Essential Questions
Enduring Understandings
-How does music from diverse cultures differ from each other? -Different cultures have music that is unique to their culture.
-Why does music from diverse cultures differ from each other? -Music is written for many different reasons.
-Music represents different events throughout history.
New Jersey Core Content Curriculum Standards, 2009
1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse
cultures and historical eras.
1.4.8.A.2 - Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes.
1.4.8.A.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance,
music, theatre, and visual art.
1.2.8.A.2 - Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas,
issues, and events that are chronicled in the histories of diverse cultures.
1.2.8.A.1 - Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new
technologies.
1.4.8.B.3 Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and
historical eras by writing critical essays.
1.2.8.A.3 - Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.
1.4.8.A.4 – Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal
norms, beliefs, or values.
1.1.8.B.2 - Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles
and genres of musical compositions.
1.3.8.B.1 - Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and
avant-garde notation.
1.3.8.B.2 - Perform independently and in groups with expressive qualities appropriately aligned with the stylistic
characteristics of the genre.
1.3.8.B.4 – Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing
and/or singing techniques in that genre or style.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including
its relationship to supporting ideas; provide an objective summary of the text.
Summative Assessment Task
See attached.
Learning Expectations
WAL To/That...
Activities/Instructional Student Strategies/
Procedures
Modification/
Differentiation
Formative
Assessments
Technology Infusion/
Resources
Identify different
artistic styles, trends,
and movements in
music from various
cultures.
Read about and
participate in class
discussions about
different types of music
from one culture.
Do Nows
Recordings
Class discussion
Keyboards
Performances
Discuss the differences
between these artistic
styles, trends, and
movements in music
from various cultures
in terms of the
elements of music.
Listen to/watch
performances of
different types of music
from a specific culture.
Recording device to
record performances
Perform various types
of music from a specific
culture.
Varied reading
materials
Varied listening
choices based on
student preference
Performance: Students
may label notes, label
piano keys, or add
chords/harmony to the
music based on their
ability.
Written responses
Differentiate between
different styles, trends,
and movements from
within various
cultures. (1.4.8.A.3)
Discuss/write about the
differences between the
different styles in terms
of the elements of music
(tempo, dynamics, form,
etc.)
Identify different types
of music in terms of
why they are
composed or
performed (in a
specific culture)
(1.4.8.A.2)
Experience some of the
functions: drumming
for communication
(West Africa),
meditation (Japan)
Listen to music from a
variety of diverse
cultures and write
about/discuss their
opinions of these
pieces of music with
references to various
elements of music.
Describe the rhythm,
tempo, dynamics,
harmony, and timbre of
music from various
cultures.
Performance: Students Discussion
may label notes, label
piano keys, or add
Performance
chords/harmony to the
music based on their
ability.
Recordings
Varied listening
choices based on
student preference
Recordings
Keyboards
Recording device to
record performances
Perform music written
for a specific purpose
(“Johnny Has Gone for a
Soldier”)
Write about and discuss
their opinion of the
Discussion
Written responses (Do
Now)
(1.4.8.A.1)
piece of music using
this description.
Identify works of
music that represent
important ideas,
issues, and events in
the histories of diverse
cultures.
Listen to, discuss, and
perform music that
represents events in
history.
(American Revolution:
Yankee Doodle and
Johnny Has Gone for a
Soldier, importance of
whaling in Scotland:
Farewell to Tarwathie,
Riverdance: Lord of the
Dance)
Compare and contrast
these works in terms
of both the elements of
music and the meaning
of the music.
(1.2.8.A.2)
Read about specific
events and ideas in
history that are
represented through
music.
Analyze the lyrics of
specific songs and make
inferences about the
cultures and events
they represent.
Performance: Students Performance
may label notes, label
piano keys, or add
Discussion
chords/harmony to the
music based on their
Responses to lyrics
ability.
Varied reading
materials
Varied song lyrics
based on student
interest and reading
level.
Recordings
Keyboards
Recording device to
record performances
Identify new
technologies in music.
Interpret the effect
these technologies had
on music. (1.2.8.A.1)
Describe music from
diverse cultural
contexts.
Differentiate music
from diverse cultures.
(1.4.8.B.3)
Listen to instruments
specific to certain
cultures.
Match pictures of
instruments with the
sound.
Perform music on the
keyboard using the
closest instrument
setting possible to the
instrument we are
talking about. Explain
the similarities between
the sound we are
aiming for and the one
we are using.
Listen to/write
about/discuss/perform
music from various
cultures. Complete a
Venn diagram
comparing two or three
of these cultures.
Determine where a
certain song is from by
listening and making
inferences based on
Provide students with
pictures of Western
instruments to help
make comparisons if
needed.
Discussion
Recordings
Picture matching
Keyboards
Performance: Students Venn diagram
may label notes, label
piano keys, or add
Listening quiz
chords to the music
based on their ability.
Recording device to
record performances
Recordings
Keyboards
Recording device to
record performances
what we have talked
about and performed
up to this point.