Analysis Critique/Analysis Recital-Authentic Recital-Authentic Performance/Etiquette Performance/Etiquette Exams Exams December/ April-May December/ April-May January: June January: June Date

Date Created: Created: May May 20122012

Board Approved on:

(2)

MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview

Content Area: Music Fundamentals

Unit Title: Introduction to Theory/Piano Fundamentals Repertoire

Target Course/Grade Level: Piano Lab/9-12 Unit Summary

Basic Notation/Theory Rudiments

Keyboard familiarity; posture, right, left hand, C position/pitches/notation Grand staff

Time signature

Melodic, harmonic intervals –2nds, 3rds

Musical elements: Melody, rhythm, text, harmony, timbre, and form. Musical terminology

Songs as appropriate for development level (etudes, repertoire) Ear training

Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language

21st _{century themes: Students develop musical and piano literacy. They engage in the}

process of career preparation by participating in structured learning experiences,

specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum.

Learning Targets Standards

1.1, 1.3.

Content Statements

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music.

Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music.

CPI # Cumulative Progress Indicator (CPI)

1.1.12.B.1 _{Examine how aspects of meter, rhythm, tonality, intervals, chords, and}

harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions.

1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.3.12.B.2 Analyze how the elements of music are manipulated in original or prepared

musical scores. Unit Essential Questions

 What are theory rudiments?  What is notation?

 How does this apply to piano?  How do I play the piano?

 What is proper piano posture and

Unit Enduring Understandings

 Basic theory rudiment comprehension.  Notation comprehension.

 Basic piano fundamentals

(3)

hand placement?

 What are melodic, and harmonic

intervals -2nds, 3rds

 What is ear training? What can I

notate?

 Comprehension of melodic and

harmonic. intervals – 2nd_{and 3rds.}

 Basic ear training & notation (intervals,

rhythms). Unit Learning Targets (Objectives)

Students will be able to ...

 Comprehend basic theory rudiments and notation, and how to apply it to the piano.  Incorporate piano technique. Differentiate between proper hand position and posture

in order to produce accurate sound.

 Comprehend basic ear training exercises.

 Comprehend musical elements fundamentals. Differentiate between melody, rhythm,

harmony, texture, timbre, form.

Evidence of Learning Formative Assessments

 Workbook activities

 Section quizzes - Aura, oral & written  Web/Internet assignments

(ie:musictheory.net) Summative Assessments

 Unit tests – Aural, oral, performance, & written

Modifications (ELLs, Special Education, Gifted and Talented)

 Preferred seating

 Small group/independent instruction  Handouts

 Follow all IEP/504 modifications  Extended time

 Advanced assignments for G & T

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources:

 Adult Piano course ;Thompson and Johnson.

 Royal Conservatory of Music Series (Etudes, techniques, repertoire);Fredrick Harris

Music

 Theory ; Saker, Alfredson  IPOD PLAYER/Itunes

 Piano boards (dry erase boards)  DVD presentations/Utube clips

 The world’s great composers; D. Bouchier

 Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca  A History of Western Music; D.J. Grout, C. Palisca

(4)

 World musics CD/MP3 collection ~ Millennium  Smart Board

 Music websites (ie:www.musictheory.net )  Garageband (MAC program)

 MENC Website

Teacher Notes:

Incorporate theory rudiments simultaneously with playing the piano and musical elements on an on-going process. It is essential for students to grasp piano technique in order to progress throughout all units. Students will have to demonstrate proper piano technique to show comprehension.

(5)

Unit Overview Content Area: Music

Unit Title: Theory/Piano Rudiments Musical Elements

Repertoire & Etudes

Melodic intervals – 4th_{& 5ths}

C major chord, F major chord and G7 chord Introducing new hand positions

New time signature Dynamics

Slurs and legato playing Scales – majors

Triads – elementary – majors Ear training

Songs as appropriate for development level (etudes, repertoire) Musical elements & terminology

Introduction to Great Composers of different genres.

Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language.

1.1, 1.3, 1.4.

Content Statements

Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.

1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with

(6)

technical accuracy, appropriate musicality, and the relevant stylistic nuance 1.3.12.B.2 Analyze how the elements of music are manipulated in original or prepared

musical scores.

1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.

Unit Essential Questions

 How does theory continue to build

upon past instruction and how the concepts apply to the piano?

 What are scales and triads? How do I

play scales?

 What are C major, F major, and G7

chords?

 How do new time signatures apply to

the piano?

 What are dynamics and how do I play

them?

 What are different techniques of

playing (ie: slurs and legato playing)

 What is a scale? How do I play it?

– majors?

 What are triads – elementary –

majors? How do I play it?

 How do I notate what I hear?

 Comprehension of basic scales and

triads.

 Comprehension of C major, F major, and

G7 chords.

 Comprehension of more advanced time

signatures.

 Comprehension of dynamics and

application to the piano.

 Comprehension of basic piano playing

techniques.

 Comprehension of basic scales and how

to play them.– majors

 Comprehension of basic triads and how

to play them.– majors

 Basic comprehension of notating ear

training.

Unit Learning Targets (Objectives) Students will be able to ...

 Comprehend basic scales and triads that can be demonstrated while playing the piano.  Comprehend C major, F major, and G7 chords that can be demonstrated while playing the

piano.

 Perform more advanced time signatures and dynamics on the piano.  Comprehend basic piano playing techniques.

 Comprehend basic scales and how to play them– majors.  Comprehend basic triads and how to play them– majors.  Comprehend basic ear training.

(7)

 Adult Piano course; Thompson and Johnson.

 Royal Conservatory of Music Series (Etudes, techniques, repertoire); Fredrick Harris

Music

 Theory; Saker, Alfredson  IPOD PLAYER/Itunes

 MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory rudiments in order to progress throughout all units. Students require time to practice and comprehend triads, chords, and repertoire. It would be beneficial for students to travel to a piano center (ie; Steinway, NYC) to see the inner workings of a piano, how a piano is made, and maintained. Students will be exposed to future career options as well (ie: piano tuner, technician).

(8)

Content Area: Music

Unit Title: Theory/Piano Rudiments Repertoire

Scales/Triads Analysis/Critique

Introducing new hand positions Melodic, harmonic intervals Sharps

Songs as appropriate for developmental level (etudes & repertoire) Ear training

Musical elements & terminology

Introduction to Great Composers of different genres Scales – majors

Triads –majors

Analysis and critique of etudes/repertoire

1.1, 1.3, 1.4.

Content Statements

1.1.12.B.2 _{Synthesize knowledge of the elements of music in the deconstruction and} performance of complex musical scores from diverse cultural contexts.

(9)

to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. 1.4.12.A.2 _{Analyze how the elements of music are manipulated in original or prepared}

musical scores. Unit Essential Questions

 What are sharps on the piano and how

do I play them?

 What is G position?

 What are the different triads and

scales?

 How does musical terminology apply

to the piano?

 How do theory rudiments apply to

etudes and repertoire?

 How does one critique piano works

based on theory rudiments, and musical elements.

 How do different genres of music

evolve and change from genre to genre?

 Comprehension for right hand & G

position.

 Comprehension of sequentially

developed triads and scales.

 Comprehension of how to appropriately

perform etudes and repertoire.

 Comprehension of how to notate ear

training.

 Comprehension of musical elements and

terminology in relations to the piano.

 Comprehension of how to accurately

analyze and critique musical works.

 Perform more advanced repertoire, triads, and scales.

 Apply theory rudiments to etudes, repertoire, and critiquing/analysis of music.  Address how different genres of music evolve and change from genre to genre.

(10)

Music

 MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory rudiments in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. Encourage students to bring in their own music when addressing the elements of music (I recommend listening to the music ahead of time to ensure content is appropriate).

(11)

Content Area: Music

Unit Title: Concert Preparation and Etiquette Technology Critique

Concert/recital etiquette and preparation Writing G, D7, & broken chords

Introducing new position Waltz time

Technology - Recording and editing repertoire for critique and analysis (Garage Band) Songs as appropriate for developmental level (etudes & repertoire)

1.1, 1.2.

Content Statements

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and

1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music

online) on societal norms and habits of mind in various historical eras.

1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with

(12)

technical accuracy, appropriate musicality, and the relevant stylistic nuance. 1.3.12.B.2 Analyze how the elements of music are manipulated in original or prepared

musical scores.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

 What is appropriate concert/recital

etiquette and preparation?

 What are G, D7, & broken chords?

How does one notate G, D7, & broken chords?

 Why are there differing hand

positions when performing? How are they advantageous or necessary?

 How do I use modern technology to

recording, editing, and critique or analyze repertoire (Garage Band)?

 How does one progress and improve

piano performance? Songs as

appropriate for developmental level (etudes & repertoire)

 Comprehension of what is appropriate

concert/recital etiquette and preparation?

 Comprehension of G, D7, & broken

chords including how to notate.

 Comprehension of differing hand

positions and how they are advantageous.

 Comprehension of Garage Band and

its applications in order to record, edit, and critique or analyze

repertoire.

 Perform songs as appropriate for

progression. (etudes & repertoire) Unit Learning Targets (Objectives)

Students will be able to...

 Demonstrate appropriate concert/recital etiquette and preparation.  Write G, D7, & broken chords.

 Demonstrate comprehension and execution of new positions.

 Demonstrate how to use technology - Recording and editing repertoire for critique

and analysis (Garage Band)

 Perform songs as appropriate for developmental level (etudes & repertoire)

(13)

Content Area: Music

Unit Title: Critique/Analysis

Recital-Authentic performance/Etiquette Exams

Chord progressions Blues

Right hand extended position Technology – Garage band

Songs as appropriate for developmental level (etudes & repertoire) Recital (etiquette)

Exam

Music

 MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon in order to progress

throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. Students can use Garage band to critique and analyze their own performance. Garage band provides an avenue to other careers in the music industry including sound engineering.

(14)

1.1,1.2,1.3.

Content Statements

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

Performance: All students will synthesize those skills, media, methods, and technolog ies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music

online) on societal norms and habits of mind in various historical eras. 1.3.12.B.1 Analyze how the elements of music are manipulated in original or prepared

musical scores.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

 What are chord progressions?  What is the blues?

 How does one use technology –

Garage band, to manipulate and alter sound?

 How does one prepare an authentic

performance for a recital?

 How does one achieve and perform

in recital (etiquette) form?

 Comprehension of chord progressions.  Demonstrate the blues.

 Demonstrate how to use technology –

Garage band, to manipulate and alter sound.

 Demonstrate an authentic

performance and recital (etiquette) form.

(15)

 Demonstrate comprehension of chord progressions, the blues, and how to use

technology – Garage band, to manipulate and alter sound.

 Demonstrate an authentic performance and recital (etiquette) form.

Music

 MENC Website

Teacher Notes:

Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory in order to progress throughout all units. Students require time to practice and comprehend triads, scales,

chords, and repertoire. It is helpful to have a venue and audience to perform their recital. It provides an opportunity for an authentic experience. Also, it would be beneficial for

(16)

students to see a live piano recital such as local colleges, music centers, or large concert venues such as the Count Bassie Theatre, New York/Philadelphia (often dress rehearsals are a fraction of the cost).