Music Approved: June 2008 Fillmore Central Revision: Updated:

Size: px
Start display at page:

Download "Music Approved: June 2008 Fillmore Central Revision: Updated:"

Transcription

1 A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner Mark Wragge **The National Standards for Music Education were used to guide the writing of this curriculum. Music Kindergarten

2 Standard 1 K-M-1 K-M-2 K-M-3 K-M-4 K-M-5 K-M-6 Standard 2 K-M-7 K-M-8 K-M-9 K-M-10 Standard 3 K-M-11 K-M-12 Standard 4 K-M-13 K-M-14 Standard 5 K-M-15 K-M-16 Standard 6 K-M-17 K-M-18 K-M-19 K-M-20 Students will sing, alone and with others, a varied repertoire of music. TLW demonstrate the difference between speaking and singing. TLW match pitch by imitating a simple melodic phrase of at least five notes with his/her singing voice. TLW sing traditional children s songs. TLW sing songs from various cultures including French, Spanish, and African dialects. TLW sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. TLW experience singing with a variety of accompaniments. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW maintain a steady beat. TLW perform long and short sounds. TLW perform a Bordun pattern on Orff Instruments. TLW echo short rhythms. Students will improvise melodies, variations, and accompaniments. TLW improvise answers in the same style to given rhythmic and melodic phrases. TLW improvise simple rhythmic and melodic accompaniments. Students will compose and arrange music within specified guidelines. TLW create music to accompany readings or dramatizations. TLW use a variety of sound sources when composing. Students will read and notate music. TLW recognize long and short sounds. TLW identify and recognize forte and piano. Students will listen to, analyze, and describe music. TLW recognize that songs have a beginning and an ending. TLW recognize solo and group singing. TLW recognize by sight and sound basic classroom percussion instruments. TLW recognize the difference between high and low pitches.

3 K-M-21 Standard 7 K-M-22 K-M-23 Standard 8 K-M-24 K-M-25 Standard 9 K-M-26 K-M-27 K-M-28 K-M-29 TLW physically respond to tempo. Students will evaluate music and music performances. TLW demonstrate musical skills, concepts, and concert etiquette by participating in a public performance. TLW explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. TLW explore the connection between environmental sounds and musical sounds. Students will understand music in relation to history and culture. TLW develop a repertoire of traditional American children s songs and nursery rhymes. TLW experience music from various cultures. TLW identify a composer as someone who writes music. TLW be introduced to Prokofiev and Peter and the Wolf.

4 Music 1 st Grade Standard 1 1-M-1 1-M-2 1-M-3 1-M-4 1-M-5 Standard 2 1-M-6 1-M-7 1-M-8 1-M-9 1-M-10 Standard 3 1-M-11 1-M-12 Standard 4 1-M-13 1-M-14 Standard 5 1-M-15 1-M-16 1-M-17 1-M-18 1-M-19 Standard 6 Students will sing, alone and with others, a varied repertoire of music. TLW sing independently, on pitch and in rhythm, and maintain a steady tempo. TLW sing so, mi, la, patterns. TLW sing traditional children s songs. TLW sing songs from various cultures including French, Spanish, and African dialects. TLW sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW perform beat and rhythm. TLW perform rhythmic patterns including quarter notes, two eight notes, and quarter rests. TLW perform a Bordun pattern on Orff Instruments. TLW echo short rhythms. TLW perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. Students will improvise melodies, variations, and accompaniments. TLW improvise answers in the same style to given rhythmic and melodic phrases. TLW improvise simple rhythmic and melodic accompaniments. Students will compose and arrange music within specified guidelines. TLW create music to accompany readings or dramatizations. TLW use a variety of sound sources when composing. Students will read and notate music. TLW recognize rhythmic patterns including quarter notes, two eighth notes, and quarter rests. TLW recognize the musical staff and line and space notes. TLW recognize aurally and visually ascending and descending melodic movement. TLW identify and recognize forte and piano. TLW notate rhythm and dynamics in simple patterns presented by the teacher. Students will listen to, analyze, and describe music.

5 1-M-20 1-M-21 1-M-22 1-M-23 1-M-24 1-M-25 1-M-26 Standard 7 1-M-27 1-M-28 1-M-29 Standard 8 1-M-30 1-M-31 TLW recognize by sound the timbre of a man s, a woman s and a child s voice. TLW recognize contrasting sections of a call and response song. TLW identify the same and different phrases and sections aurally. TLW recognize by sight and sound wind, percussion, and string instruments. TLW recognize that people use music to create a mood. TLW respond through purposeful movement to selected music characteristics while listening to music. TLW demonstrate perceptual skills by moving to music of various styles representing diverse cultures. Students will evaluate music and music performances. TLW demonstrate musical skills, concepts, and concert etiquette by participating in a public performance. TLW evaluate performances using teacher-created criteria. TLW explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. TLW recognize that music can enhance a story.

6 Music 2nd Grade Standard 1 2-M-1 2-M-2 2-M-3 2-M-4 2-M-5 2-M-6 2-M-7 Standard 2 2-M-8 2-M-9 2-M-10 2-M-11 2-M-12 Standard 3 2-M-13 2-M-14 2-M-15 Standard 4 2-M-16 2-M-17 2-M-18 Standard 5 2-M-19 Students will sing, alone and with others, a varied repertoire of music. TLW sing independently, on pitch and in rhythm, and maintain a steady tempo. TLW sing so, mi, la, re, do patterns. TLW sing traditional children s songs. TLW sing songs from various cultures including French, Spanish, and African dialects. TLW sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. TLW sing songs expressively, with appropriate dynamics, phrasing, and interpretation. TLW sing ostinatos, partner songs, and cannons. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW perform ostinatos. TLW perform easy rhythmic patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. TLW perform a broken Bordun pattern on Orff Instruments. TLW echo short rhythms. TLW perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. Students will improvise melodies, variations, and accompaniments. TLW improvise answers in the same style to given rhythmic and melodic phrases. TLW improvise simple rhythmic and melodic ostinato accompaniments. TLW improvise short songs and instrumental pieces. Students will compose and arrange music within specified guidelines. TLW create music to accompany readings or dramatizations. TLW use a variety of sound sources when composing. TLW arrange short songs using form. Students will read and notate music. TLW recognize rhythmic patterns including quarter notes, two eighth notes, half notes, whole notes, and rests in 2/4 and 4/4 time signatures.

7 2-M-20 2-M-21 2-M-22 Standard 6 2-M-23 2-M-24 2-M-25 2-M-26 Standard 7 2-M-27 2-M-28 2-M-29 Standard 8 2-M-30 2-M-31 Standard 9 2-M-32 2-M-33 2-M-34 2-M-35 TLW recognize steps, leaps, and repeated notes. TLW identify accent, tie, introduction, coda, repeat sign, first and second endings, verse and refrain, mf and mp. TLW notate rhythm, pitch, and dynamics in simple patterns presented by the teacher. Students will listen to, analyze, and describe music. TLW identify AB and ABA music forms when presented aurally TLW recognize by sight and sound woodwind, brass, percussion, and string instruments. TLW respond through purposeful movement to selected music characteristics while listening to music. TLW demonstrate perceptual skills by moving to music of various styles representing diverse cultures. Students will evaluate music and music performances. TLW demonstrate musical skills, concepts, and concert etiquette by participating in a public performance. TLW evaluate performances using teacher-created criteria. TLW explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. TLW recognize that music and enhance a story. Students will understand music in relation to history and culture. TLW develop a repertoire of traditional American children songs. TLW experience songs from various cultures. TLW recognize that songs sound and feel different because of style. TLW be introduced to Saint-Saëns and Carnival of the Animals, and Tchaikovsky and the Nutcracker.

8 Music 3rd Grade Standard 1 3-M-1 3-M-2 3-M-3 3-M-4 3-M-5 3-M-6 3-M-7 Standard 2 3-M-8 3-M-9 3-M-10 3-M-11 3-M-12 3-M-13 Standard 3 3-M-14 3-M-15 3-M-16 Standard 4 3-M-17 3-M-18 3-M-19 Standard 5 Students will sing, alone and with others, a varied repertoire of music. TLW sing independently, on pitch and in rhythm, with appropriate posture and maintain a steady tempo. TLW sing so, mi, la, re, do and do 1 patterns and corresponding numbers. TLW sing traditional children s songs. TLW sing songs from various cultures including French, Spanish, and African dialects. TLW sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. TLW sing songs expressively, with appropriate dynamics, phrasing, and interpretation. TLW sing harmony using ostinatos, partner songs, rounds, cannons. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW perform ostinatos. TLW perform easy rhythmic patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. TLW perform a cross-over Bordun pattern on Orff Instruments. TLW echo one measure of rhythmic and melodic patterns. TLW perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. TLW perform independent instrumental parts while other students sing or play contrasting parts. Students will improvise melodies, variations, and accompaniments. TLW improvise answers in the same style to given rhythmic and melodic phrases. TLW improvise simple rhythmic and melodic ostinato accompaniments. TLW improvise short songs and instrumental pieces using a variety of sound sources. Students will compose and arrange music within specified guidelines. TLW create and arrange music to accompany readings or dramatizations. TLW use a variety of sound sources when composing. TLW arrange short songs using form. Students will read and notate music.

9 3-M-20 3-M-21 3-M-22 3-M-23 Standard 6 3-M-24 3-M-25 3-M-26 3-M-27 3-M-27 Standard 7 3-M-28 3-M-29 3-M-30 Standard 8 3-M-31 Standard 9 3-M-32 3-M-33 3-M-34 3-M-35 3-M-36 3-M-37 Music 4th Grade TLW recognize rhythmic patterns including quarter notes, two eighth notes, one eighth note, half notes, whole notes, dotted half notes, triplets, and rests in 2/4, 3/4, and 4/4 time signatures. TLW read pitch notation in the treble clef. TLW identify DS, DC, fine, fermata, ff, pp, crescendo, and decrescendo. TLW notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. Students will listen to, analyze, and describe music. TLW identify Rondo music form when presented aurally. TLW recognize by sight and sound individual instruments of the orchestra and band. TLW respond through purposeful movement to selected music characteristics while listening to music. TLW demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles. TLW use appropriate terminology in explaining music, music notation, musical instruments and voices, and music performances. Students will evaluate music and music performances. TLW demonstrate musical skills, concepts, and concert etiquette by participating in a public performance. TLW evaluate performances using teacher-created criteria. TLW explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Students will understand music in relation to history and culture. TLW develop a repertoire of traditional American children songs. TLW experience songs from various cultures. TLW recognize that songs sound and feel different because of style. TLW be introduced to Mozart and Beethoven. TLW identify and describe occupations of musicians in various music settings and cultures. TLW describe audience behavior appropriate for the context and style of music performed.

10 Standard 1 4-M-1 4-M-2 4-M-3 4-M-4 4-M-5 4-M-6 4-M-7 Standard 2 4-M-8 4-M-9 4-M-10 4-M-11 4-M-12 4-M-13 Standard 3 4-M-14 4-M-15 4-M-16 Standard 4 4-M-17 4-M-18 4-M-19 Standard 5 4-M-20 Students will sing, alone and with others, a varied repertoire of music. TLW sing independently, on pitch and in rhythm, with appropriate posture and maintain a steady tempo. TLW sing major scales in solfege and number patterns. TLW sing traditional children s songs. TLW sing songs from various cultures including French, Spanish, and African dialects. TLW sing in groups, blend vocals, matching dynamic levels, and responding to the cues of a conductor. TLW sing songs expressively, with appropriate dynamics, phrasing, and interpretation. TLW sing ostinatos, partner songs, rounds, and cannons. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW perform contrasting rhythmic lines. TLW perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. TLW perform independent instrumental parts in an Orff ensemble. TLW echo two measures of rhythmic and melodic patterns. TLW perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. TLW perform GABDC 1 D 1 on recorder within various styles. Students will improvise melodies, variations, and accompaniments. TLW improvise answers in the same style to given rhythmic and melodic phrases. TLW improvise simple rhythmic and melodic ostinato accompaniments. TLW improvise short songs and instrumental pieces using a variety of sound sources. Students will compose and arrange music within specified guidelines. TLW create and arrange music to accompany readings or dramatizations. TLW use a variety of sound sources when composing. TLW arrange short songs and/or instrumental pieces using form and specified instrumentation. Students will read and notate music. TLW recognize rhythmic patterns including triplets, whole, half, dotted half, quarter, eighth, sixteenth notes, and rests in 2/4, 3/4, 4/4, and 6/8 time signatures.

11 4-M-21 4-M-22 4-M-23 Standard 6 4-M-24 4-M-25 4-M-26 4-M-27 4-M-28 Standard 7 4-M-29 4-M-30 4-M-31 Standard 8 4-M-32 Standard 9 4-M-33 4-M-34 4-M-35 4-M-36 4-M-37 Music 5th Grade Standard 1 TLW read pitch notation in the treble clef and bass clef. TLW identify staccato, legato, allegro, andante, largo, moderato, and adagio. TLW notate meter, rhythm, pitch, and dynamics in simple patters presented by the teacher. Students will listen to, analyze, and describe music. TLW identify Theme and Variation form when presented aurally. TLW recognize selected instruments by sound and identify instrument families. TLW respond through purposeful movement to selected music characteristics while listening to music. TLW demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures. TLW use appropriate terminology in explaining music, music notation, musical instruments and voices, and music performances. Students will evaluate music and music performances. TLW demonstrate musical skills, concepts, and concert etiquette by participating in a public performance. TLW evaluate performances using teacher-created criteria. TLW explain, using appropriate music terminology, their personal preferences for specific musical works and styles.??? Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Students will understand music in relation to history and culture. TLW develop a repertoire of traditional American children songs in relation to Westward expansion.???? TLW experience songs from various cultures. TLW recognize that songs sound and feel different because of the unique use of musical elements. TLW be introduced to Aaron Copland, Woody Guthrie, Francis Scott Key, and John Philip Sousa. TLW describe audience behavior appropriate for the context and style of music performed. Students will sing, alone and with others, a varied repertoire of music.

12 5-M-1 5-M-2 5-M-3 5-M-4 5-M-5 Standard 2 5-M-6 5-M-7 5-M-8 5-M-9 Standard 3 5-M-10 5-M-11 Standard 4 5-M-12 5-M-13 Standard 5 TLW sing accurately and with good breath control throughout hi/her singing ranges, alone and in small and large ensembles. TLW sing with expression and technical accuracy a repertoire of vocal literature, including some songs performed from memory. TLW sing music representing diverse genres and cultures, with expression appropriate for the work being performed. TLW sing music written in two parts. TLW will participate in a choral ensemble and sing with expression and technical accuracy a repertoire of vocal literature, including some songs performed from memory. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW 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 position, and good breath, bow, or stick control. TLW perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature. TLW perform music representing diverse genres and cultures, with expression appropriate for the work being performed. TLW play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. Students will improvise melodies, variations, and accompaniments. TLW improvise melodic embellishments and simple rhythmic melodic variations on given pentatonic melodies and melodies in major keys. TLW improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. Students will compose and arrange music within specified guidelines. TLW 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. TLW use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. Students will read and notate music. 5-M-14 TLW 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. 5-M-15 TLW sight read simple melodies in both the treble and bass clefs.

13 5-M-16 5-M-17 5-M-18 Standard 6 5-M-19 5-M-20 Standard 7 5-M-21 5-M-22 Standard 8 5-M-23 Standard 9 5-M-24 5-M-25 TLW identify and define standard notation symbols for pitch, rhythm, dynamic, tempo, articulation, and expression. TLW use standard notation to record their musical ideas and the musical ideas of others. TLW sight read accurately. Students will listen to, analyze, and describe music. TLW describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. TLW analyze the uses elements of music in aural examples representing diverse genres and cultures. Students will evaluate music and music performances. TLW develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in his/her personal listening and performing. TLW evaluate the quality and effectiveness of his/her own and others performances, compositions, arrangements, and improvisations by applying specific criteria. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW 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). Students will understand music in relation to history and culture. TLW describe distinguishing characteristics of representative music genres and styles from a variety of cultures. TLW classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. 5-M-26 TLW 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.

14 Music 6th Grade Standard 1 6-M-1 6-M-2 6-M-3 6-M-4 6-M-5 Standard 2 6-M-6 6-M-7 6-M-8 6-M-9 Standard 3 6-M-10 6-M-11 Standard 4 6-M-12 6-M-13 Standard 5 Students will sing, alone and with others, a varied repertoire of music. TLW sing accurately and with good breath control throughout hi/her singing ranges, alone and in small and large ensembles. TLW sing with expression and technical accuracy a repertoire of vocal literature, including some songs performed from memory. TLW sing music representing diverse genres and cultures, with expression appropriate for the work being performed. TLW sing music written in two parts. TLW will participate in a choral ensemble and sing with expression and technical accuracy a repertoire of vocal literature, including some songs performed from memory. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW 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 position, and good breath, bow, or stick control. TLW perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature. TLW perform music representing diverse genres and cultures, with expression appropriate for the work being performed. TLW play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. Students will improvise melodies, variations, and accompaniments. TLW improvise melodic embellishments and simple rhythmic melodic variations on given pentatonic melodies and melodies in major keys. TLW improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. Students will compose and arrange music within specified guidelines. TLW 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. TLW use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. Students will read and notate music.

15 6-M-14 TLW 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. 6-M-15 6-M-16 6-M-17 6-M-18 Standard 6 6-M-19 6-M-20 6-M-21 Standard 7 6-M-22 6-M-23 Standard 8 6-M-24 Standard 9 6-M-25 6-M-26 6-M-27 TLW sight read simple melodies in both the treble and bass clefs. TLW identify and define standard notation symbols for pitch, rhythm, dynamic, tempo, articulation, and expression. TLW use standard notation to record their musical ideas and the musical ideas of others. TLW sight read accurately. Students will listen to, analyze, and describe music. TLW describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. TLW analyze the uses elements of music in aural examples representing diverse genres and cultures. TLW demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. Students will evaluate music and music performances. TLW develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in his/her personal listening and performing. TLW evaluate the quality and effectiveness of his/her own and others performances, compositions, arrangements, and improvisations by applying specific criteria. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW 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). Students will understand music in relation to history and culture. TLW describe distinguishing characteristics of representative music genres and styles from a variety of cultures. TLW classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. TLW 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. Chorus

16 7 th and 8 th Grade Standard 1 7,8-C-1 7,8-C-2 7,8-C-3 7,8-C-4 Standard 2 7,8-C-5 7,8-C-6 Standard 3 7,8-C-7 7,8-C-8 Standard 4 7,8-C-9 Standard 5 Students will sing, alone and with others, a varied repertoire of music. TLW sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. TLW sing with expression and technical accuracy a repertoire of vocal literature, including some songs performed from memory. TLW sing music representing diverse genres and cultures, with expression appropriate for the work being performed. TLW sing music written in unison, 2 part, and 3 parts. Students will perform on instruments, alone and with others, a varied repertoire of music. TLW perform with a choral ensemble on an instrument or instruments. TLW maintain the integrity of the selection as an instrumental accompanist by demonstrating correct technique, pitch, rhythm, and tempo. Students will improvise melodies, variations, and accompaniments. TLW improvise melodic embellishments and simple rhythmic and melodic variations on melodies in major keys and minor keys. TLW improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. Students will compose and arrange music within specified guidelines. TLW 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 will read and notate music. 7,8-C-10 TLW 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. 7,8-C-11 7,8-C-12 7,8-C-13 7,8-C-14 Standard 6 7,8-C-15 TLW read at sight simple melodies in both the treble and bass clefs. TLW identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. TLW use standard notation to record his/her musical ideas and the musical ideas of others. TLW sight-read accurately and expressively. Students will listen to, analyze, and describe music. TLW describe specific music events (e.g. entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology.

17 7,8-C-16 7,8-C-17 Standard 7 7,8-C-18 7,8-C-19 Standard 8 7,8-C-20 Standard 9 7,8-C-21 7,8-C-22 7,8-C-23 TLW analyze the uses of elements of music in aural examples representing diverse genres and cultures. TLW demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in his/her analysis of music. Students will evaluate music and music performances. TLW develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in his/her personal listening and performing. TLW evaluate the quality and effectiveness of his/her own and others performances, composition, arrangements, and improvisations by applying specific criteria. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW 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: tempo and rhythm; sciences: the human hearing process and hazards to hearing; social studies: historical and social events and movements chronicled in or influenced by musical works). Students will understand music in relation to history and culture. TLW compare in, 2 or more arts, the characteristic material of each discipline (e.g. movement and dance, pictures in an exhibition, Mussorgsky) TLW describe distinguishing characteristics of representative music genres and styles from a variety of cultures. TLW 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.

18 Concert Choir Standard 1 CC-1 CC-2 CC-3 CC-4 Standard 2 CC-6 Standard 3 CC-7 CC-8 CC-9 Standard 5 CC-11 CC-12 Standard 6 CC-13 CC-14 CC-15 CC-16 Standard 7 CC-17 Students will sing, alone and with others, a varied repertoire of music. TLW sing with expression and technical accuracy a large and varied repertoire of vocal literature with varying levels of difficulty, including most songs performed from memory. TLW sing music written in unison, 2 part, 3 part, 4 part, and 6 part, with and without accompaniment. TLW demonstrate well-developed ensemble skills including balance, blend, and musicality. TLW perform in a variety of venues (school, community, and competition). Students will perform on instruments, alone and with others, a varied repertoire of music. TLW perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills when using instrumental skills to accompany a choir. Students will improvise melodies, variations, and accompaniments. TLW improvise stylistically appropriate harmonizing parts. TLW improvise rhythmic and melodic variations on melodies in major and minor keys. TLW improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality. Students will read and notate music. TLW demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. TLW sight-read accurately and expressively. Students will listen to, analyze, and describe music. TLW analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. TLW demonstrate knowledge of the technical vocabulary of music. TLW demonstrate the ability to perceive and remember music events by describing significant musical moments in detail (e.g. fugal entrances, chromatic modulations, developmental devices), occurring in a given aural example. TLW analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive. Students will evaluate music and music performances. TLW utilize specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music.

19 CC-18 Standard 8 CC-19 Standard 9 CC-20 CC-21 TLW evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students will understand relationships between music, the other arts, and disciplines outside the arts. TLW 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: compare the ability of music and literature to convey images, feelings, and meanings). Students will understand music in relation to history and culture. TLW classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. TLW identify sources of American music genres (e.g. Broadway musical, blues) and cite wellknown musicians associated with them.

20 Band 5 th Grade Reading and Interpreting Music Notation 5-R-1 5-R-2 5-R-3 5-R-4 5-R-5 TLW identify the following interpretive symbols: accents, crescendo, decrescendo, dynamic markings. TLW identify notes in the clef of his/her instrument. TLW interpret given tempo markings as notated in his/her music selections. TLW interpret and perform music containing 1 st and 2 nd endings, D.C. and D.S. indications, and codas. TLW read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures. Perform Music Independently and with Others 5-P-1 TLW perform the following one octave major scales in quarter notes: Concert B flat. 5-P-2 TLW perform with expression and technical accuracy Grade Level 1. 5-P-3 TLW perform music representing diverse genres and cultures, with expression, at Grade Level 1. 5-P-4 5-P-5 TLW demonstrate correct fingering for all notes within the practical range of the instrument. TLW improvise simple harmonic accompaniments. Evaluating Music and Music Performance 5-E-1 TLW evaluate the quality and effectiveness of his/her own and others performances. Knowledge of Music History and Cultural Heritage 5-K-1 5-K-2 TLW observe and describe live and/or videotaped performances by professional musicians and/or composers. TLW perform music in a variety of styles and periods of composition.

21 Band 6 th Grade Reading and Interpreting Music Notation 6-R-1 6-R-2 6-R-3 TLW identify the following interpretive symbols: accents, crescendo, decrescendo, dynamic markings, marcato, staccato, tenuto. TLW identify notes in the clef of his/her instrument. TLW interpret given tempo markings as notated in his/her music selections. 6-R-4 TLW read whole, half, quarter, eighth, sixteenth, triplets, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures. Perform Music Independently and with Others 6-P-1 TLW perform the following one octave major scales in quarter and eighth notes: Concert B flat, E flat, F, and A flat. 6-P-2 TLW perform with expression and technical accuracy, up to Grade Level 2. 6-P-3 6-P-4 6-P-5 6-P-6 TLW perform music representing diverse genres and cultures, with expression, up to Grade Level 2. TLW demonstrate correct fingering for all notes within the practical range of the instrument. TLW improvise simple harmonic accompaniments. TLW perform accurately, and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath control. Evaluating Music and Music Performance 6-E-1 TLW evaluate the quality and effectiveness of his/her own and others performances and offer constructive suggestions for improvement. Knowledge of Music History and Cultural Heritage 6-K-1 6-K-2 6-K-3 TLW observe and describe live and/or videotaped performances by professional musicians and/or composers. TLW perform music in a variety of styles and periods of composition. TLW demonstrate self/group confidence, discipline, and accepted performance decorum.

22 Band 7th Grade Reading and Interpreting Music Notation 7-R-1 7-R-2 7-R-3 7-R-4 TLW identify, define, and notate all interpretive symbols appropriate to the music being performed. TLW identify notes in the clef of his/her instrument. TLW interpret given tempo markings as notated in his/her music selections. TLW interpret and perform music containing first and second endings, measure rests and repeats, D.C. and D.S. indications and codas. 7-R-5 TLW read whole, half, quarter, eighth, sixteenth, triplets, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 9/8, and 3/8 meter signatures. Perform Music Independently and with Others 7-P-1 TLW perform the following one octave major scales: B flat, E flat, A flat, D flat, F, C, G, as well as the B flat chromatic scale. 7-P-2 TLW perform with expression and technical accuracy, up to Grade Level 2 1/2. 7-P-3 7-P-4 7-P-5 7-P-6 TLW perform music representing diverse genres and cultures, with expression, up to Grade Level 2 1/2. TLW demonstrate correct fingering, including alternate fingering, for all notes within the practical range of the instrument. TLW perform accurately, and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath control. TLW adjust the pitch of his/her instrument to a given standard during actual performance and with the use of a tuning device. Evaluating Music and Music Performance 7-E-1 TLW evaluate the quality and effectiveness of his/her own and others performances and offer constructive suggestions for improvement. Knowledge of Music History and Cultural Heritage 7-K-1 7-K-2 7-K-3 7-K-4 TLW observe and describe live, audio, and/or videotaped performances by professional musicians and/or composers. TLW perform music in a variety of styles and periods of composition. TLW demonstrate self/group confidence, discipline, and accepted performance decorum. TLW select and listen to recordings of quality music.

23 Band 8th Grade Reading and Interpreting Music Notation 8-R-1 8-R-2 8-R-3 8-R-4 TLW identify, define, and notate all interpretive symbols appropriate to the music being performed. TLW identify notes in the clef of his/her instrument. TLW interpret given tempo markings and alterations as notated in his/her music selections. TLW interpret and perform music containing first and second endings, measure rests and repeats, D.C. and D.S. indications and codas. 8-R-5 TLW read whole, half, quarter, eighth, sixteenth, triplets, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 9/8, and 3/8 meter signatures. 8-R-6 TLW identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulations, and expression. Perform Music Independently and with Others 8-P-1 TLW perform the following one octave, two octaves when possible, major scales: B flat, E flat, A flat, D flat, F, C, G, D, A, as well as the chromatic scale on any given note. 8-P-2 TLW perform with expression and technical accuracy, up to Grade Level 2 1/2. 8-P-3 8-P-4 8-P-5 8-P-6 8-P-7 TLW perform music representing diverse genres and cultures, with expression, up to Grade Level 2 1/2. TLW demonstrate correct fingering, including alternate fingering, for all notes within the practical range of the instrument. TLW perform accurately, and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath control. TLW adjust the pitch of his/her instrument to a given standard during actual performance and with the use of a tuning device. TLW demonstrate the attack and release of a tone in accordance with the needs of given music selections at Grade Level 2 1/2. Evaluating Music and Music Performance 8-E-1 8-E-2 8-E-3 8-E-4 TLW evaluate the quality and effectiveness of his/her own and others performances and offer constructive suggestions for improvement. TLW describe specific music events in a given aural example, using appropriate terminology. TLW analyze the uses of musical elements in aural examples representing diverse genres and cultures. TLW acquire active musical listening skills through guided musical activities.

24 Knowledge of Music History and Cultural Heritage 8-K-1 8-K-2 8-K-3 8-K-4 TLW observe and describe live, audio, and/or videotaped performances by professional musicians and/or composers. TLW perform music in a variety of styles and periods of composition. TLW demonstrate self/group confidence, discipline, and accepted performance decorum. TLW select and listen to recordings of quality music.

25 Band High School Reading and Interpreting Music Notation HSB-R-1 HSB-R-2 HSB-R-3 HSB-R-4 TLW identify, define, and notate all interpretive symbols appropriate to the music being performed. TLW identify all pitches of the grand staff. TLW demonstrate legato, tenuto, staccato, marcato tongueing patterns as required in given pieces of music. TLW interpret and perform dynamic changes as notated in given music selections. HSB-R-5 TLW perform and interpret at sight music Grade Level 2. HSB-R-6 TLW interpret and count given rhythms up to Grade Level 4 music using the 1 & 2 & 3 & 4 counting system. HSB-R-7 TLW interpret given tempo markings and alterations as notated in appropriate music selections. Performs Independently and with Others HSB-P-1 HSB-P-2 HSB-P-3 HSB-P-4 HSB-P-5 HSB-P-6 TLW demonstrate correct fingerings, including alternate fingerings for all notes within the practical range of the instrument. TLW perform all major scales, as well as the chromatic scale, on any given note. TLW perform natural, harmonic, and melodic minor scales appropriate to the music being studied, over the practical range of the instrument, including the following: Concert a, b, e, g, d, c, and f. TLW identify and respond to standard preparatory beats, release motions, entrance cues, and expressive gestures. TLW adjust the pitch of his/her instrument to a given standard during actual performance and with the use of a tuning device. TLW demonstrate advanced marching skills in field and parade performances. Evaluating Music and Music Performance HSB-E-1 HSB-E-2 HSB-E-3 HSB-E-4 TLW identify specific criteria for making evaluations of the quality and effectiveness of performances and apply the criteria in their personal participation in music. TLW evaluate performances as it relates to the audience and the performers. TLW evaluate a given music work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions. TLW demonstrate proper concert etiquette. Knowledge of Music History and Cultural Heritage

26 HSB-K-1 HSB-K-2 HSB-K-3 HSB-K-4 TLW observe and describe live, audio, and/or videotaped performances by professional players and/or composers. TLW perform music in a variety of styles and periods of composition. TLW demonstrate self/group confidence and discipline. TLW select and listen to recordings of quality music.

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate

More information

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

Grade Level 5-12 Subject Area: Vocal and Instrumental Music 1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short

More information

CHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.

CHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts. CHOIR Grade 6 Unit of Credit: One Year P rerequisite: None Course Overview: The 6 th grade Choir class provides instruction in creating, performing, listening to, and analyzing music with a specific focus

More information

BAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).

BAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ). BAND Grade 7 Prerequisite: 6 th Grade Band Course Overview: Seventh Grade Band is designed to introduce students to the fundamentals of playing a wind or percussion instrument, thus providing a solid foundation

More information

Course Outcome Summary

Course Outcome Summary Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding

More information

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard:

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard: The School Music Program: A New Vision K-12 Standards, and What They Mean to Music Educators GRADES K-4 Performing, creating, and responding to music are the fundamental music processes in which humans

More information

ORCHESTRA Grade 5 Course Overview:

ORCHESTRA Grade 5 Course Overview: ORCHESTRA Grade 5 Course Overview: The 5 th grade Orchestra class is design to introduce students to the fundamentals of playing a stringed instrument, thus providing a solid foundation for future musical

More information

Visual Arts, Music, Dance, and Theater Personal Curriculum

Visual Arts, Music, Dance, and Theater Personal Curriculum Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3

More information

Music Curriculum Kindergarten

Music Curriculum Kindergarten Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain

More information

Connecticut State Department of Education Music Standards Middle School Grades 6-8

Connecticut State Department of Education Music Standards Middle School Grades 6-8 Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately

More information

Grade HS Band (1) Basic

Grade HS Band (1) Basic Grade HS Band (1) Basic Strands 1. Performance 2. Creating 3. Notation 4. Listening 5. Music in Society Strand 1 Performance Standard 1 Singing, alone and with others, a varied repertoire of music. 1-1

More information

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing

More information

MMS 8th Grade General Music Curriculum

MMS 8th Grade General Music Curriculum CONCEPT BENCHMARK ASSESSMENT SOUTH DAKOTA STANDARDS NATIONAL STANDARDS Music Review I will be able to identify music terminology and skills learned in previous grades. Music Review Quiz 3.1.A ~ read whole,

More information

1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?

More information

WASD PA Core Music Curriculum

WASD PA Core Music Curriculum Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts

More information

Grade 4 General Music

Grade 4 General Music Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community

More information

Standard 1 PERFORMING MUSIC: Singing alone and with others

Standard 1 PERFORMING MUSIC: Singing alone and with others KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2

More information

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts

More information

Grade 5 General Music

Grade 5 General Music Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional

More information

Instrumental Music. Band

Instrumental Music. Band 6-12 th Grade Level Instrumental Music Band The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment

More information

Central DeWitt Community School District. K--12 Music Standards

Central DeWitt Community School District. K--12 Music Standards Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning

More information

Grade-Level Academic Standards for General Music

Grade-Level Academic Standards for General Music Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop

More information

STRAND I Sing alone and with others

STRAND I Sing alone and with others STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The

More information

PERFORMING ARTS Curriculum Framework K - 12

PERFORMING ARTS Curriculum Framework K - 12 PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide

More information

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and

More information

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20 ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to

More information

Standard 1: Singing, alone and with others, a varied repertoire of music

Standard 1: Singing, alone and with others, a varied repertoire of music Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady

More information

MUSIC: Singing BAND, GR DRAFT

MUSIC: Singing BAND, GR DRAFT MUSIC: Singing BAND, GR. 6-12 DRAFT Content Standard 1.0: Students sing a varied repertoire of music alone and with others. take a band music class at the middle school level know and are able to do everything

More information

5 th Grade General Music Benchmarks

5 th Grade General Music Benchmarks 5 th Grade General Music Benchmarks A: Singing 1: Match pitch in an extended range [octave], sing with appropriate timbre, diction, and posture, maintain a steady tempo. 2: Students sing expressively demonstrating

More information

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) Music Standards for Band Product Performance 2. Develop and apply instrumental music skills to perform and communicate through the arts A. Instrumental Performance Skills Apply instrumental technique (e.g.,

More information

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community

More information

MMSD 6-12 th Grade Level Choral Music Standards

MMSD 6-12 th Grade Level Choral Music Standards MMSD 6-12 th Grade Level Choral Music Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and

More information

6-12 th Grade Level Choral Music Standards

6-12 th Grade Level Choral Music Standards 6-12 th Grade Level Choral Music Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment

More information

Choir Scope and Sequence Grade 6-12

Choir Scope and Sequence Grade 6-12 The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards

More information

ASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation

ASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition

More information

Grade 3 General Music

Grade 3 General Music Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

Grade One General Music

Grade One General Music Grade One General Music The standards for Grade One General Music emphasize the language and production of music. Instruction focuses on the development of skills in singing, playing instruments, listening,

More information

Power Standards and Benchmarks 3 rd Grade

Power Standards and Benchmarks 3 rd Grade National Standard/Power Benchmark 1: Singing alone and with others, a varied repertoire of music a. Sings a variety of simple Crescendo Demonstrates meters of 2 and 3 Textbook songs in various keys, Decrescendo

More information

Essentials Skills for Music 1 st Quarter

Essentials Skills for Music 1 st Quarter 1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I

More information

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children

More information

GENERAL MUSIC Grade 3

GENERAL MUSIC Grade 3 GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading

More information

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music

More information

CALIFORNIA Music Education - Content Standards

CALIFORNIA Music Education - Content Standards CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students

More information

Intermediate Concert Band

Intermediate Concert Band Grade Level: 10-12 Course #: 4168 Length: Full Year Credits: Two Diploma: Core 40, Academic Honors Prerequisite: Beginning Concert Band COURSE DESCRIPTION: Intermediate Concert Band This is an intermediate

More information

Music Curriculum. Adopted by the Colchester Board of Education

Music Curriculum. Adopted by the Colchester Board of Education Music Curriculum Adopted by the Colchester Board of Education November 9, 2010 COLCHESTER MUSIC CURRICULUM PHILOSOPHY Colchester Music Educators believe music exalts the human spirit and is an integral

More information

SMCPS Course Syllabus

SMCPS Course Syllabus SMCPS Course Syllabus Course: High School Band Course Number: 187123, 188123, 188113 Dates Covered: 2015-2016 Course Duration: Year Long Text Resources: used throughout the course Teacher chosen band literature

More information

Preparatory Orchestra Performance Groups INSTRUMENTAL MUSIC SKILLS

Preparatory Orchestra Performance Groups INSTRUMENTAL MUSIC SKILLS Course #: MU 23 Grade Level: 7-9 Course Name: Preparatory Orchestra Level of Difficulty: Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 23 is an orchestra class

More information

Elementary Strings Grade 5

Elementary Strings Grade 5 The following Instrumental Music performance objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various

More information

Montana Instructional Alignment HPS Critical Competencies Music Grade 3

Montana Instructional Alignment HPS Critical Competencies Music Grade 3 Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content

More information

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with

More information

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and: MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently

More information

Indiana s Academic Standards MUSIC

Indiana s Academic Standards MUSIC Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National

More information

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Instrumental Performance Band 7. Fine Arts Curriculum Framework Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1

More information

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 81 Grade Level: 10 12 Course Name: Marching Band Level of Difficulty: Average Prerequisites: Member of Band. Placement by teacher recommendation/audition. # of Credits: 1 Sem. 1/3 Credit Marching

More information

Archdiocese of Washington Catholic Schools Academic Standards Music

Archdiocese of Washington Catholic Schools Academic Standards Music 6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - PERFORMING MUSIC: Singing alone and with others Students sing a variety of repertoire expressively with attention to breath control, pitch,

More information

Course Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music?

Course Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music? BEGINNING PIANO / KEYBOARD CLASS This class is open to all students in grades 9-12 who wish to acquire basic piano skills. It is appropriate for students in band, orchestra, and chorus as well as the non-performing

More information

MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results

MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results Elementary General Music Lisa Judkins and Loretta Koleck Fifth Grade Course Title Teacher(s) Grade Level(s) Course

More information

Music Indicators Grade 1

Music Indicators Grade 1 Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music

More information

Content Area Course: Chorus Grade Level: 9-12 Music

Content Area Course: Chorus Grade Level: 9-12 Music Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing

More information

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.

More information

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 82 Grade Level: 10 12 Course Name: Band/Percussion Level of Difficulty: Average High Prerequisites: Placement by teacher recommendation/audition # of Credits: 1 2 Sem. ½ 1 Credit MU 82 is

More information

Elementary Music Curriculum Objectives

Elementary Music Curriculum Objectives Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify

More information

Course Outcome Summary

Course Outcome Summary Course Information: Description: Instruction Level: 8 Prerequisites: Textbooks: Course : 8th Grade Band 8th Grade Band is a yearlong major performing organization and is available to all students. 8th

More information

Greenwich Music Objectives Grade 2 General Music

Greenwich Music Objectives Grade 2 General Music All students are required to take general music one hour per week. The annotations (e.g. *6c,*1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard

More information

1. Takadimi method. (Examples may include: Sing rhythmic examples.)

1. Takadimi method. (Examples may include: Sing rhythmic examples.) DEPARTMENT/GRADE LEVEL: Band (Beginning Band) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 40 weeks (4 weeks-summer, 36 weeks-school year) OVERALL STUDENT OBJECTIVES FOR THE UNIT:

More information

MUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12

MUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12 MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...

More information

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles

More information

Music Guidelines Diocese of Sacramento

Music Guidelines Diocese of Sacramento Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and

More information

Music Learning Expectations

Music Learning Expectations Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom

More information

West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations

West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations Curriculum Foundations Important Ideas & Understandings Significant Strands Significant Skills to be Learned & Practiced Nature of the Human Experience Making connections creating meaning and understanding

More information

K-12 FINE ARTS CURRICULUM REVISION COMMITTEE. (includes Music, Visual Arts, Theatre & Dance)

K-12 FINE ARTS CURRICULUM REVISION COMMITTEE. (includes Music, Visual Arts, Theatre & Dance) K-12 FINE ARTS CURRICULUM REVISION COMMITTEE (includes Music, Visual Arts, Theatre & Dance) Division of Instruction June 2006 K-12 DISTRICT FINE ARTS CURRICULUM REVISION COMMITTEE MEMBERS 2005-2006 Division

More information

CROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12

CROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12 CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth

More information

Greenwich Music Objectives Grade 4 General Music

Greenwich Music Objectives Grade 4 General Music All students are required to take general music one hour per week. All students may elect to take band, orchestra or chorus.. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut

More information

2017 Revised August 2015 Developed August 2013

2017 Revised August 2015 Developed August 2013 MUSIC Kindergarten Fifth grade Adopted August 2017 Revised August 2015 Developed August 2013 Music (Kindergarten through Fifth grade) is a Vocal/general music curriculum that was developed by Fair Lawn

More information

Greenwich Public Schools Orchestra Curriculum PK-12

Greenwich Public Schools Orchestra Curriculum PK-12 Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through

More information

4th Grade Music Music

4th Grade Music Music Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge

More information

Greenwich Music Objectives Grade 3 General Music

Greenwich Music Objectives Grade 3 General Music All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.

More information

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety

More information

General Music Objectives by Grade

General Music Objectives by Grade Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and

More information

Middle School Intermediate/Advanced Band Pacing Guide

Middle School Intermediate/Advanced Band Pacing Guide Middle School Intermediate/Advanced Band Pacing Guide 2018-2019 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Rhythm: sixteenth, triplet Major scales: All 1 octave Rhythm: dotted eighth

More information

COURSE: Elementary General Music

COURSE: Elementary General Music UNIT: Singing #1 Singing alone and with other a varied repertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.

More information

WASD PA Core Music Curriculum

WASD PA Core Music Curriculum Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)

More information

Greeley-Evans School District 6 Year One Beginning Choir Curriculum Guide Unit: Vocal Health

Greeley-Evans School District 6 Year One Beginning Choir Curriculum Guide Unit: Vocal Health Year One Beginning Choir Curriculum Guide Unit: Vocal Health Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of voice Why is it important to take care

More information

Music and Performing Arts Curriculum Framework

Music and Performing Arts Curriculum Framework Music and Performing Arts Curriculum Framework 1 THIS PAGE INTENTIONALLY LEFT BLANK 2 MUSIC AND PERFORMING ARTS PHILOSOPHY AND RATIONALE Philosophy Music is a part of daily life and essential to the development

More information

PENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix

PENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix Music Curriculum Grades K-5 Matrix 1. The student applies arts knowledge and skills (Essential Academic Learning Requirement) (EALR) Kindergarten 1.1 Understand arts concepts and vocabulary Elements pitch

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

Title Music Grade 4. Page: 1 of 13

Title Music Grade 4. Page: 1 of 13 Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin

More information

MUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007

MUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007 MUSIC GRADE-LEVEL EXPECTATIONS May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEs are not a curriculum. They

More information

ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007

ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007 ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE Department of Catholic Schools 2007 Curriculum Guidelines for Music Archdiocese of Portland, Oregon The Department of Catholic

More information

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 The mission of the Poway Unified School District Instrumental Music Program is to provide a quality music education

More information

NON-NEGOTIBLE EVALUATION CRITERIA

NON-NEGOTIBLE EVALUATION CRITERIA PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE COPYRIGHT: SE ISBN: TE ISBN: NON-NEGOTIBLE EVALUATION CRITERIA 2016-2022 Group III - Music Grade 3-5 Equity, Accessibility and Format Yes No N/A CRITERIA

More information

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music? Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

More information

K-5 Music Curriculum

K-5 Music Curriculum Kindergarten sing age-appropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) the singing voice (sol/mi) echo short melodic and rhythmic patterns by singing, moving, and/or playing steady

More information

Indiana Music Standards

Indiana Music Standards A Correlation of to the Indiana Music Standards Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE).

More information

5th Grade Music Music

5th Grade Music Music Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge

More information

K-12 Music! Unpacked Content

K-12 Music! Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

Music Curriculum Maps Revised 2016 KINDERGARTEN

Music Curriculum Maps Revised 2016 KINDERGARTEN KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking,

More information