Grade 7 Music

Pennsylvania Academic Standards for Arts and Humanities:

• 9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.                        
• 9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.

• The students will know basic music notation names.
• The students will know the difference between beats of sound and beats of silence and their corresponding values.
• The students will understand basic meter and time signatures.
• The students will know how to appropriately care and maintain their class instruments.

• The students will know how to read basic lines of rhythm.
• The students will know how to read the musical instruction given in a simple rhythmic composition.
• The students will know how to count a simple 4-beat rhythmic line.

• Students will be able to demonstrate through performance, the different rhythmic values of sound and silence.
• Students will be able to identify basic rhythmic values (music notation by name and duration).
• Students will be able to compose a simple 4-beat musical line and play it accurately.
• Students will be able to read and write a 3-part musical composition in 4/4, 3/4, and 2/4 time signature and play it as a small ensemble with their peers.
• Students will know basic elements of music terminology and be able to give their broad definitions.
• Demonstrate appropriate care, cleaning, and maintenance of instruments used in classroom settings.

• How do you play rhythms and their corresponding rests?
• How do you write music notation?
• What is music?
• How do students properly care for their instruments, materials, and tools? 
   

• Are students able to identify basic elements of music?
• Are students able to use and identify the appropriate music notation names for the secondary level?  For both beats of sound and beats of silence?
• Are students able to accurately play basic beats of sound and silence?
• What is the difference between beat and rhythm and how is it affected by tempo?
• How do we care for our class instruments? 

• Rhythmic Compositions
• Percussion Instruments
• Project Packet (Hard & Electronic Copies)
• Rhythm Unit Packet (Hard & Electronic Copies)
• Schoology
   

• Rhythm
• Beat
• Tempo
• Counting
• Natural Instruments
• Whole Note
• Whole Rest
• Half Note
• Half Rest
• Found Instruments
• Quarter Note
• Quarter Rest
• Eighth Note
• Eighth Rest
• Duration
• Sixteenth Note
• Sixteenth Rest
• Time Signature
• Meter

• Written Assessment: Constructed Response
• Formal and Informal Observation
• Question and Response
   

Pennsylvania Academic Standards for Arts and Humanities:

• 9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
• 9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others.
• 9.2.8.A Explain the historical, cultural and social context of an individual work in the arts.
• 9.2.8.B Relate works in the arts chronologically to historical events.
• 9.3.8.A Know and use the critical process of the examination of works in the arts and humanities.     
• 9.3.8.D Evaluate works in the arts and humanities using a complex vocabulary of critical response. 
   

• The students will know the basic elements of reading music notation.
• The students will know the difference between the right and left hand clefs.
• The students will know the names of the notes on the Grand Staff.
• The students will know how to operate their individual keyboard and basic trouble-shooting techniques.
• The students will know how to perform simple 5-finger songs on the keyboard with both hands.
• The students will know the difference between white and black keys.
• The students will understand a chord
   

• The students will know how to demonstrate appropriate practice and performance etiquette.
• The students will know the C position for right and left hand.
• The students will know how to find accidentals (black keys - flat/sharp) on the keyboard.
• The students will know that 3 or more notes played at the same time is a chord.
• The students will know the difference between parallel and contrary motion in regard to 2-hand simple songs.
• The students will understand how to relate rhythm to melody.
• The students will know how to use modern technology to create an accompaniment from a short musical theme from a past era.
• The students will know the phrases/acronyms to help identify the notes on both staves.

• Students will be able to recognize the treble and bass clefs.
• Students will be able to identify the notes on both the Treble and Bass staves.
• Students will be able to play right and left hand simple melodies on the keyboard.
• Students will be able to play an 8-measure piano theme from an assigned composer with the right hand.
• Students will be able to play a chord to accompany a simple song.
• Students will be able to demonstrate accurate rhythm and melody to play a simple song.
• Students will be able to identify the dates, key composers, and musical differences for the Renaissance, Baroque, Classical, Romantic, Impressionist, and Modern Eras, and how music changed and evolved over historical periods.
• Utilize appropriate musical terminology in the process of performance critique.

• How do you play the piano?
• ​​What are the names of the notes on the staff and where do I play those notes on a keyboard / piano?
• Who are the top notable pianists/composers in various musical eras?
• How have the piano and musical styles evolved throughout history?
• What are the fundamental elements of music needed for the Keyboard Basics?

• What are the names of the individual notes on the Grand Staff?
• What are phrases to help us learn the notes on the Grand Staff?
• What are the clef names for each hand?
• What are the 5-finger right hand and left hand positions in the key of C?
• Who are the key composers of the Renaissance, Baroque, Classical, Romantic, Impressionist, and Modern Eras?
   

• Various video and audio recordings of pianists/artists 
• Keyboard Notebooks (Hard & Electronic Copies)
• Sounds of Today on Songs of Yesterday Packet (Hard and Electronic Copies)
• Schoology
• Piano Maestro and GarageBand Apps
   

• Chords
• Renaissance Era
• Baroque Era
• Classical Era
• Romantic Era
• Impressionism
• Modern Era
• Treble Clef
• Bass Clef
• Era
• Bridge Composer
• Composer (Bach, Beethoven, Mozart, etc.)
• Keyboard
• Piano Parts (Keys, Action, Damper, etc.)
• Pianist

• Performance Assessment: Keyboard Performance
• Technology Project: Personal Project
• Written Assessment: Constructed Response
   

Pennsylvania Academic Standards for Arts and Humanities:

• 9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
• 9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. 
• 9.2.8.A Explain the historical, cultural and social context of an individual work in the arts.

• The students will know how to appropriately walk with, hold, and store a guitar properly.
• The students will know how to identify different types of guitars.
• The students will know a basic history of the guitar.
• The students will know the lyrics to the Star Spangled Banner and a brief history.
• The students will know how to change the pitch on a string.
• The students will know how to strum a guitar.
   

• The students will understand how to use similarities and differences to identify different guitars.
• The students will understand how to properly care for and maintain their classroom guitar.
• The students will understand how the lyrics and history of the Star Spangled Banner are related.
• The students will know how to use the strings to build simple chords, and how to read the chords on basic sheet music.
• The students will know different simple strum patterns on the guitar.
   

• The students will be able to demonstrate playing and rest position on the guitar.
• The students will be able to identify parts of acoustic and electric guitar.
• The students will understand the basic history of the guitar.
• The students will be able to compare and contrast the acoustic and electric guitar.
• The students will be able to accompany simple melodies and play simple chord changes on the guitar, while vocalizing lyrics.
• The students will be able to recall the lyrics to the Star Spangled Banner and its history.
• Students will demonstrate appropriate care, cleaning, and maintenance of instruments used in the classroom settings.

• How do you play and hold the guitar?
• Who are famous guitarists?
• When was the guitar invented and how has it evolved over time?
• How can playing the guitar benefit me beyond my classroom experience?
• What is the history of the Star Spangled Banner?
   

• Are students able to demonstrate both rest and playing position on the guitar?
• Are students able to demonstrate appropriate care and maintenance of their classroom guitar?
• Who are the key names and dates in regard to the history of the Star Spangled Banner?
• What are the lyrics of the Star Spangled Banner?
• Who are key guitarists in the Country, Rock/Pop, Blues/R&B, and Classical genres?
   

• Jerry Snyder’s Guitar School, Method 1 by Snyder
• Share the Music Grade 6, MacMillan by McGraw/MacMillan (c.1995)
• American Folk Songs
• Popular Music
• Video and audio recordings of famous guitarists
• Hal Leonard Guitar Superbook by Hal Leonard Corp (c.1996)
• Guitar Playing Notebooks (Hard & Electronic Copies)
• Guitar Unit Packet (Hard & Electronic Copies)
• Schoology
   

• Guitar
• Parts of the Guitar (bridge, tuning pegs, position markers, etc.)
• Chords
• Strings
• Strum
• Frets
• Star Spangled Banner lyrics (ramparts, perilous, etc.)

• Performance: Performance Assessment 
• Composition Project: Partner Project
• Written Assessment: Constructed Response
   

Pennsylvania Academic Standards for Arts and Humanities:

• 9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others.
• 9.1.8.K Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the arts and humanities.    

• The students will understand how to use technology to enhance music creations.
• The students will know the editing and setting options available to them on available   technology.
• The students will know how to switch from measures to time-ruler on GarageBand.
• The students will be familiar with the recording and creating icons on available technology.

• The students will understand the relationship between music and technology.
• The students will utilize technologies available to create musical compositions which are reflective of various media with the humanities.
• The students will know where to find and how to use the various settings and editing tools on available technology.
• The students will know how to record, playback, and pause creations on available technology.

• Students will be able to demonstrate how to create, edit, and modify musical compositions with available technologies.
• Students will be able to create an original composition using GarageBand to accompany a nursery rhyme of their choosing.
• Students will be able to demonstrate how to change the sound of their voice using GarageBand.
• Students will be able to create a soundtrack for a silent movie, using GarageBand, and add it into iMovie.
• Students will be able to synchronize sound effects in iMovie, to enhance their silent film.
• Students will be able to demonstrate and explain how technology can enhance musical creations.

• How do we create music using technology?
• How does technology help to enhance or detract from music compositions?
• What is GarageBand?
• What is iMovie and how can it help us in music?
   

• How is GarageBand able to help us create music or accompany a composition?
• How can the metronome or various musical settings on a technological App help us while recording music (tempo, fade out, etc.)
• Is technology a helpful or cheater tool when it comes to music?

• Various Apps including GarageBand, Acapella, and iMovie
• iPad Devices
• Headphones
• Schoology
• Silent Movie Packets (Hard & Electronic Copies)
• Nursery Rhyme Packets (Hard & Electronic Copies)
   

• GarageBand
• iMovie
• Loops
• Track
• Analog
• Digital
• Soundtrack
• Sound Effects
• Editing
• Digital Recording
• Form
• Silent Movie
• Nursery Rhyme
• Cross Fading
• Fade Out
• Sound Design
• Engineering

• Performance Assessment: Composition Projects