Unit Overview
Content Area: General Music
Unit Title: The History of Western Music: Antiquity-Renaissance
Target Course/Grade Level: 6
Timeline: 18 Class Periods
Unit Summary: Through differentiated assignments, students will explore aspects of utilitarian vs.
non-utilitarian music; explore the contributions of composers of the time and the innovations of said
eras. Students will also compose using the notation system from the middle ages, and compare and
contrast contemporary music to that of music of the past.
Primary interdisciplinary connections: Social Studies, Art History and Practical Visual Art.
21st century themes and skills: Collaboration, Teamwork, and Leadership; Accountability,
Productivity, and Ethics
Unit Rationale- By examining the culture of the past we can understand what creative movements
have already come to pass and use that knowledge to revolutionize music of the future.
Learning Targets
Standards
1.1 The Creative Process: All students will demonstrate an understanding of the elements and
principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.2 History of the Arts and Culture: All students will understand the role, development, and
influence of the arts throughout history and across cultures.
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre,
and visual art.
Content Statements
1.1.8.B.1- Common, recognizable musical forms often have characteristics related to specific cultural
traditions.
1.2.8.A.1- Technological changes have and will continue to substantially influence the development and
nature of the arts.
1.2.8.A.2- Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight
into the lives of people and their values.
1.2.8.A.3- The arts reflect cultural morays and personal aesthetics throughout the ages.
1.3.8.B.1- Western, non-Western, and avant-garde notation systems have distinctly different
characteristics.
1.4.8.A.1- Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or
consummate works of art requires knowledge and understanding of culturally specific art within historical
contexts.
1.4.8.A.2- Art may be used for utilitarian and non-utilitarian purposes.
1.4.8.A.4- Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a
genre’s stylistic traits.
1.4.8.A.7- Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be
assessed through analysis of form, function, craftsmanship, and originality.
CPI #
1.1.8.B.1
Cumulative Progress Indicator (CPI)
Analyze the application of the elements of music in diverse Western and non-Western
musical works from different historical eras using active listening and by reading and
interpreting written scores
1.2.8.A.1
Map historical innovations in dance, music, theatre, and visual art that were caused by the
creation of new technologies.
1.2.8.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.3
Analyze the social, historical, and political impact of artists on culture and the impact of
culture on the arts.
1.3.8.B.1
Perform instrumental or vocal compositions using complex standard and non-standard
Western, non-Western, and avant-garde notation.
1.4.8.A.1
Generate observational and emotional responses to diverse culturally and historically
specific works of dance, music, theatre, and visual art
1.4.8.A.2
Identify works of dance, music, theatre, and visual art that are used for utilitarian and nonutilitarian purposes.
1.4.8.A.7
Analyze the form, function, craftsmanship, and originality of representative works of
dance, music, theatre, and visual art.
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.
1.4.8.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
Unit Essential Questions
 How is Music Practical?
 How can an artist influence the future?
 How can the meaning of music change over
time?
 What makes a composer revolutionary?
 How are culture and music connected?
 What makes something original?
 How can technology influence music?
Unit Enduring Understandings
 Music can serve a purpose besides enjoyment, it
can be used as a practical tool
 Technology innovations have revolutionized
music through the ages
 Culture and music are influential to each other
 Music is a form of expressing an idea
 The meaning of a piece of music can change
over time
 An original piece of music changes the whole
history of music by influencing future
generations
 True originality revolutionizes music.
Unit Learning Targets
Students will ...
 Analyze the influence of technological advance on music
 Create and form an opinion on what makes a piece of music revolutionary.
 Compose rhythmic compositions using medieval notation systems
 Investigate the innovations that define a musical era
 Examine the practical applications of music
 Classify examples of changes in the meaning of music over time (Epitaph of Seiklos)
 Reinforce note taking skills in lecture series.
Evidence of Learning
Summative Assessment
The students will complete an open-ended essay question exam. In the exam students will be expected to:
Compare and contrast music from the two eras, Form an opinion on important innovations in music during
the time, and summarize the important contributions of composers and performers of the middle ages and
antiquity.
Equipment needed: Computer Lab, Smartboard,
Teacher Instructional Resources: http://artsedge.kennedy-center.org/ ,
http://www.kjos.com/detail.php?division=1&table=product&prod_id=L21
http://www.kjos.com/detail.php?division=1&table=product&prod_id=L22
http://www.amazon.com/Concise-History-Western-MusicFourth/dp/0393932516/ref=sr_1_1?s=books&ie=UTF8&qid=1283037351&sr=1-1
http://www.jamesfrankel.com/
Formative Assessments
 Practical uses for music throughout time
(paper war- Utilitarian use for music)
 Nuemes rhythmic composition
Worksheet
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Renaissance Instrument Packet
Era Intro Worksheets
Renaissance Dance
Writing Response Check
Integration of Technology: Computer Lab, Smartboard and Stereo.
Technology Resources:
Click the links below to access additional resources used to design this unit:
http://www.music.iastate.edu/antiqua/instrumt.html
http://www.artsedge.kennedy-center.org/greece/music/
Opportunities for Differentiation: Kinesthetic students will do well with the “paper war” assignment as
well as the Renaissance Dance assignment. Visual and artistic students will do well with the Nuemes
composition assignment’s art component, while auditory learners will do well with the itunesU listening
assignment on understanding the music of ancient Greece.
Teacher Notes: