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Okinawa International School
Junior High Music
Grades 7[6]-9[8]
Curricula & Syllabi
Teacher: Robert Duckworth
Classroom Number: 413
E-mail: [email protected]
Course Name: Music
COURSE DESCRIPTION
This course provides an in-depth study of Music.
AIMS
Participation in MYP arts (MUSIC) should enable students to:
experience and develop curiosity, interest and enjoyment in
their own creativity and that of others explore through the
processes of performing music acquire and develop skills needed for
the creation of musical works use the language, concepts and
principles of music arts communicate their thoughts and ideas
through music arts create works of music reflect on, appreciate and
evaluate their work and the work of others develop receptiveness to
music forms across time, place and cultures, and perceive the
significance of
these music forms as an integral part of life.
MYP COURSE OBJECTIVES
A. Knowledge and understanding
This objective focuses on building knowledge and understanding
of both the art form and artistic processes. It
should inform the students practice as a young artist and allow
him or her to appraise other artworks. The learning
a student experiences will impact on his or her own art-making
and expression of personal interpretations in
objective B.
At the end of the course students should be able to:
demonstrate knowledge and understanding of the theoretical basis
of the art forms studied demonstrate knowledge and understanding of
a variety of styles, developments and ideas which have
shaped the arts across time and cultures
apply appropriate terminology to show aesthetic and critical
awareness.B. Application
This objective focuses on the practical application of the
students skills to the creation of artwork. This should be
strongly informed by knowledge and understanding developed in
relation to objective A.
The student should investigate and experiment with his or her
artistic processes through the planning, creation,
performance and presentation of artwork, developing an initial
idea or theme to a point of realization.
These processes should allow the student to develop and
experiment with skills and techniques, as well as explore,
express and communicate artistic intentions. These intentions
should involve the investigation of alternative ways of
using the students knowledge, understanding and skills and may
evolve during the course of the students work.
At the end of the course students should be able to:
plan and organize effectively to define and set goals, solve
problems, negotiate and make decisions experiment and explore
through both spontaneous and structured activities use art
confidently as a form of expression and communication while
demonstrating a range of technical
skills
demonstrate an ability to find original and inventive solutions
apply skills specific to the art forms studied to elaborate an
idea, a theme or a composition to a point of
realization
present work through formal or informal performance and
exhibition.C. Reflection and evaluation
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This objective focuses on the way that a student gradually comes
to feel and think like an artist. Ongoing reflection
should be more than just a record of what was done. Reflecting
critically requires the student to question and justify
the choices that he or she has made and to develop an objective
evaluation of his or her own work. The student
should show a growing insight into his or her own artistic
development.
The student is encouraged to seek feedback from others and to
consider how this feedback might inform his or her
work as it develops. Constructive feedback can help a student to
confirm, clarify or modify his or her artistic process
or intent.
Objective C is concerned solely with the students reflections
and evaluations in relation to his or her own work.
Appraisal of the work of others is addressed in objective A,
although this may lead a student to reflect on his or her
own work subsequently.
At the end of the course students should be able to:
reflect upon and evaluate their work in order to set goals for
future development use group discussion and feedback to support and
promote creative development assess and appraise their work and
that of others.
D. Personal engagement
The main focus of this objective is the development of the
attitudes essential to engage with the artistic processes
and the art form studied.
The student should develop the personal and interpersonal skills
that will enable him/her to initiate, to explore, tonegotiate with
others and to take informed risks during his/her artistic
experience.
The student should develop his/her ability to interact with
other students in a supportive and sensitive way It is also
anticipated that students will become increasingly mindful of
their own and other cultures and use their experiences
to advance their artistic development.
At the end of the course students should be able to:
show sensitivity to their own and different cultures accept and
incorporate views and feedback from others to further develop their
artistic potential show self-motivation in setting and meeting
deadlines show initiative, creativity and a willingness to take
risks support and encourage their peers towards a positive working
environment.
COURSE TOPICS
1. Singing, alone and with others, a varied repertoire of
music2. Performing on instruments, alone and with others, a varied
repertoire of music3. Improvising melodies, variations, and
accompaniments4. Composing and arranging music within specified
guidelines5. Reading and notating music6. Listening to, analyzing,
and describing music7. Evaluating music and music performances8.
Understanding relationships between music, the other arts, and
disciplines outside the arts9. Understanding music in relation to
history and culture
Breakdown of COURSE TOPICS over individual grades 7[6]-9[8]
Grade 7[6]1. Singing, alone and with others, a varied repertoire
of music Students sing accurately and with good breath control
throughout their singing ranges, alone and in small
and large ensembles
Students sing with expression and technical accuracy a
repertoire of vocal literature with a level ofdifficulty of 2, on a
scale of 1 to 6, including some songs performed from memory
Students sing music representing diverse genres and cultures,
with expression appropriate for the workbeing performed
Students sing music written in two and three parts Students who
participate in a choral ensemble sing with expression and technical
accuracy a varied
repertoire of vocal literature with a level of difficulty of 3,
on a scale of 1 to 6, including some songs
performed from memory
1. Performing on instruments, alone and with others, a varied
repertoire of music
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Students perform on at least one instrument (e.g., band or
orchestra instrument, keyboard instrument,fretted instrument,
electronic instrument) accurately and independently, alone and in
small and large
ensembles, with good posture, good playing +E11 position, and
good breath, bow, or stick control
Students perform with expression and technical accuracy on at
least one string, wind, percussion, orclassroom instrument a
repertoire of instrumental literature with a level of difficulty of
2, on a scale of 1 to
6
Students perform music representing diverse genres and cultures,
with expression appropriate for thework being performed
Students play by ear simple melodies on a melodic instrument and
simple accompaniments on a harmonicinstrument
Students who participate in an instrumental ensemble or class
perform with expression and technicalaccuracy a varied repertoire
of instrumental literature with a level of difficulty of 3, on a
scale of 1 to 6,
including some solos performed from memory
2. Improvising melodies, variations, and accompaniments Students
improvise simple harmonic accompaniments Students improvise melodic
embellishments and simple rhythmic and melodic variations on
given
pentatonic melodies and melodies in major keys
Students improvise short melodies, unaccompanied and over given
rhythmic accompaniments, each in aconsistent style, meter, and
tonality
3. Composing and arranging music within specified guidelines
Students compose short pieces within specified guidelines (e.g., a
particular style, form, instrumentation,
compositional technique), demonstrating how the elements of
music are used to achieve unity and variety,
tension and release, and balance
Students arrange simple pieces for voices or instruments other
than those for which the pieces werewritten
Students use a variety of traditional and nontraditional sound
sources and electronic media whencomposing and arranging
4. Reading and notating music Students read whole, half,
quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4,
4/4, 6/8, 3/8,
and alla breve meter signatures
Students read at sight simple melodies in both the treble and
bass clefs Students identify and definestandard notation symbols
for pitch, rhythm, dynamics, tempo, articulation, and
expression
Students use standard notation to record their musical ideas and
the musical ideas of others Students who participate in a choral or
instrumental ensemble or class sightread, accurately and
expressively, music with a level of difficulty of 2, on a scale
of 1 to 6
5. Listening to, analyzing, and describing music Students
describe specific music events (e.g., entry of oboe, change of
meter, return of refrain) in a given
aural example, using appropriate terminology
Students analyze the uses of elements of music in aural examples
representing diverse genres and cultures Students demonstrate
knowledge of the basic principles of meter, rhythm, tonality,
intervals, chords, and
harmonic progressions in their analyses of music
6. Evaluating music and music performances Students develop
criteria for evaluating the quality and effectiveness of music
performances and
compositions and apply the criteria in their personal listening
and performing
Students evaluate the quality and effectiveness of their own and
others' performances, compositions,arrangements, and improvisations
by applying specific criteria appropriate for the style of the
music and
offer constructive suggestions for improvement
7. Understanding relationships between music, the other arts,
and disciplines outside the arts Students compare in two or more
arts how the characteristic materials of each art (that is, sound
in music,
visual stimuli in visual arts, movement in dance, human
interrelationships in theatre) can be used to
transform similar events, scenes, emotions, or ideas into works
of art
Students describe ways in which the principles and subject
matter of other disciplines taught in the schoolare interrelated
with those of music (e.g., language arts: issues to be considered
in setting texts to music;
mathematics: frequency ratios of intervals; sciences: the human
hearing process and hazards to hearing;
social studies: historical and social events and movements
chronicled in or influenced by musical works)
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8. Understanding music in relation to history and culture
Students describe distinguishing characteristics of representative
music genres and styles from a variety of
cultures
Students classify by genre and style (and, if applicable, by
historical period, composer, and title) a variedbody of exemplary
(that is, high-quality and characteristic) musical works and
explain the characteristics
that cause each work to be considered exemplary
Students compare, in several cultures of the world, functions
music serves, roles of musicians (e.g., leadguitarist in a rock
band, composer of jingles for commercials, singer in Peking opera),
and conditions
under which music is typically performed
Grade 8[7]
1. Singing, alone and with others, a varied repertoire of music
Students sing accurately and with good breath control throughout
their singing ranges, alone and in small
and large ensembles
Students sing with expression and technical accuracy a
repertoire of vocal literature with a level ofdifficulty of 2, on a
scale of 1 to 6, including some songs performed from memory
Students sing music representing diverse genres and cultures,
with expression appropriate for the workbeing performed
Students sing music written in two and three parts Students who
participate in a choral ensemble sing with expression and technical
accuracy a varied
repertoire of vocal literature with a level of difficulty of 3,
on a scale of 1 to 6, including some songs
performed from memory
2. Performing on instruments, alone and with others, a varied
repertoire of music Students perform on at least one instrument
(e.g., band or orchestra instrument, keyboard instrument,
fretted instrument, electronic instrument) accurately and
independently, alone and in small and large
ensembles, with good posture, good playing +E11 position, and
good breath, bow, or stick control
Students perform with expression and technical accuracy on at
least one string, wind, percussion, orclassroom instrument a
repertoire of instrumental literature with a level of difficulty of
2, on a scale of 1 to
6
Students perform music representing diverse genres and cultures,
with expression appropriate for thework being performed
Students play by ear simple melodies on a melodic instrument and
simple accompaniments on a harmonicinstrument
Students who participate in an instrumental ensemble or class
perform with expression and technicalaccuracy a varied repertoire
of instrumental literature with a level of difficulty of 3, on a
scale of 1 to 6,
including some solos performed from memory
3. Improvising melodies, variations, and accompaniments Students
improvise simple harmonic accompaniments Students improvise melodic
embellishments and simple rhythmic and melodic variations on
given
pentatonic melodies and melodies in major keys
Students improvise short melodies, unaccompanied and over given
rhythmic accompaniments, each in aconsistent style, meter, and
tonality
4. Composing and arranging music within specified guidelines
Students compose short pieces within specified guidelines (e.g., a
particular style, form, instrumentation,
compositional technique), demonstrating how the elements of
music are used to achieve unity and variety,
tension and release, and balance
Students arrange simple pieces for voices or instruments other
than those for which the pieces werewritten
Students use a variety of traditional and nontraditional sound
sources and electronic media whencomposing and arranging
5. Reading and notating music Students read whole, half,
quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4,
4/4, 6/8, 3/8,
and alla breve meter signatures
Students read at sight simple melodies in both the treble and
bass clefs Students identify and define standard notation symbols
for pitch, rhythm, dynamics, tempo, articulation,
and expression
Students use standard notation to record their musical ideas and
the musical ideas of others
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Students who participate in a choral or instrumental ensemble or
class sightread, accurately andexpressively, music with a level of
difficulty of 2, on a scale of 1 to 6
6. Listening to, analyzing, and describing music Students
describe specific music events (e.g., entry of oboe, change of
meter, return of refrain) in a given
aural example, using appropriate terminology
Students analyze the uses of elements of music in aural examples
representing diverse genres and cultures Students demonstrate
knowledge of the basic principles of meter, rhythm, tonality,
intervals, chords, and
harmonic progressions in their analyses of music
7. Evaluating music and music performances Students develop
criteria for evaluating the quality and effectiveness of music
performances and
compositions and apply the criteria in their personal listening
and performing
Students evaluate the quality and effectiveness of their own and
others' performances, compositions,arrangements, and improvisations
by applying specific criteria appropriate for the style of the
music and
offer constructive suggestions for improvement
8. Understanding relationships between music, the other arts,
and disciplines outside the arts Students compare in two or more
arts how the characteristic materials of each art (that is, sound
in music,
visual stimuli in visual arts, movement in dance, human
interrelationships in theatre) can be used to
transform similar events, scenes, emotions, or ideas into works
of art
Students describe ways in which the principles and subject
matter of other disciplines taught in the schoolare interrelated
with those of music (e.g., language arts: issues to be considered
in setting texts to music;
mathematics: frequency ratios of intervals; sciences: the human
hearing process and hazards to hearing;
social studies: historical and social events and movements
chronicled in or influenced by musical works)
9. Understanding music in relation to history and culture
Students describe distinguishing characteristics of representative
music genres and styles from a variety of
cultures
Students classify by genre and style (and, if applicable, by
historical period, composer, and title) a variedbody of exemplary
(that is, high-quality and characteristic) musical works and
explain the characteristics
that cause each work to be considered exemplary
Students compare, in several cultures of the world, functions
music serves, roles of musicians (e.g., leadguitarist in a rock
band, composer of jingles for commercials, singer in Peking opera),
and conditionsunder which music is typically performed
Grade 9[8]
1. Singing, alone and with others, a varied repertoire of music
Students sing accurately and with good breath control throughout
their singing ranges, alone and in small
and large ensembles
Students sing with expression and technical accuracy a
repertoire of vocal literature with a level ofdifficulty of 2, on a
scale of 1 to 6, including some songs performed from memory
Students sing music representing diverse genres and cultures,
with expression appropriate for the workbeing performed
Students sing music written in two and three parts students who
participate in a choral ensemble sing withexpression and technical
accuracy a varied repertoire of vocal literature with a level of
difficulty of 3, on a
scale of 1 to 6, including some songs performed from memory
2. Performing on instruments, alone and with others, a varied
repertoire of music Students perform on at least one instrument
(e.g., band or orchestra instrument, keyboard instrument,
fretted instrument, electronic instrument) accurately and
independently, alone and in small and large
ensembles, with good posture, good playing +E11 position, and
good breath, bow, or stick control
Students perform with expression and technical accuracy on at
least one string, wind, percussion, orclassroom instrument a
repertoire of instrumental literature with a level of difficulty of
2, on a scale of 1 to
6
Students perform music representing diverse genres and cultures,
with expression appropriate for thework being performed
Students play by ear simple melodies on a melodic instrument and
simple accompaniments on a harmonicinstrument
Students who participate in an instrumental ensemble or class
perform with expression and technicalaccuracy a varied repertoire
of instrumental literature with a level of difficulty of 3, on a
scale of 1 to 6,including some solos performed from memory
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3. Improvising melodies, variations, and accompaniments Students
improvise simple harmonic accompaniments Students improvise melodic
embellishments and simple rhythmic and melodic variations on
given
pentatonic melodies and melodies in major keys
Students improvise short melodies, unaccompanied and over given
rhythmic accompaniments, each in aconsistent style, meter, and
tonality
4. Composing and arranging music within specified guidelines
Students compose short pieces within specified guidelines (e.g., a
particular style, form, instrumentation,
compositional technique), demonstrating how the elements of
music are used to achieve unity and variety,
tension and release, and balance
Students arrange simple pieces for voices or instruments other
than those for which the pieces werewritten
Students use a variety of traditional and nontraditional sound
sources and electronic media whencomposing and arranging
5. Reading and notating music Students read whole, half,
quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4,
4/4, 6/8, 3/8,
and alla breve meter signatures
Students read at sight simple melodies in both the treble and
bass clefs Students identify and define standard notation symbols
for pitch, rhythm, dynamics, tempo, articulation,
and expression
Students use standard notation to record their musical ideas and
the musical ideas of others Students who participate in a choral or
instrumental ensemble or class sightread, accurately and
expressively, music with a level of difficulty of 2, on a scale
of 1 to 6
6. Listening to, analyzing, and describing music Students
describe specific music events (e.g., entry of oboe, change of
meter, return of refrain) in a given
aural example, using appropriate terminology
Students analyze the uses of elements of music in aural examples
representing diverse genres and cultures Students demonstrate
knowledge of the basic principles of meter, rhythm, tonality,
intervals, chords, and
harmonic progressions in their analyses of music
7. Evaluating music and music performances Students develop
criteria for evaluating the quality and effectiveness of music
performances and
compositions and apply the criteria in their personal listening
and performing
Students evaluate the quality and effectiveness of their own and
others' performances, compositions,arrangements, and improvisations
by applying specific criteria appropriate for the style of the
music and
offer constructive suggestions for improvement
8. Understanding relationships between music, the other arts,
and disciplines outside the arts Students compare in two or more
arts how the characteristic materials of each art (that is, sound
in music,
visual stimuli in visual arts, movement in dance, human
interrelationships in theatre) can be used to
transform similar events, scenes, emotions, or ideas into works
of art
Students describe ways in which the principles and subject
matter of other disciplines taught in the schoolare interrelated
with those of music (e.g., language arts: issues to be considered
in setting texts to music;
mathematics: frequency ratios of intervals; sciences: the human
hearing process and hazards to hearing;
social studies: historical and social events and movements
chronicled in or influenced by musical works)
9. Understanding music in relation to history and culture
Students describe distinguishing characteristics of representative
music genres and styles from a variety of
cultures
Students classify by genre and style (and, if applicable, by
historical period, composer, and title) a variedbody of exemplary
(that is, high-quality and characteristic) musical works and
explain the characteristics
that cause each work to be considered exemplary
Students compare, in several cultures of the world, functions
music serves, roles of musicians (e.g., leadguitarist in a rock
band, composer of jingles for commercials, singer in Peking opera),
and conditions
under which music is typically performed
TEXT(S) AND REQUIRED SUPPLIED
OIS-issued iPad
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Headphones OIS music instrument Students own music instrument
USB flash drive
http://tinyurl.com/bbkm66j
Music notation paper (A4 size) Music notebook (A4, ruled)
Children's Book of Music
Publisher: DK Publishing; Har/Com edition (September 20,
2010)
Language: English
ISBN-10: 0756667348
ISBN-13: 978-0756667344
Purchase on Amazon.co.jp
GRADING PLAN
Coursework will be weighted as follows:
Attentiveness and Participations 5%
Homework 15%
Class work 15%
Quizzes 10%
Minor exams/Presentations 15%
Major exams
40%------------------------------------------------
TOTAL 100%
ASSIGNMENTS/QUZZES/MAJOR EXAMINATIONS
There will be several class/personal assignments and projects
over the course of the year. Assignments will be due
on the following week or following lesson and the grade will be
based on the effort exerted by the student. Any
unfinished assignment/s will reflect poorly on their grade.
There will be quizzes every week and two major exams,
one each semester. Each exam will be announced one week before
the actual exam to give students time to review.
The exam will be given for 50min. with no extention time.
CLASSWORK/CLASS PARTICIPATION AND EXPECTATIONS
Classwork is due at the end of the class hour, unfinished class
work will not be taken home as an assignments. Class
participation will be graded accordingly. The students should
work cooperatively with all the members in their
group(s) and class, and keep their work folder up to date with
all worksheets, assignments, and quizzes.
MYP ASSESSMENTS:
A. Knowledge and understandingB. ApplicationC. Reflection and
evaluationD. Personal engagement
http://tinyurl.com/bbkm66jhttp://tinyurl.com/bbkm66j
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Music Grade 7 & 8
UNIT 1: Auditions/Tuning upPERIOD - AprilCONTENT
Form into different bandsBegin to develop interpersonal working
dynamicExchange influencesStart to practice instruments
individually and as a groupDesignate covers to learnHelp students
activate self-awareness and identities via media
OBJECTIVES/SKILLSSinging, alone and with others, a varied
repertoire of music
Performing on instruments, alone and with others, a varied
repertoire of music
Listening to, analyzing, and describing music
Evaluating music and music performances
ACTIVITIES/RECOURCES
ResearchGroup presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S) None
UNIT 2: Same Song, Second Verse
PERIOD - May-July
CONTENT
Further define band profile via different media (movies,
documentaries)Re-think bands interpersonal working dynamic, reform
bands, reshuffle membersFurther exchange influences, teacher begins
to share influences, students start to discuss/present/critique
their
own influences and the influences of others
Continue practice instruments individually and as a groupAcquire
further covers
OBJECTIVES/SKILLSSinging, alone and with others, a varied
repertoire of music
Performing on instruments, alone and with others, a varied
repertoire of music
Listening to, analyzing, and describing music
Evaluating music and music performances
ACTIVITIES/RECOURCES
Research
Group presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S)Exam (Critera A, B)
UNIT 3: Stage Fight (or Flight?)
PERIOD - September-October
CONTENTForm into new bands/reshuffle members if students wish
to
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Further exchange influences BETWEEN/ACROSS bands, teacher begins
to share influences, students start todiscuss/present/critique
their own influences and the influences of others
Continue practice instruments individually and as a groupAcquire
further coversRamp up media footprintStart to plan, organize final
concert
OBJECTIVES/SKILLSSinging, alone and with others, a varied
repertoire of music
Performing on instruments, alone and with others, a varied
repertoire of music
Listening to, analyzing, and describing music
Evaluating music and music performances
Understanding relationships between music, the other arts, and
disciplines outside the arts
Understanding music in relation to history and culture
ACTIVITIES/RECOURCES
ResearchGroup presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S) None
UNIT 4: Stage Fight (or Flight?)
PERIOD - November-March
CONTENT
Form into new bands/reshuffle members if students wish toFurther
exchange influences BETWEEN/ACROSS bands, teacher begins to share
influences, students start to
discuss/present/critique their own influences and the influences
of others
Finalize practice on instruments individually and as a
groupAcquire further coversenough to fill out final concertFinalize
mediaFinish concert plans, actualizePlay final concert
OBJECTIVES/SKILLSSinging, alone and with others, a varied
repertoire of music
Performing on instruments, alone and with others, a varied
repertoire of music
Improvising melodies, variations, and accompaniments
Composing and arranging music within specified guidelines
Reading and notating music
Listening to, analyzing, and describing music
Evaluating music and music performancesUnderstanding
relationships between music, the other arts, and disciplines
outside the arts
Understanding music in relation to history and culture
ACTIVITIES/RECOURCES
ResearchGroup presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S)
Exam (Critera C, D; B)
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http://www.tokyois.com/main/wp-content/uploads/2012/06/TIS_MYP_Music_POI.pdf
http://www.tokyois.com/main/wp-content/uploads/2011/01/The-Arts.pdf
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