100 10337
120 PIANO I (SCP) 887
130 PIANO CLASS
140 
150 9-12
160 
170 
180 
210 01.2 The Arts - Music
211 6.0.3
212 6.5.1
213 6.5.2
214 6.9.1
215 6.9.2
216 8.5.1
220 01.2 The Arts - Music
221 8.5.3
222 8.9.3
223 9.0.1
224 9.0.4
225 9.0.5
226 9.5.1
230 01.2 The Arts - Music
231 9.5.2
232 9.5.3
233 2.0.2
234 2.0.4
235 2.0.6
236 2.5.1
240 01.2 The Arts - Music
241 2.5.4
242 5.0.1
243 5.0.2
244 5.0.3
245 5.5.2
246 
250 
251 
252 
253 
254 
255 
256 
300 -What is a piano and how is it made? How does it work?
300 
300 - What are the parts of a musical staff?
300 
300 - How is the musical alphabet different from the traditional English alphabet?
300 
300 - How do we read notes and rhythms in music?
300 
300 - What is the proper playing position and posture for the piano?
300 
300 - How do we use finger numbers to help us play the piano properly?
300 
300 - How do the notes on the piano relate to notes on the staff?
300 
300 - Who are some of the major composers and performers of piano in the present and past.
300 
300 - What are the major time periods in music? What are some characteristics of the     music from these time periods
300 
300 -How do we build major scales
300 
300 - How do we play major scales on the piano?
300 
300 -What are triads/chords?
300 
300 -How do we read basic chord symbols in pop music?
300 
300 -What is the proper performance and audience ettiquate for rock, jazz, and classical music concerts.
300 
300 
400 UNIT 1:WHAT IS A PIANO AND HOW DOES IT WORK?
400     
400 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)
400 
400     -Powerpoint  #1 on parts of the piano and instrument families
400     -Demonstration of working parts on the actual piano
400     -Explanation of what the pedals on a piano
400     -Video How stuff works "How are pianos made?"
400 
400 UNIT 2: NOTE READING 101
400  Objective: Students will read music on the grand staff and relate it to keys on the piano  (Powerpoint #2 "Note reading 101")
400 
400     -The Musical Alphabet
400     -Parts of the staff
400     -Drawing the Treble and Bass Clef
400     -Notes on the staff for treble clef (FACE/mostly right hand) 
400     -Notes on the staff for bass clef(ALL COWS EAT GRASS/mostly left hand)
400     -The Grand Staff
400     -Direction of Musical Alphabet in relation to the staff and keyboard
400     -Lines and spaces
400     -Leger lines
400     -Notes on the Keyboard
400     -The twins and triplets (black keys)
400     -Relationship between staff and keyboard (Middle C)
400 
400 UNIT 3: PIANO PLAYING POSTURE AND HAND POSITION
400 
400 Objective: Students will articulate and demonstrate proper playing posture and hand position.
400 
400     -Correct body position for playing the piano
400     -Correct hand position when playing the piano
400     -Musician injuries from improper playing position
400     -FInger numbers on the hand and on music
400     -First song on piano ("Mary Had a Little Lamb") using finger numbers as a class!
400 
400 UNIT 4: RHYTHM
400 
400 Objective: Students will identify and perform aurally and on the piano basic rhythmic patterns
400 
400     -What is "The Beat"?
400    -What is tempo and how is it related to actual time/seconds-minutes?
400     -Parts of a note
400    -Stem direction
400    - Quarter, Half, Whole, Eighth, Sixteenth, dotted notes-what do they look like and how do we play them?
400      (book starts with diretional notes with letter names-no staff)
400 
400 UNIT 5: PARTS OF THE STAFF
400 
400 Objective: Students will identify parts of the staff in their music.
400 
400     -Bar lines/Double bar lines (not just for diet coke)
400     -Repeat signs
400     -Two hands playing at a time
400     -Measures (chunks of music)
400 
400 UNIT 6: TIME SIGNATURES
400 
400 Objectives: Students will identify the parts of a time signature and apply it to performance pieces
400   
400     -Time signature
400     -The time signature and measures
400 
400 UNIT 7: RESTS
400 
400 Objectives: Students will identify rests in realation to all learned note values and perform then accurately
400 
400     -How do we measure musical silence?
400    - Quarter, Half, Whole, Eight, Sixteenth, Dotted Rests-What do they look like and how are they counted?
400 
400 UNIT 8: FAMOUS PIANO COMPOSERS/PERFORMERS
400 
400 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)
400 
400     -Musical Time Periods
400     -Johann Sebastian Bach (Baroque)
400     -George Frederic Handel (Baroque)
400     -Wolfgang Amadeus Mozart (Classical)
400     -Franz Joseph Haydn (Classical)
400     -Ludwig Van Beethoven (Classical)
400     -Johannes Brahms (Romantic)
400     -Frederic Chopin (Romantic)
400     -Franz Liszt (Romantic)
400     -Claude Debussy (Romantic)
400     -Scott Joplin (Modern)
400     -Ray Charles
400     -George Gershwin (Modern)
400     -Billy Joel (Rock/Pop)
400     -Bill Evens (Jazz)
400     -Thelonius Monk (Jazz)
400     -Ben Folds (Rock/Pop)
400 
400 UNIT 9: HARMONY VS MELODY
400 
400 Objectives: Students will visually identify and perform examples of harmony versus melody in their music
400     
400     -Harmonic intervals
400     -Melodic intervals
400     -How do they look in music
400     -What are chords
400 
400 UNIT 10: PHRASING/MUSICAL SENTENCES
400 
400 Objective: Students will diferentiate between ties and slurs in music and discuss how musical phrases relate to sentences in speach
400 
400     -Ties
400     -Slurs
400     -Phrase/Sentence
400     -The Fermata
400 
400 UNIT 11: THE PEDALS
400  Objective: Students will appropriately use the damper pedal as marked in their music
400 
400     -The Damper Pedal
400     -Proper pedaling technique
400     -Pedal signs on the music (damper vs. release)
400     
400 UNIT 12: TWO HANDS PLAYING TOGETHER
400 
400 Objective: Students will practice playing the piano with both hands at once and demonstrate proper practice technique for this new challenge.
400 
400     -How does a composer signify that both hands should be playing simultaneusly?
400     -Practicing one hand at a time
400     -Accuracy over speed
400     -The metronome
400 
400 UNIT 13: MAJOR SCALES
400 
400 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)
400 
400     -Major Scale-Looks and Sound
400     -Whole Step
400     -Half Step
400     -Flats 
400     -Sharps
400     -Accidentals
400     -Placement of accidentals in relation to notes and letter names
400     -Key signature
400     -Major Scale Pattern of Whole and Half Steps
400     -Writing Major Scales
400     - Good Deeds Are Ever Bearing Fruit Method
400     -Finger crossings
400     -Fingerings to play one octave major scales
400 
400 UNIT 14: DYNAMICS
400  
400 Objective: Students will identify , define, and perform dynamics as marked in their music
400 
400    -Forte
400    -Piano
400    -Mezzo
400    -Crescendo
400    -Decrescendo
400 
400 UNIT 15: NEW SYMBOLS
400 
400 Objective: Students will identify and apply new muscal markings to their practice and performances
400 
400     -8va
400     -1st and 2nd endings
400     -Stacatto
400     -Legatto
400 
400 UNIT 16: TEMPO MARKINGS
400 
400 Objective:Students will identify, define, and apply correct tempo markings to their performances
400 
400     -Allegro
400     -Andante
400     -Allegretto
400     -Ritardando
400     -Largo
400     -Moderato
400 
400 UNIT 17: EMOTIONS AND MUSIC
400 
400 Objective: Students will discuss characteristics of music that evoke certain emotions
400 
400     -Listening Excercise and Discussion (see "Optional Activities")
400 
400 UNIT 18: CROSSING HANDS
400 
400 Objective: Students will appropriately use hand crossing as called for in their music
400 
400      -Hand crossing
400     -Why do would we cross hands?
400     -Musical Markings for Hand Crossing
400 
400 UNIT 19: TRIADS/CHORD SYMBOLS
400 
400 Objective: Students will correctly spell chords and identify them through pop music chords symbols.
400 
400    - Spelling Triad Skelletons
400     -Spelling Major Triads as they relate to Major Scales
400     -Spelling Minor Triads
400     -Spelling Diminshed Triads
400     -Spelling Augmented Triads
400     -Deciphering Chord Symbols in Pop Music
400     -Coffee House Playing/Singing using chords symbols
400 
400 UNIT 20: CONCERT ETTIQUATE
400 
400 Objective: Students will complete and present a project outlining proper concert ettiquate for rock, jazz, and classical concerts.
400 
400     -Jazz Concert
400     - Rock Concert
400     -Classical Concert
400     -Attire
400     -Applause
400     -Talking
400     -Leaving during performance
400     -Food/beverage
400     -Cameras/cell phones
400     -Age appropriateness
400 
400 UNIT 21: THE PIANO RECITAL
400 
400 Objective: Students will plan and perform in a class piano recital and reception
400 
400     -Choosing approprate recital pieces
400     -Invitations
400     -Recital program/class biographies
400     -Performance ettiquate
400     -Announcing yourself and your performance repitiore
400     -The receptioin
500 Students will:
500 -Identify and define musical terms and symbols
500 -Perform simple to advanced melodies
500 -Perform simple to advanced harmonies
500 -analyze their own piano performance
500 -identify and perform simple to advanced rhythms
500 -Perform with proper playing and hand position
500 
600 *Daily individual practice time
600 *Weekly computer work on musical training programs
600 *Individual instruction/performance for teacher
600 *Group instruction/performance
600 *Weekly class performances
600 *Class Recital
600 *Internet Research
600 *Ettiquate Project
600 *Peer performance critique
600 *Self Assessment
700 *Written Tests and Quizes at the end of each unit
700 
700 *Performace assessments:
700       -Weekly individual performance assessment based on assignment sheets
700        -End of Semester 2 Piano Recital Assessment
700        -Peer Assessment
700 
700 
800 
800 UNIT 4: RHYTHM
800 Class "FIND THE BEAT" activity-clap to the music-many different listening examples
800 
800 
800 UNIT 17: EMOTIONS AND MUSIC
800 
800 Objective: Students will discuss characteristics of music that evoke certain emotions
800 
800     -Listen to tocotta and fugue and draw story page
800    - Present artwork and discuss musical techniques which evoked these thoughts
800    -Watch "Fantasia" opening scene-animators impressions of Toccatta and Fugue
800     -Discussion on composer intent with pieces
800     -Application to piano performance pieces
800 
820 Bastien- "Piano for Adults" Book 1 &2
820 
820 
820 Miscellaneus Sheet Music to suppliment the book
820 
820 POWERPOINTS-Designed by Lauren Churchill for use in Piano I-These can be found on the WAMD folder under CLASSES-PIANO-POWERPOINTS
820 
820 Powerpoint  #1 "THE PIANO": on parts of the piano and instrument families
820 Powerpoint #2 "Note reading 101": Explains parts of the staff-note parts clefs
820 Powerpoint #3 "WHole Steps and Half Steps": Also presents flats and sharps
820 Powerpoint #4 "Major Scales": Presents how to build major scales
820 Powerpoint on "Musical Time Periods": Presents the basics of the musical time periods