Title Music Grade 4. Page: 1 of 13
|
|
- Jocelin Burns
- 5 years ago
- Views:
Transcription
1 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 Curriculum Writing History Notes Attachments Page: 1 of 13
2 September/Week 1 - June/Week 40 September October November December January February March April May June Melody/Harmony September/Week 1 - June/Week 40 Rhythm October/Week 6 - May/Week 35 Timbre October/Week 8 - June/Week 40 Expression November/Week 9 - June/Week 37 Form Page: 2 of 13
3 Duration: September/Week 1 - June/Week 40 UNIT NAME: Melody/Harmony Enduring Understandings Essential Questions Knowledge Skills Standards Music notation faciliates the recreation and dissemination of music. Music notation facilitates music analysis. People notate music to preserve, communicate and express ideas. Music notation organizes sound. Melody is a combination of high and low sounds How does notation help us read and notate music? Why do musicians notate music? Why is music notation important? How can you identify a melody? How do you create a recognizable melody? What is the difference between melody and harmony? Identify and notate melodic contour. Determine and identify intervallic relationship between pitches (la-sol-mi-re-do). Melody can occur with or without accompaniment in music from all time periods and cultures. Identify Do and La as tonal centers. Identify steps and skips in standard notation. Accurately sing pitches (la-sol-mi-re-do) from iconic and traditional notation. Kinesthetically and visually represent melodic contour. Improvise Do-based and Labased pentatonic melodies for voice and Orff instruments. Echo pentatonic melodic patterns using Curwen/ Glover hand signs or placement on "body scale." Distinguish between melody with or without accompaniment in a diverse variety of music. Perform melodic ostinati. Create harmony to accompany a melody on Orff instruments. Perform 3 and 4 part speech and melodic canons and rounds, and partner songs The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) Page: 3 of 13
4 Plans: U 4th Grade- Melody Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) Page: 4 of 13
5 Duration: September/Week 1 - June/Week 40 UNIT NAME: Rhythm Enduring Understandings Essential Questions Knowledge Skills Standards Music notation faciliatates the recreation and dissemination of music. Music notation facilitates music analysis. People notate music to preserve, communicate and express. Music notation organizes sound. Plans: U 4th Grade- Rhythm How does rhythmic notation help us to read and create music? Why do musicians notate music? Why is music notation important? How does one form a rhythm? Identify notation using quarter note, eighth notes, quarter rest, half note, sixteenth notes, and whole notes. Identify duple and triple meter (2 4, 3 4, and 4 4). Perform and improvise rhythm patterns using quarter note, eighth note, quarter rest, half note, sixteenth notes, and whole notes. Perform songs in duple and triple meter from various time periods and cultures. Imitate complex rhythm patterns. Maintain a 3-4 level ostinato using body percussion or non-pitched percussion instruments Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) Page: 5 of 13
6 Duration: October/Week 6 - May/Week 35 UNIT NAME: Timbre Enduring Understandings Essential Questions Knowledge Skills Standards Timbre, or tone color, is the unique quality that makes one instrument or voice sound different from any other. Instruments with similiar timbre can be grouped into "families." Some timbres are more suitable for certain styles of music. Some timbres have pitch, while others do not. What is timbre? What is the criteria for grouping instruments into four "families?" Why are some timbres more suitable for certain styles of music? How does one describe timbre? Identify and distinguish between timbre of pitched and non-pitched percussion instruments. The four instrument families are brass, woodwinds, percussion, strings. Identify and distinguish between members of the brass, string, and woodwind families (trumpet, horn, trombone, tuba; violin, viola, cello, bass, guitar, harp; flute, clarinet, oboe, saxophone, and bassoon). Aurally and visually identify the four instrument families (brass, woodwinds, percussion, strings). Aurally and visually identify the trumpet, horn, trombone, tuba, violin, viola, cello, bass, guitar, harp, autoharp, flute, clarinet, oboe, saxophone, and bassoon. Sing with appropriate vocal technique (breathing and posture) B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own disciplinespecific arts terminology. (03-05) Page: 6 of 13
7 Plans: U 4th Grade- Timbre Page: 7 of 13
8 Duration: October/Week 8 - June/Week 40 UNIT NAME: Expression Enduring Understandings Essential Questions Knowledge Skills Standards Characteristics of expression are an integral part of each piece of music. Expression dictates how the music should be performed. Characteristics of expression affect the listeners of the same piece in different ways. What is tempo? What are dynamics? What elements of music contribute to the mood of a piece of music? How do other expressive elements (fermata, staccato, etc.) affect the performance of a piece of music? Distinguish between fast and slow tempi. Distinguish between loud and soft dynamics. Mood is conveyed through characteristics of expression, such as dynamics and tempo. Identify tempo changes using appropriate vocabulary (largo, andante, allegro). Identify dynamics using appropriate vocabulary and symbols (P, F, mf, mp, pp, ff, cresc., descres.). Identify expressive symbols, such as fermata, staccato, legato and accent. Create appropriate kinesthetic reponses to tempo changes. Create appropriate kinesthetic responses to dynamic changes, both sudden and gradual. Perform pieces of music employing a variety of dynamic levels and tempi from a variety of time periods and cultures. Perform a variety of repertoire employing expressive elements, such as fermata, staccato, legato and accent B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) Characteristic approaches to content, form, style, and design define art genres. (03-05)[State:New Jersey] Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. (03-05)[State:New Jersey] Complex scores may include compound meters and the grand staff. (03-05) Page: 8 of 13
9 1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context) While there is shared vocabulary among the four arts disciplines of dance, music, Page: 9 of 13
10 Plans: U 4th Grade- Expression theatre, and visual art, each also has its own disciplinespecific arts terminology. (03-05) Page: 10 of 13
11 Duration: November/Week 9 - June/Week 37 UNIT NAME: Form Enduring Understandings Essential Questions Knowledge Skills Standards Form provides framework for composition. Composers from different eras of musical history and various cultures chose to write their compositions in different forms. How does form organize sections of music within a single composition? What are the composer's reasons for choosing a particular form for their piece? Identify ABA, call and response, rondo, verserefrain, and theme and variation forms. Identify repeat signs. Sing and play songs in ABA, call and response, rondo, verse-refrain, theme and variations forms. Compose and perform songs in verse-refrain, call and response, ABA, rondo, and theme and variations forms. Physically represent the form of historically and culturally diverse pieces of music. Improvise movement to show the form of a piece. Draw symbols to identify form. Observe repeat signs within a variety of repertoire B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill Characteristic approaches to content, form, style, and design define art genres. (03-05)[State:New Jersey] A.2-Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Page: 11 of 13
12 1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) Music composition is governed by prescribed rules and forms that apply to both improvised and scored music B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes). (03-05) A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. Page: 12 of 13
13 Plans: U 4th Grade- Form Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Page: 13 of 13
Title Music Grade 3. Page: 1 of 13
Title Music Grade 3 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 3 Grade(s) 03 Location Nixon, Kennedy, Franklin, Jefferson
More informationDanville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
More informationMontana 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 informationMusic 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 informationSTRAND 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 informationWASD 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 informationGreenwich 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 informationMusic Curriculum. Rationale. Grades 1 8
Music Curriculum Rationale Grades 1 8 Studying music remains a vital part of a student s total education. Music provides an opportunity for growth by expanding a student s world, discovering musical expression,
More informationGrade 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 informationGrade 4 Music Curriculum Maps
Grade 4 Music Curriculum Maps Unit of Study: Instruments and Timbre Unit of Study: Rhythm Unit of Study: Melody Unit of Study: Holiday and Patriotic Songs Unit of Study: Harmony Unit of Study: Folk Songs
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationCourse 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 informationGrade 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 informationPRESCHOOL (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 informationKINDERGARTEN GENERAL MUSIC
MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing
More informationGrade 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 informationStandard 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 informationMUSIC 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 informationMusic 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 informationMusic Approved: June 2008 Fillmore Central Revision: Updated:
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner
More informationEssentials 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 information2017 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 informationGrade: 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 informationGrade 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 informationCURRICULUM 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 informationTHE 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 informationVisual 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 informationStandard 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 informationGrade-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 informationGrade 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 informationNorman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8
Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 2013-2014 NPS ARTS ASSESSMENT GUIDE Grade 8 MUSIC This guide is to help teachers incorporate the Arts into their core curriculum. Students in grades
More informationGrade 3 General Music
Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More information5 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 informationCALIFORNIA 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 informationMusic 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 informationPENINSULA 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 informationPERFORMING 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 informationMusic. 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 informationWoodlynne School District Curriculum Guide. General Music Grades 3-4
Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration
More informationCentral Valley School District Music 1 st Grade August September Standards August September Standards
Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing
More informationFourth Grade Music. Curriculum Guide Iredell-Statesville Schools
Fourth Grade Music Curriculum Guide Iredell-Statesville Schools Musical Literacy Essential Standard: 4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy
More informationLoudoun 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 informationPower 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 informationBRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
More informationMusic 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 informationStafford Township School District Manahawkin, NJ
Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board
More informationGrade Level Music Curriculum:
Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party
More informationFifth Grade Music. Curriculum Guide Iredell-Statesville Schools
Fifth Grade Music Curriculum Guide Iredell-Statesville Schools Musical Literacy Essential Standard: 5.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy
More information5th 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 informationGeneral 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 informationStudents 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 informationMusic 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 informationChoir 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 informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 4 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: Year-Long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching within an interval through of an octave
More informationGreenwich 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 informationDEPARTMENT/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 informationGENERAL 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 information4th 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 information1 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 informationConnecticut 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 informationCARLISLE AREA SCHOOL DISTRICT Carlisle, PA Elementary Classroom Music K-5
CARLISLE AREA SCHOOL DISTRICT Carlisle, PA 17013 Elementary Classroom Music K-5 Date of Board Approval: June 21, 2012 CARLISLE AREA SCHOOL DISTRICT PLANNED INSTRUCTION COVER PAGE Title of Course: _General
More informationElementary 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 informationMUSIC GRADE-LEVEL EXPECTATIONS
MUSIC GRADE-LEVEL EXPECTATIONS How can Note Knacks help your students achieve the Missouri State? May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected
More informationARCHDIOCESE 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 informationGreenwich 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 informationST. 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 informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar
More informationGrade 2 Music Curriculum Maps
Grade 2 Music Curriculum Maps Unit of Study: Families of Instruments Unit of Study: Melody Unit of Study: Rhythm Unit of Study: Songs of Different Holidays/Patriotic Songs Unit of Study: Grade 2 Play Unit
More informationK-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 informationMusic 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 informationWASD 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 informationContent 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 informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationAligned to the New Jersey Student Learning Standards as Applicable
Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom
More informationMUSIC. 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 informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
More informationGreenwich 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 informationMusic 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 informationMMSD 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 informationMusic Curriculum Guide (1999)
Music Curriculum Guide (1999) K 8 Archdiocese of Oklahoma City Department of Catholic Education P.O. Box 32180 7501 Northwest Expressway Oklahoma City, Oklahoma 73123-0380 405-721-4202 K-12 Music Education
More information3rd 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 informationIndiana 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 informationInstrumental 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 informationCHOIR 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 informationArticulation Clarity and distinct rendition in musical performance.
Maryland State Department of Education MUSIC GLOSSARY A hyperlink to Voluntary State Curricula ABA Often referenced as song form, musical structure with a beginning section, followed by a contrasting section,
More informationTES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010
First Trimester Second Trimester Third Trimester Time frame/ Month September-November November-February February-June Skills Taught Beat of Tempo/Speed Of Rhythms (Quarter note, Quarter rest, Eighth notes,
More informationMusic Instructional Units
Music Instructional Units MUSIC INSTRUCTIONAL UNITS TASK FORCE MEMBERS DAVID DUNLAP JOHN LEVAI JENNIFER CAMILLO SABINA MULLER, CURRICULUM AND INSTRUCTION SUPERVISOR SEPTEMBER 2013 Unit 1 Multi Cultural
More informationPrince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus
Prince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus Prerequisites: Kindergarten Vocal General Music Course Description: The Vocal General Music program of instruction
More informationMUSIC: 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 information2nd Grade Music Music
Course 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 and
More informationK-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 informationMMS 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 informationContent 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 informationK-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 informationGrade 5 General Music
Grade 5 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationThe Elements of Music. A. Gabriele
The Elements of Music A. Gabriele Rhythm Melody Harmony Texture Timbre Dynamics Form The 7 Elements Rhythm Rhythm represents the element of time in music. When you tap your foot, you are moving to the
More informationElementary 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 informationInstrumental 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 informationCentral 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 informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study MUSIC K 5 Schools... Elementary Department... Visual & Performing Arts Length of Course.Full Year (1 st -5 th = 45 Minutes
More information