ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: General Music
GRADE LEVEL: Grade 6
CREATION DATE: August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of
PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
A. MIE KEYBOARD LAB
 Written Assessment with
 Materials
I. PERFORMING
1. Introductory Keyboard
rubric
Orff instruments
A. MIE KEYBOARD LAB
Lab Lesson
Rhythm instruments
 Playing Assessment with
 Keyboard Functions – Introducing
2.
MIDI Keyboard Lessons
Melodic
instruments
rubric
skills for basic operation of midi
1-10
Multicultural instruments
 Individual and Group
keyboard
a. Steady Beat
MIE
Keyboard
Lab
Performance with rubric
 Posture and Playing Position –
b. Registers and
Worksheets
 Create Your Own Quiz
Introduction of correct playing
Clusters
Study
Guides
 Performance Rubric
position and posture for keyboard
c.
Up, Down and the
Music Alive Magazine
 MIDI Keyboard Quiz
playing
Same
Visual Aids
 Class Discussion
 Basic Music Concepts – Reinforcing
d.
Tempo
Transparencies

Cooperative
Learning
basic concepts of music reading;
e. Quarter Note and
Compact Discs
Assignments and Project
specifically in pitch, and rhythm
Rest
Assessment Tools

Oral
Presentation
 Solo and Ensemble Playing – Playing
f. Ostinato
 Individual Feedback
alone and together as a class
g. Music Alphabet
 Resources

Teacher
Observation
h. Steps Up Down, or
 Improvising – Creating rhythmic and
Musical scores
 Journal Writing
the Same
melodic accompaniments to songs
Textbooks

Student
Self
Assessment
i.
Skips
 Song Repertoire – Performing music
Curriculum Guide
j. Repeated Melodic
from diverse genres and cultures
Compact Discs
Patterns
Assessments
B. RHYTHM INSTRUMENTS
B. RHYTHM INSTRUMENTS
Silver Burdett 2002, “Making
1. African Drumming Unit
Music” (Grade Level Six)
 Playing Technique – Introduction
2. Use body percussion
Jazz at Lincoln Center 2002, “Jazz
and/or review of correct playing
3. Mallet technique
for Young People Curriculum”
position and technique
4. Playing pitched and nonYamaha 1993, “Music in
 Basic Music Concepts – Reinforcing
pitched percussion
Education”
basic concepts of music reading;
instruments
specifically in pitch, and rhythm
C.
ORFF
INSTRUMENTS
 Technology
 Solo and Ensemble Playing – Playing
AND
MELODY
BELLS
Finale
alone and together as a class
1. Reggae Unit
MIE Yamaha Keyboard Lab
 Improvising – Creating rhythmic and
2. Asian Unit
Notepad
melodic accompaniments to songs
General Music Grade 6
Page 1
-1-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of
PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Internet Research
3. Jazz Unit (improvisation)
 Song Repertoire – Performing music
D.
HANDCHIMES AND
from diverse genres and cultures
HANDBELLS
C. ORFF INSTRUMENTS / MELODY
1. Pitch and Rhythm Unit
BELLS
2. Reggae Unit
 Playing Technique –Review of correct
playing position and mallet technique
 Basic Music Concepts – Reinforcing
basic concepts of music reading;
specifically in pitch, and rhythm
 Solo and Ensemble Playing – Playing
alone and together as a class
 Improvising – Creating rhythmic and
melodic accompaniments to songs
 Song Repertoire – Performing music
from diverse genres and cultures
C. HANDCHIMES AND
HANDBELLS
 Playing Technique –Introduction of
correct ringing technique and special
care for instruments
 Basic Music Concepts – Reinforcing
basic concepts of music reading;
specifically in pitch, and rhythm
 Ensemble Playing – Playing alone and
together as a class
 Song Repertoire – Performing music
from diverse genres and cultures
General Music Grade 6
Page 2
-2-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of
PENNSYLVANIA STANDARDS
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection
 Social Studies
 Adaptations as per IEP or Service
 Special groups
Native American songs and dances
Agreement
 Interdisciplinary
African songs, drumming, and spirituals
connections
 Peer tutors or teacher aides when
Asian songs and dances
necessary
 Media (video, distance
Latin songs and dances
American Historical Connections
learning)
 Extended time
 Preferential seating
 Supplemental songs,
 Language Arts
materials, games
 Simplify task when necessary
Songs in foreign languages

Student lead activities
 Adaptive assessment (oral quiz vs.
Music Journal Writing
(leadership
Reading and analyzing articles,
written)
magazines, and reading aloud
opportunities)
 Teacher availability before/activity
school
 Mathematics
 Visual cues and reminders
Rhythms and numerical values
Time Signatures
 Use of technology devices for
assistance with assignments
 Science
Structure of instruments
Timbre

Art
Relating music to fine arts
Using art to express feelings about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and
Cultural Heritage Principles
General Music Grade 6
Page 3
-3-
August, 2003
Essential Question, Concept or Theme: II. Listening Critically
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
II. LISTENING CRITICALLY
A. PROFESSIONAL
RECORDINGS
 Identify and analyze – Basic
music form, instrumentation,
tempo, meter, and style/genre
 Respond – Write expressively
about lyrics or discuss qualities
of music as mentioned above
 Identify - Music of diverse
cultures and styles
 Timbre - Recognize various
vocal and instrumental timbres
 Demonstrate - Appropriate
audience behavior
Assessment













Written Assessment with rubric
Playing Assessment with rubric
Individual and Group
Performance with rubric
Create Your Own Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self Assessment
B. PEER PERFORMANCES
 Identify and analyze – Basic
music form, instrumentation,
tempo, meter, and style/genre
 Respond – Write expressively
or discuss qualities of music as
mentioned above
 Critique – Critical listening for
melodic, rhythmic, or
expressive errors
 Demonstrate - Appropriate
audience behavior
General Music Grade 6
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
Instructional Strategies






 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making
Music” (Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
Songs that Communicate
Project
Analyzing basic form – for
example: AB, ABA, rondo
(all units)
Programmatic Music Unit
Guided listening
Timbre, Instrument
identification
Recognize and demonstrate
understanding of tempo,
rhythm, dynamics, texture,
harmony, melody, and
phrase structure (all units)
 Technology
Finale
MIE Yamaha Keyboard Lab
Notepad
Page 4
-4-
August, 2003
Essential Question, Concept or Theme: II. Listening Critically
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Internet Research
Assessment
C. SELF REFLECTION
 Identify and analyze – Basic
music form, instrumentation,
tempo, meter, and style/genre
 Respond – Write expressively
or discuss qualities of music as
mentioned above
 Critique – Critical listening for
melodic, rhythmic, or
expressive, or errors
Instructional Strategies
D. RESPONDING TO
LISTENING THROUGH
MOVEMENT
 Stationary movement - Review
and refine using alternating
patterns (stamp, patsch, clap,
snap) and bilateral movements
which reflect the listening
 Basic loco-motor movement –
Perform patterns as in circle,
line, and folk dances
 Creative movements - Create
motion that demonstrate the
musical concepts of
time/space/energy
General Music Grade 6
Page 5
-5-
August, 2003
Essential Question, Concept or Theme: II. Listening Critically
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Adaptations/Inclusion Techniques









Adaptations as per IEP or Service Agreement
Peer tutors or teacher aides when necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Teacher availability before/activity school
Visual cues and reminders
Use of technology devices for assistance with
assignments
Enrichment Strategies





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Multicultural/Interdisciplinary
Connection
Remediation Strategies
 Social Studies
Native American songs and dances
African songs, drumming, and spirituals
Asian songs and dances
Latin songs and dances
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Relating music to fine arts
Using art to express feelings about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and
Cultural Heritage Principles
General Music Grade 6
Page 6
-6-
August, 2003
Essential Question, Concept or Theme: III. Creating and Composing
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
III. CREATING AND COMPOSING
 Improvise – Spontaneously create
intermediate level melodies based on
the pentatonic scale
 Improvise – Spontaneously create
rhythmic patterns, based on an
ostinato, meter, or appropriate to style
within a piece of music
 Compose - Create intermediate
melodies and ostinati based on the
pentatonic scale
 Compose – Create intermediate level
rhythmic patterns, based on an
ostinato, meter, or appropriate to style
within a piece of music
Assessment













Written Assessment
with rubric
Playing Assessment
with rubric
Individual and Group
Performance with
rubric
Create Your Own
Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and
Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self
Assessment
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
Instructional Strategies





Compose and perform
various patterns (all units)
Improvising melodic and
rhythmic patterns (all units)
Programmatic Unit
(creating)
Rhythm Unit (composing)
Rock Amusement Park Unit
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making Music”
(Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz for
Young People Curriculum”
Yamaha 1993, “Music in Education”
 Technology
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
General Music Grade 6
Page 7
-7-
August, 2003
Essential Question, Concept or Theme: III. Creating and Composing
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS









Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations as per IEP or Service
Agreement
Peer tutors or teacher aides when
necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs.
written)
Teacher availability before/activity school
Visual cues and reminders
Use of technology devices for assistance
with assignments





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Multicultural/Interdisciplinary
Connection
Remediation Strategies
 Social Studies
Native American songs and dances
African songs, drumming, and spirituals
Asian songs and dances
Latin songs and dances
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Relating music to fine arts
Using art to express feelings about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and
Cultural Heritage Principles
General Music Grade 6
Page 8
-8-
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
I. READING AND NOTATING
A. RHYTHM
 Read, notate and perform – Develop
skills in specific rhythm patterns in 2 /
4, 3 / 4, 4 / 4, and 6 / 8, time (whole
notes/rests, half notes/rests, quarter
note/rests, dotted half notes/rests,
quarter notes/rests, dotted quarter
notes/rests, eighth notes and rests,
dotted quarter notes/rests, and
sixteenth notes/rests)
 Notate – Introduce dictation from
teacher examples and listening
examples in the scope of the above
ability level
 Troubleshoot – Review or correct
measures looking for missing beats or
excessive beats
Assessment













Written Assessment with
rubric
Playing Assessment with
rubric
Individual and Group
Performance with rubric
Create Your Own Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self Assessment
B. MELODIC
 Pitches - Read and identify pitches on
the treble and bass clefs
 Ledger Lines - Read and identify
pitches using ledger lines above and
below the treble and bass clefs
 Key Signatures - Read and identify
notes altered in a key signature
 Dictation - Notate introduce basic
dictation from teacher examples and
listening examples
General Music Grade 6
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
Instructional Strategies


Rhythmic and melodic
notation (all units)
Reading MIE, hand-chimes,
melody bell, and Orff music
(all units
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making Music”
(Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in Education”
 Technology
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Page 9
-9-
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
C. EXPRESSIVE MARKS
 Dynamic Markings – Identify and
demonstrate understanding of the
following; pp-p-mp-mf-f-ff
 Tempo Markings – Identify and
demonstrate understanding of the
following; allegro, moderato adagio
 Articulation – Identify and
demonstrate understanding of the
following; legato and staccato
D. FORM
 Repetition and Contrast - Recognize
and detail similarities or contrast in a
musical selection
 Standard Forms - Identify section
forms including AB, ABA, AABA,
and Rondo
 Call and Response - Perform call /
response and question / answer
phrases melodically in a pentachord
and rhythmically
 Pop Form – Introduction to vocabulary
including intro, verse, chorus, bridge,
and coda, ability to identify these
sections in a pop song
General Music Grade 6
Page 10
- 10 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS









Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations as per IEP or Service
Agreement
Peer tutors or teacher aides when necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Teacher availability before/activity school
Visual cues and reminders
Use of technology devices for assistance
with assignments





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Multicultural/Interdisciplinary
Connection
Remediation Strategies
 Social Studies
Native American songs and dances
African songs, drumming, and spirituals
Asian songs and dances
Latin songs and dances
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Relating music to fine arts
Using art to express feelings about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and
Cultural Heritage Principles
General Music Grade 6
Page 11
- 11 -
August, 2003
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
V. MAKE HISTORICAL AND
CULTURAL CONNECTIONS
 Reading – Analyzing articles,
magazines, texts, and putting
music into a historical/cultural
context
 Viewing – Analyzing videos
and/or live guest performances
 Curriculum – Making connections
across subject areas (i.e. social
studies, language arts)
Assessment













Written Assessment with
rubric
Playing Assessment with
rubric
Individual and Group
Performance with rubric
Create Your Own Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self Assessment
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
Instructional Strategies
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making
Music” (Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
 Technology
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
General Music Grade 6
Page 12
- 12 -
August, 2003
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
Approx. Time Allotment:
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS









Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations as per IEP or Service
Agreement
Peer tutors or teacher aides when necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Teacher availability before/activity school
Visual cues and reminders
Use of technology devices for assistance
with assignments





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Multicultural/Interdisciplinary
Connection
Remediation Strategies
 Social Studies
Native American songs and dances
African songs, drumming, and spirituals
Asian songs and dances
Latin songs and dances
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Relating music to fine arts
Using art to express feelings about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and
Cultural Heritage Principles
General Music Grade 6
Page 13
- 13 -
August, 2003