St Jude Music Curriculum
and Study Guide
| Student’s Name ____________________________ |
| Date: |
| Please, read this entire program.
Ask your parents to sign at the bottom of the page entitled Audio
CD: Guide to Music Examples. At the beginning of each month you
will receive the Composers’ Monthly Newsletter. The list of all newsletters
can be found on the page entitled Composer Monthly Newsletter - Guide
to Music Examples. You will also receive other reading materials
such as the Method for Playing a Recorder and a Glockenspiel. Please
continuously update your music folder and bring this folder to every music
class. Please use an erasable pencil for all your written assignments. You
will need to listen to the music provided while reading the enclosed materials.
For assignments requiring information not included in this program, you can
obtain information from your school’s library (media center) your local public
library or the Internet . Please monitor your progress by copying your grades
to the page entitled Record and Evaluation
of Homework and Tests. Should you need any help, please
ask your music teacher. For your convenience, this program
has been posted on the internet at liturgicalmusic.org The CD with
music examples can be purchased on-line
and in St. Jude School’s office
or via the internet’s digital networks (such as iTunes.com) by typing “St. Jude Music Program”
in the search window. In addition to the optional St. Jude Band Program, you
will be expected to actively participate in the classroom-based music performances.
These performances will require the use of musical instruments, such as
a Recorder (Straight Flute) and a Glockenspiel (Compact Xylophone) provided
by your music teacher. If you prefer to use your own instruments, you can
purchase these from St. Jude School’s
office or at your local music store. |
| Acknowledgemnts National Music Education Standards for U.S. Elementary Schools: Gr. PreK - 2 1. Singing and playing simple instruments. 2. Creating simple music. 3. Active responding to music. 4. Understanding the structure of simple music. Gr. 3 - 5 1. Singing alone and with others of a varied music repertoire. 2. Performing on instruments alone and in an organized group of a varied music repertoire. 3. Improvising melodies and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Focused listening to and describing music 7. Evaluating and analyzing music theory and music performance. 8. Understanding relationship between music and other disciplines of arts. 9. Understanding the history of music and its relation to world’s history and culture. 10. Music appreciation. Published by M. E. N. C. “The Elementary School Music Program: A New Vision” 1999. Music Educators National Conference 1806 Robert Fulton Drive, Reston, VA 20191 703-860-4000 www.menc.org Copyright 2004 Les Blachut, Coconut Creek, FL 33073 954-993-5494 www.lesblachut.com |
| 5th Grade Music Course Syllabus |
| INFORMATION FOR PARENTS Students in the 5th grade Music classes will learn about Music History and practice Music Performance using instruments provided by the teacher- for example: flutes-recorders, glockenspiels, mini-keyboards and percussion. Some of these instruments can also be purchased from the School's Ofiice. At the beginning of the school year the music teacher will provide students with the “Music Curriculum and Study Guide”. At the beginning of each month students also will receive “Composers’ Monthly Newsletter” and other handouts, such as “Recorder and Glockenspiel Performance Method”, “Music Dictionary”, “Music Reader’s Aid”, and “The Principles of Songwriting”. A copy of each lesson and the accompanying music CD will also be given to all 5th grade homeroom teachers. There are a limited number of additional sources available and some of these lessons can be checked-out and copied at the Media Center or printed from the school’s Computer Network. Some of the recorded music will be provided to students via the school's computer network. Selected reading materials (intended for demonstration purposes only) may be downloaded from the Internet; address- www.liturgicalmusic.org. Students are required to provide their own folder marked “Music” with the student’s name written in the top right corner of the folder. All lessons and handouts will be kept in the Music Folder. Each lesson will be read, explained and performed in class. Homework maybe assigned after each lesson. All writing must be done with an erasable pencil, unless otherwise instructed. There will be a written test at the end of each semester that will include listening, identifying and analyzing recorded music. Students’ instrumental or vocal performance may also be tested. Band members are encouraged to bring their instruments and music repertoire for the classroom presentation. Homework and tests will be graded based on a 100 points scale. Please refer to the Student Handbook for information on St. Jude’s School grading system as well as information regarding student conduct and the consequences for disobeying the school’s rules and regulations. Proper conduct is expected at all times during the music course. Incomplete work that cannot be evaluated because a significant portion of the assignment is missing will be given a “Second Chance”. Homework turned in late (“Second-Chance” included,) will have the final grade reduced by 10% if turned in within one (1) week of the assignment date. No points will be deducted for late or incomplete homework if a reasonable excuse with suitable proof is provided. At any time you may place late or incomplete homework in your music teacher’s mailbox located at the Teacher’s Lounge, or by the courtesy of the homeroom teacher. Students are required to keep track of their progress by copying the dates and grades of their assignments to the “Record and Evaluation of Homework and Tests” sheet provided at the beginning of the school year. All records of students’ progress are kept confidential. “Music Money” for Effort/Conduct will be given to students who attentively listen to music (recorded or performed live), sing, play a musical instrument, or participate in extra-curricular music activities such as: 1st Friday Liturgy, Christmas Program, Concert Band, Children’s Choir. “Music Money” will then be collected after each semester. After the music money is collected, an award/recognition will be given. Students are encouraged to share their ideas and experiences with classmates and the community, in keeping the teacher’s approval. |
Music History Overview
| 1. The Middle Ages: Around
500 A.D. the continent of Europe began to recover from the period known
as the Dark Ages. This was the time in history when almost every form of
art was either vandalized or completely destroyed. For the next ten centuries,
the newly emerging Christian Church administered justice, established teaching
procedures, and encouraged the development of music, art, and literature.
During this time, Pope Gregory I ordered these churches to collect and publish
the music they sang. It is known now as the Gregorian Chant,
and it remains to this day in the Liturgy of the Catholic Church. The music
was spread around the continent of Europe by traveling musicians and storytellers.
They created shows with acting, dancing, singing and instrumental music.
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2. The Renaissance: Between 1420 and 1600 the Renaissance (which literally means "Rebirth") was a time of great progress in the arts, literature, and science. New discoveries were made and travelers reached new lands. Composers explored the art of Polyphony, The composer chosen to represent this period of the music history in our Newsletter is Giovanni Pierluigi da Palestrina from Italy. 
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3. The Baroque Age: Between.1600
and 1750 the courts and churches employed composers who they regarded a
little higher than servants. These composers were expected to write and perform
music for any desired occasions. Some of the better composers broke new musical
ground by creating an entirely new style of music known today as the Baroque
Music. The instrumental concerto became the most popular form of
music. The most important composers of this period are: Antonio Vivaldi
of Italy, Johann Sebastian Bach of Germany, and George
Frideric Handel a German who settled in England.
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4. The Classical Period:
Between 1750 to 1820 artists, architects, and musicians moved away from
the heavily complicated Polyphony. Instead of the old mind-boggling artistry,
they focused on more ear-pleasing sound to create more tasteful and elegant
music. Composers often provided songs for dancing and dining entertainment.
During this era the city of Vienna became the musical capital
of Europe. Composers from all over the world came to study in Vienna. The
idea of the orchestral symphony. was developed there. The Classical period
reached its highest potential with the masterful symphonies, sonatas, and
string quartets created by three of the greatest composers: Franz
Joseph Haydn, Wolfgang Amadeus Mozart, and our featured
composer Ludwig van Beethoven. In examining the composers
of the Romantic Era, we find a strong influence of the works of Haydn, Mozart
and Beethoven. As a result, we will not study their music separately, but
will from time to time make reference to the different composers of the Romantic
Era.
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5. The Romantic Era: During the
late 18th century, new ways of life and thought emerged from the many social
and political revolutions that took place. The composers of the Romantic Period
broke new ground by expressing their feelings through music. Between 1820
and 1900 all sorts of artists became more interested in expressing their subjective
and personal emotions through long storytelling, poems of heroes traveling
to distant lands and far away places. The first three Romantic composers
came from Germany: Franz Schubert, Felix Mendelssohn,
and Robert Schumann. They were closely followed by two
piano masters Frederic Chopin from Poland, and Franz
Liszt from Hungary. Next came two masters of orchestral works: Hector
Berlioz from France, and Johannes Brahms from Bohemia.
The composers of the opera turned to folk stories and literature for inspiration.
Our featured composers of the opera are Richard Wagner from
Germany and Giuseppe Verdi from Italy. We will also examine
the music of Peter Tchaikovsky and Modest Moussorgsky
- two entirely different Russian composers.
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6. The Impressionism and Contemporary
Music: By the turn of the 20th century and for the next few decades,
artists of all nationalities were searching for exciting and different ways
of expression. Composers such as Arnold Schoenberg,
Anton Webern, and Alban Berg explored unusual
ways of composing music, which they called the Twelve-Tone Series. French
composer Claude Debussy created a style of music called
Impressionism - named after the movement in French artistic
circles. He was closely followed by another great French impressionist
Maurice Ravel. Hungarian composer Bela Bartok
continued the French Impressionist traditions. Two English composers Edgar
Varese and Gustav Holst brought forth the role of
rhythm in music. New material for a symphony orchestra was presented by
Gustav Mahler from Bohemia and Dmitri Shostakovich
from Russia. Another Russian composer Igor Stravinsky explored
the mix of rhythms and colors in many of his ballets. While most 20th century
composers experimented with traditional instruments, a few however picked
on anything that could produce a sound. An American composer John Cage
went as far as writing music consisting entirely of silence. There were also
a few composers with a more traditional approach to music, among them were
Giacomo Puccini from Italy and Sergei Rachmaninoff
from Russia. There were also composers whose harmonic and melodic ideas were
easily enjoyed and appreciated, such as the music created by the American
composers of Broadway Shows. Jazz, Blues and the Latin Music are all found
in the symphonic compositions of George Gershwin. His music
is considered to be the most accurate link between classical and popular styles.
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7. Additional Resources.
Composers’ Biographies on the Internet: www.schirmer.com/composers.htm
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| Listed below CD-NOW Top Ten bestsellers
of the 20th Century Music in 14 Categories current as of DEC. 1999. 1. Jazz-Instrumental Louis Armstrong, John Coltrane, Chick Corea, Miles Davis, Wynton Marsalis, Charles Mingus, Thelonious Monk, Charlie Parker, Sonny Rollins, Wayne Shorter. 2. Jazz-Vocal Tony Bennett, Nat King Cole, Ella Fitzgerald, Billie Holiday, Manhattan Transfer, Bobby McFerrin, Frank Sinatra, Take Six, Sarah Vaughan, Joe Williams. 3. Jazz-Band Count Basie, Duke Ellington, Gil Evans, Dizzy Gillespie, Benny Goodman, Fletcher Henderson, Glenn Miller, Buddy Rich, Artie Shaw, Thad Jones & Mel Lewis. 4. Blues Eric Clapton, Etta James, Robert Johnson, Albert King, B B King, Leadbelly, Otis Rush, Bessie Smith, Steve Ray Vaughan, Muddy Waters. 5. R&B (Rhythm and Blues) James Brown, Ray Charles, Earth Wind and Fire, Aretha Franklin, Marvin Gaye, Otis Redding, Smokey Robinson, Diana Ross & Supremes, Temptations, Stevie Wonder. 6. Gospel Yolanda Adams, Brooklyn Tabernacle Choir, Shirley Caesar, Kirk Franklin, Al Green, Mahalia Jackson, Ron Kenoly, Mississippi Mass, Staple Singers, BB & CC Winans. 7. Hip Hop & Rap Sean Combs, De La Soul, Quincy Jones, Queen Latifah, The Last Poets, LL Cool J, MC Hammer, Public Enemy, Run-DMC, Will Smith. 8. Pop Michael Jackson, Billy Joel, Elton John, Carole King, Madonna, Elvis Presley, Paul Simon, Frank Sinatra, Barbra Streisand, James Taylor. 9. Rock Beatles, Doors, Bob Dylan, Grateful Dead, Jimmy Hendrix, Led Zeppelin, Pink Floyd, Rolling Stones, Bruce Spreengsteen, U-2. 10. Country Garth Brook, Johnny Cash, Patsy Cline, Waylon Jennings, George Jones, Loretta Lynn, Willie Nelson, Dolly Parton, Hank Williams, Tammy Wynette. 11. Disco and Latin Pop Disco: Abba, Gloria Gaynor, Donna Summer, Tina Turner, Dionne Warwick. Latin Pop: Celia Cruz, Gloria Estefan, Astrud Gilberto, Julio Iglesias, Tito Puente. 12. World and Ethnic Chieftains, Ray Cooder, Gypsy Kings (ethnic), Ladysmith Mambazo, Taj Mahal, Bob Marley (reggae), Sade, Ravi Shankar, River Dance Company, Yanni. 13. Alternative David Bowie, Clash, Nine Inch Nails, Nirvana, Pearl Jam, REM, Patti Smith, Sonic Youth, Velvet Underground, Frank Zappa. 14. My Favorite Music. 
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| Composer Monthly Newsletter Guide to Music Examples [*] = required listening examples for the mid-term test and the final test . Giovanni Pierluigi da Palestrina Volume II Summer Special (August Issue) CD track 1. Renaissance: Motet * Antonio Vivaldi Volume III Number 1 (September Issue) CD track 3. Baroque: Spring (from Four Seasons) * Johann Sebastian Bach Volume II Number 1 (September Issue) CD track 4.. Baroque: (Instr. Organ): Toccata & Fugue in D minor CD track 5. Baroque: (Instr. Strings): Concerto for Two Violins * George Frideric Handel Volume II Number 2 (October Issue) CD track 6. Baroque: (Vocal-Instr.): Hallelujah (from Messiah) * Richard Wagner Volume II Number 3 (November Issue) CD track 15. Post-Romantic: Bridal Chorus (from Lohengrin) * CD track 16. Post-Romantic: Ride of the Valkyries (Apocalypse) Wolfgang Amadeus Mozart Volume II Winter Holiday Special (December Issue) CD track 8. Classical: (Instr. Strings): Eine Kleine Nachtmusik * CD track 7. Classical: (Vocal-Instr.): Requiem Giuseppe Verdi Volume II Number 4 (January Issue) CD track 18. Operatic: La Donna Mobile (sung by Luciano Pavarotti) * Modest Moussorgsky Volume II Number 5 (February Issue) CD track 17. Post-Romantic: Pictures at an Exhibition * Peter Tchaikovsky Volume II Number 6 (March Issue) CD track 14. Post-Romantic: Swan Lake * Claude Debussy Volume II Number 7 (April Issue) CD track 21. Impressionistic: (Instr. Harp): Clair de Lune * George Gershwin Volume II Number 8 (May Issue) CD track 23. Broadway Shows: Summertime (from Porgy & Bess) * > Additional required listening examples Ludwig van Beethoven Blank Form (student project) CD track 9. Classical: Fifth Symphony * CD track 10. Classical: Fur Elise Frederick Chopin Blank Form (student project) CD track 13. Post-Romantic: Polonaise Militaire |
| Audio CD: Guide to Music Examples [*] = required listening examples for the mid-term test and the final test . List of tracks: 1. Renaissance: Giovanni Pierluigi da Palestrina - Motet * 2. Early Baroque: Johann Pachelbel - Canon 3. Baroque: (Instr. Strings) Antonio Vivaldi - Spring (from Four Seasons) * 4. Baroque: (Instr. Organ) Johann Sebastian Bach - Toccata & Fugue in D minor 5. Baroque: (Instr. Strings) Johann Sebastian Bach - Concerto for Two Violins * 6. Baroque: (Vocal-Instr.) George Friedrich Handel - Halleluiah (from Messiah) * 7. Classical: (Vocal-Instr.) Wolfgang Amadeus Mozart - Requiem 8. Classical: (Instr. Strings) Wolfgang Amadeus Mozart - Eine Kleine Nachtmusik * 9. Classical: (Orchestra) Ludwig van Beethoven - Fifth Symphony * 10. Classical: (Instr. Piano) Ludwig van Beethoven - Fur Elise 11. Romantic: (Vocal-Solo) Franz Schubert - Ave Maria (sung by Silesia Univ. Choir) 12. Romantic: Felix Mendelssohn - Wedding March (from Mid-Summer Night Dream) 13. Post-Romantic: Frederic Chopin - Polonaise Militaire 14. Post-Romantic: Peter Tchaikovsky - Swan Lake * 15. Post-Romantic: Richard Wagner - Bridal Chorus (from Lohengrin) * 16. Post-Romantic: Richard Wagner - Ride of the Valkyries (Apocalypse) 17. Post-Romantic: Modest Moussorgsky - Pictures at Exhibition (Promenade) * 18. Operatic: Giuseppe Verdi - La Donna Mobile (sung by Luciano Pavarotti) * 19. Operatic: Giacomo Puccini - La Rondine (sung by Sarah Brightman) 20. Operatic: Georges Bizet - Torreador March (from Carmen) 21. Impressionistic: (Instr. Harp) Claude Debussy - Clair de Lune * 22. Impressionistic: Maurice Ravel - Bolero 23. Broadway Shows: George Gershwin - Summertime (from Porgy & Bess) * 24. Broadway Shows: Andrew L. Webber - Hosanna (from Jesus Christ Superstar) 25. Experimental: Gustav Holst - Jupiter (from Planets >. Ragtime: (Instr. Piano) Scott Joplin - The Entertainer (bonus track - download only) To further the education of this part of the music program, all 5th grade students will be required to listen to the Music Examples CD during their regular music classroom time. Extra copies of this “Curriculum & Study Guide” and the CD are left with the 5th grade homeroom teachers and at the St. Jude Library/Media Center. The CD can also be lent or purchased at the music teacher’s discretion. It is available in the school’s office upon receiving a deposit of $5 (five dollars), for students who prefer to study it at their convenience. The CD is allowed to be duplicated for sharing among students. No unauthorized copies should be distributed outside of St. Jude School. Student’s Name (print) ................................................................................................................ Parent’s Signature ............................................................................................... |
| Record and Evaluation of
Homework and Tests A! 100 A 98 A- 92 B 88 B- 82 C 78 C- 72 D 68 D- 62 I incomplete L late F fail I and L become F if not turned in within one week of the due date. Keep track of your progress here: C. M. Newsletter - H. W. D. Y. R. + Word Detective: (use separate piece of paper) C. M. Blank Form - Complete Student Project: (use the form provided) Music Tests (do not write on the questionnaire sheets, use the SCANTRON form for answering questions) Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ Project _____________________________________________ date ____________ grade ____ |
| Study Guide: Composer -
Blank Form Here you find a few helpful guidelines for writing about a composer. You may receive a blank form from your music teacher. It will look very similar to some of the Composer Monthly Newsletters you have received in the past. Take a closer look at the original newsletters to see how they are constructed Compare and notice all similarities and differences between them. Most of the newsletters are divided into six parts. 1. The first part is entitled “A Letter From The Composer.” In this section you will write about your chosen or assigned composer. Use the first person. For example, I (the composer) am writing to you (students). It is a good idea to start with “My name is ..... I am ...... Let me tell you about ......” etc. 2. The second and longest part of our newsletter is called “Biography.” It starts with: “Who Was ...... (name of the composer).“ For this section you need to become a biographer. An investigator who writes about the life and work of famous people. In the biography section use the third person. For example, he/she (the composer) was/is ...... “ etc. Remember, it is you telling other students about the composer. 3. The third part is entitled “Ask The Composer.” In here you will formulate a question that requires more than just simple “yes or no” type of answer. Questions to avoid: What’s up? How old are you? Do you like music? etc. 4. The fourth part is entitled “How Well Did You Read?” We very often refer to this part as HWDYR. In here you may use simpler questions but they should not stray away from the subject. Occasionally there may be a question to which you won’t find an answer for in your newsletter. In this case you may need to check with your encyclopedia or make a trip to the library (there is one near you). If all your sources of information fail, there is always the Internet. :-) 5. The fifth part appears to be the smallest, but it is the most important one. How can we describe music if we don’t listen to it first? Here comes a helpful list of songs or instrumental pieces in a form of “The Listening Station.” If there are too many songs to choose from, find out which are the most important. Mark with a star the one you’d like your readers to listen to first. 6. The sixth part is entitled “The Word Detective.” It almost looks like a reversal of the fourth part. Try not to duplicate questions that were already used in previous parts. Here are some examples. A set of musical instruments usually hit with a stick. D _ _ _ S (drums) A gradual diminishing of the level of volume in a musical composition. D _ _ _ _ _ _ _ _ O (diminuendo) |