Understanding by Design

6-Page Template, Page 1

Unit Cover Page

Unit Title: The In’s and Outs of Pop Songs Grade Levels: 9-12

Topic/Subject Areas: Music - Group Piano Class

Key Words: Melody, Harmony, Pitch, Rhythm, Accompaniment, Instrumentation,

Dynamics, Expression

Designed By: Jimmy Hartmann Time Frame: 3 Lesson Unit

School District: Rochester City School District School: School of the Arts

Brief Summary of Unit (including curricular context and unit goals):

Through the use of pop songs, students will explore how the musical elements
function and creatively used. Students will explore concepts such as chord
progression, harmonic rhythm, melody, and harmony and their relationship to pop
music. Students will listen, understand, and perform pop songs in a number of
different forms. Students will then use their knowledge of the creation and structure of
pop songs to compose their own.

Unit design status: Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task Completed rubrics

Directions to students and teacher Materials and resources listed

Suggested accommodations Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

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Stage 1 – Identify Desired Results

Established Goals:
MU:Pr4.2.H.Ia - Identify and describe important theoretical and structural characteristics and context (social,
cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations,
and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger
picking patterns).

MU:Pr5.1.H.Ia - Develop and apply criteria to critique individual and small group performances of a varied
repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a
variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns), and create
rehearsal strategies to address performance challenges and refine the performances.
What understandings are desired?

Students will understand that:

Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and
informs performance

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through
openness to new ideas, persistence, and the application of appropriate criteria.

What essential questions will be considered?

How do musicians improve the quality of their performance?
How does understanding the structure and context of musical works inform performance?
What is the function of harmony?
How can I create my own song?
How does music theory relate to composition?

What key knowledge and skills will students acquire as a result of this unit?

Students will know…

• What the difference between harmonic rhythm and chord progression are
• The function of Melody, Harmony, Pitch, Rhythm, Accompaniment, Instrumentation, Dynamics,
Expression in pop songs
• How to compose their own pop song

Students will be able to…

• I can perform a 4 chord song pop song in C Major on a keyboard
• I can identify the 4 chord progression and harmonic rhythm in a pop song
• I can translate between roman numerals and their relationship to C Major
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Stage 2 – Determine acceptable Evidence

What evidence will show that students understand?

Performance Tasks* (Summary in GRASPS form):

*Complete a Performance Tasks Blueprint for each task (next page)

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples)

Student Self-Assessment and Reflection:

 6-Page Template, Page 4

Performance Task Blueprint

What understandings and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify that standards were met?

Through what authentic performance task will students demonstrate understanding?

What student products and performances will provide evidence of desired understanding?

By what criteria will student products and performances be evaluated?

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Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements

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Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements

Fri
da
y

5 10 15

Th
urs
da
y

4 9 14

We
dn
es
da
y

3 8 13

Tu
es
da
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2 7 12
Mo
nd 1 6 11
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