LAKEWOOD CITY SCHOOLS
Course: Music For Today
Revised: July 2008
Pacing Chart and Curriculum Map
Course of Study for Music For Today
Revised: July 22, 2008
Unit 1: Basic Elements of Music
3 Weeks
Unit 2: Pop Music in the 20th Century
3 Weeks
Unit 3: The Blues
4 Weeks
Unit 4: Harmony and Form
2 Weeks
Unit 5: History of Music
Medieval
Renaissance
Baroque
Classical
Romantic
20th Century
6 Weeks
Unit 6: Folk, Country and Western Music
2 Weeks
Unit 7: Black History Musicians
1 Week
Unit 8: Jazz
4 Weeks
Unit 9: Rock-n-Roll 1955-1965
5 Weeks
Unit 10: Rock 1966- Present
10 Weeks
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Lakewood City Schools
Course of Study for Music for Today
Revised: July 22, 2008
Scope and Sequence – Music for Today is a high school level music appreciation course designed for students in grades 10
through 12 who desire a more thorough understanding of today’s American music. The course exams all types of music
from classical, blues, jazz, rock, world and pop. Emphasis is placed upon listening skills as well as historical and cultural
events as they relate to music. The basic elements of music will be used to examine, compare and contrast different genres of
music.
.
Unit Title here
A short description of the unit in narrative form goes here.
Standard and Benchmark
Standard:
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
I can…
Historical, Cultural and Social
Contexts: Students demonstrate
knowledge and understanding of a
variety of music styles and cultures and
the context of musical expression or
events, both past and present. Students
identify significant contributions of
composers and performers to music
heritage. Students analyze the historical,
social and political forces that have
influenced the function and role of
music in the lives of people.
Benchmark A: Identify music forms
Course of Study for Music For Today
Revised: July 22, 2008
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from various cultures and historical
periods and create or perform
representative repertoire with stylistic
accuracy.
2. Recognize and classify
Western music literature by
historical periods.
3. Examine (e.g., listening,
performing, score study)
music literature of various
composers.
Benchmark B: Research and explain
how music and composers both
influence and are influenced by society
and culture.
Course of Study for Music For Today
Revised: July 22, 2008
a. I can recognize a Fugue.
b. I can recognize Theme and
Variations.
c. I can recognize ABA form.
d. I can recognize a motive or
riff.
e. I can recognize a phrase.
f. I can recognize call and
response.
1. Recognize and describe form
in music literature of various
historical periods.
1.
Identify the social context from
which music of various cultures
evolved.
a. Bach’s “Little Fugue in g minor”
b. Mozart’s “Surprise Symphony”
c. Led Zeppelin’s “Whole Lotta
Love”
d. Beethoven’s “Symphony No.5”
e. The Star Spangled Banner
f. Ray Charles “What I’d Say”
a.
a.
I can list the 6 historical time
periods of music history and
art.
b. I can classify the 6 historical
time periods of music history.
a.
a.
I can create an outline/form
analysis of music from various
composers and styles.
I can identify secular and
sacred music.
b. I can identify which time
period and genre music came
Copy and create a chart listing
Medieval, Renaissance,
Baroque, Classical, Romantic,
and 20th Century.
b. List the dates, a few major
composers, musical works, or
musical characteristics that go
with each time period of music
history.
c. Add important dates and events
from political and social history
To a time line that includes the
six historical periods of Music
History and Art.
a.
Use Eine Klein Nacht Muzik,
Whole Lotta Love, Walk This
Way, and Jazz Tune.
a.
Use examples from Renaisance,
Baroque and Classical.
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from.
c. I can identify vocal and
instrumental music.
2. Explain how technology has
influenced the development of
music over time.
a.
I can explain how technology
has influenced music in each
historical time period.
a.
3. Explain how music reflects the
political and social events of
history.
a.
I can explain and identify
major political and social
events that have influenced
music.
a.
b. I can explain and identify
major musical compositions
and composers that reflect
political and social events of
history.
Describe how instrument
making improved with
innovations in brass works,
metallurgy, and general
craftsmanship abilities.
b. Describe the invention of the
electric guitar and electric bass
and how this changed music.
Compare music from the 1910’s
popularity of Patriotic Music in
conjunction with WW I, 1920’s
Prohibition, from the 1930’s
Great Depression, World War
II, Vietnam War and anti war
music and attitude, etc.
b.
Woody Gutherie, Pete Seager
and Bob Dylan with their social
protest and political activist
music.
c. Rap/Hip Hop artists that
exemplify political commentary
in their music.
Standard: Analyzing and Responding:
Students listen to a varied
repertoire of music and respond by
analyzing and describing music
using correct terminology. Students
Course of Study for Music For Today
Revised: July 22, 2008
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evaluate the creating and
performing of music by using
appropriate criteria.
1.
Describe the use of elements of
music as they relate to
expression in a varied repertoire
of music.
a.
I can identify the six basic
elements of music (melody,
harmony, rhythm, timbre,
texture, and form) in a variety
of musical genres.
b. I can explain how the basic
elements of music contribute
to the expression of a given
musical work.
a.
2. Analyze a given work on the
basis of how elements of music
are used in the selection to
make it unique.
a.
I can identify the basic
elements of music in a given
work and how they function to
make the music unique.
a.
Students bring in examples of
their own music and they
describe what they hear and
what basic element is heard and
how the music is unique.
3. Describe compositional devices
and techniques (motives,
imitation, suspension,) that are
used to provide unity, variety,
and tension and release in a
music work.
a.
I can identify the motives,
riffs, and phrases in a musical
work as they provide unity,
variety and tension and release
a.
By listening and analyzing and
discussing a wide variety of
music in class, students will
identify motives, riffs, phrases
and identify and show examples
of how these provide unity and
variety as well as tension and
relaxation in music.
1.
a.
I can identify a Blues
Progression (I, IV, V, I).
a.
Listen to Blues, Jazz and Rock
examples first. Then exand to
Classical examples.
Benchmark A: Analyze and evaluate
music selections based upon
established criteria.
Benchmark C: Analyze common
harmonic progressions in selected
repertoire aurally.
Course of Study for Music For Today
Revised: July 22, 2008
Identify traditional harmonic
progressions (I, IV, V, I) in
selected repertoire aurally.
Have students listen to a variety
of styles of music picking out
the basic elements and talking
about them. Use marching band
examples as well as all genres.
b. Have students bring in examples
of their own music to highlight
what they are hearing.
c. Discuss and listen to examples
of how the basic elements
contribute to expression and
emotion in music.
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Benchmark D: Apply appropriate,
established criteria to evaluate a
variety of music performances.
a.
I can evaluate the use of
elements in music examples
from a variety of genres and
cultures.
a.
Use examples from all styles
and genres. Try to include
world music examples.
a.
I can evaluate a musical
performance in musical terms.
a.
Again, use examples from all
styles and genres.
1. Evaluate the use of elements of
music in music examples of
contrasting genres and/or
cultures.
2. Evaluate a selected
performance of a specific music
work based on selected criteria
and musical interpretation.
Standard: Valuing Music /Aesthetic
Reflection: Students demonstrate
an understanding of reasons why
people value music and a respect
for diverse opinions regarding
music preferences. Students
articulate the significance of music
in their lives.
Benchmark A: Articulate and justify
personal philosophies regarding
music in their lives and cite
examples that contributed to this
thinking.
Course of Study for Music For Today
Revised: July 22, 2008
1.
Assess how elements of music
are used in a work to create
images or evoke emotions.
2. Describe how the use of
elements of music affects the
aesthetic impact of a music
selection.
3. Critique a musical performance
in terms of aesthetic qualities.
a.
I can list the elements that are
used in a given work.
b. I can define aesthetics in my
own words.
c. I can give examples of how an
element of music creates
emotion or feeling.
d. I can critique a musical
performance and include
aesthetic qualities.
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Benchmark B: Explain how people
differ in their music preferences
based on their personal
experiences.
1.
Explain how people from
different backgrounds use and
respond to music and cite
specific examples.
2. Discuss how the purpose,
meaning and value of music
works change because of the
impact of life experiences.
Standard: Connections, Relationships
and Applications:
Students identify similarities and
differences between music and
other arts disciplines. Students
recognize the relationship between
concepts and skills learned through
music with knowledge learned in
other curricular subjects, life
experiences and potential careers in
and outside the arts. Students
develop a desire for lifelong
learning in music.
Benchmark A: Articulate similarities
and differences between music and
other content areas.
Course of Study for Music For Today
Revised: July 22, 2008
1.
Explain how basic arts
elements are used in similar and
different examples of music and
other arts disciplines.
2. Identify art forms that involve
collaboration with multiple art
forms.
3. Recognize aesthetic
characteristics common to all
art forms.
4. Apply problem-solving and
creative thinking skills used in
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music to other content areas.
Benchmark B: Apply technology in
creating, performing and/or
researching music
Benchmark C: Compare and contrast
several cultures’ music works based
on the function music serves, role of
the musicians and conditions under
which the music is performed.
.
Benchmark D: Articulate music
avocation and career opportunities
found in various cultures and music
settings and identify experiences
necessary for success.
Course of Study for Music For Today
Revised: July 22, 2008
1.
Explain the role of technology
in creating, performing and
listening to music.
2. Demonstrate one or more uses
of technology in creating,
performing and listening to
music.
1. Describe the role of music and
musicians in various cultures.
2. Use accurate music terminology
to describe similarities and
differences in music from
various cultures.
3. Compare a music work with
another work of art from the
same culture on the basis of
similar nonarts influences.
1.
Explore and identify
opportunities for lifelong
involvement in music.
2. Determine criteria to select
music experiences that
represent skills, abilities and
accomplishments.
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Copy and paste the format given above for additional Units
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Course of Study for Music For Today
Revised: July 22, 2008
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