Professional Documents
Culture Documents
MA Frameworks:
Analyze the uses of elements in aural examples representing diverse genres and
cultures.
Compose and arrange short pieces for voices or instruments within teacher-specified
guidelines, using the elements of music to achieve unity and variety, tension and
release, and balance.
Use a variety of traditional and nontraditional sound sources and electronic media when
composing and arranging.
Analyze and describe uses of the elements of music in a given work that make it unique,
interesting, and expressive.
MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over
harmonic accompaniments within AB, ABA, or theme and variation forms that convey
expressive intent.
MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for
arrangements, songs, and compositions within AB, ABA, or theme and variation forms
that demonstrate unity and variety and convey expressive intent.
MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to
document personal simple rhythmic phrases, melodic phrases, and harmonic
sequences.
MU:Cr3.1.7a Evaluate their own work, applying selected criteria such as appropriate
application of elements of music including style, form, and use of sound sources.
MU:Cr3.2.7a Present the final version of their documented personal composition, song,
or arrangement, using craftsmanship and originality to demonstrate unity and variety,
and convey expressive intent.
MU:Pr4.2.7c Identify how cultural and historical context inform performances and result
in different music interpretations.
MU:Re7.1.7a Select or choose contrasting music to listen to and compare the
connections to specific interests or experiences for a specific purpose.
MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities
relate to the structure of contrasting pieces.
Rationale:
(Why is this unit important, how does it fit into the long term goals of the
curriculum map?)
This unit is important because it begins to give the students more freedom to be
their own musicians and think creatively in finding their own style instead of just
analyzing and playing other composers’ music. Additionally, it educates on why
music is important in a social context and that they, musicians, can have an
impact on the world.
Essential Questions:
Why is writing songs important? Why should I write songs? Who has made an
impact as a songwriter? How do I start songwriting?
Enduring Understanding:
(What will stick with them in the long term- what will they be able to use later in
the year or in years to come?)
Strong writing skills will be developed through using various rhyme schemes and
given themes, which will be useful to them whatever occupation they go into.
Additionally, it strengthens the tools to make music using technology, which is
becoming more and more readily available. Finally, it helps give historical context
to important points throughout history. By listening to the music of a time period,
you can gain a deeper understanding of the history.
Behavioral Objectives:
( Specific knowledge and skills)
Students will demonstrate understanding of form within a contemporary music
context by identifying different sections of several songs with letter names.
Students will begin to practice composition by composing a melody along to an
instrumental track by either singing or recording into Garageband using a midi
keyboard.
Students will practice writing lyrics by changing lyrics to fit various amounts of
syllables and rhyme schemes. Students will demonstrate understanding of lyric
writing by continuing to compose their songs by adding lyrics to the melody they
started last class.
Students will define the main elements of music (rhythm, harmony, melody,
timbre, dynamics, tempo, instrumentation, texture, form, articulation) by
analyzing a piece of music using these elements. Students will demonstrate
understanding of how elements of music relate to symbolism by participating in
group discussion and project planning.
Assessment/Evaluation:
Informal: As a group, students will list the number of different sections they hear
in several songs. They will then begin labeling these sections with letters and
terms such as verse, bridge, and chorus. Discussion and puzzle solving of the
symbolism for “Heard it Through the Grapevine” and “Visions”. Students will
participate in class discussion about social change through songwriting.
Accommodations:
(How does instruction accommodate for special needs and ELL students to
insure equity?)
1. Special needs: If a student has a learning disability and needs help
with their composition, they can be partnered up with someone, or be
given a specific topic to write about. Additionally, I will send them
recorded examples of each of the rhyme schemes and possible
melodies they could use.
2. ELL: An English language learner could write their composition in their
own language, or use a word bank/rhyming resource to create their
lyrics. Additionally, I will find songs in their native language that show
case some of the rhyme schemes to help their understanding
Activator:
(What activities will the students do in order to activate prior knowledge to
support the new material in this unit?)
Students will participate in a review of how to work the technology during the first
lesson. Additionally, they will have practice recording melodies, which were
worked on a little in the last unit.
Repertoire:
“Wouldn’t it be Nice” by Beach Boys, “Just the Way You Are” by Billy Joel,
“Overjoyed” by Stevie Wonder, “Eleanor Rigby” by the Beatles, “Heard it Through
the Grapevine” by Marvin Gaye, “Visions” by Stevie Wonder, “For What It’s
Worth” by Buffalo Springfield, “Imagine” by John Lennon, instrumental backing
tracks
Materials Needed:
(List all materials necessary for this unit, including paper, pencils, instruments,
audio visual, digital equipment etc.)
Computers/ipads with Garageband, midi keyboards, projector, white board,
paper, pencil, PowerPoint, speakers, YouTube, elements of music worksheet
Lesson Outlines
(number the lessons in order and add as many as needed)