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 -- Students will use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances

01.2.6.5.1 -- Students will describe specific music events in a given aural example, using appropriate terminology

01.2.6.5.2 -- Students will analyze the uses of elements of music in aural examples representing diverse genres and cultures

01.2.6.9.1 -- Students will analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices

01.2.6.9.2 -- Students will demonstrate extensive knowledge of the technical vocabulary of music

01.2.8.5.1 -- Students will compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions or ideas into works of art

01.2 THE ARTS - MUSIC

01.2.8.5.3 -- Students will identify a variety of music-related careers.

01.2.8.9.3 -- Students will explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated

01.2.9.0.1 -- Students will identify by genre or style aural examples of music from various historical periods and cultures

01.2.9.0.4 -- Students will identify and describe roles of musicians in various music settings and cultures

01.2.9.0.5 -- Students will demonstrate audience behavior appropriate for the context and style of music performed.

01.2.9.5.1 -- Students will describe distinguishing characteristics of representative music genres and styles from a variety of cultures

01.2 THE ARTS - MUSIC

01.2.9.5.2 -- Students will classify by genre and style (and if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary

01.2.9.5.3 -- Students will compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.

01.2.2.0.2 -- Students will perform easy rhythmic, melodic and chordal patterns accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control

01.2.2.0.4 -- Students will echo short rhythms and melodic patterns

01.2.2.0.6 -- Students will perform independent instrumental parts while other students sing or play contrasting parts.

01.2.2.5.1 -- Students will perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control

01.2 THE ARTS - MUSIC

01.2.2.5.4 -- Students will play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

01.2.5.0.1 -- Students will read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures

01.2.5.0.2 -- Students will use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys

01.2.5.0.3 -- Students will identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing

01.2.5.5.2 -- Students will read at sight simple melodies in both the treble and bass clefs



-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