Junior High & Senior High Choir Syllabus
AND Haydn to Hip Hop Syllabus
MN Standards (6-12): Respond to or critique a variety of creations and performances using the artistic foundations.
Benchmark: 4.4.1.3.1. Justify personal interpretations and reactions to a variety of musical works or performances.
Benchmark: 6.1.1.3.1. Analyze the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts.
Benchmark: 6.1.1.3.2. Analyze how the elements of music and related concepts such as articulation and major/minor and fugue are used in the performance, creation or response to music.
Benchmark: 6.1.1.3.3. Describe the characteristics of a variety of genres and musical styles such as electronic, jazz, opera and gamelan.
Benchmark: 6.1.2.3.1. Read and notate music using standard notation such as dotted rhythms, clefs, mixed meters and multipart scores, with or without the use of notation software.
Benchmark: 6.1.2.3.2. Sing alone and in a group (two- and three-part (or more) harmony) or play an instrument alone and in a group using musical expression such as
phrasing, dynamic contrast, technique, balance and accurate articulation.Benchmark: 6.1.3.3.2. Analyze the meanings and functions of music.
Benchmark: 6.2.1.3.3. Develop an artistic statement, including how audience and occasion influence creative choices.
Purpose:
1. To enjoy the beauty of making music together in a choral group.
2. To be a “face” of the school to the community and be a strong public relations tool for the school.
3. To have an opportunity to sings solos; sing in ensembles, and large group settings.
4. To experience, appreciate, and enjoy quality of music of contrasting styles, cultures, and time periods.
5. To increase proficiency with your singing voice through ear training, vocal exercises, and musical selections.
6. To gain skills and desire to be a life-long musician.
7. To learn to work with others and encourage team-building skills.
8. To develop self-discipline through individual practicing, group rehearsing, and performances.
9. To form appropriate avenues of self expression.
10. To be the BEST you can be.
Materials
1. Music—provided in your folder.
2. Pencil
3. Concert Attire for all performances.
Grading
1. Daily Participation/Attendance 35%
• 5 points possible 2 pts for having music/folder/pencil when rehearsal begins. 3 pts for participation/positive attitude.
2. Lessons 30% • 3 lessons per quarter
• 10 points per lesson: 5 pts for attendance/5 pts for progress 3. Concert/Performance Attendance 20%
• Must wear appropriate concert attire. (More on attire below.)
• Appropriate concert behavior 4. Leadership Component 15%
• Being an officer (*Officers—see below.)
• Being a part of an additional choir: Show Choir; Men’s Choir; Women’s Choir
• Assisting set-up/take-down of risers, equipment, etc., for rehearsals or performances.
• Providing other leadership • Others as directed by director and student
Grading Summary:
• Daily Participation/Attendance 35%
• Lessons 30%
• Concert/Performance Attendance 20%
• Leadership Component 15%
Grading Scale:
94-100 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
50-59 F
Expectations
Mutual Respect
Commitment
Direct Communication
Integrity
Professionalism/Class in Concerts/Performances
Honesty
Responsibility for ones actions
Positive Attitude/Open Mind
Hard Work Ethic
Students have the right to be educated in a safe, non-disruptive class setting.
*Be ready to start class as soon as you walk in the door. The plan for the day will be outlined on the computer screen as you walk in. Check the whiteboard for announcements as you come into the classroom as well.
**The Director reserves the right to take away participation points, send students to the office, and/or dismiss students from the group for unruly behavior and/or negative attitudes.
Performances (Includes Concert Choir, Show Choir, Men’s/Women’s Choir)
Each student is expected to make every effort to attend every performance during the year. In the event of illness, or family emergencies, students will be excused only with a call or note from the parents/guardians before the event.
• Because performances are a portion of each student’s grade, any unexcused absence will result in a significant reduction in the student’s grade for the quarter.
This reduction will be two letter grades. (For example, students with an ‘A’ for the quarter with an unexcused absence will receive a ‘C’ for the quarter.)
*A call or note from home before a performance will constitute an excused absence. Excused absences can be made up but must be initiated by the student and will be at the discretion of the director.
• Unexcused absences may result in the dismissal of a group. (Show Choir)
• Students are expected to arrive in time to warm-up and dress in concert attire prior to performances. Director will set arrival time. Unexcused tardies will be given to students who are late for performance warm-ups/dress time in the same manner as for a normal class.
• Students are expected to behave with proper concert etiquette during performances both when they are performing and when they are listening to other groups. Leaving during performances, talking or being rude in other ways will not be permitted. Students, whose parents have contacted the director beforehand, may be permitted to leave before a concert after his/her performance. No students will be allowed to loiter in the hallways or other classrooms during a performance.
Concert Attire
• Junior high band/choir members will have the same attire. Men will wear black pants and white dress shirts with ties. Men must wear black dress shoes. Women will wear black pants and white dress shirts. Women will also need to wear black dress shoes. (No open-toed shoes/sandals allowed.)
• Junior high (Show Choir) members: Costume to be determined by group.
• Show Choir members may have additional items added to their dress, and will be expected to comply with the entire group to look uniform. (Example: red scarves for Holiday concert, hats, sunglasses, etc.) • Students may be responsible to purchase uniform. **If money is a problem, we DO NOT want that to limit participation. The Director will work with students on an individual basis to work out a way for the student to participate. (An example would be a payment plan, or work study.)
Transportation Policy
All students that go to away school events are required to ride the bus provided by the district, unless pre-approved by the director and parent before the event and only for special circumstances. A sign-out procedure will be used again this year. A parent can take the student home after signing-out with the director. Only parents can sign-out students. Students may only ride home with non-parent adults if this has been approved before the event.
Ineligibility
Students will find themselves ineligible in one of two situations: Violation of MSHSL rules (alcohol, drug, or tobacco use)
o Two weeks or two events; whichever is greater.
o This includes contests. Academic Ineligibility
o This will include extra-curricular events that are not part of the student’s grade such as honor choirs, solo and ensemble events, trips or other special events.
o A check of the student’s eligibility will be done approximately 2-3 weeks prior to the event to determine eligibility. The student must be passing all of his or her classes at that time to participate in the event.
Restriction List
School policy has influenced grading procedures in the music dept. o Each student will attend at least three lessons per quarter. o These lessons will be assigned on a rotating basis. o If for some reason you miss your scheduled lesson during the two weeks, you will
be given a “0” for that lesson until it is made up during the third week of sign-ups. It is probable that during the time that that lesson is a “0” you will be on the restriction list and could potentially miss games or be required to attend lunch study hall.
Cell Phones
School policy will be enforced during choir. Mrs. Brinkman will not allow cell phone use during choir. If you have an emergency and need to check a message or make a call, please speak with Mrs. Brinkman about it, and depending on the situation you may or may not be allowed to go to the office to use your phone. *If you are caught using your cell phone, Mrs. Brinkman will take the cell phone and turning it into the office.
Lettering Guidelines
Throughout the course of the year, students receive points toward earning a letter for Fine Arts activities. A letter will be awarded when the student reaches 100 points. Points can be accumulated from year to year. Points will be given at the discretion of the director in the following areas:
Show Choir Points: One semester SATISFACTORY participation: 30 points *2 semesters=60 points
Men's/Women's Choirs: SATISFACTORY participation: 10 points
FFA Honor Choir Participation: 10 points
Vocal Festival Participation: *35 points OR 25 points (Dorian, Concordia, St. Olaf, Morningside, Wayne State, etc.)
*If the vocal festival is 1 day=25 points
*If the vocal festival is 2 or more days=35 points
Solo and Ensemble Contest 40 points for solo; 35 points for ensemble; 35 points for accompanying
Accompanying the Choir (rehearsals/performances)=35 points
Officers: 15 points
*Other
These points will be given at the discretion of the director for assistance and leadership shown throughout the school year.
Other points may be awarded to students for special circumstances or instances. Director has the discretion to award points.
Lessons
Because we are continuing to work as a school toward a more conducive atmosphere for learning, teachers will expect passes from students before students will be allowed to attend vocal lessons. You can handle this a variety of ways:
o See Mrs. Brinkman before the school day starts on the day of your scheduled lesson.
o Get the pass from me the rehearsal just prior to your next scheduled lesson.
o Or some other way that works well for you.
AND Haydn to Hip Hop Syllabus
MN Standards (6-12): Respond to or critique a variety of creations and performances using the artistic foundations.
Benchmark: 4.4.1.3.1. Justify personal interpretations and reactions to a variety of musical works or performances.
Benchmark: 6.1.1.3.1. Analyze the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts.
Benchmark: 6.1.1.3.2. Analyze how the elements of music and related concepts such as articulation and major/minor and fugue are used in the performance, creation or response to music.
Benchmark: 6.1.1.3.3. Describe the characteristics of a variety of genres and musical styles such as electronic, jazz, opera and gamelan.
Benchmark: 6.1.2.3.1. Read and notate music using standard notation such as dotted rhythms, clefs, mixed meters and multipart scores, with or without the use of notation software.
Benchmark: 6.1.2.3.2. Sing alone and in a group (two- and three-part (or more) harmony) or play an instrument alone and in a group using musical expression such as
phrasing, dynamic contrast, technique, balance and accurate articulation.Benchmark: 6.1.3.3.2. Analyze the meanings and functions of music.
Benchmark: 6.2.1.3.3. Develop an artistic statement, including how audience and occasion influence creative choices.
Purpose:
1. To enjoy the beauty of making music together in a choral group.
2. To be a “face” of the school to the community and be a strong public relations tool for the school.
3. To have an opportunity to sings solos; sing in ensembles, and large group settings.
4. To experience, appreciate, and enjoy quality of music of contrasting styles, cultures, and time periods.
5. To increase proficiency with your singing voice through ear training, vocal exercises, and musical selections.
6. To gain skills and desire to be a life-long musician.
7. To learn to work with others and encourage team-building skills.
8. To develop self-discipline through individual practicing, group rehearsing, and performances.
9. To form appropriate avenues of self expression.
10. To be the BEST you can be.
Materials
1. Music—provided in your folder.
2. Pencil
3. Concert Attire for all performances.
Grading
1. Daily Participation/Attendance 35%
• 5 points possible 2 pts for having music/folder/pencil when rehearsal begins. 3 pts for participation/positive attitude.
2. Lessons 30% • 3 lessons per quarter
• 10 points per lesson: 5 pts for attendance/5 pts for progress 3. Concert/Performance Attendance 20%
• Must wear appropriate concert attire. (More on attire below.)
• Appropriate concert behavior 4. Leadership Component 15%
• Being an officer (*Officers—see below.)
• Being a part of an additional choir: Show Choir; Men’s Choir; Women’s Choir
• Assisting set-up/take-down of risers, equipment, etc., for rehearsals or performances.
• Providing other leadership • Others as directed by director and student
Grading Summary:
• Daily Participation/Attendance 35%
• Lessons 30%
• Concert/Performance Attendance 20%
• Leadership Component 15%
Grading Scale:
94-100 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
50-59 F
Expectations
Mutual Respect
Commitment
Direct Communication
Integrity
Professionalism/Class in Concerts/Performances
Honesty
Responsibility for ones actions
Positive Attitude/Open Mind
Hard Work Ethic
Students have the right to be educated in a safe, non-disruptive class setting.
*Be ready to start class as soon as you walk in the door. The plan for the day will be outlined on the computer screen as you walk in. Check the whiteboard for announcements as you come into the classroom as well.
**The Director reserves the right to take away participation points, send students to the office, and/or dismiss students from the group for unruly behavior and/or negative attitudes.
Performances (Includes Concert Choir, Show Choir, Men’s/Women’s Choir)
Each student is expected to make every effort to attend every performance during the year. In the event of illness, or family emergencies, students will be excused only with a call or note from the parents/guardians before the event.
• Because performances are a portion of each student’s grade, any unexcused absence will result in a significant reduction in the student’s grade for the quarter.
This reduction will be two letter grades. (For example, students with an ‘A’ for the quarter with an unexcused absence will receive a ‘C’ for the quarter.)
*A call or note from home before a performance will constitute an excused absence. Excused absences can be made up but must be initiated by the student and will be at the discretion of the director.
• Unexcused absences may result in the dismissal of a group. (Show Choir)
• Students are expected to arrive in time to warm-up and dress in concert attire prior to performances. Director will set arrival time. Unexcused tardies will be given to students who are late for performance warm-ups/dress time in the same manner as for a normal class.
• Students are expected to behave with proper concert etiquette during performances both when they are performing and when they are listening to other groups. Leaving during performances, talking or being rude in other ways will not be permitted. Students, whose parents have contacted the director beforehand, may be permitted to leave before a concert after his/her performance. No students will be allowed to loiter in the hallways or other classrooms during a performance.
Concert Attire
• Junior high band/choir members will have the same attire. Men will wear black pants and white dress shirts with ties. Men must wear black dress shoes. Women will wear black pants and white dress shirts. Women will also need to wear black dress shoes. (No open-toed shoes/sandals allowed.)
• Junior high (Show Choir) members: Costume to be determined by group.
• Show Choir members may have additional items added to their dress, and will be expected to comply with the entire group to look uniform. (Example: red scarves for Holiday concert, hats, sunglasses, etc.) • Students may be responsible to purchase uniform. **If money is a problem, we DO NOT want that to limit participation. The Director will work with students on an individual basis to work out a way for the student to participate. (An example would be a payment plan, or work study.)
Transportation Policy
All students that go to away school events are required to ride the bus provided by the district, unless pre-approved by the director and parent before the event and only for special circumstances. A sign-out procedure will be used again this year. A parent can take the student home after signing-out with the director. Only parents can sign-out students. Students may only ride home with non-parent adults if this has been approved before the event.
Ineligibility
Students will find themselves ineligible in one of two situations: Violation of MSHSL rules (alcohol, drug, or tobacco use)
o Two weeks or two events; whichever is greater.
o This includes contests. Academic Ineligibility
o This will include extra-curricular events that are not part of the student’s grade such as honor choirs, solo and ensemble events, trips or other special events.
o A check of the student’s eligibility will be done approximately 2-3 weeks prior to the event to determine eligibility. The student must be passing all of his or her classes at that time to participate in the event.
Restriction List
School policy has influenced grading procedures in the music dept. o Each student will attend at least three lessons per quarter. o These lessons will be assigned on a rotating basis. o If for some reason you miss your scheduled lesson during the two weeks, you will
be given a “0” for that lesson until it is made up during the third week of sign-ups. It is probable that during the time that that lesson is a “0” you will be on the restriction list and could potentially miss games or be required to attend lunch study hall.
Cell Phones
School policy will be enforced during choir. Mrs. Brinkman will not allow cell phone use during choir. If you have an emergency and need to check a message or make a call, please speak with Mrs. Brinkman about it, and depending on the situation you may or may not be allowed to go to the office to use your phone. *If you are caught using your cell phone, Mrs. Brinkman will take the cell phone and turning it into the office.
Lettering Guidelines
Throughout the course of the year, students receive points toward earning a letter for Fine Arts activities. A letter will be awarded when the student reaches 100 points. Points can be accumulated from year to year. Points will be given at the discretion of the director in the following areas:
Show Choir Points: One semester SATISFACTORY participation: 30 points *2 semesters=60 points
Men's/Women's Choirs: SATISFACTORY participation: 10 points
FFA Honor Choir Participation: 10 points
Vocal Festival Participation: *35 points OR 25 points (Dorian, Concordia, St. Olaf, Morningside, Wayne State, etc.)
*If the vocal festival is 1 day=25 points
*If the vocal festival is 2 or more days=35 points
Solo and Ensemble Contest 40 points for solo; 35 points for ensemble; 35 points for accompanying
Accompanying the Choir (rehearsals/performances)=35 points
Officers: 15 points
*Other
These points will be given at the discretion of the director for assistance and leadership shown throughout the school year.
Other points may be awarded to students for special circumstances or instances. Director has the discretion to award points.
Lessons
Because we are continuing to work as a school toward a more conducive atmosphere for learning, teachers will expect passes from students before students will be allowed to attend vocal lessons. You can handle this a variety of ways:
o See Mrs. Brinkman before the school day starts on the day of your scheduled lesson.
o Get the pass from me the rehearsal just prior to your next scheduled lesson.
o Or some other way that works well for you.
Haydn to Hip-Hop Syllabus:
Purpose: Give students an understanding of the evolution of Western music beginning with the late 1940's to present day. Encourage students to think critically and check for understanding by using technology and their own creative virtues to complete projects.
MN Standards: (Artistic Process: Create or Make) 3: Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. (Artistic Process: Perform or Present) 1: Perform or present in a variety of contexts in the arts area using the artistic foundations. (Artistic Process: Respond or Critique) 1: Respond to or critique a variety of creations and performances using the artistic foundations.
Class Layout:
Mondays-Music History/Class Discussion; Class Treats; Group Determinations for projects
Tuesdays-Group Project Work in computer lab
Wednesdays-Culture of time periods/Discussion
Thursdays-Group Project Work in computer lab
Fridays-GarageBand
Quarter #1: Playlist Project/100 Grand Project/The Soloist Project/August Rush Project
Week #1: (2015)
August 26-28
*Introduction to class; expectations; survey of the class; class treat sign-up
*Introduction to The Dark Ages & The Medieval Period
www.youtube.com/watch?v=phHjXyHXzkU(1 hr. 30 min.)
*Introduction to Mrs. Brinkman’s Weebly; and how assignments will be turned in online. *The idea is to go paperless this year! Save a tree!
*Start student’s own weebly and work on creating their own sites/blogs.
*Introduction to Garage Band
Week #2:
Sept. 9-13
Monday: Medieval Time Period/Discussion: The Dark Ages
*see link above.(1 hr. 30 min.)
Tuesday: Weebly work/class assignment
Wednesday: The Dark Ages-continue watching/discussing in class.
Thursday: Weebly work/class assignment
Friday: GarageBand: Perhaps write a Gregorian Chant?! ...One melodic line--you can do it!
Week #3:
Sept. 16-20
Monday: Continue Medieval Time Period/Discussion/Presentations/TREATS
Tuesday: Weebly time/class assignment
Wednesday: Class presentations cont’d/Discussion/Video(?)
Thursday: Weebly work/class assignment
Friday: Garage Band
Week #4:
Sept. 23-27
Monday: Introduce the Renaissance Period; Class Treats; Group assignments
http://www.youtube.com/watch?v=4mgSPiAiBjU (The Renaissance: An Introduction; 2:38)
http://www.youtube.com/watch?v=bP0WWUyUCAQ (“BBC Horrible History Report”; 4:39)
http://www.youtube.com/watch?v=JbWGusfynCw (Michelangelo: The Pieta 3:39)
http://www.youtube.com/watch?v=gqrgWXAS9O8 (Michelangelo: Ceiling of the Sistine Chapel 22:03)
***During the Renaissance Period show The DaVinci Code***
Tuesday: Class assignments-work in lab
Wednesday: In the classroom: Renaissance Period Discussion
Thursday: Weebly work/class assignment
Friday: Garage Band
Week #5:
Sept. 30-Oct. 4
Monday: Renaissance History/Discussion/Presentations/TREATS
Tuesday: Class assignments-work in lab
Wednesday: Presentations
Thursday: Weebly/Class assignment
Friday: Garage Band
Week #6:
Oct. 7-11
Monday: Renaissance Discussion/Presentations/Treats
Tuesday: Class assignments-work in lab
Wednesday: If needed: presentations
Thursday: *Garage Band
Friday: Start watching, “The Da Vinci Code” (Total: 149 minutes; Rated PG-13) last 20 minutes of class. *Get permission from parents.
Week #7:
Oct. 14-18
Monday: Sub/Continue watching, “The Da Vinci Code”
Tuesday: Finish, “The Da Vinci Code”
Wednesday: Finish “The Da Vinci Code” (Early student dismissal: 12:45)
Thursday & Friday: MEA break
Week #8 & 9:
The Baroque Period:
Presentation: http://prezi.com/2v--m78neo-z/edit/#229_52136585
http://www.youtube.com/watch?v=vUBRiV-iJ1w (G.F. Handel-Messiah-A Short Documentary 9:49)
http://www.youtube.com/watch?v=TWwT_taX8N4 (Rap Biography of J.S. Bach 3:37)
http://www.youtube.com/watch?v=UhnV8IQRpVE (Counterpoint: “The Story of the Baroque Orchestra”; 3:34)
http://www.youtube.com/watch?v=WKoGmaVr12w (Baroque Period: 2:00)
http://www.youtube.com/watch?v=09RUuTAM2H0 (Codename: Vivaldi:Bourne Soundtrack/Vivaldi Double Cello Concerto-Piano Guys- 4:09)
http://www.youtube.com/watch?v=Ry4BzonlVlw (Bach is Back--with 7 cellos (Ave Maria) 3:59) ***Find original “Ave Maria” to share first.
Quarter 2
Jan. 6-10
American Music Timeline
Intro. to Gospel/Blues/Jazz/Big Band/Swing
Intro. to World War I and World War II music
Intro. to Broadway (Musicals and Theater)
GarageBand Assessments: Where are students at? What knowledge do they have? What knowledge do they need?
Sites to be used:
History of Negro Spirituals (8:18) Youtube: https://www.youtube.com/watch?v=OnqPUcFRD6A
PBS Hidden Messages in Spirituals: (2:27) http://www.pbs.org/black-culture/shows/list/underground-railroad/classroom/hidden-messages-spirituals/
History Detectives PBS: Slave Songbook (17:41) Youtube: https://www.youtube.com/watch?v=1JtD_YpyXYU
Music of the 20th Century website: http://musiced.about.com/od/timelines/a/20thcentury.htm
American Popular Music website: http://www.lonestar.edu/library/kin_music2.htm
American Music Timeline website: http://www.infoplease.com/spot/musictime1.html
1900's Turn of the Century website: http://www.southernmusic.net/1900.htm
Gospel Music Origins Article from United Streaming: http://app.discoveryeducation.com/search?Ntt=gospel+music
Purpose: Give students an understanding of the evolution of Western music beginning with the late 1940's to present day. Encourage students to think critically and check for understanding by using technology and their own creative virtues to complete projects.
MN Standards: (Artistic Process: Create or Make) 3: Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. (Artistic Process: Perform or Present) 1: Perform or present in a variety of contexts in the arts area using the artistic foundations. (Artistic Process: Respond or Critique) 1: Respond to or critique a variety of creations and performances using the artistic foundations.
Class Layout:
Mondays-Music History/Class Discussion; Class Treats; Group Determinations for projects
Tuesdays-Group Project Work in computer lab
Wednesdays-Culture of time periods/Discussion
Thursdays-Group Project Work in computer lab
Fridays-GarageBand
Quarter #1: Playlist Project/100 Grand Project/The Soloist Project/August Rush Project
Week #1: (2015)
August 26-28
*Introduction to class; expectations; survey of the class; class treat sign-up
*Introduction to The Dark Ages & The Medieval Period
www.youtube.com/watch?v=phHjXyHXzkU(1 hr. 30 min.)
*Introduction to Mrs. Brinkman’s Weebly; and how assignments will be turned in online. *The idea is to go paperless this year! Save a tree!
*Start student’s own weebly and work on creating their own sites/blogs.
*Introduction to Garage Band
Week #2:
Sept. 9-13
Monday: Medieval Time Period/Discussion: The Dark Ages
*see link above.(1 hr. 30 min.)
Tuesday: Weebly work/class assignment
Wednesday: The Dark Ages-continue watching/discussing in class.
Thursday: Weebly work/class assignment
Friday: GarageBand: Perhaps write a Gregorian Chant?! ...One melodic line--you can do it!
Week #3:
Sept. 16-20
Monday: Continue Medieval Time Period/Discussion/Presentations/TREATS
Tuesday: Weebly time/class assignment
Wednesday: Class presentations cont’d/Discussion/Video(?)
Thursday: Weebly work/class assignment
Friday: Garage Band
Week #4:
Sept. 23-27
Monday: Introduce the Renaissance Period; Class Treats; Group assignments
http://www.youtube.com/watch?v=4mgSPiAiBjU (The Renaissance: An Introduction; 2:38)
http://www.youtube.com/watch?v=bP0WWUyUCAQ (“BBC Horrible History Report”; 4:39)
http://www.youtube.com/watch?v=JbWGusfynCw (Michelangelo: The Pieta 3:39)
http://www.youtube.com/watch?v=gqrgWXAS9O8 (Michelangelo: Ceiling of the Sistine Chapel 22:03)
***During the Renaissance Period show The DaVinci Code***
Tuesday: Class assignments-work in lab
Wednesday: In the classroom: Renaissance Period Discussion
Thursday: Weebly work/class assignment
Friday: Garage Band
Week #5:
Sept. 30-Oct. 4
Monday: Renaissance History/Discussion/Presentations/TREATS
Tuesday: Class assignments-work in lab
Wednesday: Presentations
Thursday: Weebly/Class assignment
Friday: Garage Band
Week #6:
Oct. 7-11
Monday: Renaissance Discussion/Presentations/Treats
Tuesday: Class assignments-work in lab
Wednesday: If needed: presentations
Thursday: *Garage Band
Friday: Start watching, “The Da Vinci Code” (Total: 149 minutes; Rated PG-13) last 20 minutes of class. *Get permission from parents.
Week #7:
Oct. 14-18
Monday: Sub/Continue watching, “The Da Vinci Code”
Tuesday: Finish, “The Da Vinci Code”
Wednesday: Finish “The Da Vinci Code” (Early student dismissal: 12:45)
Thursday & Friday: MEA break
Week #8 & 9:
The Baroque Period:
Presentation: http://prezi.com/2v--m78neo-z/edit/#229_52136585
http://www.youtube.com/watch?v=vUBRiV-iJ1w (G.F. Handel-Messiah-A Short Documentary 9:49)
http://www.youtube.com/watch?v=TWwT_taX8N4 (Rap Biography of J.S. Bach 3:37)
http://www.youtube.com/watch?v=UhnV8IQRpVE (Counterpoint: “The Story of the Baroque Orchestra”; 3:34)
http://www.youtube.com/watch?v=WKoGmaVr12w (Baroque Period: 2:00)
http://www.youtube.com/watch?v=09RUuTAM2H0 (Codename: Vivaldi:Bourne Soundtrack/Vivaldi Double Cello Concerto-Piano Guys- 4:09)
http://www.youtube.com/watch?v=Ry4BzonlVlw (Bach is Back--with 7 cellos (Ave Maria) 3:59) ***Find original “Ave Maria” to share first.
Quarter 2
Jan. 6-10
American Music Timeline
Intro. to Gospel/Blues/Jazz/Big Band/Swing
Intro. to World War I and World War II music
Intro. to Broadway (Musicals and Theater)
GarageBand Assessments: Where are students at? What knowledge do they have? What knowledge do they need?
Sites to be used:
History of Negro Spirituals (8:18) Youtube: https://www.youtube.com/watch?v=OnqPUcFRD6A
PBS Hidden Messages in Spirituals: (2:27) http://www.pbs.org/black-culture/shows/list/underground-railroad/classroom/hidden-messages-spirituals/
History Detectives PBS: Slave Songbook (17:41) Youtube: https://www.youtube.com/watch?v=1JtD_YpyXYU
Music of the 20th Century website: http://musiced.about.com/od/timelines/a/20thcentury.htm
American Popular Music website: http://www.lonestar.edu/library/kin_music2.htm
American Music Timeline website: http://www.infoplease.com/spot/musictime1.html
1900's Turn of the Century website: http://www.southernmusic.net/1900.htm
Gospel Music Origins Article from United Streaming: http://app.discoveryeducation.com/search?Ntt=gospel+music
Quarter 3
Jan. 20-24
Introduction to The Blues
What Is the Blues? Youtube clip: (2:43) https://www.youtube.com/watch?v=DXbclfmvSfU
What Is the Blues? Youtuble clip: (7:45) https://www.youtube.com/watch?v=4dclNCcdYho
A Short History of the Blues: Emerging Music in the 20th Century: (7:21) https://www.youtube.com/watch?v=vnaorRAxhmU
PBS Blues Essay: What Is The Blues? http://www.pbs.org/theblues/classroom/essaysblues.html
Blues Glossary of important terms: http://www.pbs.org/theblues/classroom/glossary.html
PBS Blues Essay: Understanding the 12 bar blues: http://www.pbs.org/theblues/classroom/essays12bar.html
Blues As African American History (Teacher's Guide) http://www.pbs.org/theblues/classroom/defhistory.html
*PDF lesson plan on Blues As African American History: http://www-tc.pbs.org/theblues/classroom/downloads/blues_african_am_history.pdf
*James Meredith resources:
*Famous James Meredith Photo: http://bigstory.ap.org/photo/james-meredith-shot-pulitzer-1967
*James Meredith "The Meredith Story: June 6, 1966--Media Mistake: http://www.downhold.org/lowry/meredith.pdf
*James Meredith Story on Youtube: https://www.youtube.com/watch?v=dWpRcyc94yE
*Song, "Shot on James Meredith" by J.B. Lenoir: http://val.fm/shot-on-james-meredith-j-b-lenoir-mp3/
*Brief Bio on J.B. Lenoir: http://msbluestrail.org/blues-trail-markers/j-b-lenoir
*PDF Interpretive Lesson on "Whites, Blacks, and the Blues" http://www-tc.pbs.org/theblues/classroom/downloads/whites_blacks_the_blues.pdf
*Show clip from "The Road to Memphis" (start at 39:49 and stop at 48:00) https://www.youtube.com/watch?v=NJTN6zyiqks
*Then show clip from "Godfathers & Sons" (start at 20min. and stop around 25 min. *language) https://www.youtube.com/watch?v=qbw0pKYhoeU
*After this, divide the class into 2 groups, and have them each read one of the following essays:
"White Blues" http://www.bluesworld.com/WHITEBLUES.html
OR
"How the Blues Affected Race Relations in the United States" http://www.angelfire.com/sc/bluesthesis/whiteint.html
*After students read the essays, they will debate the issue of whites playing the blues, with the two groups using examples from the films
and their readings for support.
*The next day, do the "Focus Exercise" in this lesson. (PDF Interpretive lesson on "Whites, Blacks, and the Blues.": link above)
PBS Teacher's Guide CD (Blues songs to listen to) http://www.pbs.org/theblues/classroom/cd.html#null
Documentary "Feel Like Going Home" (1:19:17) https://www.youtube.com/watch?v=uM824vmLd6Q
Documentary "The Soul of a Man" (1:39:25) https://www.youtube.com/watch?v=-EcU9zfsQTI
Documentary "The Blues-Piano Blues-Clint Eastwood (1:31:06) https://www.youtube.com/watch?v=157a-UNyjgg
February 24-28, 2014: Introduction to Jazz
Watch "The Story of Jazz" http://www.youtube.com/watch?v=0vJMSJezIZs
Jan. 20-24
Introduction to The Blues
What Is the Blues? Youtube clip: (2:43) https://www.youtube.com/watch?v=DXbclfmvSfU
What Is the Blues? Youtuble clip: (7:45) https://www.youtube.com/watch?v=4dclNCcdYho
A Short History of the Blues: Emerging Music in the 20th Century: (7:21) https://www.youtube.com/watch?v=vnaorRAxhmU
PBS Blues Essay: What Is The Blues? http://www.pbs.org/theblues/classroom/essaysblues.html
Blues Glossary of important terms: http://www.pbs.org/theblues/classroom/glossary.html
PBS Blues Essay: Understanding the 12 bar blues: http://www.pbs.org/theblues/classroom/essays12bar.html
Blues As African American History (Teacher's Guide) http://www.pbs.org/theblues/classroom/defhistory.html
*PDF lesson plan on Blues As African American History: http://www-tc.pbs.org/theblues/classroom/downloads/blues_african_am_history.pdf
*James Meredith resources:
*Famous James Meredith Photo: http://bigstory.ap.org/photo/james-meredith-shot-pulitzer-1967
*James Meredith "The Meredith Story: June 6, 1966--Media Mistake: http://www.downhold.org/lowry/meredith.pdf
*James Meredith Story on Youtube: https://www.youtube.com/watch?v=dWpRcyc94yE
*Song, "Shot on James Meredith" by J.B. Lenoir: http://val.fm/shot-on-james-meredith-j-b-lenoir-mp3/
*Brief Bio on J.B. Lenoir: http://msbluestrail.org/blues-trail-markers/j-b-lenoir
*PDF Interpretive Lesson on "Whites, Blacks, and the Blues" http://www-tc.pbs.org/theblues/classroom/downloads/whites_blacks_the_blues.pdf
*Show clip from "The Road to Memphis" (start at 39:49 and stop at 48:00) https://www.youtube.com/watch?v=NJTN6zyiqks
*Then show clip from "Godfathers & Sons" (start at 20min. and stop around 25 min. *language) https://www.youtube.com/watch?v=qbw0pKYhoeU
*After this, divide the class into 2 groups, and have them each read one of the following essays:
"White Blues" http://www.bluesworld.com/WHITEBLUES.html
OR
"How the Blues Affected Race Relations in the United States" http://www.angelfire.com/sc/bluesthesis/whiteint.html
*After students read the essays, they will debate the issue of whites playing the blues, with the two groups using examples from the films
and their readings for support.
*The next day, do the "Focus Exercise" in this lesson. (PDF Interpretive lesson on "Whites, Blacks, and the Blues.": link above)
PBS Teacher's Guide CD (Blues songs to listen to) http://www.pbs.org/theblues/classroom/cd.html#null
Documentary "Feel Like Going Home" (1:19:17) https://www.youtube.com/watch?v=uM824vmLd6Q
Documentary "The Soul of a Man" (1:39:25) https://www.youtube.com/watch?v=-EcU9zfsQTI
Documentary "The Blues-Piano Blues-Clint Eastwood (1:31:06) https://www.youtube.com/watch?v=157a-UNyjgg
February 24-28, 2014: Introduction to Jazz
Watch "The Story of Jazz" http://www.youtube.com/watch?v=0vJMSJezIZs
Haydn to hip hop 2 syllabus:
Purpose: Give students an understanding of the evolution of Western music beginning by reviewing the late 1800's slave songs/spirituals times to present day Hip Hop culture. Encourage students to think critically and check for understanding by using technology and their own creative virtues to complete projects. This class will be project based, and we will assess the learning styles that best suit each student to tailor projects to their learning strengths.
MN Standards: (Artistic Process: Create or Make) 3: Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. (Artistic Process: Perform or Present) 1: Perform or present in a variety of contexts in the arts area using the artistic foundations. (Artistic Process: Respond or Critique) 1: Respond to or critique a variety of creations and performances using the artistic foundations. 9-12 (Media Arts) Benchmarks: 9.3.1.2.2. Revise a presentation based on artistic intent and using multiple sources of critique and feedback.; 9.2.1.2.1. Create a single, complex work or multiple works in media arts.
Semester 1:
MN Standards: (Artistic Process: Create or Make) 3: Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. (Artistic Process: Perform or Present) 1: Perform or present in a variety of contexts in the arts area using the artistic foundations. (Artistic Process: Respond or Critique) 1: Respond to or critique a variety of creations and performances using the artistic foundations. 9-12 (Media Arts) Benchmarks: 9.3.1.2.2. Revise a presentation based on artistic intent and using multiple sources of critique and feedback.; 9.2.1.2.1. Create a single, complex work or multiple works in media arts.
Semester 1:
- Individual conferences to assess learning styles; Project Based Learning tailored to student's learning strengths.
- Review the late 1800's to the present: historical (Western) music timeline.
- Current events that involve Hip Hop culture and/or music of the present.
- Technology: Individual Weebly websites; GarageBand compositions; SKYPE with students from the HSRA; use technology to enhance presentations; Active individual blogs
- Collaborate with students from the HSRA (Continuation from last year: Haydn to Hip Hop 1)