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Week 3 Dec 14-18 Complete Exam review packet for 100pts PRHS 1st and 2nd hour EXAMS Progress Report Day Salmen 7th hour Exam Review Salmen 7th hour EXAM
Week 3
Dec 14-18
Complete Exam review packet for 100pts
PRHS
1st and 2nd hour
EXAMS
Progress
Report
Day
Salmen
7th hour
Exam Review
EXAM
Daily journals (bell ringers)
Mon- We mostly think of athletes doing strength training to improve their game. In what ways do you use strength training to improve your performance?
Tue- Do you have any concerns about tomorrow's performance at Camellia Gardens?
Wed- List everything you need to bring tonight: music, instrument(s), cds, etc.
Thurs- What was the best part of last night's recital? Why?
Fri- none
Week 2 Dec7- 11 Practice Day Practice Day Performance Day!!! Perf. Etiquette CONCERT Camellia Gardens 6:30 Review and critique Begin STAGE Ornament decoration
Week 2
Dec7- 11
Practice
Performance Day!!!
Perf. Etiquette
CONCERT
Camellia Gardens 6:30
Review and critique
Begin STAGE
Ornament decoration
Mon- What was your most memorable event over the holiday?
Tue- How does the part of music you are playing fit into the piece of music as a whole? In other words, what do you think your part is contributing to the overall sound of the piece?
Wed- Come up with a definition of what you think music is and your argument as to why your def is complete.
Thurs- Explain what the role of the conductor is.
Monday Tuesday Wednesday Thursday Friday Week 1 Nov 30-Dec 4 Practice Day Review rhythm charts Practice Day Review rhythm charts Practice Day Review rhythm charts development Practice Day Review rhythm charts Practice Day
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Nov 30-Dec 4
Review rhythm charts
Review rhythm charts development
M- What solo and or ensemble pieces would you like to perform on Dec. 9th?
T- What is the difference b/t ¾ time and 6/8 time?
W- What is your biggest challenge for giving your best performance of your composition tomorrow?
T- Can you honestly say you’ve done your best work on your composition?
F- Happy Thanksgiving! I’m thankful for all of the wonderful people in my life, my health, and that I’m surrounded by music every day! What are you thankful for?
Week 4
Review article and ques.
Pract comp and choose Camellia gardens rep
Review info complete study guide for opera quiz
Practice Day
Perform/Record final
Version of compositions
Opera terms and elements quiz
M- Give three critiques of your composition performance from Friday.
T- none meet in cafeteria to practice Vets Day (Salmen work on compositions)
W- What is your BEST technique to help with performance nerves?
T- How do you feel about your performance yesterday? Was it good/bad? Why?
F- none
America of thee I Sing practice
Salmen -no school IDA
PR- Veteran’s Day practice in cafeteria
Salmen -work on performing compositions
Veteran’s Day Program
Review rhythm chart
Complete application for Reflections
(Mrs. Brina out –field trip)
Complete Intune article and questions
M- What do you think the pros/cons are to using supertitles at an opera?
T- Why is it that so many students have negative opinions of opera?
W- Which would you prefer to attend, a comic or tragic opera? Why?
T- Do you think that singing your emotions is easier than a general expression?
Read “Elements of Opera” p141-144
Virtual Opera house Tour Project and Comparing a night at opera with night at movies
Record Compositions for Reflections
Unit Title:
Begin Opera (continue Music Composition/ Performance)
Content Area: Music
Grade: 9-12
Duration: approx. 2-3 weeks
Standards and Benchmarks:
Compositions: M-CE-H2/3/4/5
Performances: M-AP- H6
Opera Unit: M-HP-H2/5/6
Objectives:
Gain an awareness and appreciation for opera culture, the history and elements that make it a unique art form.
Practice, perform and record compositions for PTSA’s Reflection competition.
Performance: based on IEP student will prepare repertoire
Resources and Materials:
Kamien Text/ youtube opera excerpts/ Operation Opera San Diego Ed Program
Piano/ Instruments
Music Time Deluxe – music writing software
Flip Camera- video and record music for critiques
Differentiation:
Individual and group discussion
Individual projects “A Virtual Visit to the Opera” and “Compare going to the opera with a night at the movies.”
Preparing Students for the Lesson:
· Transitions
· Expected behaviors
I expect the students to complete with ease notes and definitions, however I feel the hands on opera project will give them a challenge and I expect to often redirect them while at the computers and repeat directions several times.
Assessment:
Daily journals (bell ringers) / Homework
This week’s daily journals will consist of two musical terms and definitions. Copy and review each daily for a small quiz Friday.
M-
T- Other than vocal timbre, give three differences you think exist between an opera and musical.
W- Why do you think not many new operas are written today? What other forms of entertainment do we have now that did not exist when opera was at its peak of popularity?
T- What do you think you should wear to an opera?
Composition –graded completion deadlines
Performance/ Playing grades based on assigned literature and compositions for the individual student
Daily Learning Activities
*Skills Development and Evaluation Assessments
Notes on Opera
Define opera vocabulary words/Practice compositions
Performance grade of compositions and printed scores
http://www.metoperafamily.org/metopera/about/education/educatorguides/content.aspx?id=7200
T- In your journal number from 1-20. You will have 1 min to identify notes in treble and bass clef.
W- none- class in cafeteria (PRHS) or lab (Salmen)
T- How does performing on a stage differ from performing in class? Which do you prefer
Week 7
Oct 19-23
Teacher lead rhythm charts 11-20
Rehearse music for RB, practice comp
PRHS perform in café, Sal- Lib Lab
Sal- lib lab
Performance etiquette and critique day
ALL Compositions
M- The next few weeks are performance practice days. Write three practice goals. Be specific.
T- What can Mrs. Brina do to help you reach your performance goals? Is this a reasonable request?
W- Name at least 4 expressive music elements you will add to your composition.
T- How much time have you spent at home this week working to improve your music? Was it enough? Why/why not?
Week 6
Oct 12-16
Rehearse
Feed Me PR
Work on compositions Salmen
Salmen Lab
Perform
Solo works
Flip Camera critiques
Sept 28-Oct 2
Composition pract-worksheet
Completing phrases
Composition
pract-worksheet
Repeating Patterns
No school Parish Fair day
This week’s daily journals will consist of two musical terms and definitions. Copy and review each daily.
M- Legato (Italian: smooth) is used as an instruction to performers. It is the opposite of staccato, which indicates a shortening and consequent detaching of notes. Opus (= Latin: work) is generally used in the listing of a composer's works by opus numbers, usually abbreviated to Op.
T- A phrase in music, is a recognizable musical unit, generally ending in a cadence of some kind, and forming part of a period or sentence. Poco (Italian: little) is found in directions to performers, as in poco allegro, although un poco allegro, a little fast, would be more accurate. Poco, in fact, is commonly used meaning un poco, a little.
W- Quarter tone Divisions of the tone smaller than a semitone are occasionally found in art-music, particularly in the 20th century. Quarter-tones occur in the solo violin part of the Second Violin Concerto of Bel Bartk. Rubato, (Italian: stolen), is a direction to allow a player a measure of freedom in performance. The phrase tempo rubato is also found.
T- Rondo a musical form that involves the use of a recurrent theme between a series of varied episodes, often used for the rapid final movement of a classical concerto or symphony. Senza (Italian: without) is found in directions to performers, particularly in phrases such as senza sordino, without mute.
Sept 21-25
Work on compositions
Students learn MusicTimeDeluxe
Salmen- Lib. Lab
PRHS- Work on compositions
Salmen- practice day
Solo/ensemble pieces
Salmen –lab day
Performance Day
Salmen lab day
Salmen High School
Unit Plan Template
Teacher Name: Brina Faciane
Music Composition/ Performance
Duration: approx. 8 weeks
M-CE-H2/3/4/5
M-AP- H6
M-CA-H3
Compose an original work of 64 measures that will be entered in the PTSA’s Reflection competition.
Performance: based on IEP student will prepare new repertoire focused on performing Oct. 25th for Rainbow Childcare benefit
This composition project will be individual to each student. Guidelines and deadline will be given to facilitate appropriate student progress
I expect some students to write quickly and some to take much longer to come up with their own unique and original ideas. For those who compose fast I will encourage more advanced techniques of expression to be added. Other students will need more personalized, one on one help transcribing their music. I expect this to take most of my time in class.
M-Air (= Italian: aria) appearing sometimes with the earlier English spelling ayre, means a tune or melody, for voice or instrument. Atonal music is music that has no specific tonality, is not in a specific key and therefore has no specific 'home' note or chord. The word atonality refers technically to various forms of 20th century music not in a key.
T-Cantabile (Italian: in singing style) appears often at the beginning of movements as in andante cantabile - at walking speed and in a singing style. Da capo (Italian: from the beginning), abbreviated to the letters D.C. at the end of a piece of music or a section of it, means that it should be played or sung again from the beginning
W- The word "flat", indicated by a sign derived from the letter b, shows that a note should be lowered by a semitone. In a more general sense music that is flat may simply be out of tune, its pitch below the accepted pitch. Glissando- to slide, the Italianized word is used to describe sliding in music from one note to another.
Th-In music an interval is the distance in pitch between two notes, counted from the lower note upwards, with the lower note as the first of the interval. Mosso (Italian: moved, agitated) is generally found in the phrases più mosso, faster, and meno mosso, slower.
Performance/ Playing grades based on assigned literature for the individual student
Sept 8-11
Labor Day
no school
Go over quiz
Brain storm ideas for comps/requirements
Musical motives
Performance
Etiquette
Music Theory/ Performance
Duration: approx. 2 weeks
M-CE-H4
M-AP- H1
M-CA- H2
Improve music notation reading skills
Identify Intervals by half step (using piano keyboard)
Identify Major Intervals aurally
Performance: based on IEP student will choose new repertoire
Piano (worksheet of piano keyboard)
Harmony in Context text and workbook
www.musictheory.net ; www.good-ear.com
Direct instruction, student lead instruction, cooperative activities, online drills
Basic goal is counting of half steps will lead to quickly recognizing intervals.
Students should use previous knowledge of major scales to quickly identify the Major and Perfect intervals within a given scale.
Written work and aural dictations will be a challenge, but applying the intervals on piano will break monotony as well as give the students a realistic use of transposing.
Daily ear training drills of intervals
Written and aural quiz
Aug 24-28
Go over quiz and grading
Introduce how many half steps are in intervals
M/P intervals aural
How to use the piano to find intervals
Practice writing intervals with given notes
Aural drill intervals
Aural drill
Playing intervals quiz
Aug31-Sept 4
Continue interval pract
www.musictheory.net
(turn off aug/dim and dbl accidentals)
Continue interval identification worksheet A.6-A.11
+Compound intervals
UNIT QUIZ
High School Weekly Lesson Plan
Teacher: Brina B. Faciane Grade: 9-12 Subject: Talented Music Week: Aug. 17-21
Weekly Overview:
Unit Description: Theory: Rhythm/ Key Signature identification and placement
Performance: sight read and choose works for future performances
Essential Questions: Can you read and perform rhythms with accuracy? Can you identify the major keys in treble and bass clef? Given a key, can you place the correct number of #s/bs in the proper position in treble and bass clef? What information is placed on the circle of 5ths?
Resources/Materials: Ed Sueta Handouts of rhythm charts
Standards/Benchmarks/GLEs: see below
TSW identify and define musical vocabulary and symbols. M-AP-H1
TSW comment daily in a journal on a specific topic from teacher . M-HP-H1
TSW accurately perform rhythms and identify beats and subdivisions of beats. M-CE-H4
TSW perform and complete peer critiques. M-CA-H5
Student Learning Activities:
Journal
- rhythm dictation matching
-Review different meter types
- bass clef practice (online drills and worksheet)
-Practice Day
-student compose rhythm compositions
review for quiz
QUIZ
Major Key signatures
Piano scales C,D,E,G,A right/left hand seperate
Homework:
Study for quiz
Attachments:
Assessments: Teacher/peer critiques of performance.
Links:
How will I address literacy this week? Students keep a daily journal.