Music Curriculum

Grades 6 and 8 General Music is taught by Mr. Andrew Seigel 

Grade 7 General Music is taught by Mrs. Donna Marie F. Berchtold

Subject - General Music - grade 7

The students will report every other day to the Music Classroom for one marking period.  This equals 21 days of instructional time in the General Music classroom.

Students should be prepared for class with:

a pencil

a pen

notebook   or notebook papers

Notebooks may be kept inside the folders.  Folders are kept in a special filing tub labeled for each General Music Class.

Portfolio folder    - provided by Mrs. Berchtold

Folders contain all class worksheets, quiz and test papers, Rubrics Sheets, and Bonus Point Sheets.

Overview of Curriculum

In 7th grade music there are 5 different units of study.  Depending on the groups and class size we will accomplish 3- 5 of the units. 

   The Related Arts classes have been limited to a cycle of  21 days each (every other day).  Therefore, this is restricting the curriculum that I am used to providing for the students.   As we go through this year, I will experiment with what units work best with the students and will then put various elements from each of the original five units into the 3 or 4 abbreviated ones.

   Preliminary Unit:  Focuses on Review of Lines and Spaces of the Treble clef, and minor instruction on the bass clef. 

Treble Clef:  EGBDF (Lines)    FACE (Spaces)

Rhythmic Reading in 3/4 Time:  a MINUET by Bach - learned on rhythm sticks and then performed on non-pitched percussion instruments.  Students have a performance test.  Class is divided into 3-4 small performance groups.  Each group performs a different part at the same time with the other groups - creating Polyphonic Music.  The students are accompanied by Mrs. Berchtold on the piano and then perform to a cd recording as Mrs. Berchtold monitors each group.

Rhythmic and Melodic Reading in 4/4 Time:  Pachelbel's Canon in D - learned and taught in the same way as the Bach Minuet.  One exception - each student now works with his/her individual Color Coded Xylophone or a set of Boomwhackers.  The students learn to correlate pitch notation with the colored keys of the bell sets. Using crayons - students will also color coordinate their bell sheets.   The music has three separate melodic parts 1,2,and 3.  The class will be divided into three groups - All students will learn and be tested on Parts 1 and 2.  Only the most advanced students will perform part 3.  The students are accompanied by Mrs. Berchtold on the piano and then perform to a cd recording as Mrs. Berchtold monitors each group.

Advanced General Music classes will also perform:  William Tell Overture (The Lone Ranger Theme) by Rossini. 

 Unit 1 - Music Theory Review / Study of Music during the Colonial Period and the Revolutionary War.  We analyze "Yankee Doodle", the unofficial National Anthem during this time period.  We perform the song through singing and the use of instruments.  We discuss the text of the song and decipher what it means.  The students and I share in much dialogue as I show them replica artifacts from the Colonial Period.  I share with them that they can acquire these from several historic sites like Philadelphia, PA; Williamsburg, VA; Mystic Seaport, Conn.; Gettysburg, PA., and Weymouth Furnace, NJ.  We discuss the local history of Mays Landing as it tied into the Revolutionary War Period, and I show them the musical instruments that would have been used on the battlefields and in the homes during the 1700's.   We also listen to recording of the Armonica - a glass instrument invented by Benjamin Franklin ( on display at the Franklin Institute in Philadelphia)

    The students will also learn a "stomp and go" Sea Shanty from 1740, "The Drunken Sailor".   Students are required to learn the nautical vocabulary so they understand what the lyrics of the song.   We will sing, and choreograph scenes for each verse of the song.  Other members of the class will learn the Instrumental Background accompaniment and will perform on the Orff instruments.   Students are tested in this unit through the usage of a Rubrics which includes their active participation as singers / instrumentalists / understanding the vocabulary and concepts / and theatrics.  If time permits, the students will create their own "Pirate Ship".  All parts (vocabulary words) must be labeled according to the Vocabulary list given with the song.  (Musical Theatre terminology is taught as part of the unit with the Drunken Sailor)

    Unit 2 - Romantic Era - Study of Romantic Music.  We analyze the music of the 1812 Overture by Peter Tchaikovsky.  Students draw interpretive pictures as they do "active listening" to the music.  A musical battle takes place as part of the "active listening" lesson. We touch base with American music and the Civil War period in America while understanding the Romantic music of the Russian Composer, Peter Tchaikovsky. 

    The students learn the musical form of the Nutcracker March.  They study differences in dynamics, and perform the Nutcracker March on Rhythm Band and Orff Instruments.  Students see a narrated filmstrip that explains the story line of the Nutcracker.  This helps them prepare their thoughts for when they see the ballet; where the story is presented through music only.  The students take home a recipe book which contains all of the foods and beverages that Clara, the main character, was introduced to while in the Kingdom of Suites.

    Unit 3 - Music Theory - Writing a scale and creating "Snow Man Chords" based upon the scale.  We start the unit with Elvis Presley and his music.  The students learn solfeggio, harmonic chord progressions and study primarily 4 chords - Tonic, Sub Dominant, Dominant, and sub-mediant.  We perform "Teddy Bear" and "Lucky" on  the rhythm band instruments along with keyboards and the drum-set.  Students are encouraged to sing at the microphone as the "vocal fronts" of the rock band.

    Unit 4 - Dance ( 2 weeks) - Circle and Line Dances are introduced and taught.  Students receive dance instruction sheets and are expected to maintain proper etiquette on the dance floor which includes respecting the personal space of other students, as well as proper clothing.  Examples of the some of the dances learned:  Alley Cat; Hokey Pokey; Bus Stop; Electric Slide ( Old, New, and Cha Cha); Limbo, Hands Up, "It's Raining Men"; Chicken Dance.  All dances are dances that involve social skills, hand, eye, and foot coordination.

    Unit 5 - (optional) - Musical Theatre.  Study the musical, the Sound of Music.  The students will learn how to sing the DO-RE-Mi song, and will learn information regarding the REAL "Von Trapp Family Singers".  At the conclusion of the song, the students will view the Movie Version of the Sound of Music, and will also see a Biography video of the real Maria Von Trapp and family.  Discussion also includes Pre-World War II and the escape to Ellis Island, America by this Austrian Family. 
 

Alternate Lesson Plans may include:   Rigoletto, "Why Toes Tap?", Disney Youth Orchesta, Johnny Tremain ( Music of Colonial America), Music of Williamsburg ( Natural Sounds and various genres of music during Colonial Times).