Okinawa International School Junior High Music Grades 7[6]-9[8] Curricula & Syllabi Teacher: Robert Duckworth Classroom

Number: 413 E-mail: robert-d@ois-edu.com 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

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, to negotiate 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 music 2. Performing on instruments, alone and with others, a varied repertoire of music 3. Improvising melodies, variations, and accompaniments 4. Composing and arranging music within specified guidelines 5. Reading and notating music 6. Listening to, analyzing, and describing music 7. Evaluating music and music performances 8. Understanding relationships between music, the other arts, and disciplines outside the arts 9. 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 of difficulty 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 work being 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

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, or classroom 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 the work being performed Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument Students who participate in an instrumental ensemble or class perform with expression and technical accuracy 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 a consistent 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 were written Students use a variety of traditional and nontraditional sound sources and electronic media when composing 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 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 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 school are 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)

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 varied body 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., lead guitarist 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 of difficulty 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 work being 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, or classroom 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 the work being performed Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument Students who participate in an instrumental ensemble or class perform with expression and technical accuracy 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 a consistent 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 were written Students use a variety of traditional and nontraditional sound sources and electronic media when composing 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 school are 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 varied body 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., lead guitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions under 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 of difficulty 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 work being 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, or classroom 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 the work being performed Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument Students who participate in an instrumental ensemble or class perform with expression and technical accuracy 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 a consistent 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 were written Students use a variety of traditional and nontraditional sound sources and electronic media when composing 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 school are 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 varied body 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., lead guitarist 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

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 Homework Class work Quizzes 5% 15% 15% 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 understanding B. Application C. Reflection and evaluation D. Personal engagement

Music Grade 7 & 8 UNIT 1: Auditions/Tuning up PERIOD - April CONTENT Form into different bands Begin to develop interpersonal working dynamic Exchange influences Start to practice instruments individually and as a group Designate covers to learn Help students activate self-awareness and identities via media OBJECTIVES/SKILLS Singing, 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 presentations Individual Work Student webpages AREAS OF INTERACTION TBA 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 members Further 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 group Acquire further covers OBJECTIVES/SKILLS Singing, 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 presentations Individual Work Student webpages AREAS OF INTERACTION TBA ASSESSMENT(S) Exam (Critera A, B) UNIT 3: Stage Fight (or Flight?) PERIOD - September-October CONTENT Form into new bands/reshuffle members if students wish to

 Further exchange influences BETWEEN/ACROSS bands, teacher begins to share influences, students start to Continue practice instruments individually and as a group Acquire further covers Ramp up media footprint Start to plan, organize final concert
discuss/present/critique their own influences and the influences of others

OBJECTIVES/SKILLS Singing, 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 Research Group presentations Individual Work Student webpages AREAS OF INTERACTION TBA ASSESSMENT(S) None UNIT 4: Stage Fight (or Flight?) PERIOD - November-March CONTENT Form into new bands/reshuffle members if students wish to Further 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 group Acquire further covers enough to fill out final concert Finalize media Finish concert plans, actualize Play final concert OBJECTIVES/SKILLS Singing, 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 performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture ACTIVITIES/RECOURCES Research Group presentations Individual Work Student webpages AREAS OF INTERACTION TBA ASSESSMENT(S) Exam (Critera C, D; B)

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