District Overview
The goal of the Brandywine Heights Areas School District Music Department is to enable students to become lifelong participants in music, to
learn the skills necessary for continued enjoyment in music, and to see the many connections between music and other subjects. Music, an
important subject in itself, brings all subjects together in a united whole.
The study of music encourages critical thinking in our students, fosters participation in groups, broadens students’ education by encouraging the
artistic proponent of development, and promotes problem solving skills which will carry with students throughout their lives and further
education. Music curriculum scaffolds to build skills from Kindergarten through high school, with students constantly building on prior
knowledge. More than a “special” subject, the study of music allows students discover what it means to be human by allowing expression of
their artistic nature. The study of music should be thorough, rigorous, and comprehensive.
Grade 6 Description
The overarching goals of 6th Grade Music Appreciation is that students will further skills in standard notation, perform alone and with others a
varied repertoire, study the music of American culture (especially the blues and musical theater), and be able to appreciate a wide variety of
music styles, even if they differ from the students’ personal preferences.
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Students will build on previous note reading instruction to increase knowledge in treble clef notation.
Students will comprehend the bass clef and how it relates to treble clef and instruments.
Students will gain competency in standard notation and apply knowledge to more difficult music.
Students will play instruments in treble and bass clef simultaneously.
Students will apply knowledge of standard notation to compose their own compositions.
6th Grade music allows students to build on previous knowledge and study in-depth the contributions of many cultures to the music of America.
Students will perform the music of others, compose their own music, write their own blues lyrics, prepare a presentation of their preferred
music styles, and understand the evolution of musical theater in the United States.
Grade 6 Units:
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Unit 1: Music Theory
Unit 2: The Blues
Unit 3: The Music I Like Project
Unit 4: American Music Theater
Subject: Music Appreciation
Grade: 6
Suggested Timeline: Six weeks
Unit Title: Music Theory. This unit developments skills from previous music instruction and focuses on standard notation—both reading, writing,
playing, and composing.
Unit Overview/Essential Understanding:
Students will gain fluency in note and rhythm reading and be able to apply knowledge to playing and composing. The culminating activity is a
composition project where students synthesize their knowledge of standard notation to writing their own compositions and playing them for
the class. Essential questions include: Why is it necessary to use standard notation while writing music? What instruments play in the treble clef?
The bass clef? How does my knowledge of standard notation add to my success in music?
Unit Objectives:
1) Students will demonstrate competency in the identification of both treble and bass clef notes.
2) Students will demonstrate the ability to write notes on the musical staff on the correct line/space and the correct stem direction.
3) Students will demonstrate the ability to apply counting to rhythmic samples and apply this knowledge to playing.
4) Students will demonstrate the ability to apply knowledge of notes to playing in treble and bass clef.
5) Students will synthesize knowledge of treble and bass clef notes and rhythms to create a new composition.
Focus Standards Addressed in this Unit:
Pennsylvania Academic Standards for Arts and Humanities:
9.1 Production, Performance, and Exhibition of Dance, Music, Theater, and Visual Arts.
9.3 Critical Response
Important Standards Addressed in this Unit:
9.2 Historical and Cultural Contexts.
9.4 Aesthetic Response
Misconceptions:
 While learning standard notation, students tend to get frustrated easily and overcomplicate the system.
 Composing is difficult in 6th grade and some students struggle to put their ideas into notational form.
 During composition, students will attempt to copy an existing composition rather than writing their own.
Concepts/Content:
Competencies/Skills:
Description of Activities:
Students should be able to synthesize
Students will be able to demonstrate the Opportunities to play a variety of musical pieces.
their knowledge of musical notation to
ability to read, write, and perform notes
Group practice in class both with paper and pencil and
become beginning music readers, to
in treble and bass clef. Students will be
with the Learn Sheet Music program on their laptops.
apply knowledge to playing, to create
able to synthesize knowledge of standard Group composition writing.
something new.
notation to create a new work.
Analyzing the work of themselves and others.
Assessments:
There are two assessments in this unit:
1) A summative assessment consisting of identifying notes and rhythms in treble and bass clef and writing notes on the staff.
2) Completing a composition, bringing together total knowledge of standard notation.
Interdisciplinary Connections:
Math (note values),
English (meaning of Italian musical terms),
Social Studies (connections between music and society).
Additional Resources:
Learn Sheet Music free app
Subject: Music Appreciation
Suggested Timeline: Six weeks
Grade: 6
Unit Title: The Blues. This unit introduces students to the music of the blues, a musical art form created in America.
Unit Overview/Essential Understanding:
Students will gain understanding of the formation of the blues in American music. Their musical journey will begin in West Africa, where they
will see how the music of the West African people influenced the blues, in its rhythmic complexity and especially in its call-and-response form.
The next step is to study the music of African-Americans during the time of slavery, especially work songs and spirituals, and see their place in
the blues legacy. The Delta blues show students the conditions and emotions of freed African-Americans in the south and how a new form of
music was born. As the blues develop, students will understand how instrumentation and amplification increased with the move from country
to city blues. Finally, students will see how the blues directed impacted the created of rock ‘n roll, as seen in the music of Elvis Presley and Chuck
Berry.
Unit Objectives:
1) Students will understand the connection between the blues and the music of West Africa.
2) Students will understand the connection between the blues and the music of African-American slaves.
3) Students will demonstrate the ability to write new verses to spirituals.
4) Students will understand the chordal and lyric structure of the blues.
5) Students will understand the connection between blues and rock ‘n roll.
6) Students will demonstrate the ability to write and sing blues lyrics.
Focus Standards Addressed in this Unit:
Pennsylvania Academic Standards for Arts and Humanities:
9.1 Production, Performance, and Exhibition of Dance, Music, Theater, and Visual Arts.
9.2 Historical and Cultural Contexts.
9.3 Critical Response
9.4 Aesthetic Response
Important Standards Addressed in this Unit:
9.2 Historical and Cultural Context.
9.4 Critical Response.
Misconceptions:
 Students do not understand what blues music is and is not.
 Students believe blues is the music of slaves, not free people.
 Students fail to see the connection between blues and most popular music today.
Concepts/Content:
Competencies/Skills:
Description of Activities:
Students should be able to understand
Students will be able to demonstrate the Watching YouTube videos and listening to mp3s of
and articulate the different influences on ability to articulate their understanding
important blues contributors.
the blues, how early blues sounds, how
of the music of the blues, blues
Group discussion on the social studies of the blues.
the blues evolved to include more
influences, rock and roll, and the roll
Analyzing the work of early blues artists.
instruments, and the connection to rock
slavery played in the formation of the
Writing blues lyrics and singing them for the class.
‘n roll.
blues.
Assessments:
There are two assessments in this unit:
1) A summative assessment consisting of concepts from the blues unit.
2) Completing blues lyrics in AAB form.
Interdisciplinary Connections:
Math (12 bar blues)
English (meaning of Italian musical terms),
Social Studies (connections between music and society).
Additional Resources:
YouTube Videos
www.bluesforteens.yolasite.com
Subject: Music Appreciation
Grade: 6
Suggested Timeline: Three weeks
Unit Title: The Music I Like Project
Unit Overview/Essential Understanding:
Students will research a musical artist/group/genre in detail and prepare a PowerPoint or Prezi presentation and deliver it to the class.
Unit Objectives:
1) Students will assimilate information about their musical artist/group/genre.
2) Students will create a PowerPoint or Prezi presentation focusing on details of their chosen musician(s).
3) Students will understand the genre of music of their performer, biographical information, and fun facts.
4) Students will practice public speaking during their presentation.
Focus Standards Addressed in this Unit:
Pennsylvania Academic Standards for Arts and Humanities:
9.1 Production, Performance, and Exhibition of Dance, Music, Theater, and Visual Arts.
9.3 Critical Response
9.2 Historical and Cultural Contexts.
Important Standards Addressed in this Unit:
9. 9.4 Aesthetic Response
Misconceptions:
 Students are not able to find relevant information off of the internet.
 Students prepare slides in essay form instead of bullet points.
Concepts/Content:
Competencies/Skills:
Description of Activities:
Students should be able to understand
how to perform research on the internet
for relative facts, separating out incorrect
information and sources.
Students will be able to demonstrate the
ability to combine research into a clear
and concise PowerPoint project.
Students will demonstrate public
speaking skills by presenting to class.
Researching musical artists/groups/genres on the
internet. Preparing a PowerPoint or Prezi presentation.
Presenting PowerPoint or Prezi to class.
Assessments:
There are two assessments in this unit:
3) Completion of the PowerPoint or Prezi project (graded by a rubric).
4) Presentation of project to the class.
Interdisciplinary Connections:
Research skills
English (communicating in clear and grammatically correct ways)
Social Studies (connections between music and society).
Additional Resources:
YouTube Videos
Computers
Subject: Music Appreciation
Suggested Timeline: Five weeks
Grade: 6
Unit Title: Music Theater
Unit Overview/Essential Understanding:
Students will be able to understand the contribution of American Musical Theater to the music and culture of the United States. The class will
trace musical theater from its inception to modern day Broadway. Students will view YouTube clips of Broadway selections and view West Side
Story in its entirety.
Unit Objectives:
5) Students will assimilate information about American Musical Theater.
6) Students will understand the terms Book, music, lyrics, and choreography.
7) Students will understand the many influences on American Musical Theater, including opera and minstrel shows.
8) Students will understand how a musical is put together, from the story to the songs to the choreography.
Focus Standards Addressed in this Unit:
Pennsylvania Academic Standards for Arts and Humanities:
9.1 Production, Performance, and Exhibition of Dance, Music, Theater, and Visual Arts.
9.3 Critical Response
9.2 Historical and Cultural Contexts.
Important Standards Addressed in this Unit:
9.4 Aesthetic Response
Misconceptions:
 Students believe Music Theater is a genre of music instead of a production including acting, singing, and dancing that may be presented
in a variety of musical genres.
 Students have difficulty in accepting the unreal circumstances of characters breaking out into song during a dramatic scene.
Concepts/Content:
Students should be able to understand
how musical theater productions are
compiled, the sources from which
musicals draw, and how acting, singing,
and dancing come together into a united
production.
Competencies/Skills:
Students will be able to demonstrate the
ability to understand the plot, emotions,
and theme of musicals. By viewing West
Side Story, students should be able to
explain the themes of racism, gang
violence, and romantic love as these
attributes affect the story.
Description of Activities:
Watching and discussing various YouTube clips of
Broadways songs.
Watching and discussing West Side Story in its entirety.
Writing an essay about overriding themes in West Side
Story.
Assessments:
There are two assessments in this unit:
5) Completion of West Side Story questionnaire, including details of plot and themes.
6) Essay on one of the themes presented in West Side Story.
Interdisciplinary Connections:
English (communicating in clear and grammatically correct ways)
Social Studies (violence and racism in America)
Additional Resources: