6th Grade General Music
The History of Classical Music
The Classical Period
Unit 1
Classical Period Unit
Kelly Albers
Objective:
The objective of this unit is to give students an overall view of the music
and events of the Classical Period (1750-1825). Students will learn about
specific historical events and identify the characteristics of music, art, and
literature of this period. They will also discover the three main composers who
personify the music of the Classical Period by studying their lives and through
discussion and evaluation of their music. Students will study the main
classical instrument of the period, the harpsichord, and how it developed into
the most popular classical instrument to date, the piano.
Standards of Learning:
Music:
6.1 The student will describe performances, live or recorded, using musical
terminology.
6.2 The student will identify ways in which individuals use music for personal use.
6.3 The student will discuss how a composer communicates emotions by
manipulating elements of music.
6.5 The student will identify ways in which music reflects the various cultures within
historical periods.
6.7 The student will evaluate the effectiveness of a variety of musical events.
English:
6.3
6.5
6.7
6.8
6.9
The student will read and learn the meanings of unfamiliar words.
The student will demonstrate comprehension of a variety of selections.
The student will write narratives, descriptions, and explanations.
The student will use writing as a tool for learning in all subjects.
The student will select the best sources for a given purpose, including atlases,
dictionaries, globes, interviews, telephone directories, encyclopedias,
electronic databases, and the Reader’s Guide.
Social Studies:
6.10 The student will develop skills for historical analysis.
Technology:
C/T5.2 The student will develop basic technology skills.
- Develop a basic technology vocabulary that includes cursor, software,
memory, disk drive, hard drive, and CD-ROM.
- Select and use technology appropriate to tasks.
- Develop basic keyboarding skills.
- Operate peripheral devices.
- Apply technologies to strategies for problem solving and critical thinking.
Kelly Albers
Strategies and Tasks:
Student Strategies/Tasks:
Direct Instruction
Students will write teacher given notes. Notes are to be kept in a 3-ring binder - no
other subject allowed.
Students will have written assignments directly related to written notes.
Students will participate in daily, teacher led review of previous material.
Student will compare/contrast the Classical Period with the previously studied
Baroque Period.
Student will participate in teacher questioning during review videos and filmstrips.
Students will be provided with teacher-made task cards to familiarize themselves
with HyperStudio.
Indirect Instruction
Students will participate in open discussions of events and and various factors
effecting those living during the Classical Period. They will be asked to
compare this with 20th Century America.
Interactive Instruction
Students will learn about patronage through use of role playing.
Students will participate in various discussions.
Students will each be assigned a group for HyperStudio. When doing the task cards
(mentioned in Direct Instruction) each student in the group will have the
opportunity to play all 3 roles. When breaking down assignments for the
actual HyperStudio project, each student will be assigned a task-specific role
for their group.
Students will link their final Hyper cards to form a HyperStudio presentation on the
Classical Period.
Experiential Instruction
Students will use role playing to understand the role of different members of the
musical society.
Students will play Jeopardy to review for their final test.
Independent Study
Students will research information for the subject of their Hyper Card.
Students will prepare information researched to be contained in Hyper Card
Students will create a bibliography for their Hyper Card
Students will be placed in groups, be given a category, and be asked to use the
information they have collected to create 5 Jeopardy questions in that
category for the review game.
Kelly Albers
Teacher Strategies/Tasks:
Teacher will use direct instruction to teach the core of the unit. This will include:
Mini-lectures:
The Classical Period
Franz Joseph Haydn
Wolfgang Amadeus Mozart
Ludwig van Beethoven
Explicit teaching:
Daily review
Presenting new material
Conducting guided practice
Provide feedback and correctives
Conduct independent practice
Drill and Practice
Compare and Contrast: Baroque with Classical
Guides for Reading, Listening, Viewing
Teacher will use indirect instruction. This will include:
Reading for meaning.
Reflective Discussion.
Concept formation.
Teacher will use interactive instruction. This will include:
Role playing.
Discussion.
Laboratory Groups.
Cooperative Learning Groups
Jigsaw
Teacher will use experiential instruction. This will include:
Games.
Role playing.
Kelly Albers
Teacher will use independent study instruction. This will include:
Research projects.
Reports.
Assigned questions.
Resources:
- Bach to Rock - for information and worksheets
- Music Theory Workbook - for information and worksheets
- Mrs. Albers’ CD Collection
- Holt Music Series Record 1
- Classical Period Filmstrip
- HyperStudio 3.1
- HyperStudio Task Cards
- HyperStudio Templates
- Worldbook Encyclopedia
- Bookshelf ‘95
- Claris Works
- Computers (as many as I can find)
- E-mates or Alphasmarts
- CD-ROM - “A History of Music”
- CD-ROM - “Professor Piccolo”
- Teacher-made Worksheets
- Teacher-made Jeopardy game board
- Teacher made project expectations
- Teacher-made test
Assessment:
Formative assessment will include:
- teacher observation
- task card results
- teacher written comments in notebooks and on worksheets
- teacher questioning
Summative Assessment will include:
- worksheets
- notebook
- tests
- HyperStudio templates
- HyperStudio cards