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

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

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

Transcription

1 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 (timbre), clear diction, and correct posture 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation Curriculum Benchmarks tempo marking definitions rhythmic notation and their values appropriate way say words when singing correct posture when singing how produce vocal sound that maintains nal center look up tempo marking definitions practice music at different tempos practice rhythmic sequences do vocal exercises improve vocal sound practice saying the words demonstrate correct posture definition of dynamic symbols definition of a phrase and how sing through one how good musicians interpret music use appropriate dynamics and phrasing according the music being performed interpret their musical performances according the appropriate musical style Gateway Regional School District MUSIC STANDARD 1: Singing Possible Instructional Strategies Lecture on notation and rhythm values Students practice producing and listening good vocal sound Sight-singing Vocal warm-ups Students perform music appropriately Practice clapping rhythmic sequences Practice four part harmonization Practice using good diction Lecture about dynamics, phrasing and musical interpretation Student demonstration of different levels of dynamics and phrasing Student demonstration of musical interpretation as it relates musical style Evidence of Student Learning (Assessment) Vocal quiz Public performance Vocal quiz Successful musical performance Month in Block Ocber Page 1 of 11

2 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and hisrical periods 1.4 Sing ostinas, partner songs, rounds and simple two-part songs, with and without accompaniment 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding the cues of a conducr all music be performed from memory practice the notes and words in every class present a short paper on musical style, hisrical musical periods and cultural music depending on music chosen be sung in performance perform music in concert in the appropriate musical style, hisrical context and cultural context how sing rounds, ostinas, and partner songs what an ostina is how sing with and without accompaniment vocal warm-ups using ostina, and rounds sing music for performance and sing vocal exercises with and without accompaniment what vocal blend is and what the difference between solo singing and ensemble singing the musical symbols and how produce different levels of sound according the music and conducr s cues Practice singing the notes and words the songs every class Practice singing music in different styles from a variety of cultures throughout the school year Demonstrate vocal exercises using rounds, and ostina Practice warm-ups using rounds like Jubilate Practice and perform music and vocal exercises with and without accompaniment Having students follow conducting cues for sound level Have students sing chords in four parts listening blend on open vowels Successful musical performance Vocal performance Vocal performance & Ocber vocal warm ups using vowels at different sound levels practice music following sound markings practice following the cues of the direcr Page 2 of 11

3 1.6 Sing independently with increased accuracy, expanded breath control, and extended vocal range their vocal range how extend their vocal range over time with growth and limbering their vocal chords using vocal exercises what breathe control is and how use it over a period of musical time how sing independently Test students for vocal range Practice vocal exercises Write in breath markings in music Vocal duets/trio quizzes performance 1.7 Sing with expression and technical accuracy a reperire of vocal literature with a level of difficulty of 2, on a scale of 1 6 (level 3 for choral ensemble), including some songs performed by memory* 1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages 1.9 Sing music written in two and three parts (up four parts in choral ensemble), with and without accompaniment vocal warm ups practice breathing exercises note breathe markings in music be performed music from a variety of sources, and cultures in varied musical styles music for fall, the holidays, mid-winter, spring, graduation and others as required music from worldwide cultures music in foreign languages such as Spanish, German Japanese, Russian, Native American music in different styles and meter (latin music, Indian music, native American music, African music voice parts and their ranges (SATB) which part they sing best how sing with another voice part practice warm ups using two, three and four parts harmony perform music that is SA, SAB and SATB Music ordered will be at least level 2 All musical performances are sung from memory Music ordered will be from a variety of cultures and in a variety of styles and meters Students will be tested find out vocal range Students will perform music that is SA, SAB and SATB Musical performance Musical performance Vocal duets/trios Musical performance Solo testing one on one Ocber Ocber Page 3 of 11

4 1.10 Sing with expression and technical accuracy a large reperire of vocal literature representing various genres, style, cultures, and hisrical periods, with a difficulty of 4, on a scale of 1 6, including works performed by memory Sing music written in four parts, with and without accompaniment Demonstrate well-developed ensemble skills. 2.1 Demonstrate and respond : the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests 2.2 Use a system (syllables, numbers, or letters) read and sing at sight simple pitch notation in the treble clef at least one piece per season, depending on grouping that is at level four practice learning a piece that is level four which vocal part they sing significance of SATB be able sing in a section of one of the voice parts practice music with and without accompaniment in four parts requirement for ensemble performance sign out and maintain wardrobe cooperate with direcr and peers be on time for performance warm up and concert know personal responsibilities for concert such as where stand, not talk, be memorize all music be performed Music ordered for performance will be level four, if group is able perform piece accurately from memory it will make it a concert performance Students will be assigned vocal part Students will practice music as a section Students will practice music in two parts and then parts will be added as each section gains confidence alone Students will be given class expectations which details ensemble requirements Expectations will be repeated each class and wardrobe will be checked by choir officers and direcr MUSIC STANDARD 2: Reading and Notation what beat, meter and rhythmic notation are demonstrate their knowledge through music performance and rhythm exercises Kodaly scale and number scale treble clef scales as warm ups Students will be given rhythm exercises practice in class Written test Sight reading exercises Students will sing scales using do-re-mi and numbers Students will define al clefs Vocal duets/trios Sectional rehearsals performance Vocal duets/trios performance Written test Class participation Written test Vocal warm ups Western District Auditions March April April & Ocber & Ocber Page 4 of 11

5 2.3 Identify symbols and traditional terms referring dynamics, tempo, and articulation and interpret them correctly when performing 2.4 Use standard symbols notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher 2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures 2.6 Read and sing at sight simple melodies and intervals in both the treble and bass clefs 2.7 Identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression definitions of musical terms found in their vocal scores that refer dynamics, tempo, articulation and interpretation listen and practice examples of these terms in the music they will perform standard musical symbols for meter, rhythm, pitch and dynamics listen examples performed by teacher on piano and listen examples from prerecorded music practice reading standard notation in music being learned for performance meter signatures perform music that use different meters exercises in class using different meters definition of an interval role of treble and bass clef how sight read simple melodies practice sight reading exercises practice intervals in vocal warm ups how identify and define all elements of standard notation sing music showing understanding of the elements of standard notation Listen CDs of music using dynamics, tempo, and articulation Practice examples of different dynamics, tempos, and articulations, and apply it music being performed Practice rhythm exercises, pitch examples and dynamics as provided by teacher from samples of Western District and All State sight singing examples and from music be performed in the year s concerts Repetition Imitation Practice meter examples using rhythms on the whiteboard Practice meter examples using clapping from the whiteboard and from music be performed Students will sing in trios and quartets using chords for ear training for innation Lecture Sight-singing examples as found in Western District and All State literature Practice using dynamics, tempo, articulation. Practice reading pitches as notated. Written test Competitions/Adjudication Class participation Vocal duets/trios quizzes zes zes Vocal duet/trio quizzes & Ocber Page 5 of 11

6 2.8 Use standard notation record their own musical ideas and those of others Standard not addressed in this course 2.9 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 6* how begin sight read music accurately and expressively Rubric Vocal quizzes 2.10 Demonstrate the ability read an instrumental or vocal score of up four staves by describing how the elements of music are used Read and sing at sight moderately difficult melodies, all intervals and their inversions from unison through an octave, and triads and their inversions in arpeggiated form In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 6*. perform music accurately at level 2 in a vocal ensemble the definition of SATB differences between the bass clef and treble clef how describe the elements of music needed create a final vocal performance listen discussion, listen music examples, practice their music parts, memorize words and music for musical performances definition of an interval definition of unison interval how sing arpeggios in triads how begin learn how sight sing Practice sight singing exercises Practice sight reading new music Vocal warm-ups using arpeggios Practice sight reading examples from Western District and All State music which is level 3 learn their parts in music of at least level 3 sing their parts accurately and expressively Practice intervals and rhythms be incorporated in sight singing from sight singing exercises. Practice music for concerts by listening and sight singing the appropriate parts separately and gether Practice their parts separately and gether. Perform examples of the elements of music being used in each piece be performed. Have students repeat and imitate the elements of music expected be heard in each musical piece Practice intervals and arpeggios in vocal warm ups Demonstrate different intervals and method remember each (such as a fourth is Here Comes the Bride, a sixth is the advertising tune for NBC) Practice their parts alone, in duets or trios, as a section, and as an ensemble Vocal performance Class participation Class participation Chord harmonization/innation vocal rubric Vocal quiz November & Page 6 of 11

7 3.11 Perform with expression and technical accuracy a large reperire of solo and ensemble literature representing various genres, styles, and cultural and hisrical periods, with a level of difficulty of 4, on a scale of 1 6* Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills Perform in small ensembles with one student on a part. MUSIC STANDARD 3: Playing Instruments vocal music from various genres, styles, hisrical periods and cultures one musical piece from level four perform music from other countries such as Russia, Mexico, Venezuela, France, Japan, Cuba and so forth perform music in many different styles and hisrical periods such as the Renaissance, the Baroque, the Classic, Modern, Jazz, Country, Pop and so forth expose students a world of music students will practice one piece at level 4 how behave and participate as part of a vocal ensemble participate and perform in a vocal ensemble their part well enough sing one person a part demonstrate their own singing abilities vocal duets or trios exhibit music and words have been learned Program and order varied styles and periods of music be performed some music that students will immediately like and some for their education that they will come like Budget for next year s music requirements Define concert behavior, concert wardrobe and performance expectations every day in class and in written class expectations that is signed and returned by parents and students Choose students who are comfortable singing gether Have students sing in larger sections at the beginning and pare down the group as time and confidence in the music and ensemble develops MUSIC STANDARD 4: Improvisation and Composition 4.11 Improvise stylistically appropriate harmonizing parts Improvise rhythmic and melodic variations on given melodies in pentanic, major, and minor nalities Improvise original melodies over given chord progressions consistent in style, meter, and nality Compose music in several distinct styles using the elements of music for expressive effect Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of sound sources. Final performance Concert competitions/adjudications Student discussions rubric Class expectations Vocal duets/trios Standards not addressed in this course Page 7 of 11

8 4.16 Improvise stylistically appropriate harmonizing parts in a variety of styles Improvise rhythmic and melodic variations on given melodies in pentanic, major, minor, and modal nalities Improvise original melodies in a variety of styles, over given chord progressions consistent in style, meter, and nality Compose and arrange music, demonstrating imagination and technical skill in applying the principles of composition Demonstrate an understanding of choral and instrumental scoring in composition. MUSIC STANDARD 5: Critical Response Standards not addressed in this course By the end of Basic Study: 5.12 Demonstrate an understanding of how musical elements interact create expressiveness in music Demonstrate knowledge of the technical vocabulary of music. how the elements of music work gether create music and musical performances perform vocal music in concerts at least twice a year for Gateway audiences the elements of music and music vocabulary perform music exhibiting the elements of music Schedule and prepare students for concerts throughout the school year including the Senior Citizen s Concert, the Holiday Concert, Spring Concert, and Graduation and any other opportunities share vocal music with the Gateway district audiences Define vocabulary Demonstrate examples of each term Use flashcard help students study and review for quiz Students will be prepared with memorized music and appropriate attire for concert performances. Concert dates are appropriate listed and advertised all students are expected attend receive grade Listen recordings made of concerts Receive feedback from audience members Discuss performers feelings about concert April Page 8 of 11

9 5.14 Listen performances of extended length and complexity with proper attention and audience procol. audience behavior expectations attend at least one professional performance outside of Gateway exhibit behavior expectations and learn about professional standards By the end of Extended Study: 5.15 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive Demonstrate the ability perceive, remember, and describe in detail significant occurrences in a given aural example Compare and contrast ways in which compositional devices and techniques are used in two or more examples of the same piece, genre, or style Demonstrate increased flexibility, strength, agility, coordination, articulation, and appropriate alignment in performing extended movement sequences. Schedule professional concert for students attend, get permission from administration/school committee and raise money/collect money for trip DANCE STANDARD 1: Movement Elements and Dance Skills perform dance moves with accuracy in order be part of the show choir ensemble audition for the show choir demonstrating movement accuracy and training 1.17 Demonstrate rhythmic acuity in moving how incorporate their dance movements with the rhythm of the music perform dance moves with rhythmic accuracy 1.18 Create and perform combinations in a broad dynamic range: solo, with a partner, and in an ensemble 1.19 Demonstrate projection and confidence while performing dance skills demonstrate good posture, and accuracy in following choreographer s directions in performing dance steps practice dance steps using appropriate skills and following choreographer s directions Auditions held each year Choreographer hired and given music be performed Dance steps demonstrated students and places in ensemble assigned Students repeat dance steps and patterns improve accuracy Dance steps demonstrated students and places in ensemble assigned Students repeat dance steps and patterns improve accuracy Students practice combining singing and dancing gether for final performances Chaperone and student expectations rubric Standards not addressed in this course Standard not addressed in this course Ocber Ocber Ocber Page 9 of 11

10 1.20 Identify and demonstrate longer and more complex steps and patterns from at least two different dance styles/traditions 1.21 Maintain a positive body image Components of positive body image maintain a positive body image in accordance with the music be performed practice dance moves/choreography in appropriate dance attire so injuries do not occur Volunteers sought help with costumes Students checked for appropriate attire by teacher Ocber March April 2.13 Choreograph or improvise movement sequences and/or dances that incorporate a range of choreographic principles and choreographic structures 2.14 Demonstrate increased ability work alone, with a partner, and in ensembles during the choreographic process DANCE STANDARD 2: Choreography a variety of dance moves and dance styles learn dance steps in various styles according the music programmed for the shows dance expectations of the show choir. his or her responsibility in each dance be performed attend all dance rehearsals. follow the directions of the choreographer Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Ocber Ocber DANCE STANDARD 3: Dance as Expression 3.9 Formulate and answer questions about how ideas are communicated through dance 3.10 Articulate how personal experience influences the interpretation of a dance 3.11 Create a dance or movement piece based on one gesture and abstract it in several different ways by, for example, varying the timing, shape, space, or energy 3.12 Create a dance that communicates a social, personal, cultural, or abstract theme 3.13 Attend performances of extended length and complexity, demonstrating appropriate audience procol Standards not addressed in this course Page 10 of 11

11 DANCE STANDARD 4: in Dance 4.8 Use improvisation generate movement for choreography using movement, properties (props), costumes, and/or scenic elements 4.9 Refine technique by rehearsing independently in a consistent, disciplined manner 4.10 Demonstrate increased ability work effectively alone and cooperatively with a partner or a group 4.11 Create or learn a dance be performed alone or with others; demonstrate patience and commitment during technical and dress rehearsals dance expectations for show choir. his or her part in each dance dance steps, will practice the dance steps and will attend all dance rehearsals his or her part in each dance dance steps taught alone, with a partner and with the group their part and the overall effect of the ensemble for each dance be performed rehearsal schedule practice the dance steps taught alone, with the choreographer, with a partner and with the group attend all rehearsals practice in chorus room and on stage, incorporating time for technical and dress rehearsals apply stage makeup and hair design perform at all concerts Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble. Students will be given a rehearsal schedule Attendance will be checked Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Students will be given a rehearsal schedule with enough notice Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Students will be checked for appropriate attire and concert attendance Attendance Attendance rubric Attire rubric Ocber Ocber Page 11 of 11

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

Advanced Placement Music Theory

Advanced Placement Music Theory Page 1 of 12 Unit: Composing, Analyzing, Arranging Advanced Placement Music Theory Framew Standard Learning Objectives/ Content Outcomes 2.10 Demonstrate the ability to read an instrumental or vocal score

More information

Music Curriculum Kindergarten

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

More information

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

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

More information

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

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

More information

Westbrook Public Schools Westbrook Middle School Chorus Curriculum Grades 5-8

Westbrook Public Schools Westbrook Middle School Chorus Curriculum Grades 5-8 Music Standard Addressed: #1 sing, alone and with others, a varied repertoire of music Essential Question: What is good vocal tone? Sing accurately and with good breath control throughout their singing

More information

Prerequisites: Audition and teacher approval. Basic musicianship and sight-reading ability.

Prerequisites: Audition and teacher approval. Basic musicianship and sight-reading ability. High School Course Description for Chamber Choir Course Title: Chamber Choir Course Number: VPA107/108 Curricular Area: Visual and Performing Arts Length: One year Grade Level: 9-12 Prerequisites: Audition

More information

COURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique

COURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique UNIT: Vocal Technique 1. Students will demonstrate knowledge of phonation, resonance, diction, expression, posture, and respiration through a variety of best practices in daily rehearsals and performances.

More information

MMS 8th Grade General Music Curriculum

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

More information

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

MMSD 6-12 th Grade Level Choral Music Standards

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

More information

Skills Resources Instructional Strategies. Demonstrate basic tonguing, slide, and sticking technique in Bb and Eb major

Skills Resources Instructional Strategies. Demonstrate basic tonguing, slide, and sticking technique in Bb and Eb major Page 1 of 10 Concert B Unit: Fall (Sept through December) Essential Questions: How do I relate the rhythms I see on a page to a steady pulse? What basic techniques do I need to play any piece of music?

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

6-12 th Grade Level Choral Music Standards

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

More information

Second Grade Music Course Map

Second Grade Music Course Map Grade Music Course Map 2012-2013 Course Title: Grade Music Duration: One year Frequency: Daily Year: 2012-2013 Text: Share the Music Grade edition McGraw Hill Publishers Other materials: Sight-Sing a Song,

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

Indiana Music Standards

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

More information

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

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

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

More information

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

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

More information

Introduction to Performance Fundamentals

Introduction to Performance Fundamentals Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate

More information

PERFORMING ARTS Curriculum Framework K - 12

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

More information

Week. self, peer, or other performances 4 Manipulate their bodies into the correct

Week. self, peer, or other performances 4 Manipulate their bodies into the correct Week 1 2 Marking Period 1 Week Administer beginning of year benchmark 21 Learning rhythmic notation through aural, visual, and kinesthetic activities 22 Marking Period 3 Reinforce proper breath control

More information

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

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

More information

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards

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

More information

Grade 5 General Music

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

More information

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

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

More information

Oskaloosa Community School District. Music. Grade Level Benchmarks

Oskaloosa Community School District. Music. Grade Level Benchmarks Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop

More information

Visual Arts, Music, Dance, and Theater Personal Curriculum

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

More information

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

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

More information

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

Curricular Area: Visual and Performing Arts. semester

Curricular Area: Visual and Performing Arts. semester High School Course Description for Chorus Course Title: Chorus Course Number: VPA105/106 Grade Level: 9-12 Curricular Area: Visual and Performing Arts Length: One Year with option to begin 2 nd semester

More information

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

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

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

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

More information

Archdiocese of Washington Catholic Schools Academic Standards Music

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

More information

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

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

Music Guidelines Diocese of Sacramento

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

More information

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

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

More information

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

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments FIELD 043: MUSIC: INSTRUMENTAL & VOCAL June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Music Theory and Composition 0001 0003

More information

Standard 1 PERFORMING MUSIC: Singing alone and with others

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

More information

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

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

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3 Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: M/J Chorus 3 Course Number: 1303020 Abbreviated Title: M/J CHORUS 3 Course Length: Year Course Level: 2 PERFORMING Benchmarks

More information

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

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

More information

Music Approved: June 2008 Fillmore Central Revision: Updated:

Music Approved: June 2008 Fillmore Central Revision: Updated: A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner

More 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

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

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016 Grade Level: 9 12 Subject: Jazz Ensemble Time: School Year as listed Core Text: Time Unit/Topic Standards Assessments 1st Quarter Arrange a melody Creating #2A Select and develop arrangements, sections,

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

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: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

Middle School Vocal Music

Middle School Vocal Music Middle School Vocal Music Purpose The rubrics provide a guide to teachers on how to mark students. This helps with consistency across teachers, although all grading involves some subjectivity. In addition

More information

Course Outcome Summary

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

More information

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. 2. The student

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

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

ORCHESTRA Grade 5 Course Overview:

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

More information

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

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

More information

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

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

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

Formative Assessment Plan

Formative Assessment Plan OBJECTIVE: (7.ML.1) Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. I can continue to improve my tone while learning to change pitches while

More information

Chicopee Public Schools. High school Choral Curriculum: 9, 10, 11 12

Chicopee Public Schools. High school Choral Curriculum: 9, 10, 11 12 Chicopee Public Schools High school Choral Curriculum: 9, 10, 11 12 Grade- 9, 10, 11, 12 s will demonstrate and understand how to read a musical score, respond to the cues of a conductor, proper posture,

More information

GENERAL MUSIC Grade 3

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

More information

Choir Scope and Sequence Grade 6-12

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

More information

Power Standards and Benchmarks 3 rd Grade

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

More information

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

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

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

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

Greenwich Music Objectives Grade 2 General Music

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

More information

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

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 understand ng of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 8.1 THE

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

Grade One General Music

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

More information

Greenwich Music Objectives Grade 3 General Music

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

More information

Alexander County Schools

Alexander County Schools Alexander County Schools 2012-2013 Unit: Building with the Tools Books and Beyond (Independent Reading) Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques

More information

CALIFORNIA Music Education - Content Standards

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

More information

Grade 2 Music Curriculum Maps

Grade 2 Music Curriculum Maps Grade 2 Music Curriculum Maps Unit of Study: Families of Instruments Unit of Study: Melody Unit of Study: Rhythm Unit of Study: Songs of Different Holidays/Patriotic Songs Unit of Study: Grade 2 Play Unit

More information

Voice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms

Voice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms Year At a Glance ic Grade Level I FIRST SEMESTER TEXTBOOK: Essential Elements for Choir, Book I by E. Crocker & J. Leavitt. Hal Leonard Co. Milwaukee, WI. 3 Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks

More information

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 5 Honors

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 5 Honors Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: Chorus 5 Honors Course Number: 1303340 Abbreviated Title: CHORUS 5 HON Course Length: Year Course Level: 2 Credit: 1.0 Graduation

More information

MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements.

MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements. G R A D E: 9-12 M USI C IN T E R M E DI A T E B A ND (The design constructs for the intermediate curriculum may correlate with the musical concepts and demands found within grade 2 or 3 level literature.)

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

WaunAkee. MIDDLe SCHOOL Vocal MUSIC. TeacherS MS.Roberts and Mrs. Thomas

WaunAkee. MIDDLe SCHOOL Vocal MUSIC. TeacherS MS.Roberts and Mrs. Thomas WaunAkee MIDDLe SCHOOL Vocal MUSIC TeacherS MS.Roberts and Mrs. Thomas aroberts@waunakee.k12.wi.us 2017-2018 Middle School Chorus Calendar Chorus is a performance class with most events taking place outside

More information

General Music Objectives by Grade

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

More information

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

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

More information

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

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

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

More information

Music 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

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

Music Curriculum. Adopted by the Colchester Board of Education

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

More information

Beginning Choral Ensemble

Beginning Choral Ensemble Beginning Choral Ensemble The Beginning Choral Ensemble is an elective course that is available without audition to students in grades nine through twelve. Members of the Beginning Choral Ensemble will

More information

Office of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale.

Office of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale. Office of Curriculum, Instruction, and Technology Grade 10, 11, or 12 Prerequisite: Concert Choir or Chorale Credit Value: 5 ABSTRACT The primary focus of the course is to provide students with the opportunity

More information

Curriculum Framework for Performing Arts

Curriculum Framework for Performing Arts Curriculum Framework for Performing Arts School: Mapleton Charter School Curricular Tool: Teacher Created Grade: K and 1 music Although skills are targeted in specific timeframes, they will be reinforced

More information

GENERAL MUSIC 6 th GRADE

GENERAL MUSIC 6 th GRADE GENERAL MUSIC 6 th GRADE UNIT: Singing The student - Establishes Singing Voice differentiates between singing and speaking voice participates in class singing - Matches Pitch sings in unison sings alone

More information

Grade HS Band (1) Basic

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

More information

VOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music.

VOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music. Standard 1.0 Singing VOCAL MUSIC CURRICULUM STANDARDS Grades 9-12 Students will sing, alone and with others, a varied repertoire of music. The Student will 1.1 Demonstrate expression and technical accuracy

More information

Curriculum Map for Intermediate Orchestra Grades 8.1

Curriculum Map for Intermediate Orchestra Grades 8.1 Curriculum Map for Intermediate Orchestra Grades 81 Month: August -Review a brief history of bowed instruments -Review the parts of the instrument & bow -Review body, instrument, and bowhold -Review group

More information