1 Elementary Music CURRICULUM MAPS Course Number th Grade (Intermediate Music 2) 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. Melody Johnson, Chairman Mrs. Linda Cuthbert, Vice Chairman Mrs. Ida Wright Dr. John Hill Mr. Carl Persis Superintendent of Schools Mr. James T. Russell Area Superintendents Mr. Gary Marks Mrs. Susan Freeman Mrs. Rose Roland Deputy Superintendent, Instructional Services Ms. Teresa Marcks Director K-12 Curriculum Ms. Rachael Hazel Performing Arts Specialist Dr. Monty R. Musgrave
3 Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map for assessment purposes 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 Next Generation 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 elementary music are divided into four 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 Big ideas, 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 encouraged to use most or all 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 provided 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.4.C.1.1 Content Area Grade Level Big Idea Enduring Understanding Standard 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: ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Meter & Rhythm PACING: Nine Weeks (Map A) ESSENTIAL QUESTIONS: Maintain a steady beat? Sing and play songs with rhythmic accuracy? Does the student Recognize various rhythmic combinations and patterns, both aurally and visually? Read and write rhythms in various meters? CONCEPTS /CONTENT ACTIVITIES STANDARDS KEY TERMINOLOGY Beat Duration Meter Pattern Singing Read and sing various rhythm patterns in various meters Read and sing songs with tied notes Playing Play accompaniments that include various rhythm patterns Play simple ostinato by ear on classroom instruments Perform rhythmic rounds, canons, or layered ostinati in various meters Moving Move to show various meters Perform body percussion ostinatos in various meters Listening Aurally identify various rhythm patterns and meters Aurally identify various rhythm patterns and meters in a given musical example Reading Read rhythm patterns in various meters Writing Write simple rhythmic phrases Compose a piece using familiar rhythm patterns Creating Create original movements to accompany songs in various meters Analyzing Analyze a piece of music to find specific rhythm patterns and meters Compare and contrast music in different meters Identify rhythmic patterns and compare to patterns in other subject areas Discuss behaviors that make one a success in music class and in life MU.4.C.1.1 MU.4.C.1.2 MU.4.S.3.2 MU.4.S.3.4 MU.4.S.3.5 MU.4.O.1.1 MU.4.H.3.1 MU.4.F.3.1 Beat Tie 2/4, ¾, 4/4, 6 Time signature Bar Line Measure Rhythmic combinations Ostinato Syncopation
6 MEASUREMENT TOPIC: Suggested Modules and Lessons ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Meter & Rhythm Nine Weeks (Map A) Assessment: Lesson 3 (8) Rhythm Assessment Benchmark Descriptions MU.4.C.1.1 Develop effective listening strategies and describe how they can support appreciation of musical works. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.4.S.3.2 Play rounds, canons, or layered ostinati on classroom instruments. MU.4.S.3.4 Play simple ostinati, by ear, using classroom instruments. MU.4.S.3.5 Notate simple rhythmic phrases and extended pentatonic melodies MU.4.O.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area. MU.4.F.3.1 Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom. NOTES: Assessment: Lesson 12 (7) Duration Assessment
7 MEASUREMENT TOPIC: ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Tone Color PACING: Nine Weeks (Map B) ESSENTIAL QUESTIONS: Aurally recognize various vocal and instrumental sounds and families? Aurally and visually recognize various musical ensembles? Does the student Aurally and visually identify instruments from various cultures? Demonstrate appropriate vocal/ instrumental techniques? Recognize various composers /performers? Recognize various musical styles? Recognize various musical textures? CONCEPTS /CONTENT ACTIVITIES STANDARDS KEY TERMINOLOGY Timbre Vocal Instrumental Electronic Texture Singing Sing songs with multiple parts that create different textures Sing songs with appropriate vocal quality, intonation, and diction Sing songs from different cultures Playing Play instruments of various combinations that create different textures Play instruments of various timbres Moving Move to songs that reflect Florida history (e.g. Seminole Duck Dance) Listening Identify vocal parts as soprano, alto, tenor, or bass Classify orchestral and band instruments as brass, woodwind, percussion, string, or keyboard. Identify instrumental ensembles Identify instruments of various cultures Listen to music related to Florida history Reading Read and describe how a composer affected the music of their time Creating Explore a cultural tradition s music by improvising in its style and with its instruments if available (e.g. drum circle from Africa or Blues style with aab form and E minor blues scale GAB B flat DE) Analyzing Describe different vocal and instrumental timbres and textures Describe the timbres of various cultural instruments Compare characteristics of different styles of music Discuss musical careers MU.4.C.1.1 MU.4.C.1.2 MU.4.C.1.3 MU.4.C.1.4 MU.4.O.1.1 MU.4.H.1.1 MU.4.H.1.2 MU.4.H.1.3 MU.4.H.2.1 MU.4.H.2.2 MU.4.F.2.1 MU.4.H.3.1 Soprano, Alto, Tenor, Bass voices Vocal Blending A Capella Song styles: opera, musical theater, gospel, popular String, woodwind, brass, percussion, keyboard Ensembles: orchestra, Concert Band, Jazz Band Cultural instruments; Gamelan, Indian and Chinese instruments Electric and Bass guitar Ostinato Bordun Partner Songs Echo Songs Rounds and canons Countermelody
8 MEASUREMENT TOPIC: ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Tone Color Nine Weeks (Map B) Benchmark Descriptions Assessment: Lesson 6 (8) Singing Assessment MU.4.C.1.1 Develop effective listening strategies and describe how they can support appreciation of musical works. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.4.C.1.3 Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard. MU.4.C.1.4 Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass. MU.4.O.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. MU.4.H.1.1 Examine and describe a cultural tradition, other than one s own, learned through its musical style and/or use of authentic instruments. MU.4.H.1.2 Describe the influence of selected composers on the musical works and practices or traditions of their time. MU.4.H.1.3 Identify pieces of music that originated from cultures other than one s own. MU.4.H.2.1 Perform, listen to, and discuss music related to Florida s history. MU.4.H.2.2 Identify ways in which individuals of varying ages and cultures experience music. MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area. MU.4.F.2.1 Describe roles and careers of selected musicians. NOTES:
9 MEASUREMENT TOPIC: ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Melody, Harmony, and Form PACING: Nine Weeks (Map C) ESSENTIAL QUESTIONS: Recognize the difference between high and low sounds visually, aurally and/or through movement? Recognize same/different pitch patterns visually, aurally and/or through movement? Does the student Demonstrate knowledge of the musical staff (lines and spaces) in treble clef? Recognize differences / similarities in musical forms aurally and/or through movement? Demonstrate ability to sing on pitch with appropriate tone quality? CONCEPTS /CONTENT ACTIVITIES STANDARDS KEY TERMINOLOGY Pitch and Direction Tonality Pattern Harmony Form Singing Sing songs of various forms Sing rounds, canons, and or partner songs Sing songs with a countermelody Sing songs and match pitch with appropriate tone quality Playing Play ostinatos that create harmony Play melodic ostinatos, canons, or rounds Play songs that contain I-V Chord Progression Moving Perform contrasting movements to show various forms Listening Perform hand movements to show melodic contour Identify Theme and Variation form Reading Read music from staff notation Read extended pentatonic patterns Read and sing songs in different keys Writing Compose melodies in do pentatonic and la pentatonic Compose melodic ostinatos Creating Create movements to show melodic sequence Create melodies and describe the melodic contour Arrange melodic patterns from familiar song to make a new melody Create variation of a melody by changing the ending, a phrase of the melody Analyzing Compare and contrast harmonies created through various means accompaniments, partner singing, rounds, counter melodies and chordal harmonies supporting melodies MU.4.C.1.1 MU.4.C.1.2 MU.4.S.1.2 MU.4.S.2.1 MU.4.S.3.1 MU.4.S.3.2 MU.4.S.3.3 MU.4.S.3.4 MU.4.S.3.5 MU.4.O.1.1 MU.4.O.2.1 MU.4.H.3.1 Melodic Imitation Melodic Contour Unison Octave Harmony Counter melody intonation Pitch letter names Leger lines and spaces The Staff Pentatonic Key Signature Major / minor Two- part singing 1 st and 2 nd endings Repetition / contrast Ostinato AB, ABA Introduction, Coda Theme and Variations
10 EASUREMENT TOPIC: ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Melody, Harmony, and Form Nine Weeks (Map C) Suggested Modules and Lessons Assessment: Lesson 6 (7) Assessment: Lesson 9 (7) Benchmark Descriptions MU.4.C.1.1 Develop effective listening strategies and describe how they can support appreciation of musical works. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.4.S.1.2 Create melodic patterns using a variety of sound sources. MU.4.S.2.1 Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance. MU.4.S.3.1 Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch. MU.4.S.3.2 Play rounds, canons, or layered ostinati on classroom instruments. MU.4.S.3.3 Perform extended pentatonic melodies at sight. MU.4.S.3.4 Play simple ostinati, by ear, using classroom instruments. MU.4.S.3.5 Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation. MU.4.O.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. MU.4.O.2.1 Create variations for selected melodies. MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area. Assessment: Lesson 15 (5).
11 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Expressive Qualities PACING: Recognize and demonstrate differing dynamics, tempos, and articulations? Recognize and demonstrate concepts of mood aurally or through purposeful movement? Recognize and demonstrate expressivity through musical performance? Recognize and demonstrate appropriate performance behaviors (as participants and audience)? Demonstrate how to evaluate music and music performance? Nine Weeks (Map D) CONCEPTS /CONTENT ACTIVITIES STANDARDS KEY TERMINOLOGY Dynamics Tempo Articulation Mood Singing Perform songs using appropriate dynamics, tempo, articulation, style, and mood Rehearse a song in chunks to aid in memorization by noting its form Playing Play songs using appropriate dynamics, tempo, articulation, style, or mood Moving Move to show appropriate dynamics, tempo, articulation, style, or mood Move to show accents, accelerando, ritardando Listening Listen and identify various dynamics, tempos, and articulations Reading Read and identify dynamic, tempo, and articulation markings Writing Add expressive element symbols to poem or musical piece and explain one s choices Creating Improvise by changing one phrase in a familiar song Compose a class composition (traditional or nontraditional) with expression markings Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement and explain choices Analyzing Listen to and compare expressive devices in various songs Listen /observe and evaluate individual and class performances Analyze appropriateness of expressive choices Explain how the lyrics or expressive elements affect the mood of music Explain how expressive elements affect reactions to music Discuss safe, legal ways to download songs and other media MU.4.C.1.1 MU.4.C.1.2 MU.4.C.2.1 MU.4.C.2.2 MU.4.C.3.1 MU.4.S.1.1 MU.4.S.1.3 MU.4.O.1.1 MU.4.O.3.1 MU.4.O.3.2 MU.4.F.1.1 MU.4.H.3.1 MU.4.F.3.2 P, f, mp, mf, pp, ff Crescendo, decrescendo Subito, mezzo Dynamic Changes Appropriateness of dynamic choices Allegro, Moderato, Adagio, presto Fermata Accelerando, ritardando Appropriateness of tempo choices Legato, staccato Accents Pizzicato, arco Slur Marcato Appropriateness of articulation choices Variety of moods
12 MEASUREMENT TOPIC: ELEMENTARY MUSIC CURRICULUM MAP 4 th Grade Exploring Expressive Qualities Nine Weeks (Map D) Benchmark Descriptions Suggested Modules and Lessons MU.4.C.1.1 Develop effective listening strategies and describe how they can support appreciation of musical works. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.4.C.2.1 Identify and describe basic music performance techniques to provide a foundation for critiquing one s self and others. MU.4.C.2.2 Critique specific techniques in one s own and others performances using teacher-established criteria. MU.4.C.3.1 Describe characteristics that make various musical works appealing. MU.4.S.1.1 Improvise phrases, using familiar songs. MU.4.S.1.3 Arrange a familiar song for voices or instruments by manipulating form. MU.4.O.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a song. MU.4.O.3.2 Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one s choices. MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area. MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement. MU.4.F.3.2 Discuss the safe, legal way to download songs and other media. Assessment: Lesson 27 (9)
13 ELEMENTARY MUSIC CURRICULUM MAP 4 TH GRADE
14 Florida Standard Benchmarks LAFS.4.RL.1 LAFS.4.RL.1.3 DA.4.H.3.3 SC.4.P.10.3 LAFS.4.SL.1 LAFS.4.SL.1.1 LAFS.4.SL.1.2 LAFS.4.SL.1.3 MAFS.K12.MP MAFS.K12.MP.5 MAFS.K12.MP.6 MAFS.K12.MP.7 PE.4.M.1.10 PE.4.C.2.2 Key Ideas and Details Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). Describe how dance and music can each be used to interpret and support the other. Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Identify the reasons and evidence a speaker provides to support particular points. Mathematical Practices Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Perform two or more dances accurately. Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.
15 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 a proficient 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.
16 Course Number: Course Path: TBA Course Title: Intermediate Music 2 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: Intermed. Music 2 Course Length: Year Course Status: DRAFT State Board approval pending Course Description: Fourth-grade* students in music class explore artistic intent by investigating the inventive development of ideas, applying musicianship skills and techniques while engaging in the creation and interpretation of the arts. They analyze the characteristics of musical structures from simple to complex to build understanding and respect for the creative process. As they examine the significant cultural contributions in the arts throughout history, particularly in Florida, they become increasingly able to identify the connections among music and other fields of study. Music students also develop knowledge of careers in, and related to, the arts as they explore the impact of music on the local and global economies of the 21 st century and strengthen personal skills for success throughout school and beyond. General Notes: 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. * Intermediate Music 1, 2, and 3 have been designed in two ways: 1) to challenge students on grade level who have previously taken classes in this content area; and 2) to challenge students whose education in this content area has been delayed until the intermediate grades. Music teachers of classes in Grades 3, 4, and 5 should select the most appropriate course level in the series based on each group s prior experience, the benchmarks, and available instruction time. Once elementary students have entered the series, they must progress to the next course in sequence. Examples: A 3 rd grade class that may or may not have taken Music previously should be enrolled in Intermediate Music 1 and progress through the series in subsequent grades. 4 th graders beginning formal instruction in Music for the first time may be enrolled, as a class, in Intermediate Music 1, and must then progress to Intermediate Music 2 in the following year. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day. 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.4.C.1.1 MU.4.C.1.2 MU.4.C.1.3 Develop effective listening strategies and describe how they can support appreciation of musical works. Describe, using correct music vocabulary, what is heard in a specific musical work. Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard. MU.4.C.1.4 Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass. Assessing our own and others artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.4.C.2.1 MU.4.C.2.2 Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others. Critique specific techniques in one's own and others' performances using teacher- established criteria.
17 The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. MU.4.C.3.1 Describe characteristics that make various musical works appealing. 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.4.S.1.1 Improvise phrases, using familiar songs. MU.4.S.1.2 Create melodic patterns using a variety of sound sources. MU.4.S.1.3 Arrange a familiar song for voices or instruments by manipulating form. Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. MU.4.S.2.1 Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance. Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.4.S.3.1 MU.4.S.3.2 MU.4.S.3.3 MU.4.S.3.4 MU.4.S.3.5 Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch. Play rounds, canons, or layered ostinati on classroom instruments. Perform extended pentatonic melodies at sight. Play simple ostinati, by ear, using classroom instruments. Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation. 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.4.O.1.1 Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. MU.4.O.2.1 Create variations for selected melodies. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.4.O.3.1 MU.4.O.3.2 Identify how expressive elements and lyrics affect the mood or emotion of a song. Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices. 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.4.H.1.1 Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments. MU.4.H.1.2 Describe the influence of selected composers on the musical works and practices or traditions of their time. MU.4.H.1.3 Identify pieces of music that originated from cultures other than one's own.
18 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.4.H.2.1 Perform, listen to, and discuss music related to Florida's history. MU.4.H.2.2 Identify ways in which individuals of varying ages and cultures experience music. Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area. 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.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement. Careers in and related to the arts significantly and positively impact local and global economies. MU.4.F.2.1 Describe roles and careers of selected musicians. 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.4.F.3.1 MU.4.F.3.2 Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom. Discuss the safe, legal way to download songs and other media.
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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.
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
COLUMBUS CITY SCHOOLS - VOCAL MUSIC CURRICULUM Fifth Grade Vocal Music Curriculum Time Line STANDARDS 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone
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
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
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
The KING S Medium Term Plan - MUSIC Y8 LC3 Programme Module Salsa Building on prior learning Using the understanding of rhythm, sense of line, composition, performance, melody and harmony, learners will
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
Music General Course Year 12 Selected Unit 3 syllabus content for the Externally set task 2017 This document is an extract from the Music General Course Year 12 syllabus, featuring all of the content for
Arkansas Music Curriculum Framework Revised 2001 Arkansas Department of Education Music Strand Content Standard 1 The student will sing and/or play an instrument utilizing a varied repertoire of music.
Improvising with The Blues Lesson 3 Critical Learning What improvisation is. How improvisation is used in music. Grade 7 Music Guiding Questions Do you feel the same way about improvisation when you re
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
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
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
Curriculum Mapping Piano and Electronic Keyboard (L) 4204 1-Semester class (18 weeks) Week Week 15 Standar d Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and
Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)
DANCE CREATIVE EXPRESSION Standard: Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination. Use kinesthetic awareness,
SECONDARY MUSIC MUSIC COMPOSITION (Theory) First Standard: PERFORM p. 1 I. Students will use body, voice and instruments as means of musical expression. Objective 1: Demonstrate technical performance skills.
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
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
Unit: Sounds of the Season: Vivaldi s The Four Seasons, Grade: 3 rd and 4 th Grade Concepts: Identifying relationships between text and music, Articulation (staccato, legato), Tempo, Dynamics, and Articulation,
GRATTON, Hector CHANSON ECOSSAISE Instrumentation: Violin, piano Duration: 2'30" Publisher: Berandol Music Level: Difficult Musical Characteristics: This piece features a lyrical melodic line. The feeling
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
Music Whole School Unit Overview and Key Skills Checklist Essential Learning Objectives: To perform To compose To transcribe To describe music Year 3 National Curriculum Unit Rhythm the class orchestra
Kindergarten Music Curriculum Maps Unit of Study: Voice Unit of Study: Sources for Music Unit of Study: Ballet Unit of Study: Voice, Steady Beat and Ballet Unit of Study: Steady Beat Unit of Study: Modality
piano TRACKS Curriculum Overview Stage A Stage B Stage C Stage D Stage E Stage F Stage G Stage H Unit 1 - Notes and the Stave the musical alphabet all the notes within the main treble stave notes up to
Music Program Level Student Learning Outcomes After completing coursework to fulfill an AA degree, or to transfer, the student should be able to critique a piece of music based on elements of music, including
TeachMeet: Life After Levels Meaningful Musical Assessment in a Post Level Landscape Tuesday 7 th March 2017 Preston Manor School Today s TeachMeet: 1) Welcome from Keir Crawley Head of Performing Arts
Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements
Y5 Mr Jennings' class Unit 17 Exploring rounds with voice and instruments ABOUT THE UNIT This unit develops children s ability to sing and play music in two (or more) parts. They develop their skills playing
Piano Teacher Program Associate Teacher Diploma - B.C.M.A. The Associate Teacher Diploma is open to candidates who have attained the age of 17 by the date of their final part of their B.C.M.A. examination.
Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.
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
2010 HSC Music 2 Musicology and Aural Skills Sample Answers This document contains sample answers, or, in the case of some questions, answers could include. These are developed by the examination committee
Packet Teacher Worksheet For each musical concept, there are several formative assessments, one corresponding rubric, and one teacher record sheet. Concepts addressed in the formative assessments include
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
Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,
GENERAL MUSIC K-8 CURRICULUM GUIDE LINDEN PUBLIC SCHOOLS Linden, New Jersey Joseph E. Martino Superintendent of Schools Rocco G. Tomazic, Ed. D. Assistant to the Superintendent Gerard D. Lorenzetti Director
2013 HSC Music 2 Musicology and Aural Skills Marking Guidelines Question 1 (a) Outlines the structure in detail 2 Attempts to outline the structure 1 2 bar piano intro Verse 1 (piano & vocal) 4 bar piano
Key stage 3 Music scheme of work Outline Autumn term 1st half Autumn term 2nd half Spring term 1st half Spring term 2nd half Summer term 1st half Summer term 2nd half Year 7 Exploring rhythmic patterns
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
Overview...2 Recommended Schedule... Note to Teachers... Tasks...5 Record Sheet with Rubric...11 Student Worksheets...1 Scope of Musical Concepts in the Grade Rhythm and Meter Form and Design Expressive
Johnstone High School Understanding Music NATIONAL 4 Revision Booklet Helpful Websites Type the following into Google and click the first result: NQMusic Also try Learn Listening Online and Music Listening
Guitar/Keyboard/Harmonizing Instruments Harmonizing a Melody Proficient for Creating Intent of the Model Cornerstone Assessments Model Cornerstone Assessments (MCAs) in music assessment frameworks to be
AP MUSIC THEORY COURSE SYLLABUS Mr. Mixon, Instructor email@example.com 1 Course Overview AP Music Theory will cover the content of a college freshman theory course. It includes written and aural music theory
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
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
Judge Instructions Packet Judges instructions should be reviewed in advance of contest by each adjudicator. This packet can be copied and mailed to your judges at least ten days prior to your contest or
VISUAL AND PERFORMING ARTS With the passage of the Goals 2000: Educate America Act, education in the visual and performing arts was written into federal law. The law acknowledges the arts as a core subject,
NATIONAL STANDARDS FOR ELEMENTARY MUSIC The music teachers of David Douglas School District provide general music instruction for every elementary school child. Over the course of the six years they are
Jazz Band I -p. 1 Task Framework Resources Students will learn to use characteristic jazz tone quality beginning in practical registers and dynamic levels and expanding as the student progress. Students
AP/MUSIC THEORY Syllabus 2017-2018 Course Overview AP Music Theory meets 8 th period every day, thru the entire school year. This course is designed to prepare students for the annual AP Music Theory exam.
Music Education (0110) Test at a Glance Test Name Music Education Test Code 0110 Time 2 hours, divided into a 40-minute listening section and an 80-minute written section Number of Questions 150 Pacing
CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS NAME: GRADE: VOICE PART: Broadway Song: (3 points) Total: DICTION TONE INTONATION RHYTHMIC Words were not pronounced clearly or at all. Tone was not present or
Sample Syllabus Course Title Semester 20XX Semester Hours: Instructor: Phone: E-Mail: Office: Office Hours: A. COURSE DESCRIPTION The course begins with a review of elements of pitch, elements of rhythm,
Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were
MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION Music Strands Developing practical Knowledge in Music Developing ideas in Music Communicating and interpreting
Course theory is the field of study that deals with how music works. It examines the language and notation of music. It identifies patterns that govern composers' techniques. theory analyzes the elements
1 Page 18 Lesson Plan Exercises 67 73 Score Pages 186 197 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing