CURRICULUM MAPPING. I. Unit - Singing. A. Content/Essential Questions

Transcription

1 CURRICULUM MAPPING Subject: Music Grade: First I. Unit - Singing The student will sing, alone and with others, a varied repertoire of music with appropriate tone, pitch, and rhythm, with and without accompaniment MU.1.S1.2 MU.1S.2.1 MU.1S.3.1 MU.1.S.3.5 MU.1F.1.1 MU.1F.2.1 MU.1F.3.1 Create short melodic and rhythmic patterns based on teacher-established guidelines. Sing or play songs, which may include changes in verses or repeats, from memory. Sing simple songs in a group, using head voice and maintaining pitch. Show visual representation of simple melodic patterns performed by the teacher or a peer. Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements. Describe how he or she likes to participate in music. Demonstrate appropriate manners and teamwork necessary for success in a music classroom. The student will be able to sing: Independently with increased accuracy, expanded breath control, and extended vocal range With appropriate expression, dynamics, tempo, and phrasing. By blending voices, matching dynamic levels and respond to the cues of a conductor when singing as part of a group With technical accuracy, a repertoire of vocal literature, including some songs performed by memory Songs about self, family, neighborhood, Bible stories, Shabbat, Jewish values, environment, America, Israel, Japan and other music that integrates with 1st grade curriculum Hebrew songs that teach the Hebrew language Music written in two parts, with and without accompaniment. In rounds. In Kabbalat Shabbat leadership positions

2 C. Activities/Procedures Whole group instruction Individual student singing Small groups of student singing Resources include, but are not limited to: The Complete Jewish Songbook Volumes 1 & 2, Transcontinental Gan Shirim, Carol Boyd Leon My Jewish World, Judy Caplan Ginsburgh Songs for a Jewish Head Start, Rita Gold Torah Alive, Transcontinental Songs from the Heart, a Family Shabbat, Carol Boyd Leon Shiron l Yeladim, Transcontinental Because we Love Shabbat, Leah Abrams Days of Day, Mah Tovu Sing Out Shalom Ivrit King Solomon and the Bee, Leah Abrams Bring the Sabbath Home, Peter and Ellen Allard People in Our Neighborhood, Ronno Ruach series of books, Transcontinental The Shlomo Carlebach Anthology, Velvel Pasternak Songs for Growing, Kol B seder Sounds of Creation/Freedom/Holiness/Sinai, Randee Friedman NFTY-50 Years in the Making Songbook and various other NFTY songbooks, URJ Positively Singable Songs, Ronno It s Your Character That Counts, Paul Tracey Fun N Friendly Songs, Ronno Yes, I Can, Ronno American Favorite Ballads as Sung by Pete Seeger, Oak Publication Disney Classics Various Songsbooks and CDs by: o Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Laura Berkson, Cantor Rachelle Nelson, Peter and Ellen Allard, Tom Chapin, Doug Cotler, Peter, Paul

3 and Mary, Shira Kline, Andi Joseph, Elana Jagoda and Sue Epstein Yearly Songbook created by Jackie Berney II. Unit - Holidays Students will understand the history, facts, traditions, customs and songs for all Jewish holidays and the American holiday of Thanksgiving. They will have a major concentration on the holiday of Chanukah which will conclude with a school-wide presentation MU.1.C.1.1 MU.1.C.1.2 MU.1.C.1.4 MU.1.C.2.1 MU.1.C.3.1 MU.2.H.2.1 MU.2.F.1.1 Respond to specific, teacher-selected musical characteristics in a song or instrumental piece. Respond to music from various sound sources to show awareness of differences in musical ideas. Differentiate between music performed by one singer and music performed by a group of singers. Identify the similarities and differences between two performances of a familiar song. Share different thoughts or feelings people have about selected pieces of music. Discuss how music is used for celebrations in American and other cultures. Create a musical performance that brings a story or poem to life. The student will be able to: Identify symbols, customs and traditions related to each Jewish holiday. Explain historical background for each Jewish holiday. Sing all Hebrew and English songs, taught, related to all Jewish holidays Explain the relationship between Sukkot and Thanksgiving Explain the relationship between Jewish freedom (Passover) and the fight for African American freedom (Martin Luther King, Jr.) Explain the importance of trees both universally and in Israel Work together on a school-wide presentation for families and other students Memorize lines in a play and exhibit comfort in front of an audience C. Activities/Procedures

4 Whole group discussions Small group discussions Individually Resources include, but are not limited to: The Complete Jewish Songbook volumes 1 & 2, Transcontinental The Shlomo Carlebach Anthology, Velvel Pasternak Songs for Growing, Kol B Seder The Kol B Seder Songbook, Tara NFTY-50 Years in the Making Songbook andvarious other NFTY songbooks, URJ The Complete Chanukah Songbook, Transcontinental publications Sing Shalom: Songs for the Jewish Holidays, Peter and Ellen Allard Especially Wonderful Days, Steve Reuben and Kinneret Gan Shirim, Carol Boyd Leon Thanksgiving Songs that Tickle your Funny Bone, Michael Brent Publications The Complete Book of Jewish Rounds, Transcontinental Jewish Holiday Songs, Isra-tav Publications Holiday Songs for Limore-Volume 6, Irsa-Tav Publications, Shironi, Ruti Worrall Let s Sing Rosh Hashana & Sukkot Songs, Adi Sulkin Let s Sing Shavuot Songs, Adi Sulkin Israel in Song, Velvel Pasternak Great Songs of Israel, Velvel Pasternak L Yisrael Mizmore, Tara Publications Various Songsbooks and CDs by: o Shira Kline, Elana Jagoda, Sue Epstein, Debbie Friedman, Rick Recht, Sam Glaser, Rabbi Joe Black, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Steve Dropkin, Beth Schafer, Julie Silver, Cantor Rachelle Nelson, Peter and Ellen Allard, Doug Cotler, Cindy Paley Teacher-created Songbook Teacher-created songsheets E. Assessment Teacher observation

5 Class discussions Student participation III. Unit Jewish Symbols of the Synagogue Students will be able to identify the different symbols related to synagogue life and understand their meaning and purpose The student will be able to: Identify symbols, customs and traditions related to each Jewish artifact Explain the use of each Jewish symbol Pronounce the Hebrew word related to each Jewish symbol C. Activities/Procedures Whole group discussions Small group discussions Individually Visits to the Sanctuary and Chapel Resources include but are not limited to: Especially Jewish Symbols, Jeff Klepper and Susan Nanus, Alternative in Religious Education, Inc. Songs for Growing, Jeff Klepper The Complete Jewish Songbook volumes 1 & 2, Transcontinental My Jewish World, Judy Caplan Ginsburgh Revised: May 28, 2013