Chorus Chorus Chorus Chorus Chorus 5 Honors Chorus 6 Honors CURRICULUM MAPS

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Chorus Chorus Chorus Chorus Chorus 5 Honors Chorus 6 Honors CURRICULUM MAPS"

Transcription

1 Chorus Chorus Chorus Chorus Chorus 5 Honors Chorus 6 Honors CURRICULUM MAPS Grades 9-12 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.

2 The School District of Volusia County The School Board of Volusia County Mrs. Diane Smith, Chairman Ms. Candace Lankford, Vice Chairman Mrs. Linda Costello Mr. Stan Schmidt Mrs. Ida Wright SUPERINTENDENT OF SCHOOLS Dr. Margaret A. Smith AREA SUPERINTENDENTS Ms. Vickie Presley Mr. James T. Russell DEPUTY SUPERINTENDANT, INSTRUCTIONAL SERVICES Ms. Bambi Lockman Coordinator of Secondary Services Dr. Kathryn Dyer Performing Arts Specialist Dr. Monty Musgrave

3 Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics: A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skills (see next page) Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment: A list of district required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes. ************************************************************* The curriculum maps for vocal music are divided into five sections, which align with the Big Ideas of the NGSSS: C Critical Thinking and Reflection; S Skills, Techniques, and Processes; O Organizational Structure; H Historical and Global Connections; F Innovation, Technology, and the Future. It is common practice that many or most of the sections, and the concepts associated with them, are taught simultaneously in every lesson (hence the Spiral Curriculum ). The purpose of delineation into separate sections is for assessment purposes. Teachers are expected to use most or all of the maps simultaneously. Further, the lessons provided in each map (which align with the Organizing Principles) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.

4 NEXT GENERATION SUNSHINE STATE STANDARDS USERS GUIDE FOR ALL USERS: A coding system is used in all curriculum guides to identify NGSSS and course Content Statements. Benchmark Code: For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example: MU.912.C.1.1 Content Area Grade Level Big Idea Enduring Understanding Benchmark Big Ideas C Critical Thinking and Reflection S Skills, Techniques, and Processes O Organizational Structure H Historical and Global Connections F Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.

5 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1 6 Grade 9 12 Introduction to Performance Fundamentals Produce a characteristic vocal tone? Read basic notation? Demonstrate pitch discrimination? Demonstrate appropriate posture and breathing techniques? Demonstrate the ability internalize pulse? Understand how to listen for various elements of music? Understand basic musical behaviors? PACING: 1 st NINE WEEKS MAP A BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Tone Breathing Posture Sight Reading Pitch Discrimination Pulse Musicianship Scale Demonstrate correct tone placement Demonstrate knowledge of correct posture, breath support and control Demonstrate correct vowel formation Understand the difference between head and chest voice Understand note & rest values of whole, half, quarter, and eighth Reads notes on the staff in appropriate clefs Consistently produce sung intervals Demonstrates the ability to sing a major scale Can sing with a steady beat and is aware of the internal pulse Identify and describe specific musical elements (ie. meter, melody, rhythm) Demonstrate musician specific behaviors in all rehearsal and performance settings (ie. Focused attention, positive contribution to the ensemble, positive attitude) MU.912.C.1.1 MU.912.C.2.2 MU.912.C.3.1 MU.912.S.1.4 MU.912.S.3.4 MU.912.H.2.2 MU.912.F.1.1 MU.912.F.2.1 MU.912.F.2.2 MU.912.F.2.3 MU.912.F.3.2 MU.912.F.3.4 Major Scale Key Signature Arpeggio Articulation Diction Vowels Consonants Time Signature Diaphragm Larynx Resonance Rhythm Intervals Melody See Attached Vocabulary Lists

6 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1 6 Grade 9 12 Applying Performance Fundamentals Perform music with precision at a steady tempo? Demonstrate refinement of tone quality and intonation? Demonstrate increased proficiency in sight reading? Demonstrate principles of diction? Demonstrate principles of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? * Consistently sustains attention, respect, and discipline during rehearsals? PACING: MAP B 2 ND NINE WEEKS BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Tone Pulse Rhythm Pitch Scale Intonation Tempo Critique History Culture Identify basic elements of music (form, rhythm, melody, harmony, tone color, expressive elements, style) both aurally and visually Improvise rhythmic and melodic phrases to accompany familiar songs Identify and define various musical symbols and terms Make value judgments regarding music and music performance based on specific criteria Create an original composition or arrangement of an existing work using specific criteria Identify how to transpose from concert pitch to written pitch Identify connections to math, science, language arts, social studies, or visual/performing arts in a specific piece of music MU.912.C.1.1 MU.912.C.2.1 MU.912.C.2.2 MU.912.S.2.1 MU.912.S.2.2 MU.912.S.3.4 MU.912.O.3.1 MU.912.O.3.2 MU.912.H.1.1 MU.912.H.1.2 MU.912.H.1.3 MU.912.H.1.4 MU.912.H.1.5 MU.912.H.2.1 MU.912.H.2.3 MU.912.F.3.1 Diphthong Repertoire Timbre See Attached Vocabulary Lists Moderato Andante Legato Marcato

7 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1 6 Grade 9 12 Developing Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Understand principles of vocal blend, ensemble balance, and tonal resonance? Demonstrate increased proficiency in sight reading? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate increased skills of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? * Consistently sustains attention, respect, and discipline during rehearsals and performances? PACING: MAP C 3 RD NINE WEEKS BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Intonation Tone Intervals Rhythmic Dictation Melodic Dictation Play by Ear Sight singing Consistently demonstrates correct tone, posture, and breath support Demonstrates the ability to discern and correct pitch discrepancy Consistently demonstrates correct production of vowels and consonants Identify tone, pitch and rhythm errors and make appropriate adjustments Discern and correct inconsistencies in overall blend and balance Consistently practices sight reading exercises Interpret and perform expressive elements indicated by the musical score and/or conductor Critique, using correct music vocabulary, changes in one s own or others musical performance resulting from practice or rehearsal Describes composer intent and origin in relation to specific repertoire Consistently demonstrate appropriate behaviors as both a participant and as an audience member (ie. Focused attention, positive contribution to the ensemble, positive attitude) MU.912.C.1.1 MU.912.C.1.2 MU.912.S.3.1 MU.912.S.3.2 MU.912.S.3.4 Dictation Interval Timbre Intonation Tone

8 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1 6 Grade 9 12 Applying Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Consistently perform with appropriate vocal blend, ensemble balance, and tonal resonance? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate the ability to critique one s own performance quality? Consistently sustains attention, respect, and discipline during rehearsals and performances? Perform repertoire from a variety of styles and genres? Understand the role and function of music as related to technology, career planning, college preparation, and real world settings? PACING: MAP D 4 TH NINE WEEKS BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Intonation Tone Intervals Rhythmic Dictation Melodic Dictation Play by Ear Sight singing Consistently demonstrate correct tone, posture, and breath support Consistently demonstrate correct production of vowels and consonants Identify tone, pitch and rhythm errors and make appropriate adjustments Transfer expressive elements and performance techniques from one style of music to another Interpret and perform expressive elements indicated by the musical score and/or conductor Critique, using correct music vocabulary, changes in one s own or others musical performance resulting from practice or rehearsal Discuss how technology has changed the way we consume and perform music Discuss how music relates to the world outside of the music classroom Consistently demonstrate appropriate behaviors as both a participant and as an audience member (ie. Focused attention, positive contribution to the ensemble, positive attitude) MU.912.C.1.1 MU.912.C.1.4 MU.912.C.2.3 MU.912.S.1.2 MU.912.S.1.4 MU.912.S.3.4 MU.912.O.1.1 MU.912.O.2.1 MU.912.F.3.3 Dictation Interval Timbre Intonation Tone

9 HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1 6 Grade 9 12 Suggested Resources Teaching Music Through Performance in Choir, Vol. 1,2,3 GIA Publications Best Music for Young Band Music for Concert Band Suggested Assessments Performance Observation Peer Critique Attached performance assessments Links to Educational websites Florida Music Educators Association Kennedy Center Arts Edge center.org/educators.aspx Florida Dept. of Education Florida Vocal Association American Choral Director Association Choral Director Magazine National Association for Music Education The Silvis Woodshed (MIDI Files) Cipoo (Public Domain Music) Hear the Choirs Sing (mp3 files) Music Theory

10 ASSESSMENT RUBRIC 4 Points (Advanced) A score of four is a response in which the student demonstrates a thorough understanding of the music concepts and/or procedures embodied in the task. The student has responded correctly to the task, used musically sound procedures, and provided clear and complete explanations and interpretations. 3 Points (Proficient) A score of three is a response in which the student demonstrates an understanding of the music concepts and/or procedures embodied in the task. The students response to the task is essentially correct with the musical procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of musical procedures or indications of some misunderstanding of the underlying music concepts and/or procedures. 2 Points (Basic) A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students work lacks an essential understanding of the underlying music concepts. 1 Point (Emerging) A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/or procedures embodied in the task. The students response is incomplete and exhibits many flaws. Although the students response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete. 0 Points A score of zero indicates that the student has provided a completely incorrect or non interpretable response or no response at all.

11 Vocal Music Performance Assignment Evaluation Form Student Name Exercise Circle the appropriate rating for each performance task. Average the ratings for the final score. Demonstrated correct posture Demonstrated correct vowel placement Demonstrated correct enunciation of lyrics Demonstrated correct breathing techniques / breath support Sang with appropriate tone quality Sang in a steady tempo Sang with correct intonation Sang proper phrases Sang prescribed articulations / dynamics Sang with confidence / pride Sang correct pitches Sang correct note / rest values TOTAL SCORE

12

13

14

15 Course Number: , , , , , Course Path: Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 9 to 12 and Adult Education Courses» Subject: Music» Course Title: Chorus 1, Chorus 2, Chorus 3, Chorus 4, Chorus 5 Honors, Chorus 6 Honors Course Section: Grades PreK to 12 Education Courses Abbreviated Title: CHORUS 1, CHORUS 2, CHORUS 3, CHORUS 4, CHORUS 5 HON, CHORUS 6 HON Course Length: Year Course Level: 2,3 Course Status: DRAFT State Board approval pending Credit: 1.0 Graduation Requirements: Will meet Performing/Fine Arts (PF) Course Description: This year-long class, designed for students with varying choral experience, promotes the enjoyment and appreciation of music through performance choral repertoire of various difficulties from a variety of times and places. Rehearsals focus on the development of critical listening skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances. General Note: All instruction related to Music benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Music benchmarks listed in this course are also required and should be fully integrated in support of arts instruction. Special Note: This course requires students to participate in extra rehearsals and performances beyond the school day. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts. Cognition and reflection are required to appreciate, interpret, and create with artistic intent. MU.912.C.1.1 Apply listening strategies to promote appreciation and understanding of unfamiliar musical works. MU.912.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one's own hypothesis of the composer's intent. MU.912.C.1.4 Compare and perform a variety of vocal styles and ensembles. Assessing our own and others artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.912.C.2.1 Evaluate and make appropriate adjustments to personal performance in solo and ensembles. MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances. MU.912.C.2.3 Evaluate one's own or other's compositions and/or improvisations and generate improvements independently or cooperatively. The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.

16 SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time. The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. MU.912.S.1.1 Improvise rhythmic and melodic phrases over harmonic progressions. MU.912.S.1.2 Compose music for voices and/or acoustic, digital, or electronic instruments. MU.912.S.1.3 Arrange a musical work by manipulating two or more aspects of the composition. MU.912.S.1.4 Perform and notate, independently and accurately, melodies by ear. Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. MU.912.S.2.1 Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature. MU.912.S.2.2 Transfer expressive elements and performance techniques from one piece of music to another. Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.912.S.3.1 MU.912.S.3.2 MU.912.S.3.3 Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy. Sight-read music accurately and expressively to show synthesis of skills. Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills. MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques. ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. MU.912.O.1.1 Evaluate the organizational principles and conventions in musical works and discuss their effect on structure. The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. MU.912.O.2.1 Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music. MU.912.O.2.2 Transpose melodies into different modalities through performance and composition. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.912.O.3.1 Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer. MU.912.O.3.2 Interpret and perform expressive elements indicated by the musical score and/or conductor. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time. Through study in the arts, we learn about and honor others and the worlds in which they live(d). MU.912.H.1.1 Investigate and discuss how a culture's traditions are reflected through its music. MU.912.H.1.2 Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class. MU.912.H.1.3 MU.912.H.1.4 MU.912.H.1.5 Compare two or more works of a composer across performance media. Analyze how Western music has been influenced by historical and current world cultures. Analyze music within cultures to gain understanding of authentic performance practices.

17 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.912.H.2.1 Evaluate the social impact of music on specific historical periods. MU.912.H.2.2 Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music. MU.912.H.2.3 Analyze the evolution of a music genre. MU.912.H.2.4 Examine the effects of developing technology on composition, performance, and acquisition of music. Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.912.H.3.1 MU.912.H.3.2 Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance. Combine personal interest with skills and knowledge from a non-music class to explore, design, and present a music-based or music-enhanced topic of interest to demonstrate the ability to make transfers across contexts. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. MU.912.F.1.1 Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music. MU.912.F.1.2 Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product. Careers in and related to the arts significantly and positively impact local and global economies. MU.912.F.2.1 MU.912.F.2.2 Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training. Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions. The 21 st -century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. MU.912.F.3.1 MU.912.F.3.2 MU.912.F.3.3 MU.912.F.3.4 Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings. Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology. Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace. Design and implement a personal learning plan, related to the study of music that demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.

18 Additional Required Benchmarks: MU.912.S.3.5 Develop and demonstrate proper vocal or instrumental technique. MU.912.F.2.3 Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business. LACC.1112.SL.1 Comprehension and Collaboration LACC.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. LACC.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. LACC.1112.SL.1.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. LACC.1112.SL.2 Presentation of Knowledge and Ideas LACC.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. LACC.1112.RST.2 Craft and Structure LACC.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LACC.1112.WHST.2 Production and Distribution of Writing LACC.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.1112.WHST.3 Research to Build and Present Knowledge LACC.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. DA.912.S.2.1 Sustain focused attention, respect, and discipline during class, rehearsal, and performance. DA.912.F.3.8 Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment. SS.912.H.1.5 Examine artistic response to social issues and new ideas in various cultures. MACC.K12.MP Mathematical Practices MACC.K12.MP.5 Use appropriate tools strategically MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.

Orchestra Orchestra Orchestra Orchestra Orchestra 5 Honors Orchestra 6 Honors

Orchestra Orchestra Orchestra Orchestra Orchestra 5 Honors Orchestra 6 Honors 2015-2016 1302360 Orchestra 1 1302370 Orchestra 2 1302380 Orchestra 3 1302390 Orchestra 4 1302400 Orchestra 5 Honors 1302410 Orchestra 6 Honors CURRICULUM MAPS Grades 9-12 Vision Statement of Volusia County

More information

Elementary Music CURRICULUM MAPS. Course Number th Grade (Intermediate Music 2)

Elementary Music CURRICULUM MAPS. Course Number th Grade (Intermediate Music 2) 2017-2018 Elementary Music CURRICULUM MAPS Course Number 5013100 4 th Grade (Intermediate Music 2) Vision Statement of Volusia County Schools Through the individual commitment of all, our students will

More information

CURRICULUM MAPS. 1 st Grade Course Number

CURRICULUM MAPS. 1 st Grade Course Number 2017-2018 CURRICULUM MAPS 1 st Grade Course Number 5013070 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and

More information

Elementary Music CURRICULUM MAPS. Kindergarten Course Number

Elementary Music CURRICULUM MAPS. Kindergarten Course Number 2017-2018 Elementary Music CURRICULUM MAPS Kindergarten Course Number 5013060 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge,

More information

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2 Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: Chorus 2 Course Number: 1303310 Abbreviated Title: CHORUS 2 Course Length: Year Course Level: 2 Credit: 1.0 Graduation Requirements:

More information

Strand 1: Music Literacy

Strand 1: Music Literacy Strand 1: Music Literacy The student will develop & demonstrate the ability to read and notate music. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 1a: Critical Listening Skills Aural Discrimination

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

Curriculum Mapping Subject-VOCAL JAZZ (L)4184

Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and

More information

CONTENT AREA: MUSIC EDUCATION

CONTENT AREA: MUSIC EDUCATION COURSE TITLE: Advanced Chorus (Grades 9-12); Advanced Choral Ensemble (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED CHORUS I- IV Advanced Choral

More information

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Throughout the year, students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS (1) THE STUDENT DESCRIBES

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

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing Massachusetts Standards for 9-12 Topics TEXTBOOK No textbook is used in this course 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound

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

CONTENT AREA: MUSIC EDUCATION

CONTENT AREA: MUSIC EDUCATION COURSE TITLE Intermediate Chorus (Grades 9-12) Intermediate Choral Ensemble CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE TITLE: INTERMEDIATE CHORUS I, II, III, IV Intermediate Choral Ensemble

More information

CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12

CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12 CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Frank G. Mauriello, Interim Assistant Superintendent

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

Enduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music

Enduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music ASSESSMENTS Exams - given three times per year Music Theory/Music History quizzes bimonthly Sight Reading evaluations three times per

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

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter B. Middle School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter B. Middle School, Adopted 2013 Middle School, Adopted 2013 117.B. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter B. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter B issued

More information

BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP

BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP Teacher: Kristine Crandall TARGET DATES First 4 weeks of the trimester COURSE: Music - Beginning Instrumental ESSENTIAL QUESTIONS How can we improve our individual music skills on our instrument? What

More information

Kansas State Music Standards Ensembles

Kansas State Music Standards Ensembles Kansas State Music Standards Standard 1: Creating Conceiving and developing new artistic ideas and work. Process Component Cr.1: Imagine Generate musical ideas for various purposes and contexts. Process

More information

SCOPE & SEQUENCE Concert Choir High School

SCOPE & SEQUENCE Concert Choir High School TEXTBOOK No textbook is used in this course. MUSIC STANDARD 1: Singing 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear

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

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

Midway ISD Choral Music Department Curriculum Framework

Midway ISD Choral Music Department Curriculum Framework Sixth Grade Choir The sixth grade Choir program focuses on exploration of the singing voice, development of basic sightreading skills, and performance and evaluation of appropriate choral repertoire represent

More information

TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut

TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut Concert Choir High School Music 2016 (Last revision date: 2008) Curriculum Writing Team Michael McGrath Anne Tornillo Jonathan S. Budd, Ph.D. K-12 Music Team

More information

STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE

STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania s multiple-measure,

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

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is

More information

Stafford Township School District Manahawkin, NJ

Stafford 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 information

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays

More information

Fine Arts. Smyth County Schools Curriculum Map. Grade:9-12 Subject:Advanced Chorus

Fine Arts. Smyth County Schools Curriculum Map. Grade:9-12 Subject:Advanced Chorus Standards 1st Quarter CAD.1 The student will demonstrate proper vocal technique as applied to advanced literature. CAD.2 The student will consistently perform with accurate intonation in solo and ensemble

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 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

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

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,

More information

Marching Band. San Mateo Union High School District Course of Study

Marching Band. San Mateo Union High School District Course of Study San Mateo Union High School District Course of Study Marching Band Course Description UC/CSU a-g Subject Area: Visual and Performing Arts B. Grade Level: 9-12 C. Credits: 10 D. Pre-Requisites: Consent

More information

Grade 3 General Music

Grade 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 information

SENECA VALLEY SCHOOL DISTRICT CURRICULUM

SENECA VALLEY SCHOOL DISTRICT CURRICULUM SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0960 Grade Level(s): 9 10 Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: Full Year Credits: 1.0 Faculty Author(s):

More information

Department of Teaching & Learning Parent/Student Course Information. Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12

Department of Teaching & Learning Parent/Student Course Information. Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12 Department of Teaching & Learning Parent/Student Course Information Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12 Counselors are available to assist parents and students with course

More information

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers ORGANIZING THEME/TOPIC FOCUS STANDARDS SKILLS UNIT 1: Establishing the Ensemble and performance of choral literature Time Frame:Approximately

More information

Chorus 6- Beginning Level

Chorus 6- Beginning Level Chorus 6- Beginning Level Chorus 6 is one of the courses offered to fulfill the music requirement in the sixth grade curriculum. This course is designed for those students who enjoy singing and desire

More information

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory HIGH SCHOOL Rhythm/Meter Major Scales/Key Signatures Intervals Minor Scales/Key Signatures Triads, Chord Inversions and Chord Symbols STRATFORD PUBLIC SCHOOLS Perform rhythmic patterns and phrases. Compose

More information

Music (MUS) Courses. Music (MUS) 1

Music (MUS) Courses. Music (MUS) 1 Music (MUS) 1 Music (MUS) Courses MUS 121 Introduction to Music Listening (3 Hours) This course is designed to enhance student music listening. Students will learn to identify changes in the elements of

More information

PRIMARY MUSIC CURRICULUM MAP

PRIMARY MUSIC CURRICULUM MAP Teacher: Kristine Crandall COURSE: Music -Primary TARGET DATES ESSENTIAL QUESTIONS CONCEPTS/CONTENT (Outcomes) LEARNING TARGETS/SKILLS (Performance Tasks) STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES

More information

Music Program. Music Elective Courses. Beginning Guitar Beginning Piano. Beginning Piano History of Music Through Listening

Music Program. Music Elective Courses. Beginning Guitar Beginning Piano. Beginning Piano History of Music Through Listening Music Program Music Elective Courses Course First Semester Second Semester Grades 9-12 American Popular Music of the 20 th Century American Popular Music of the 20 th Century Beginning Guitar Beginning

More information

The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS

The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse

More information

Praxis Music: Content Knowledge (5113) Study Plan Description of content

Praxis Music: Content Knowledge (5113) Study Plan Description of content Page 1 Section 1: Listening Section I. Music History and Literature (14%) A. Understands the history of major developments in musical style and the significant characteristics of important musical styles

More information

Music. Music. Associate Degree. Contact Information. Full-Time Faculty. Associate in Arts Degree. Music Performance

Music. Music. Associate Degree. Contact Information. Full-Time Faculty. Associate in Arts Degree. Music Performance Associate Degree The program offers courses in both traditional and commercial music for students who plan on transferring as music majors to four-year institutions, for those who need to satisfy general

More information

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.3 Performance: All students will

More information

Objective 2: Demonstrate technical performance skills.

Objective 2: Demonstrate technical performance skills. SECONDARY MUSIC 1.1.a 1.1.b 1.1.c 1.1.d 1.1.e 1.1.f 1.1.g 1.2.a 1.2.b 1.2.c ORCHESTRA ASSESSMENTS February 2013 I. Students will use body, voice and instruments as means of musical expression. Objective

More information

7th Grade Vocal Music Music

7th Grade Vocal 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

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary Page 1 of 26 Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, 28.002,

More information

HINSDALE MUSIC CURRICULUM

HINSDALE MUSIC CURRICULUM HINSDALE MUSIC CURRICULUM GRADE LEVEL: 9-12 STANDARD: 1. Sing, alone and with others, a varied repertoire of music. Knowledge & Skills Suggested Activities Suggested Resources & Materials a. sing with

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter A. Elementary

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter A. Elementary Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, 28.002, unless otherwise

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

MSAD #54 Music Curriculum

MSAD #54 Music Curriculum Music Curriculum Unit: Disciplinary Literacy MLR Span: 6-8 MLR Content Standard: A: Disciplinary Literacy Music Students show literacy in the discipline by understanding and demonstrating concepts, skills,

More information

Middle School Chorus District-Developed End-of-Course (DDEOC) Exam Study Guide

Middle School Chorus District-Developed End-of-Course (DDEOC) Exam Study Guide Middle School Chorus District-Developed End-of-Course (DDEOC) Exam Study Guide Division of Academic Support, Office of Academics & Transformation Miami-Dade County Public Schools 2014-2015 Contents Frequently

More information

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS/SE 6.1 THE STUDENT DESCRIBES

More information

Primary Music Objectives (Prepared by Sheila Linville and Julie Troum)

Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Description: As Montessori teachers we believe that the musical experience for the young child should be organic and

More information

Division of Music. Division of Music Mission. Division of Music Goals and Outcomes. Division Objectives. Proficiencies. Minot State University 1

Division of Music. Division of Music Mission. Division of Music Goals and Outcomes. Division Objectives. Proficiencies. Minot State University 1 Minot State University 1 Division of Music Chair Erik Anderson Division of Music Mission The mission of the MSU Division of Music is to provide courses of study and performance opportunities in music that

More information

Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend

Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend Unit: Intonation, balance, blend Enduring Concept: Expression of Music Grade Level Expectations (GLE): Perform music accurately and expressively Why is it important to hear balance between other parts

More information

2015 Arizona Arts Standards. Music: Performing Ensembles Standards Novice - High School

2015 Arizona Arts Standards. Music: Performing Ensembles Standards Novice - High School 2015 Arizona Arts Standards Music: Performing Ensembles Standards Novice - High School These Arizona performing ensemble standards serve as a framework to guide the development of a performing ensemble

More information

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Music Course Title Steel Drum Band 1-2 Course Code 3311 Grade Level 9-12 Short Title Steel Drum 1-2 Grad

More information

Habits of a Successful STRING ORCHESTRA. Teaching Concert Music and. Christopher R. Selby. GIA Publications, Inc. Chicago

Habits of a Successful STRING ORCHESTRA. Teaching Concert Music and. Christopher R. Selby. GIA Publications, Inc. Chicago Habits of a Successful STRING ORCHESTRA Teaching Concert Music and Achieving Musical Artistry with Young String Ensembles Christopher R. Selby GIA Publications, Inc. Chicago Think about your last concert

More information

Grade 2 General Music

Grade 2 General Music Grade 2 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 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

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student

More information

6 th Grade General Music

6 th Grade General Music 25. Know the language of the arts 25A. Understand and demonstrate knowledge of the sensory elements, organizational principles, and expressive qualities of the arts. Focal Point: Rhythm 1. Determine meter

More information

Kindergarten Music Music

Kindergarten 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 information

K Use kinesthetic awareness, proper use of space and the ability to move safely. use of space (2, 5)

K Use kinesthetic awareness, proper use of space and the ability to move safely. use of space (2, 5) DANCE CREATIVE EXPRESSION Standard: Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination. Use kinesthetic awareness,

More information

Instrumental Music II. Fine Arts Curriculum Framework. Revised 2008

Instrumental Music II. Fine Arts Curriculum Framework. Revised 2008 Instrumental Music II Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music II Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music II Instrumental

More information

Fourth Grade Vocal Music Curriculum Time Line

Fourth Grade Vocal Music Curriculum Time Line COLUMBUS CITY SCHOOLS - VOCAL MUSIC CURRICULUM Fourth Grade Vocal Music Curriculum Time Line STANDARDS 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone

More information

CURRICULUM FOR ADVANCED PLACEMENT MUSIC THEORY GRADES 10-12

CURRICULUM FOR ADVANCED PLACEMENT MUSIC THEORY GRADES 10-12 CURRICULUM FOR ADVANCED PLACEMENT MUSIC THEORY GRADES 10-12 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Frank G. Mauriello, Interim Assistant

More information

Third Grade Music Scope and Sequence

Third Grade Music Scope and Sequence Third Grade Music Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Unit One Games We Share Unit Two Going Places 7 days -- 7 days 14 days Unit Three Everyday Music Unit Four Words that Sing CATEGORY TOTALS

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

Music. on Scale and. Specificc Talent Aptitude: Visual Arts, Music, Dance, Psychomotor, Creativity, Leadership. Performing Arts,

Music. on Scale and. Specificc Talent Aptitude: Visual Arts, Music, Dance, Psychomotor, Creativity, Leadership. Performing Arts, Specificc Talent Aptitude: Music Examples of Performance Evaluation Rubrics and Scales Examples of Performance Evaluation Rubrics & Scales: Music 1 Office of Gifted Education Identification in the talent

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

Music. Music-Instrumental

Music. Music-Instrumental Music-Instrumental Program Description Students may select from three music programs Instrumental, Theory-Composition, or Vocal. Music majors are urged to take class lessons or private instruction in their

More information

Technology Proficient for Creating

Technology Proficient for Creating Technology Proficient for Creating Intent of the Model Cornerstone Assessments Model Cornerstone Assessments (MCAs) in music assessment frameworks to be used by music teachers within their school s curriculum

More information

String Orchestra - 7th Grade

String Orchestra - 7th Grade Grade Instructional Unit Advancing String Ensemble Techniques -tuning The students will be -Set-up, tune, and organize -preparation for 9.1.8ABCDGH -warm-ups that include a able to demonstrate the rehearsal

More information

DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES

DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES = Skill Introduced NOTE: All skills are continuously developed throughout each grade level after being introduced. LEARNING

More information

TCDA Candid Camera Session. Rehearsal Flow in the Boys Choir

TCDA Candid Camera Session. Rehearsal Flow in the Boys Choir TCDA 2014 - Candid Camera Session Tammy Benton tammy.benton@midwayisd.org Rehearsal Flow in the Boys Choir An idle boy is a mischievous boy author unknown Job Qualifications: assertive teaching style,

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory

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

Allen ISD Bundled Curriculum Document. Grade level Time Allotted: Days Content Area Theatre 2 Unit 1 Unit Name:

Allen ISD Bundled Curriculum Document. Grade level Time Allotted: Days Content Area Theatre 2 Unit 1 Unit Name: Grade level 10 12 Time Allotted: Days Content Area Theatre 2 Unit 1 Unit Name: Strand TEKS Statement TEKS Student Expectation/District Clarification Foundations: The student develops concepts 1A develop

More information

COURSE: Band GRADE(S): Level II (Grade 6)

COURSE: Band GRADE(S): Level II (Grade 6) COURSE: Band GRADE(S): Level II (Grade 6) UNIT: Ensemble Techniques 2. Performing on Instruments, alone and with others a varied repertoire of music. 5. Reading and notating music. 9.1 Production, Performance,

More information

SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12

SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely copied,

More information

Music. Associate in Arts in Music for Transfer (ADT: A.A.-T)

Music. Associate in Arts in Music for Transfer (ADT: A.A.-T) Associate in Arts in Music for Transfer (ADT: A.A.-T) Program Description The Associate in Arts in Music for Transfer degree provides students with the foundations for a broad range of musical specializations

More information

FINE ARTS STANDARDS FRAMEWORK STATE GOALS 25-27

FINE ARTS STANDARDS FRAMEWORK STATE GOALS 25-27 FINE ARTS STANDARDS FRAMEWORK STATE GOALS 25-27 2 STATE GOAL 25 STATE GOAL 25: Students will know the Language of the Arts Why Goal 25 is important: Through observation, discussion, interpretation, and

More information

Unofficial translation from the original Finnish document

Unofficial translation from the original Finnish document Unofficial translation from the original Finnish document 1 CHORAL CONDUCTING CHORAL CONDUCTING... 1 Choral conducting... 3 Bachelor s degree... 3 Conducting... 3 General musical skills... 3 Proficiency

More information

Collaborative Composition Lesson 8

Collaborative Composition Lesson 8 Collaborative Composition Lesson 8 Critical Learning Composing requires making personal and collaborative connections. Being aware of the Creative Process enables us to leverage it in many areas of our

More information

Music Model Cornerstone Assessment. Artistic Process: Creating-Improvisation Ensembles

Music Model Cornerstone Assessment. Artistic Process: Creating-Improvisation Ensembles Music Model Cornerstone Assessment Artistic Process: Creating-Improvisation Ensembles Intent of the Model Cornerstone Assessment Model Cornerstone Assessments (MCAs) in music are tasks that provide formative

More information

OKLAHOMA SUBJECT AREA TESTS (OSAT )

OKLAHOMA SUBJECT AREA TESTS (OSAT ) CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 003: VOCAL/GENERAL MUSIC September 2010 Subarea Range of Competencies I. Listening Skills 0001 0003 II.

More information

Kiel Middle School Choir Handbook

Kiel Middle School Choir Handbook Kiel Middle School Choir Handbook Philosophy The Kiel Middle School choir program is devoted to the study of music, vocal techniques and ensemble skills. Students will be exposed to a variety of music

More information

Music. Curriculum Glance Cards

Music. Curriculum Glance Cards Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow

More information

ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION

ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION UPDATED AS OF Dec. 2017 ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION Percussion Solo 1. Use of Sticks 2. Technique: Fluency, Precision 3. Interpretation: Tempo, Dynamics 4. Rhythm: Accuracy,

More information

6 th Grade Band including Beginning Band

6 th Grade Band including Beginning Band 6 th Grade Band including Beginning Band 6 th grade Concert Band is a full year class. The full ensemble will rehearse a minimum of twice per week. Students electing Band/Chorus will rehearse during the

More information

Concert Band Written fall 2008

Concert Band Written fall 2008 Concert Band Written fall 2008 Course description: Concert Band is a non-auditioned, large instrumental ensemble with traditional concert band instrumentation. This course will help the student have an

More information

Cavalites/Honors Cavalites Show Choir Syllabus CHS Music Department

Cavalites/Honors Cavalites Show Choir Syllabus CHS Music Department 1 Cavalites/Honors Cavalites Show Choir Syllabus CHS Music Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mala Kennard Email Address: mala.kennard@ccsd.us

More information