Music Grades 9-12 Piano Lab Curriculum

MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: Music Course Title: Piano Title: Piano Lab

Introduction Introduction to Theory/Piano Fundamentals Repertoire

September/January

Theory/Piano Rudiments Musical Elements Repertoire & Etudes

October/February

Theory/Piano Rudiments Repertoire Scales/Triads  Analysis/Critique

Concert Preparation and Etiquette Technology Critique Critique/Analysis Recital-Authentic Performance/Etiquette Exams

Date Created:

May 2012

Board Approved on:

September 19, 2012

7/2012

Grade Level: 9-12

November/March

December/ April-May January: June

MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Music Fundamentals Unit Title: Introduction to Theory/Piano Fundamentals Repertoire Target Course/Grade Level: Piano Lab/9-12 Unit Summary Basic Notation/Theory Rudiments Keyboard familiarity; posture, right, left hand, C position/pitches/notation Grand staff Time signature Melodic, harmonic intervals –2nds, 3rds Musical elements: Melody, rhythm, text, harmony, timbre, and form. Musical terminology Songs as appropriate for development level (etudes, repertoire) Ear training Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language 21st  century themes: Students develop musical and piano literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum. Learning Targets Standards 1.1, 1.3. Content Statements The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music. Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions. 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.3.12.B.2

Analyze how the elements of music are manipulated in original or prepared musical scores.

Unit Essential Questions What are theory rudiments? What is notation? How does this apply to piano? How do I play the piano? What is proper piano posture and     

7/2012

Unit Enduring Understandings Basic theory rudiment comprehension.   

Notation comprehension. Basic piano fundamentals comprehension.

hand placement? What are melodic, and harmonic intervals -2nds, 3rds What is ear training? What can I notate? Unit Learning Targets (Objectives) Students will be able to ...

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Comprehension of melodic and harmonic. intervals – 2nd and 3rds. Basic ear training & notation (intervals, rhythms).

Comprehend basic theory rudiments and notation, and how to apply it to the piano. Incorporate piano technique. Differentiate between proper hand position and posture in order to produce accurate sound. Comprehend basic ear training exercises. Comprehend musical elements fundamentals. Differentiate between melody, rhythm, harmony, texture, timbre, form. Evidence of Learning

Formative Assessments   

Workbook activities Section quizzes - Aura, oral & written Web/Internet assignments (ie:musictheory.net)

Summative Assessments Unit tests – Aural, oral, performance, & written 

Modifications (ELLs, Special Education, Gifted and Talented) 

Preferred seating Small group/independent instruction

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Handouts

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Follow all IEP/504 modifications Extended time

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Advanced assignments for G & T

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Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources:  

Adult Piano course ;Thompson and Johnson. Royal Conservatory of Music Series (Etudes, techniques, repertoire);Fredrick Harris Music

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Theory ; Saker, Alfredson IPOD PLAYER/Itunes

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Piano boards (dry erase boards)

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DVD presentations/Utube clips

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The world’s great composers; D. Bouchier Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca

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A History of Western Music; D.J. Grout, C. Palisca

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7/2012

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World musics CD/MP3 collection ~ Millennium

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Smart Board Music websites (ie:www.musictheory.net )

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Garageband (MAC program)

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MENC Website

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Teacher Notes: Incorporate theory rudiments simultaneously with playing the piano and musical elements on an on-going process. It is essential for students to grasp piano technique in order to progress throughout all units. Students will have to demonstrate proper piano technique to show comprehension.

MANCHESTER TOWNSHIP SCHOOL DISTRICT 7/2012

Unit Overview Content Area: Music Unit Title: Theory/Piano Rudiments Musical Elements Repertoire & Etudes Target Course/Grade Level: Piano Lab/9-12 Unit Summary Melodic intervals – 4th & 5ths C major chord, F major chord and G7 chord Introducing new hand positions New time signature Dynamics Slurs and legato playing Scales – majors Triads – elementary – majors Ear training Songs as appropriate for development level (etudes, repertoire) Musical elements & terminology Introduction to Great Composers of different genres. Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language. 21st  century themes: Students develop musical and piano literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum. Learning Targets Standards 1.1, 1.3, 1.4. Content Statements The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music. Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music.  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. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions. 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.3.12.B.1

7/2012

Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with

technical accuracy, appropriate musicality, and the relevant stylistic nuance 1.3.12.B.2 1.4.12.A.2

Analyze how the elements of music are manipulated in original or prepared musical scores. Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.

Unit Essential Questions Unit Enduring Understandings How does theory continue to build Comprehension of basic scales and upon past instruction and how the triads. concepts apply to the piano? Comprehension of C major, F major, and What are scales and triads? How do I G7 chords. play scales? Comprehension of more advanced time What are C major, F major, and G7 signatures. chords? Comprehension of dynamics and How do new time signatures apply to application to the piano. the piano? Comprehension of basic piano playing What are dynamics and how do I play techniques. them? Comprehension of basic scales and how What are different techniques of to play them.– majors playing (ie: slurs and legato playing) Comprehension of basic triads and how What is a scale? How do I play it? to play them.– majors – majors? Basic comprehension of notating ear What are triads – elementary – training. majors? How do I play it? How do I notate what I hear? Unit Learning Targets (Objectives) Students will be able to ... Comprehend basic scales and triads that can be demonstrated while playing the piano. Comprehend C major, F major, and G7 chords that can be demonstrated while playing the piano. Perform more advanced time signatures and dynamics on the piano. Comprehend basic piano playing techniques. Comprehend basic scales and how to play them– majors. Comprehend basic triads and how to play them– majors. 

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Comprehend basic ear training. Evidence of Learning

Formative Assessments   

Workbook activities Section quizzes - Aura, oral & written Web/Internet assignments (ie:musictheory.net)

Summative Assessments Unit tests – Aural, oral, performance, & written 

Modifications (ELLs, Special Education, Gifted and Talented) 

7/2012

Preferred seating

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Small group/independent instruction

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Handouts Follow all IEP/504 modifications

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Extended time



Advanced assignments for G & T

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Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources:  

Adult Piano course; Thompson and Johnson. Royal Conservatory of Music Series (Etudes, techniques, repertoire); Fredrick Harris Music



Theory; Saker, Alfredson

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IPOD PLAYER/Itunes

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Piano boards (dry erase boards) DVD presentations/Utube clips



The world’s great composers; D. Bouchier

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Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca

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A History of Western Music; D.J. Grout, C. Palisca World musics CD/MP3 collection ~ Millennium

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Smart Board

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Music websites (ie:www.musictheory.net )

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Garageband (MAC program) MENC Website

Teacher Notes: Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory rudiments in order to progress throughout all units. Students require time to practice and comprehend triads, chords, and repertoire. It would be beneficial for students to travel to a piano center (ie; Steinway, NYC) to see the inner workings of a piano, how a piano is made, and maintained. Students will be exposed to future career options as well (ie: piano tuner, technician).

7/2012

MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Music Unit Title: Theory/Piano Rudiments Repertoire Scales/Triads Analysis/Critique Target Course/Grade Level: Piano Lab/9-12 Unit Summary Introducing new hand positions Melodic, harmonic intervals Sharps Songs as appropriate for developmental level (etudes & repertoire) Ear training Musical elements & terminology Introduction to Great Composers of different genres Scales – majors Triads –majors Analysis and critique of etudes/repertoire Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language. 21st  century themes: Students develop musical and piano literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum. Learning Targets Standards 1.1, 1.3, 1.4. Content Statements The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music. Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music.  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. CPI # 1.1.12.B.1

Cumulative Progress Indicator (CPI) Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions.

1.1.12.B.2

Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.

1.3.12.B.1

Analyze compositions from different world cultures and genres with respect

7/2012

to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. 1.4.12.A.2

Analyze how the elements of music are manipulated in original or prepared musical scores.

Unit Essential Questions 

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What are sharps on the piano and how do I play them?

Unit Enduring Understandings 

What is G position?

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What are the different triads and scales?

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How does musical terminology apply to the piano?

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How do theory rudiments apply to etudes and repertoire?

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How does one critique piano works based on theory rudiments, and musical elements.

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Comprehension for right hand & G position. Comprehension of sequentially developed triads and scales. Comprehension of how to appropriately perform etudes and repertoire. Comprehension of how to notate ear training. Comprehension of musical elements and terminology in relations to the piano. Comprehension of how to accurately analyze and critique musical works.

How do different genres of music evolve and change from genre to genre? Unit Learning Targets (Objectives) Students will be able to ... Perform more advanced repertoire, triads, and scales. Apply theory rudiments to etudes, repertoire, and critiquing/analysis of music. Address how different genres of music evolve and change from genre to genre. Evidence of Learning Formative Assessments 

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Workbook activities Section quizzes - Aura, oral & written Web/Internet assignments (ie:musictheory.net)

Summative Assessments 

Unit tests – Aural, oral, performance, & written

Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Small group/independent instruction   

Handouts



Follow all IEP/504 modifications Extended time



Advanced assignments for G & T



Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: 7/2012

 

Adult Piano course; Thompson and Johnson. Royal Conservatory of Music Series (Etudes, techniques, repertoire); Fredrick Harris Music



Theory; Saker, Alfredson IPOD PLAYER/Itunes Piano boards (dry erase boards)



DVD presentations/Utube clips



The world’s great composers; D. Bouchier

 



Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca A History of Western Music; D.J. Grout, C. Palisca



World musics CD/MP3 collection ~ Millennium



   

Smart Board Music websites (ie:www.musictheory.net ) Garageband (MAC program) MENC Website

Teacher Notes: Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory rudiments in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. Encourage students to bring in their own music when addressing the elements of music (I recommend listening to the music ahead of time to ensure content is appropriate).

7/2012

MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Music Unit Title: Concert Preparation and Etiquette Technology Critique Target Course/Grade Level: Piano Lab/9-12 Unit Summary Concert/recital etiquette and preparation Writing G, D7, & broken chords Introducing new position Waltz time Technology - Recording and editing repertoire for critique and analysis (Garage Band) Songs as appropriate for developmental level (etudes & repertoire) Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language. 21st  century themes: Students develop musical and piano literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum. Learning Targets Standards 1.1, 1.2. Content Statements 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. History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.  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. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions. 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.2.12.A.2

Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.

1.3.12.B.1

Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with

7/2012

1.3.12.B.2 1.4.12.A.4

technical accuracy, appropriate musicality, and the relevant stylistic nuance. Analyze how the elements of music are manipulated in original or prepared musical scores. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Unit Essential Questions What is appropriate concert/recital etiquette and preparation? 

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What are G, D7, & broken chords? How does one notate G, D7, & broken chords? Why are there differing hand positions when performing? How are they advantageous or necessary? How do I use modern technology to recording, editing, and critique or analyze repertoire (Garage Band)?

How does one progress and improve piano performance? Songs as appropriate for developmental level (etudes & repertoire) Unit Learning Targets (Objectives) Students will be able to...

Unit Enduring Understandings Comprehension of what is appropriate concert/recital etiquette and preparation? Comprehension of G, D7, & broken chords including how to notate. 

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Comprehension of differing hand positions and how they are advantageous. Comprehension of Garage Band and its applications in order to record, edit, and critique or analyze repertoire. Perform songs as appropriate for progression. (etudes & repertoire)

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Demonstrate appropriate concert/recital etiquette and preparation. Write G, D7, & broken chords.

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Demonstrate comprehension and execution of new positions.

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Demonstrate how to use technology - Recording and editing repertoire for critique and analysis (Garage Band)

Perform songs as appropriate for developmental level (etudes & repertoire) Evidence of Learning Formative Assessments 

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Workbook activities Section quizzes - Aura, oral & written Web/Internet assignments (ie:musictheory.net)

Summative Assessments 

Unit tests – Aural, oral, performance, & written

Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating 



Small group/independent instruction Handouts



Follow all IEP/504 modifications



Extended time



7/2012



Advanced assignments for G & T

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources:  

Adult Piano course; Thompson and Johnson. Royal Conservatory of Music Series (Etudes, techniques, repertoire); Fredrick Harris Music



Theory; Saker, Alfredson IPOD PLAYER/Itunes



Piano boards (dry erase boards)





DVD presentations/Utube clips The world’s great composers; D. Bouchier



Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca





A History of Western Music; D.J. Grout, C. Palisca World musics CD/MP3 collection ~ Millennium



Smart Board



Music websites (ie:www.musictheory.net )



 

Garageband (MAC program) MENC Website

Teacher Notes: Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. Students can use Garage band to critique and analyze their own performance. Garage band provides an avenue to other careers in the mu sic industry including sound engineering.

MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Music Unit Title: Critique/Analysis Recital-Authentic performance/Etiquette Exams Target Course/Grade Level: Piano Lab/9-12 Unit Summary Chord progressions Blues Right hand extended position Technology – Garage band Songs as appropriate for developmental level (etudes & repertoire) Recital (etiquette) Exam 7/2012

Primary interdisciplinary connections: Math, social studies, kinesthetic awareness, world language. 21st  century themes: Students develop musical and piano literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect the aptitudes and career interests found within this course and the high school music curriculum. Learning Targets Standards 1.1,1.2,1.3. Content Statements 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. History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Performance: All students will synthesize those skills, media, methods, and technolog ies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.  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. CPI # Cumulative Progress Indicator (CPI) 1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions. 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 1.2.12.A.2

Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.

1.3.12.B.1

Analyze how the elements of music are manipulated in original or prepared musical scores. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

1.4.12.A.4

Unit Essential Questions What are chord progressions?   

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What is the blues? How does one use technology – Garage band, to manipulate and alter sound? How does one prepare an authentic performance for a recital?

How does one achieve and perform in recital (etiquette) form? Unit Learning Targets (Objectives) Students will be able to ... 

7/2012

Unit Enduring Understandings Comprehension of chord progressions.   

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Demonstrate the blues. Demonstrate how to use technology – Garage band, to manipulate and alter sound. Demonstrate an authentic performance and recital (etiquette) form.

Demonstrate comprehension of chord progressions, the blues, and how to use technology – Garage band, to manipulate and alter sound. Demonstrate an authentic performance and recital (etiquette) form. Evidence of Learning Formative Assessments 

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Workbook activities Section quizzes - Aura, oral & written Web/Internet assignments (ie:musictheory.net)

Summative Assessments Unit tests – Aural, oral, performance, & written 

Modifications (ELLs, Special Education, Gifted and Talented) 

Preferred seating Small group/independent instruction



Handouts



Follow all IEP/504 modifications



 

Extended time Advanced assignments for G & T

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: 

Adult Piano course; Thompson and Johnson. Royal Conservatory of Music Series (Etudes, techniques, repertoire); Fredrick Harris Music



Theory; Saker, Alfredson





IPOD PLAYER/Itunes Piano boards (dry erase boards)



DVD presentations/Utube clips





The world’s great composers; D. Bouchier Norton Anthology of Western Music Vol. 1 & 2. ; C. Palisca



A History of Western Music; D.J. Grout, C. Palisca



 

World musics CD/MP3 collection ~ Millennium Smart Board



Music websites (ie:www.musictheory.net ) Garageband (MAC program)



MENC Website



Teacher Notes: Incorporate theory rudiments with piano playing and musical elements on an on-going process. It is essential for students to continue to build upon theory in order to progress throughout all units. Students require time to practice and comprehend triads, scales, chords, and repertoire. It is helpful to have a venue and audience to perform their recital. It provides an opportunity for an authentic experience. Also, it would be beneficial for 7/2012

students to see a live piano recital such as local colleges, music centers, or large concert venues such as the Count Bassie Theatre, New York/Philadelphia (often dress rehearsals are a fraction of the cost).

7/2012