Kepler Neighborhood School

Music Education
7
Elective – 6,7,8 Baroque Period Music November 6/9, 2023

FOCUS: Concept and Skills INTERDISCIPLINARY

Classroom Strategy ESSENTIAL QUESTIONS
Emphasized CONNECTIONS
Creating Listening o Group Activity- □ Reading
Listening Listening -Who are the 3 famous composers
Composing Literacy Ensemble Literacy Literacy during the Baroque Period?
□ Writing
Connecting Melody o Hands on Melody
Melody□ Language Arts
Performing o Learning Centers -Name some instruments prominent
Expression □ SocialPerforming
Performing Studies
Form Responding o Reading/ Writing Responding Responding during the Baroque Period?
Exercise
□ Science
Harmony Rhythm Rhythm Rhythm
□ Visual Arts
History Singing o Technology Singing
Singing□ Technology -Give some characteristics of the
Tone Color/Timbre Baroque Period.
Improvising □ PE Tone Color/Timbre
Tone Color/Timbre
Instruments Vocabulary Vocabulary Vocabulary

TECHNOLOGY DIFFERENTIATION
MATERIALS ASSESSMENT
INTEGRATION STRATEGIES
Instruments: o Cooperative Learning
Keyboard, guitar, laptop, projector Ipod/Stereo Techniques Performance
Books: Television o Directed Reading/ Listening Participation
Fun Sheet: IWB o Modeling Oral response
Videos: - composers, music Projector Presentation o Peer Tutoring Skills
Animated Listening o Simplify Directions Rubric
Other: Map o Simplified Activities Test
Recording Device Written work
Computer Centers Other:
iPads
laptop:
STANDARDS
1.1 Imagine – Generate musical ideas for various purposes and 5.1 Rehearse, Evaluate, and Refine – Evaluate and refine
contexts. personal and ensemble performances, individually or in
a. Generate rhythmic, melodic, and harmonic phrases and collaboration with others.
variations over harmonic accompaniments within AB, ABA, or a. Identify and apply collaboratively developed criteria (such
theme and variation forms that convey expressive intent. as demonstrating correct interpretation of notation, technical
skill of performer, originality, emotional impact, and interest)
2.1 Plan and Make - Select and develop musical ideas for defined to rehearse, refine, and determine when the music is ready to
purposes and contexts. perform.
a. Select, organize, develop and document personal musical
ideas for arrangements, songs, and compositions within AB, ABA, or 6.1 Present – Perform expressively, with appropriate
theme and variation forms that demonstrate unity and variety and interpretation and technical accuracy, and in a manner
convey expressive intent. appropriate to the audience and context.
b. Use standard and/or iconic notation and/or audio/ video a. Perform the music with technical accuracy and stylistic
recording to document personal simple rhythmic phrases, melodic expression to convey the creator’s intent.
phrases, and harmonic sequences. b. Demonstrate performance decorum (such as stage
presence, attire, and behavior) and audience etiquette
3.1 Evaluate and Refine – Evaluate and refine selected musical appropriate for venue, purpose, and context.
ideas to create musical work that meets appropriate criteria.
a. Evaluate their own work, applying selected criteria such as 7.1 Select – Choose music appropriate for a specific purpose
appropriate application of elements of music including style, form, or context.
and use of sound sources. a. Select or choose contrasting music to listen to and
b. Describe the rationale for making revisions to the music based compare the connections to specific interests or experiences
on evaluation criteria and feedback from others (teacher and for a specific purpose.
peers).
Kepler Neighborhood School
Music Education
7
Elective – 6,7,8 Baroque Period Music November 6/9, 2023

7.2 Analyze – Analyze how the structure and context of

3.2 Share creative musical work that conveys intent, varied musical works inform the response.
demonstrates craftsmanship, and exhibits originality. a. Classify and explain how the elements of music and
a. Present the final version of their documented personal expressive qualities relate to the structure of contrasting
composition, song, or arrangement, pieces.
using craftsmanship and originality to demonstrate unity and b. Identify and compare the context of music from a variety
variety, and convey expressive intent. of genres, cultures, and historical periods.

4.1 Select – Select varied musical works to present based on 8.1 Interpret - Support interpretations of musical works that
interest, knowledge, technical skill and context. reflect creators’/performers’ expressive intent.
a. Apply collaboratively developed criteria for selecting music of a. Describe a personal interpretation of contrasting works
contrasting styles for a program with a specific purpose and/or and explain how creators’ and performers’ application of the
context and, after discussion, identify expressive qualities, technical elements of music and expressive qualities, within genres,
challenges, and reasons for choices. cultures, and historical periods, convey expressive intent.

4.2 Analyze – Analyze the structure and context of varied musical 9.1 Present – Support evaluations of musical works and
works and their implications for performance. performances based on analysis, interpretation and
a. Explain and demonstrate the structure of contrasting pieces of established criteria.
music selected for performance and how elements of music are a. Select from teacher-provided criteria to evaluate musical
used. works or performances.
b. When analyzing selected music, read and identify by name or
function standard symbols for rhythm, pitch articulation, dynamics, 10.1 Present – Connect – Synthesize and relate knowledge
tempo, and form. and personal experiences to make music.
c. Identify how cultural and historical context inform a. Demonstrate how interests, knowledge, and skills relate
performances and result in different music interpretations. to personal choices and intent when creating, performing, and
responding to music.
4.3 Interpret – Develop personal interpretations that consider
creators’ intent. 11.1 Connect – Relate musical ideas and works with varied
a. Perform contrasting pieces of music demonstrating their context to deepen understanding.
interpretations of the elements of music and expressive qualities a. Demonstrate understanding of relationships between
(such as dynamics, tempo, timbre, articulation/style, and phrasing) music and the other arts, other disciplines, varied contexts, and
convey intent. daily life.

CONTENT / OBJECTIVE
At the end of the lesson the students will be able to:
- Identify the music from the Baroque Period
“I Can” Statement:
 I can identify the names of some famous composers during this period.
 I can learn about the lives and music of some famous composers during this period.
 I can explore the music of Baroque Period through listening.
 I can express myself and find enjoyment through music.
Teaching Procedures

 Have the students watch a video about the music history of the Baroque Period.
 Discuss briefly about the characteristics of this period.
 Watch videos / Discuss about the lives of the famous composers of the Baroque Period (Vivaldi, Bach, Handel).
 Listen/Watch the video of the music composed by these musicians.
 Assign students to 3 groups to discuss the life & music of the composers,
 Discuss the different instruments common during this period.
 Ask them about how the composers use the different elements of music during this period.
 Briefly discuss the history of the piano.
 Ask the students some questions regarding the lesson discussed today.
 Remind them about the keyboard playing for the next meeting, remind about them about their green folders.
Kepler Neighborhood School
Music Education
7
Elective – 6,7,8 Baroque Period Music November 6/9, 2023
Kepler Neighborhood School
Music Education
7
Elective – 6,7,8 Baroque Period Music November 6/9, 2023

NOTES FOR WORKING WITH THIS LESSON PLAN

 To “check” the standards or other lesson items you will need to use the “Protect Form” box. You will
also want to add this tool to your commonly used items in Word. To do this:
o Mac
 To add this to your common used tools:
 View -> Toolbars -> Customize Toolbars and Menus
 Go to Commands (top right)
 Go to Forms under Categories
 Select the Protect Form icon (Lock) and drag to top of screen (where you see the
save, copy, ? help button, etc.).
 Now you can use the Lock/Unlock to click the check boxes.
o PC
 To add this to your Quick Access Toolbar
 Click the down arrow on the Quick Access Toolbar (Top row of buttons, furthest
to the right).
 Scroll down to “More Commands”
 Under “Choose Commands from” drop-down box select “all commands”
 Scroll down to “Lock”
 Click Add.
 Click Ok.
 Now you can use the lock/unlock button to check off the boxes!
Kepler Neighborhood School
Music Education
7
Elective – 6,7,8 Baroque Period Music November 6/9, 2023

 Type your essential

questions to make a
poster to hang in your
room.