CURRICULUM MAP: 10337.map

PIANO I (SCP) 887
PIANO CLASS

TIME FRAME:
GRADE: 9-12
CONTACT:

         MAP LEVEL:

01.2 THE ARTS - MUSIC --- 01.2.6.0.3 --- 01.2.6.5.1 --- 01.2.6.5.2 --- 01.2.6.9.1 --- 01.2.6.9.2 --- 01.2.8.5.1
01.2 THE ARTS - MUSIC --- 01.2.8.5.3 --- 01.2.8.9.3 --- 01.2.9.0.1 --- 01.2.9.0.4 --- 01.2.9.0.5 --- 01.2.9.5.1
01.2 THE ARTS - MUSIC --- 01.2.9.5.2 --- 01.2.9.5.3 --- 01.2.2.0.2 --- 01.2.2.0.4 --- 01.2.2.0.6 --- 01.2.2.5.1
01.2 THE ARTS - MUSIC --- 01.2.2.5.4 --- 01.2.5.0.1 --- 01.2.5.0.2 --- 01.2.5.0.3 --- 01.2.5.5.2



-What is a piano and how is it made? How does it work?

- What are the parts of a musical staff?

- How is the musical alphabet different from the traditional English alphabet?

- How do we read notes and rhythms in music?

- What is the proper playing position and posture for the piano?

- How do we use finger numbers to help us play the piano properly?

- How do the notes on the piano relate to notes on the staff?

- Who are some of the major composers and performers of piano in the present and past.

- What are the major time periods in music? What are some characteristics of the music from these time periods

-How do we build major scales

- How do we play major scales on the piano?

-What are triads/chords?

-How do we read basic chord symbols in pop music?

-What is the proper performance and audience ettiquate for rock, jazz, and classical music concerts.





UNIT 1:WHAT IS A PIANO AND HOW DOES IT WORK?

Objective: Students will identify the parts of the piano and describe it's reason for being classified as a percussion instrument. (Powerpoint #1-"The Piano)

-Powerpoint #1 on parts of the piano and instrument families
-Demonstration of working parts on the actual piano
-Explanation of what the pedals on a piano
-Video How stuff works "How are pianos made?"

UNIT 2: NOTE READING 101
Objective: Students will read music on the grand staff and relate it to keys on the piano (Powerpoint #2 "Note reading 101")

-The Musical Alphabet
-Parts of the staff
-Drawing the Treble and Bass Clef
-Notes on the staff for treble clef (FACE/mostly right hand)
-Notes on the staff for bass clef(ALL COWS EAT GRASS/mostly left hand)
-The Grand Staff
-Direction of Musical Alphabet in relation to the staff and keyboard
-Lines and spaces
-Leger lines
-Notes on the Keyboard
-The twins and triplets (black keys)
-Relationship between staff and keyboard (Middle C)

UNIT 3: PIANO PLAYING POSTURE AND HAND POSITION

Objective: Students will articulate and demonstrate proper playing posture and hand position.

-Correct body position for playing the piano
-Correct hand position when playing the piano
-Musician injuries from improper playing position
-FInger numbers on the hand and on music
-First song on piano ("Mary Had a Little Lamb") using finger numbers as a class!

UNIT 4: RHYTHM

Objective: Students will identify and perform aurally and on the piano basic rhythmic patterns

-What is "The Beat"?
-What is tempo and how is it related to actual time/seconds-minutes?
-Parts of a note
-Stem direction
- Quarter, Half, Whole, Eighth, Sixteenth, dotted notes-what do they look like and how do we play them?
(book starts with diretional notes with letter names-no staff)

UNIT 5: PARTS OF THE STAFF

Objective: Students will identify parts of the staff in their music.

-Bar lines/Double bar lines (not just for diet coke)
-Repeat signs
-Two hands playing at a time
-Measures (chunks of music)

UNIT 6: TIME SIGNATURES

Objectives: Students will identify the parts of a time signature and apply it to performance pieces

-Time signature
-The time signature and measures

UNIT 7: RESTS

Objectives: Students will identify rests in realation to all learned note values and perform then accurately

-How do we measure musical silence?
- Quarter, Half, Whole, Eight, Sixteenth, Dotted Rests-What do they look like and how are they counted?

UNIT 8: FAMOUS PIANO COMPOSERS/PERFORMERS

Objectives: Students will research and discuss famous piano composers and performers of the past and present and listen to examples of their music. (Powerpoint on Musical Time Periods)

-Musical Time Periods
-Johann Sebastian Bach (Baroque)
-George Frederic Handel (Baroque)
-Wolfgang Amadeus Mozart (Classical)
-Franz Joseph Haydn (Classical)
-Ludwig Van Beethoven (Classical)
-Johannes Brahms (Romantic)
-Frederic Chopin (Romantic)
-Franz Liszt (Romantic)
-Claude Debussy (Romantic)
-Scott Joplin (Modern)
-Ray Charles
-George Gershwin (Modern)
-Billy Joel (Rock/Pop)
-Bill Evens (Jazz)
-Thelonius Monk (Jazz)
-Ben Folds (Rock/Pop)

UNIT 9: HARMONY VS MELODY

Objectives: Students will visually identify and perform examples of harmony versus melody in their music

-Harmonic intervals
-Melodic intervals
-How do they look in music
-What are chords

UNIT 10: PHRASING/MUSICAL SENTENCES

Objective: Students will diferentiate between ties and slurs in music and discuss how musical phrases relate to sentences in speach

-Ties
-Slurs
-Phrase/Sentence
-The Fermata

UNIT 11: THE PEDALS
Objective: Students will appropriately use the damper pedal as marked in their music

-The Damper Pedal
-Proper pedaling technique
-Pedal signs on the music (damper vs. release)

UNIT 12: TWO HANDS PLAYING TOGETHER

Objective: Students will practice playing the piano with both hands at once and demonstrate proper practice technique for this new challenge.

-How does a composer signify that both hands should be playing simultaneusly?
-Practicing one hand at a time
-Accuracy over speed
-The metronome

UNIT 13: MAJOR SCALES

Objective: students will write out major scales on staff paper and perform them on the piano with correct fingerings (Powerpoint #3 Whole Steps and Half Steps)

-Major Scale-Looks and Sound
-Whole Step
-Half Step
-Flats
-Sharps
-Accidentals
-Placement of accidentals in relation to notes and letter names
-Key signature
-Major Scale Pattern of Whole and Half Steps
-Writing Major Scales
- Good Deeds Are Ever Bearing Fruit Method
-Finger crossings
-Fingerings to play one octave major scales

UNIT 14: DYNAMICS

Objective: Students will identify , define, and perform dynamics as marked in their music

-Forte
-Piano
-Mezzo
-Crescendo
-Decrescendo

UNIT 15: NEW SYMBOLS

Objective: Students will identify and apply new muscal markings to their practice and performances

-8va
-1st and 2nd endings
-Stacatto
-Legatto

UNIT 16: TEMPO MARKINGS

Objective:Students will identify, define, and apply correct tempo markings to their performances

-Allegro
-Andante
-Allegretto
-Ritardando
-Largo
-Moderato

UNIT 17: EMOTIONS AND MUSIC

Objective: Students will discuss characteristics of music that evoke certain emotions

-Listening Excercise and Discussion (see "Optional Activities")

UNIT 18: CROSSING HANDS

Objective: Students will appropriately use hand crossing as called for in their music

-Hand crossing
-Why do would we cross hands?
-Musical Markings for Hand Crossing

UNIT 19: TRIADS/CHORD SYMBOLS

Objective: Students will correctly spell chords and identify them through pop music chords symbols.

- Spelling Triad Skelletons
-Spelling Major Triads as they relate to Major Scales
-Spelling Minor Triads
-Spelling Diminshed Triads
-Spelling Augmented Triads
-Deciphering Chord Symbols in Pop Music
-Coffee House Playing/Singing using chords symbols

UNIT 20: CONCERT ETTIQUATE

Objective: Students will complete and present a project outlining proper concert ettiquate for rock, jazz, and classical concerts.

-Jazz Concert
- Rock Concert
-Classical Concert
-Attire
-Applause
-Talking
-Leaving during performance
-Food/beverage
-Cameras/cell phones
-Age appropriateness

UNIT 21: THE PIANO RECITAL

Objective: Students will plan and perform in a class piano recital and reception

-Choosing approprate recital pieces
-Invitations
-Recital program/class biographies
-Performance ettiquate
-Announcing yourself and your performance repitiore
-The receptioin



Students will:
-Identify and define musical terms and symbols
-Perform simple to advanced melodies
-Perform simple to advanced harmonies
-analyze their own piano performance
-identify and perform simple to advanced rhythms
-Perform with proper playing and hand position




*Daily individual practice time
*Weekly computer work on musical training programs
*Individual instruction/performance for teacher
*Group instruction/performance
*Weekly class performances
*Class Recital
*Internet Research
*Ettiquate Project
*Peer performance critique
*Self Assessment



*Written Tests and Quizes at the end of each unit

*Performace assessments:
-Weekly individual performance assessment based on assignment sheets
-End of Semester 2 Piano Recital Assessment
-Peer Assessment






UNIT 4: RHYTHM
Class "FIND THE BEAT" activity-clap to the music-many different listening examples


UNIT 17: EMOTIONS AND MUSIC

Objective: Students will discuss characteristics of music that evoke certain emotions

-Listen to tocotta and fugue and draw story page
- Present artwork and discuss musical techniques which evoked these thoughts
-Watch "Fantasia" opening scene-animators impressions of Toccatta and Fugue
-Discussion on composer intent with pieces
-Application to piano performance pieces




Bastien- "Piano for Adults" Book 1 &2


Miscellaneus Sheet Music to suppliment the book

POWERPOINTS-Designed by Lauren Churchill for use in Piano I-These can be found on the WAMD folder under CLASSES-PIANO-POWERPOINTS

Powerpoint #1 "THE PIANO": on parts of the piano and instrument families
Powerpoint #2 "Note reading 101": Explains parts of the staff-note parts clefs
Powerpoint #3 "WHole Steps and Half Steps": Also presents flats and sharps
Powerpoint #4 "Major Scales": Presents how to build major scales
Powerpoint on "Musical Time Periods": Presents the basics of the musical time periods