GENERAL MUSIC CURRICULUM GRADES K-2

Transcription

1 MIDDLETOWN PUBLIC SCHOOLS GENERAL CURRICULUM GRADES K-2 Aquidneck and Forest Avenue Elementary Schools January 2013

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3 The Middletown Music Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Music Curriculum Writers referenced extensive resources to design the document that included but are not limited to: Best Practice, New Standards for Teaching and Learning in America s Schools Classroom Instruction That Works Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Differentiated Instructional Strategies Educational websites Formative Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano National Art Education Association National Coalition for Core Arts Standards National Standards for Music Education Rhode Island K-12 GSEs for Music Webb s Depth of Knowledge The K-12 Music Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span Expectations for Music and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Music through the study of National Standards for Arts Education that include: Singling alone and with others, a varied repertoire of music. Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations, and accompaniments Composing and arranging music within specific guidelines Reading and notating music Listening to and analyzing, and describing music Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture And through the study of Rhode Island Grade Span Expectations for Music that include: Artistic processes Cultural contexts Communication Aesthetic judgment FOR Define content s what students should know and be able to do in Music Mission Statement The mission of the Middletown Public Schools Fine Arts Department is to provide for all students a life-long appreciation of music and visual arts which enhances their educational, cultural, and personal lives. This purpose is accomplished through various creative opportunities and performances at all levels. COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Define what all students should know and be able to do by the end of each grade. Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12). Provide grade level specificity that define the skills and understandings that all students must demonstrate. 2/13/2013 Middletown Public Schools 2

4 RESEARCH-BASED The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g. Employs strategies of best practice (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging). Facilitates the integration of Applied Learning Standards (SCANS) o problem solving o communication o critical thinking o research o reflection/evaluation. Differentiates instruction by varying the content, process, and product and implementing Analyzes formative assessment to direct instruction. Provides exemplars and rubrics. Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart). Applies best practice of teaching music education: o Facilitates the integration of technology (computers, Smart Music, Yamaha M.I.E) o Celebrates/recognizes accomplishments. o Facilitates peer and self-evaluation o Organizes and facilitates public performances COMMON and SUGGESTED S S SUGGESTED Anecdotal record effort, attendance, behavior Checklists (performance) Conferencing Peer assessment performance rubric/checklist Performance (vocal and instrumental) Playing test- live using performance rubric/checklist Self-assessment using performance rubric/checklist 2/13/2013 Middletown Public Schools 3

5 ELEMENTARY SCHOOL Books/ supplementary Music Express (periodicals, John Jacobson) Interactive Music Powered by Silver Burdett (latest edition) Music and You (MacMillan) NAfME RIMEA Share the Music Textbook Series (McGraw-Hill) Spotlight on Music ((McGraw-Hill) The Music Connection (Silver Burdett) Trade publications Equipment Chorus risers Dulcimers Hand bells Instruments Metronomes Orff instruments (xylophone/metalophones) Piano Recordings and recording devices Yamaha MIE Keyboard System Technology CDs, CD player/dvd player Computers Designated sound equipment Digital recorders Flat screen TV, overhead monitors I-pads MPs Player Overhead projector Smartboard Yamaha Mie Videos and DVDs Websites (music notation) (recording and editing sounds) (create music/songwriting) (staff paper) (music listening) (theory) (ear training) (theory) (audio tool) (notation) (free drum loops) (practicing, accompaniment, and assessment tool) (history) (percussion technique) (practice tool) (world instrument music) Literature Choral musicals (Music K8) Materials Clip boards Pencils Staff paper Walking board staff Recordings Current artists DVD/VHS video library Music from various time periods and genres Professional recordings Textbook CD series Sheet music Choral musicals Yamaha MIE Keyboard Music (current) Kodaly charts Software Alfred s Essentials of Music Theory Auralia Band-in-a-box Final notepad Garage band I-Tunes Mixcraft Smart Music Community Navy Band Performances, recitals Philharmonic Music School Rhode Island State Council on the Arts 2/13/2013 Middletown Public Schools 4

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7 1. Singing, alone and with others, a varied repertoire of music 1.1. Sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady tempo, (a) PERFORMANCE /BENCHMARKS Sings a varied repertoire of music from diverse cultures, including unison songs and patterns with musical accuracy. M3 (K-2) -1a, e.g. Frere Jacques Kabuta (grades K and 1) Kuma San (grade 2) Eh Soomba Kuwaya Reads, writes, and performs rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a Reads, writes, and performs simple patterns of pitch using solfege (e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do). M1(K-2) - 1c Begins to identify the elements of music: the pulse or heartbeat of the music loud/medium/soft sections of music, e.g. AABB, ABAA, ABA - the way the note move up, down, same patterns of long and short sounds and silences, e.g. ta sh ta sh ta ti ti ta how fast is the beat appropriate singing voice, no yelling voice o o (practice tool) See resources in the (practice tool) (free drum loops) STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Playing test- live using performance rubric/checklist Peer assessment performance rubric/checklist Performance (vocal and instrumental) Self-assessment using performance checklist Begins to understand accurate vocal practices: breathing posture 2/13/2013 Middletown Public Schools 6

8 sound production /BENCHMARKS Begins to sing scales and melodies using Kodaly hand signals and solfege syllables Sings on pitch and in rhythm alone and with others using a steady tempo. (free drum loops) Performs selected materials appropriate to grade level and appropriate to performance, e.g. Rain Rain Bluebird Doggie Bone Frere Jacques o Begins to sing with characteristic singing voice breath control intonation/matching pitch head voice TARGET Begins to sing and play (together and alone) a variety of styles and genres of music in a variety of settings. GSE Assessment Target # Singing, alone and with others, a varied repertoire of music 1.2 Sing expressively, with appropriate dynamics, phrasing, and interpretation. (b) PERFORMANCE Sings a varied repertoire of music from diverse cultures, including unison songs and patterns with musical accuracy. M3 (K-2 1a, e.g. Frere Jacques Kabuta (grades K and 1) Kuma San (grades K and 1) Eh Soomba Kuwaya (grade 2) See resources in the (theory) S 2/13/2013 Middletown Public Schools 7

9 /BENCHMARKS Begins to identify simple musical forms, e.g., phrase/echo/ verse/refrain, AB, ABA Shoo-fly (grade 2) This Little Night of Mine Bluebird, Bluebird M4 (K-2 1b Begins to recognizes the elements of music: o (theory) Begins to identify and sing appropriate breathing (p,f, crescendo, diminuendo) head voice phrasing TARGETS Chants rhythmic patterns using rhythmic mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or du du-de). Echo sings/chants short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments GSE Assessment Target #M.1 1 Singing, alone and with others, a varied repertoire of music 1.3 Sing from memory a varied repertoire of songs representing Sings a varied repertoire of music from diverse cultures, including unison songs and patterns with musical accuracy. M3 (K-2) 1a See resources in the S 2/13/2013 Middletown Public Schools 8

10 genres and styles from different cultures. (c) PERFORMANCE /BENCHMARKS Begins to identify the elements of music representing diverse genres and cultures. o e.g. Kuma San o e.g. Kobuta o Sings music representing diverse genres and cultures (e.g. folk, multi-cultural, patriotic, and holiday song) TARGET Begins to sing and play (together and alone) a variety of styles and genres of music in a variety of settings. GSE Assessment Target # Singing, alone and with others, a varied repertoire of music 1.4 Sing ostinatos, partner songs, and rounds. (d) PERFORMANCE Sings a varied repertoire of music from diverse cultures, including unison songs and patterns with musical accuracy. M3 (K-2 ) 1a Reads, writes, and performs rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a See resources in the (free drum loops) S Reads, writes, and performs simple patterns in meters of 2/4 3/4 (grade 2) 4/4 M1( K-2) -1b 2/13/2013 Middletown Public Schools 9

11 /BENCHMARKS Reads, writes, and performs simple patterns of pitch using solfege, e.g. so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c Begins to recognize the elements of music: Begins to identify ostinatos partner songs rounds, e.g. o Row, Row, Your Boat o Frere Jacques o I Love the Mountain (grade 2) (free drum loops) Sings ostinatos, partner songs, and rounds TARGETS Begins to chant rhythmic patterns using rhythmic mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or du du-de). GSE Assessment Target #1.1 Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target #1.2 Begins to sing and play (together and alone) a variety of styles and genres of music in a variety of settings. GSE 2/13/2013 Middletown Public Schools 10

12 /BENCHMARKS Assessment Target # Performing on instruments, alone and with others, a varied repertoire of music 2.1 Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo (a) MENC Reads, writes, and performs rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a Reads, writes, and performs simple patterns in meters of 2/4 3/4 (grade 2) 4/4 M1( K-2) -1b Reads, writes, and performs simple patterns of pitch using solfege e.g. so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c Plays songs, classroom instruments, and body percussion (e.g., drums, shakers, rhythm, sticks, barred instruments) e.g. M3 (K-2)- 1b triangle woodblocks xylophones o (free drum loops) Recognizes the elements of music: See resources in the (free drum loops) STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Playing test- live using performance rubric/checklist Peer assessment performance rubric/checklist Performance (vocal and instrumental) Self-assessment using performance checklist 2/13/2013 Middletown Public Schools 11

13 /BENCHMARKS Understands accurate playing practices sticking and sound production on classroom percussion instruments, keyboards, and recorders, e.g. proper playing position/posture Begins to perform on classroom instruments on pitch and in rhythm with appropriate dynamics alone and with others using a steady tempo, e.g. various percussion instruments keyboard Begins to performs selected materials appropriate to grade level and appropriate to performance, e.g. Yamaha MIE (Music in Education)Program TARGETS Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target # 1.2 Begins to sing and play (together and alone) a variety of styles and genres of music in a variety of settings. GSE Assessment Target # Performing on instruments, alone and with others, a varied repertoire of music 2.2 Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, Reads, writes, and performs rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a See resources in the (free drum loops) S 2/13/2013 Middletown Public Schools 12

14 melodic, and harmonic classroom instruments (b) /BENCHMARKS Reads, writes, and performs simple patterns in meters of 2/4 3/4 (grade 2) 4/4 M1( K-2) -1b Reads, writes, and performs simple patterns of pitch using solfege e.g. so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c Plays songs, classroom instruments, and body percussion (e.g., drums, shakers, rhythm, sticks, barred instruments), e.g. M3 (K-2)- 1b drums keyboard triangle woodblocks xylophones o (free drum loops) Recognizes the elements of music: representing diverse genres and cultures TARGETS Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target #1.2 Begins to accompany their singing using body percussion accompaniment. GSE Assessment Target #3.2 2/13/2013 Middletown Public Schools 13

15 2. Performing on instruments, alone and with others, a varied repertoire of music. MENC 2.3 Perform expressively a varied repertoire of music representing diverse genres and styles. (c) /BENCHMARKS Reads, writes, and performs rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a Reads, writes, and performs simple patterns in meters of 2/4 3/4 (grade 2) 4/4 M1( K-2) -1b See resources in the S Reads, writes, and performs simple patterns of pitch using solfege e.g. so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c Begins to identify simple musical forms, e.g., phrase/echo/ verse/refrain, AB, ABA) Shoo-fly This Little Light of Mine Bluebird, Bluebird M4 (K-2 1b Plays songs, classroom instruments, and body percussion, e.g., M3 (K-2)-1b drums keyboard triangle woodblocks xylophones o (free drum loops) Begins to recognizes the elements of music: 2/13/2013 Middletown Public Schools 14

16 /BENCHMARKS Performs instrumental accompaniments parts. Simple ostinato patterns Basic chordal accompaniments (Orff instruments) TARGETS Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target # Improvising melodies, variations, and accompaniments 3.1 Improvise answers in the same style to given rhythmic and melodic ostinato accompaniments (a) PERFORMANCE Begins to sing and play (together and alone) a variety of styles and genres of music in a variety of settings. GSE Assessment Target # Improvises songs to accompany play activities Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b Performs the answer in the same style to the given rhythmic and melodic phrase Begins to recognizes the elements of music: See resources in the STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Playing test- live using performance rubric/checklist 2/13/2013 Middletown Public Schools 15

17 /BENCHMARKS Improvises his/her own rhythmic and melodic phrase. instruments body percussion TARGET Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Target Assessment #1.2 Peer assessment performance rubric/checklist Performance (vocal and instrumental) Self-assessment using performance checklist 3. Improvise melodies, variations, and accompaniments. MENC 3.2 Improvise simple rhythmic and melodic ostinato accompaniments. (b) Improvises songs to accompany play activities Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b Identifies the use of music in various cultures and time periods through discussion about the cultures represented in the school population and beyond, e.g. Frog Went a Courtin Skin and Bones M1 (K-2)-2b See resources in the S Begins to recognizes the elements of music: Improvises as solo and group using pentatonic scale, e.g. Hot Cross Buns Merrily We Roll Along Keyboards 2/13/2013 Middletown Public Schools 16

18 Xylophones /BENCHMARKS TARGET Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target #1.2 3 Improvise melodies, variations, and accompaniments. MENC 3.3 Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies (c) Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b e.g. Frog Went a Courtin Skin and Bones M1 (K-2)-2b Improvises as solo and group using pentatonic scale. classroom melodic percussion Orff instruments Begins to recognizes the elements of music: See resources in the S Uses rhythmic instruments for sound effects Improvises his/her own rhythmic and melodic embellishment to a given song, e.g. Twinkle, Twinkle Little Star Rain, Rain Go Away 2/13/2013 Middletown Public Schools 17

19 /BENCHMARKS TARGET Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target # Composing and arranging music within specific guidelines 4.1 Create and arrange music to accompany readings or dramatizations. (a) TOOLS Improvises songs to accompany play activities Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b e.g. Frog Went a Courtin Skin and Bones M1 (K-2)-2b o (music notation) Begins to recognize and applies elements of music: Performs composition for peers and/or others. See resources in the (music notation) STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Playing test- live using performance rubric/checklist Peer assessment performance rubric/checklist Adds instrumental sounds to illustrate a story or poem. Performance (vocal and instrumental) Selects music to accompany a story or poem TARGETS Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target #1.2 Self-assessment using performance checklist 2/13/2013 Middletown Public Schools 18

20 /BENCHMARKS Works together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. Assessment Target # Composing and arranging music within specific guidelines 4.2 Use a variety of sound sources when composing. (c) Improvises songs to accompany play activities e.g. Frog Went a Courtin Skin and Bones M1 (K-2)-2a o (music notation) Improvises rhythmic patterns to accompany songs. M1 (K-2)-2b Begins to recognize and apply elements of music: See resources in the (music notation) S Performs composition for peers and/or others Adds instrumental sounds to illustrate a story or poem Selects music to accompany a story or poem Uses classroom instruments, voices and body percussions to compose songs given a beginning and an end TARGETS Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target #1.2 2/13/2013 Middletown Public Schools 19

21 /BENCHMARKS Works together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. Assessment Target # Reading and notating music 5.1 Read whole, half, dotted half, quarter, and eight notes and rests in 2/4, 3/4, 4/4, meter signatures. (a) PERFORMANCE/ TOOLS Reads, writes, and performs simple rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a Reads, writes, and performs simple patterns in meters of 2 and 3. M1(K-2) -1b Plays songs, classroom instruments, and body percussion (e.g., drums, shakers, rhythm, sticks, barred instruments). M3(K-2) -1b See resources in the STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Knows elements of music: Playing test- live using performance rubric/checklist Peer assessment performance rubric/checklist Performance (vocal and instrumental) Recognizes note values: whole half quarter eighth quarter rest Self-assessment using performance checklist 2/13/2013 Middletown Public Schools 20

22 /BENCHMARKS Recognizes time signatures in: (grade 2) Analyzes music examples for appropriate note values and time signatures. Music book series songs Keyboard songs TARGETS Chants rhythmic patterns using rhythmic mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or du du-de). GSE Assessment Target #1.1 Sings and plays (together and alone) a variety of styles and genres of music in a variety of settings. Assessment Target #3.1 Accompanies their singing using body percussion accompaniment. Assessment Target # Reading and notating music 5.2 Use a system (that is, syllables, numbers, or letters, to read simple pitch notation in the treble clef in major keys. (b) PERFORMANCE/ TOOLS Reads, writes, and performs simple patterns of pitch using solfege, e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c Begins to identify/recognize the elements of music: See resources in the S 2/13/2013 Middletown Public Schools 21

23 /BENCHMARKS Identifies lines notes and space notes on the treble clef Begins to identify names of notes on the treble staff Identifies bass clef and treble clef TARGET Echo sings/chants short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. GSE Assessment Target # Reading and notating music 5.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing. ( c) PERFORMANCE/ TOOLS Uses age-appropriate music vocabulary to critique music, e.g. I can hear a steady beat. I can hear how the music gets louder. The xylophones and drums played together. M4(k-2) -2a Uses purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music (e.g., drawing or moving to show how the music sounds). M4(K-2) - 2b Reads, writes, and performs simple patterns in meters of 2/4 3/ 4 (grade 2) 4/4 M1(k-2) -1b See resources in the S Reads, writes, and performs simple patterns of pitch using solfege, e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c 2/13/2013 Middletown Public Schools 22

24 /BENCHMARKS Begins to read and perform musical notation and symbols e.g. p, f, crescendo, diminuendo, repeat signs, D.S. al coda, tempo o Applies knowledge of musical notations and symbols to a given rhythm/melody TARGETS Begins to chant rhythmic patterns using rhythmic mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or du du-de). GSE Assessment Target #1.1 Begins to describe the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.). GSE Assessment Target # Reading and notating music 5.4 Use symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (d) PERFORMANCE/ TOOLS Reads, writes, and performs rhythmic patterns using iconic or notation, including: quarter note/rest eighth notes (paired) sixteenth-notes, (i.e., four sounds on a beat), half note/rest. (grade 2) M1(K-2) -1a o Reads, writes, and performs simple patterns in meters of 2/4 3/ 4 (grade 2) 4/4 M1(3-4) -1b See resources in the S Reads, writes, and performs simple patterns of pitch using solfege, e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c Keyboard 2/13/2013 Middletown Public Schools 23

25 /BENCHMARKS Demonstrates understanding of rhythmic notation and corresponding note value TARGETS Begins to echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments.. GSE Assessment Target #1.1 Begins to sing and play (together and alone) a variety of styles and genres of music in a variety of settings. GSE Assessment Target # Listening to analyzing, and describing music 6.1 Identify simple music forms when presented aurally. (a) Identifies simple musical forms (e.g., phrase/echo/ verse/refrain, AB, ABA). M4(K-2)-1b Uses age-appropriate music vocabulary to critique music, e.g. I can hear a steady beat. I can hear how the music gets louder. The xylophones and drums played together. M4(K-2) -2a CD s Uses purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music (e.g., drawing or moving to show how the music sounds) M4(K-2) -2b See resources in the STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Begins to know elements of music Playing test- live using performance rubric/checklist Peer assessment performance rubric/checklist Performance (vocal and instrumental) 2/13/2013 Middletown Public Schools 24

26 /BENCHMARKS Identifies verse/refrain and call/response Differentiates between same and contrasting sections (e.g. ABA) when presented aurally. Self-assessment using performance checklist Analyzes simple music form e.g. AB, ABA, and AABB when presented aurally Begins to demonstrate an understanding of simple musical forms through various means, e.g. shapes graphics numbers actions purposeful movement/dance Identifies like and different melodies, interludes in a given music listening piece TARGET Describes the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4). GSE Assessment Target # Listening to analyzing, and describing music 6.2 Demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures. (b) PERCEPTION Identifies individual timbres of instruments and voices in a variety of music, e.g., winds, brass, bass, soprano, strings. M4 (K-2) -1c Uses personal vocabulary to describe voices and instruments from diverse cultures. M2 (K-2) -1a Identifies and describes basic musical elements of pitch and rhythm in selected pieces of music, e.g. high/low fast/slow loud/soft See resources in the om S 2/13/2013 Middletown Public Schools 25

27 /BENCHMARKS ascending/descending melody even/uneven rhythm patterns M4 (K-2) -1a Begins to know the elements of music: Demonstrates understanding of music changes in tempo or meter Identifies aurally example such as changes in key (e.g. major vs. minor) meter orchestration/instrumentation style TARGET Begins to describe the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.). GSE Assessment Target # Listening to analyzing, and describing music 6.3 Use appropriate terminology in explaining music, music notation, music instruments and voices, Identifies and describes basic musical elements of pitch and rhythm in selected pieces of music, e.g. high/low fast/slow See resources in the S 2/13/2013 Middletown Public Schools 26

28 and music performances. ( c) PERCEPTION /BENCHMARKS loud/soft ascending/descending melody even/uneven rhythm patterns M4 (K-2) -1a Uses age-appropriate music vocabulary to critique music, e.g., I can hear a steady beat. I can hear how the music gets louder. The xylophones and drums played together. M4 (K-2)-2a com i-tunes/recordings Uses purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music, e.g. drawing or moving to show how the music sounds. M4 (K- 2)-2b Identifies simple musical forms e.g., phrase/echo/verse/refrain. M4 (K-2) 1b Begins to understand the use of elements of music in different genres and cultures, e.g TARGET Begins to describe the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.). GSE Assessment Target #4 2/13/2013 Middletown Public Schools 27

29 6. Listening to analyzing, and describing music 6.4 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (e) PERCEPTION /BENCHMARKS Identifies and describes basic musical elements of pitch and rhythm in selected pieces of music, e.g. high/low fast/slow loud/soft ascending/descending melody even/un M4 (K-2) -1a Identifies simple musical forms, e.g. phrase/echo/ verse/refrain AB ABA M4 (K-2) -2b See resources in the (ear training) S Begins to knows elements of music: Identifies meters. (ear training) Recognizes major/minor tonalities. (grade 2) Selects the correct meter to an aural presentation. (grade 2) musical theater recordings TARGET Begins to describe the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.) GSE Assessment Target 2/13/2013 Middletown Public Schools 28

30 #4.1 /BENCHMARKS 7. Evaluating music and music performances 7.1 Devise criteria for evaluating performances and compositions. (a) PERCEPTION Identifies and describes basic musical elements of pitch and rhythm in selected pieces of music, e.g. M4 (K-2)-1a high/low, fast/slow, loud/soft, ascending/descending melody, even and uneven rhythm patterns and through o creative movements o active listening o questions and answers o compare and contrast o identifying traditional instruments and instrument families compare and contrast o instrument families o children vs. adult voices o women s vs. men o elements of music (world instrument music) Identifies individual timbres of instruments and voices in a variety of music (e.g., winds, brass, bass, soprano, strings). M4 (K-2) -1c Uses age-appropriate music vocabulary to critique music, e.g. I can hear a steady beat. I can hear how the music gets louder. The xylophones and drums played together. M4 (K-2) -2a See resources in the (practice tool) (free drum loops) STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Playing test- live using performance rubric/checklist Peer assessment performance rubric/checklist Performance (vocal and instrumental) Self-assessment using performance checklist Uses purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music (e.g., drawing or moving to show how the music sounds). M4 (K-2) -2b Comprehends the criteria for evaluating musical performances (ensemble, solo, or self) that includes: Dynamics loudness or softness of the music 2/13/2013 Middletown Public Schools 29

31 /BENCHMARKS Pitch singing or playing notes correctly Presentation proper stage presence, uniform dress, appropriate performance etiquette Rhythm patterns of long and short sounds Beat I can hear a fast/slow/steady beat Begins to identify elements of music: Recognizes and demonstrates an understanding of steady beat Recognizes and demonstrates an understanding of rhythmic and melodic patterns in music TARGET Describes the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.) Assessment Target # Evaluating music and music performances 7.2 Explain, using appropriate music terminology, their personal preferences for specific musical works and styles. (b) PERCEPTION Uses age-appropriate music vocabulary to critique music, e.g. I can hear a steady beat. I can hear how the music gets louder. The xylophones and drums played together. ) M4 (K-2) -2a See resources in the c.com S 2/13/2013 Middletown Public Schools 30

32 /BENCHMARKS Uses purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music (e.g., drawing or moving to show how the music sounds) M4 (K-2) -2b Uses personal vocabulary to describe voices and instruments from diverse cultures. M2 (K-2) -1a Recognizes and discusses music representing various cultures (e.g., represented in the school population). M2 (K-2) -1b Comprehends the criteria for evaluating musical performances (ensemble, solo, or self) that includes: Dynamics loudness or softness of the music Pitch singing notes correctly Presentation proper stage presence to include uniform dress Rhythm patterns of long and short sounds Beat identify fast/slow/steady beat o o o Begins to know the elements of music: Identifies different genres of music, e.g. Jazz Rock Classical Pop Opera Country and uses age-appropriate vocabulary to express what they like or 2/13/2013 Middletown Public Schools 31

33 /BENCHMARKS dislike about the different genres of music TARGETS Describes the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.) GSE Assessment Target #4.1 Recognizes and describes music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target # Understands relationships between music, the other arts, and disciplines outside the arts. 8.1 Identify similarities and differences in the common terms used in various arts. (a)) INTEGRATION Identifies ways other disciplines are inter-related with music using personal vocabulary, movement, or singing/playing e.g., lullabies marches time patterns relevant to math M2 (K-2)-2a Identifies genres and time periods and compares with the visual arts, theater and dance (e.g. impressionism). Musicals Nutcracker Suite (history) Recognizes and discussing music representing various cultures (e.g., represented in the school population). M2 (K-2)-1b See resources in the (history) STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Checklists (performance and listening) Conferencing Playing test- live using performance rubric/checklist Designs a drawing representative of the music Creates a dance representative of the time and music. Musical theater Peer assessment performance rubric/checklist Performance (vocal and 2/13/2013 Middletown Public Schools 32

34 /BENCHMARKS TARGET Works together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. GSE Assessment Target #2.2 instrumental) Self-assessment using performance checklist 8. Understands relationships between music, the other arts, and disciplines outside the arts. 8.2 Identify ways in which principles and subject matter of other disciplines taught in the school are interrelated with those of music. (b) Identifies ways other disciplines are inter-related with music using personal vocabulary, movement, or singing/playing, e.g. M2 (K-2)-2a lullabies marches time patterns relevant to math o (history) o (world instrument music) o See resources in the (history) vim (world instrument music) c.com S INTEGRATION Identifies simple musical forms e.g. phrase/echo verse/refrain AB ABA M4 (K-2) 1b Recognizes how music plays a role in the other subjects and vice versa, e.g. math adding note value science - acoustics, vibrations. ELA lyrics inked to poetry music culture/social medium Identifies how music plays a role historically and culturally, e.g. social studies- patriotic songs, anthems, religious and folk songs). Musical theater 2/13/2013 Middletown Public Schools 33

35 /BENCHMARKS Concludes the importance of the arts and academics TARGETS Works together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. GSE Assessment Target #2.2 Describes the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.). GSE Assessment Target #4.1 Recognizes and describes music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target # Understanding music in relation to history and culture. 9.1 Identify by genre or style aural examples of music from various historical periods and cultures. ( a) CONTEXT Uses personal vocabulary to describe voices and instruments from diverse cultures. M2 (K-2)-1a records in journal Recognizes and discussing music representing various cultures (e.g., represented in the school population). M2 (K-2)-1b See resources in the STANDARDIZED AND REQUIRED Formative Assessments Anecdotal record effort, attendance, behavior Analyzes how music plays a part historically and culturally in our world Listens to musical examples from various time periods and relate it to its historical era. Checklists (performance and listening) Conferencing Listens to music from different cultures and relate it to its cultural origins. Playing test- live using performance rubric/checklist 2/13/2013 Middletown Public Schools 34

36 /BENCHMARKS Applies music by genre or style when presented aurally to various historical periods American history songs from the revolution, Civil War, slavery, George M. Cohan, rock n roll, patriotic songs etc.) Western songs and explorers (Westward travel Old West, Clementine I ve been working on the Railroad Aaron Copland African American TARGET Recognizes and describse music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target #2.1 Peer assessment performance rubric/checklist Performance (vocal and instrumental) Self-assessment using performance checklist 9. Understanding music in relation to history and culture 9.2 Describe in simple terms how elements of music are used in music examples from various cultures of the world. (b) CONTEXT Uses personal vocabulary to describe voices and instruments from diverse cultures. M2(K-2)1a Recognizes and discusses music representing various cultures (e.g., represented in the school population). M2(K-1)1b Begins to recognize elements of music. See resources in the c.com S 2/13/2013 Middletown Public Schools 35

37 /BENCHMARKS Describes different ways the elements of music are used in music from different cultures Explores the cultural and historical origin of music through its distinguishing characteristics. meter key (major/minor, pentatonic) orchestration TARGETS Recognizes and describes music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target #2.1 Works together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. GSE Assessment Target # Understanding music in relation to history and culture 9.3 Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. ( c) CONTEXT Recognizes and discusses music representing various cultures (e.g., represented in the school population). M2(K-2 )-1b (history) Identifies ways other disciplines are inter-related with music using personal vocabulary, movement, or singing/playing (e.g., lullabies, marches, time patterns relevant to math). M2 (K-2)-2a Recognizes various uses of music in their daily experiences e.g. radio, TV, video games, movies, CD, MP3, ipod Identifies music characteristics (rally, relaxing, mood, dancing) that are used in their daily experiences. See resources in the c.com S 2/13/2013 Middletown Public Schools 36

38 /BENCHMARKS Classifies certain characteristics that make music in daily experiences suitable for each use, e.g. Celebration music Seasonal/holiday music Patriotic music Program music Selects music appropriate for daily activities Discusses why or why not certain music is used for different activities TARGETS Recognize and describe music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target #2.1 Work together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. Assessment Target # Understand music in relation to history and culture MENC 9.4 Identify and describe roles of musicians in various music settings and cultures. (d) Recognizes and discusses music representing various cultures (e.g., represented in the school population). M2 (K-2)-1b Listens and observes musicians perform from the community Examines the role of musicians in different countries and cultures throughout the world. (history) Works with Artist in Residence, e.g. Aubrey Atwater/Donnelly Trio Navy Band Rhode Island Philharmonic Music School Programs Rhode Island State Council on the Arts See resources in the c.com S TARGET 2/13/2013 Middletown Public Schools 37

39 /BENCHMARKS Recognize and describe music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target # Understand music in relation to history and culture MENC 9.5 Demonstrate audience behavior appropriate for the context and style of music performed. (e) Recognizes and discusses music representing various cultures (e.g., represented in the school population). M2 K-2)-1b Understands the proper audience etiquette for attending: assemblies town meetings concerts plays musical Models and practices proper audience etiquette throughout the school year. See resources in the c.com S TARGET Recognize and describe music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). GSE Assessment Target #2.1 2/13/2013 Middletown Public Schools 38