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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- 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
F- none
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Week 7
Oct 19-23 |
Teacher lead rhythm charts 11-20
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Rehearse music for RB, practice comp |
Practice Day
PRHS perform in café, Sal- Lib Lab |
Practice Day
Sal- lib lab |
Performance etiquette and critique day
ALL Compositi |
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- 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?
F- none
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Week 6
Oct 12-16 |
Rehearse
Feed Me PR
Work on compositions Salmen |
Rehearse
Feed Me PR
Work on compositions Salmen |
Practice Day |
Practice Day
Salmen Lab |
Perform
Solo works
Flip Camera critiques
Salmen Lab |
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Week 4
Sept 28-Oct 2 |
Composition pract-worksheet
Completing phrases |
Composition
pract-worksheet
Repeating Patterns
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Practice Day |
Practice Day |
No school Parish Fair day |
Daily journals (bell ringers) / Homework
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.
F- none
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Week 3
Sept 21-25 |
Work on compositions
Students learn MusicTimeDeluxe
Salmen- Lib. Lab |
PRHS- Work on compositions
Salmen- practice day |
Practice Day
Solo/ensemble pieces |
Practice Day
Solo/ensemble pieces
Salmen –lab day |
Performance Day
Salmen lab day |
Unit Plan Template
Teacher Name: Brina Faciane
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Unit Title: |
Music Composition/ Performance |
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Content Area: Music |
Grade: 9-12 |
Duration: approx. 8 weeks |
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Standards and Benchmarks:
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M-CE-H2/3/4/5
M-AP- H6
M-CA-H3 |
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Objectives:
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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 |
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Resources and Materials:
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Piano/ Instruments
Music Time Deluxe – music writing software
Flip Camera- video and record music for critiques |
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Differentiation:
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This composition project will be individual to each student. Guidelines and deadline will be given to facilitate appropriate student progress |
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Preparing Students for the Lesson:
· Transitions
· Expected behaviors
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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. |
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Assessment:
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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-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.
F- none
Composition –graded completion deadlines
Performance/ Playing grades based on assigned literature for the individual student |
Daily Learning Activities
*Skills Development and Evaluation Assessments
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Week 1
Sept 8-11 |
Labor Day
no school |
Go over quiz
Brain storm ideas for comps/requirements
Musical motives |
Practice Day |
Practice Day |
Performance
Practice
Etiquette |
Unit Plan Template
Teacher Name: Brina Faciane
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Unit Title: |
Music Theory/ Performance |
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Content Area: Music |
Grade: 9-12 |
Duration: approx. 2 weeks |
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Standards and Benchmarks:
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M-CE-H4
M-AP- H1
M-CA- H2 |
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Objectives:
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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 |
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Resources and Materials:
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Piano (worksheet of piano keyboard)
Harmony in Context text and workbook
www.musictheory.net ; www.good-ear.com |
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Differentiation:
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Direct instruction, student lead instruction, cooperative activities, online drills |
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Preparing Students for the Lesson:
· Transitions
· Expected behaviors
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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. |
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Assessment:
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Daily journals (bell ringers) / Homework
Daily ear training drills of intervals
Written and aural quiz
Performance/ Playing grades based on assigned literature for the individual student |
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Daily Learning Activities
*Skills Development and Evaluation Assessments
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Week 1
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
Practice Day |
Aural drill intervals
Practice Day |
Aural drill
Playing intervals quiz |
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Week 2
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 |
Aural drill intervals
Practice Day |
Aural drill intervals
Practice Day |
UNIT QUIZ
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Daily Learning Activities
*Skills Development and Evaluation Assessments
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Week 1
Aug24-28
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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
Practice Day |
Aural drill intervals
Practice Day |
Aural drill
Playing intervals quiz |
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Week 2
Aug31-Sept4
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Continue interval identification and writing practice |
Continue interval identification and writing practice |
Aural drill intervals
Practice Day |
Aural drill intervals
Practice Day |
UNIT QUIZ |
High School Weekly Lesson Plan
Teacher: Brina B. Faciane Grade: 9-12 Subject: Talented Music Week: Aug. 17-21
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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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 |
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Objectives: |
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
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Student Learning Activities:
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Journal
- rhythm dictation matching
-Review different meter types
- bass clef practice (online drills and worksheet) |
Journal
-Practice Day |
Journal
-student compose rhythm compositions
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Journal
Practice Day
review for quiz |
Journal
QUIZ
Major Key signatures
Piano scales C,D,E,G,A right/left hand seperate |
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Homework: |
Practice
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Practice
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Practice
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Study for quiz |
Practice |
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Attachments:
Assessments: Teacher/peer critiques of performance.
Links:
How will I address literacy this week? Students keep a daily journal.
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