Curriculum Map - Grade 6. Concepts Competencies Vocabulary Standar ds. between Melody & Form. Tone Color

Size: px
Start display at page:

Download "Curriculum Map - Grade 6. Concepts Competencies Vocabulary Standar ds. between Melody & Form. Tone Color"

Transcription

1 Curriculum Map - Grade 6 Timeframe Big Idea Eential Quetion Week 1-5 The kill, What are the technique, five element of element and muic & what principle of effect do they muic can be have on the learned, tudied, muic? and demontrated. How doe melody differ from harmony? Compare and contrat a teady beat and a rhythmic phrae. What are ome different way in which to create harmony? identify the form of a piece of preented muic? How would you create a mood by uing different tone color? Concept Competencie Vocabulary Standar d Melody Identifying by ear Melody and ight the Harmony Harmony difference Rhythm between Melody & Form Rhythm Harmony Tone Color Form Tone Color Steady Beat Phrae Repetition Contrat Theme & Variation Rondo Vere/Choru /Bridge Binary form Ternary Form Recognizing the baic form of a piece by ight and ound. rhythm by reading notation and by rote Identifying repetition & variation Naming pecific form of piece by their characteritic. Identifying and decribing each element of muic. everal of the form covered on claroom intrument. Notation Rote Beat Phrae Theme & Variation Rondo Binary Ternary Vere/Choru Treble & Ba Clef Staff, name of line and pace Major, minor cale Otinato C C ) obervation aement Educational Reource Variou a Youtube & Printed muic Point and material. Differentiati on intruction tudent repone intead of Chord tonic/root, I, IV, V. Meter

2 Week 6-9 The kill, technique, element and principle of muic can be learned, tudied, and demontrated. How do you claify voice into the proper part of the choir? How are maller performing enemble named? What apect of vocal performance can be practiced for a performance? How doe tone color compliment the mood of a piece of muic? In what way can you improve the ound of your inging voice? What do you need to do and know to follow and ing from a vocal core? Choir SATB Enemble ize for group of inger: olo, duet, trio, etc. Proper inging technique uch a mouth hape, poture, breathing, etc. Matching Pitch Union Intonation Proper Breathing Reading note from a vocal core Identifying the variou ection of the choir. Identifying & Demontrating the ize of enemble. Decribing and identifying variou form of harmony in vocal muic. Demontrating proper intonation, poture, mouth hape, and breathing when performing. Singing variou election of muic by reading them from a vocal core. Soprano Alto Tenor Ba or Baritone Cambiata Solo Duet Trio Quartet Quintet Poture Mouth Shape Breathing Intonation Pitch Matching Union Harmony Partner Song Two part ong 3 or 4 part ong Notation Reading obervation aement Variou a YouTube & Printed muic Point and material. intruction tudent repone intead of

3 Week 1-9 The kill, technique, element and principle of muic can be learned, tudied, and demontrated. How do you draw the muic ymbol and place them correctly on the taff? What traditional and contemporary technique go into creating and performing your own ong? how the beat of the muic through movement? Muic Theory Symbol Creating and compoing your own ong the ong you compoed. Body Percuion Moving to the beat of the muic Line Dancing Choreograp hy Writing muic notation on the taff. Identifying note on the taff by ight. Creating ong by placing note on the taff. muic created & notated by the tudent themelve Moving in time to the beat of the muic. movement to prerecorded muic. Creating your own movement to the beat of muic you hear. Treble Clef Ba Clef Note Ret Staff Grand Staff Meaure Flat Sharp Natural Dynamic Tempo Beat Boxing Compoing Notating J obervation aement Variou a YouTube & Printed muic Point and material. intruction tudent repone intead of the dance to the Electric Slide, Love Shack, Cupid Shuffle, and other well-known election.

4 Week 1-9 The kill, technique, element and principle of muic can be learned, tudied, and demontrated. Why do great muical compoition lat through the age? Who are ome influential compoer and what are their mot famou piece of muic? decribe the meaning of a pecific piece of muic? identify the interval that you hear? Muical Quality Compare and Contrat Cononance Dionance Litening Map Art Contempora ry Muical Theatre Notating interval and rhythm that you hear. Relating compoer to their compoition. Comparing muic & compoer trait from art muic to modern muic. Following a litening map while prerecorded muic i performed. Decribing the meaning of different piece of muic. Identifying characteritic of Patriotic muic. the Star Spangled Banner vocally with correct lyric and pitche. Phyically notating on taff paper the interval and rhythm that you hear. Hogan Elijah Rock Roinni Barber of Seville & Wm Tell Overture Lizt The Nightengale Haydn The Surprie Symphony JS Bach Tocatta & Fugue in G minor, variou work Tchaikovky Nutcracker Suite, 1812 Overture, variou work John William variou work Aaron Copland variou work J B C E F G H I J K L B D C obervation aement Variou a YouTube & Printed muic Point and material. intruction tudent repone intead of Grieg Peer Gynt Suite Muical Theatre Work Variou other compoer from year to year

5 Week The kill, technique, element and principle of muic can be learned, tudied, and demontrated. What are the major hitorical era in art/muic/archit ecture and what are ome characteritic of each? Which muical tyle/genre are mot prevalent in the muic to which we liten and why? Era in Muic in detail Characteriti c of variou genre and tyle of muic Naming compoer and other prominent hitorical figure from each era of muic. Relating tyle of muic to the era from which it wa made popular. Decribing characteritic of variou genre of muic. ome tylitic trait of variou genre of muic. Era of Muic Medieval Renaiance Baroque Claical Romantic 20 th Century Contemporary Jazz Blue Ragtime Rhythm & Blue Reggae Spiritual Gopel Soul Motown Rap Rock & Roll 50, 60, 70, 80, 90 Country Folk Muical Opera Ballet Overture I J K B C E F G H I J K L B C D E G A C obervation aement Variou a YouTube & Printed muic Point and material. intruction tudent repone intead of

6 Week Muician ue their own experience and kill to create muic. How doe performing on an intrument or inging increae your muical kill? create your own compoition uing traditional compoition technique? create your own compoition uing modern compoition technique? What are the proper notation and playing technique for intrument available in the claroom? Litening Creating Analyzing the kill ued when peronally performing. Creating one own muical compoition with muical notation. on variou muical intrument. Embouchure Technique Projection Muicianhip Auxiliary Percuion Muic Notation obervation aement Variou a YouTube & Printed muic Point and material. intruction tudent repone intead of Week 1-9 People ue both aethetic and critical procee to ae quality, interpret meaning and determine value. How doe your performance affect the performance of other around you? analyze your performance in muical term? How can reading notation enhance the Analyzing Blending Note Reading Analyzing one own muical performance in relation to the full group. Critiquing one peronal muical performance and the performance of other. Uing proper muical term when decribing a Muical Terminology Analyze Conductor Pizzicato I E G obervation aement Variou a YouTube & Printed muic intruction tudent repone intead of

7 performance of muic? muical performance. by reading muical notation. Point and material. Week Muic i a medium human ue to expre experience and idea through time and acro culture. How doe world muic help u undertand other culture? Why i muic conidered to be a univeral language? How doe the tyle of a piece of muic expre the experience and idea of the time in which it wa written? World Muic Culture Muical Style Program Muic Nationalitic Muic Hitorical Era in Muic Determining the origin of muic through litening. Identifying culture through muic. Decribing in what way muic i a univeral language. Relating the hitorical period of time to the muic written in that era. Verbally expreing your muical opinion concerning certain work uing proper muical vocabulary. World Muic Indigenou Intrument Nationalitic Style Culture Era Theme & Variation Rondo Program Muic Overture K F G I L C D E C obervation aement Variou a YouTube & Printed muic Point and material. intruction tudent repone intead of

Curriculum Map Grade 5. Concepts Competencies Vocabulary Standar ds. and sight the. between Melody & D Rhythm

Curriculum Map Grade 5. Concepts Competencies Vocabulary Standar ds. and sight the. between Melody & D Rhythm Curriculum Map Grade 5 Timeframe Big Idea Eential Quetion Week 1-4 The kill, What are the technique, five element of element and muic? principle of muic can be How would you learned, tudied, decribe how

More information

Stars, hide your fires

Stars, hide your fires Expre Companion to QCA unit 0 Star, hide your fire Thi unit develop and demontrate children ability to take part in a cla with confidence, expreion and control. Click here to view the plan: Medium term

More information

Cyclic patterns Exploring rhythm and pulse

Cyclic patterns Exploring rhythm and pulse Cyclic pattern Exploring rhythm and pule Expre mot children will: create rhythmic pattern with an awarene of timbre and duration; perform thee confidently with a trong ene of pule within imple cyclic pattern

More information

Roundabout. Mu ic. Exploring rounds. Year ASSESSMENT SHEET AT THE END OF THIS UNIT

Roundabout. Mu ic. Exploring rounds. Year ASSESSMENT SHEET AT THE END OF THIS UNIT Roundabout Exploring round Expre mot children will: hold their part in a two-part round with confidence, and appreciate the effect of the harmonie produced; utain a drone or melodic otinato to accompany

More information

Lyndhurst High School Music Appreciation

Lyndhurst High School Music Appreciation 1.1.12.B.1, 1.3.12.B.3, 1.3.12.B.4, 1.4.12.B.3 What is? What is beat? What is rhythm? Emotional Connection Note duration, rest duration, time signatures, bar lines, measures, tempo connection of emotion

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

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

MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results

MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results Elementary General Music Lisa Judkins and Loretta Koleck Fifth Grade Course Title Teacher(s) Grade Level(s) Course

More 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

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

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

Overview of Content and Performance Standard 1 for The Arts

Overview of Content and Performance Standard 1 for The Arts Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811

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

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

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20 ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to

More information

ILLINOIS LICENSURE TESTING SYSTEM

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

More information

Band Study Guide. For ALL bands

Band Study Guide. For ALL bands Band Study Guide For ALL bands Notes and Rests Basic Music Theory Time Signatures: - tell us what note duration gets the beat and how many are in each measure. Examples below! Top number tell us how MANY

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2003 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the

More information

Grade 6 Music Curriculum Maps

Grade 6 Music Curriculum Maps Grade 6 Music Curriculum Maps Unit of Study: Form, Theory, and Composition Unit of Study: History Overview Unit of Study: Multicultural Music Unit of Study: Music Theory Unit of Study: Musical Theatre

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

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

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

Stafford Township School District Manahawkin, NJ

Stafford Township School District Manahawkin, NJ Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board

More information

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory ORGANIZING THEME/TOPIC FOCUS STANDARDS FOCUS SKILLS UNIT 1: MUSICIANSHIP Time Frame: 2-3 Weeks STANDARDS Share music through

More information

Grade 4 Music Curriculum Maps

Grade 4 Music Curriculum Maps Grade 4 Music Curriculum Maps Unit of Study: Instruments and Timbre Unit of Study: Rhythm Unit of Study: Melody Unit of Study: Holiday and Patriotic Songs Unit of Study: Harmony Unit of Study: Folk Songs

More 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

Active learning will develop attitudes, knowledge, and performance skills which help students perceive and respond to the power of music as an art.

Active learning will develop attitudes, knowledge, and performance skills which help students perceive and respond to the power of music as an art. Music Music education is an integral part of aesthetic experiences and, by its very nature, an interdisciplinary study which enables students to develop sensitivities to life and culture. Active learning

More information

SCOPE & SEQUENCE Concert Choir High School

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

More information

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

North Knox K-12 Music Curriculum

North Knox K-12 Music Curriculum North Knox K-12 Music Curriculum April, 1999 Program Outcomes Possess basic music literacy. Appreciate music and be able to evaluate music and history and music and other arts. Understand the interrelationship

More information

Grade 3 General Music

Grade 3 General Music Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More 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

5 th Grade General Music Benchmarks

5 th Grade General Music Benchmarks 5 th Grade General Music Benchmarks A: Singing 1: Match pitch in an extended range [octave], sing with appropriate timbre, diction, and posture, maintain a steady tempo. 2: Students sing expressively demonstrating

More information

Pacing Guide DRAFT First Quarter 8 th GRADE GENERAL MUSIC Weeks Understandings Program of Studies August 1-3

Pacing Guide DRAFT First Quarter 8 th GRADE GENERAL MUSIC Weeks Understandings Program of Studies August 1-3 2007-2008 Pacing Guide DRAFT First Quarter 8 th GRADE GENERAL MUSIC Weeks Understandings Program of Studies August 1-3 4.1 Core Content Essential Questions CHAMPS Why is Champs important to follow? List

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Pine Hill Public Schools Curriculum Content Area: Music Course Title/ Grade Level: Music / Grade 2 Unit 1: Fundamentals Month: 1 month Unit 2: Decoding Month: 1 month Unit 3: Musical Elements Month: 3

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

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

Old. New Strand # New. New Standard. New Strand

Old. New Strand # New. New Standard. New Strand Crowalk: Grade 4 (DRAFT) The new Reading and Language Art tandard have been approved by the State Board of Education. Thi draft crowalk ha been developed to ait Florida teacher in identifying connection

More information

WASD PA Core Music Curriculum

WASD PA Core Music Curriculum Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts

More information

BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM

BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE

More 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

ASSESSMENT Validation to Revise Curriculum & Instruction. INSTRUCTION Means to the End Product, How You Teach

ASSESSMENT Validation to Revise Curriculum & Instruction. INSTRUCTION Means to the End Product, How You Teach TIME FRAME [By Date/We ek/mont h] STANDARD OR BENCHMARK Q1-4 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will

More information

By the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively.

By the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively. MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently

More information

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children

More information

use individual notes, chords, and chord progressions to analyze the structure of given musical selections. different volume levels.

use individual notes, chords, and chord progressions to analyze the structure of given musical selections. different volume levels. Music Theory Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work?

More information

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

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

More information

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

MIDDLE SCHOOL CHORAL

MIDDLE SCHOOL CHORAL MIDDLE SCHOOL CHORAL LENGTH OF TIME: one year, three-40 minute lesson per 6-day cycle GRADE LEVEL: 6-8 COURSE STANDARDS: will: 1. Define symbols and terminology encountered in vocal music. (NMCS 7,8,9;

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

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

Chelmsford Public Schools Fine and Performing Arts Department Middle School General Music Curriculum Map by Standard Standard 1: SINGING

Chelmsford Public Schools Fine and Performing Arts Department Middle School General Music Curriculum Map by Standard Standard 1: SINGING Standard 1: SINGING Students will sing, alone and with others, a varied repertoire of music. Sing alone & with others maintaining accurate intonation, steady beat, rhythmic accuracy, and appropriate expression

More information

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory

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

More information

HS Music Theory Music

HS Music Theory Music 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

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

PERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term

PERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this

More information

Concept: Folk Music National Standard(s): 9 State Standard(s): 9.2 Lesson Essential Questions: Why is folk music important to our American heritage?

Concept: Folk Music National Standard(s): 9 State Standard(s): 9.2 Lesson Essential Questions: Why is folk music important to our American heritage? Curriculum Map Topic: American Music Days: 10 days, 40 minutes each once per class Course: Music Subject(s): General Music Grade(s): 6 th grade Key Learning(s): American music is important to our heritage.

More information

COURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:

COURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: COURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 CONCERT CHOIR - 2 Rutherford High School Rutherford, NJ CONCERT CHOIR

More information

MUSIC CURRICULUM GUIDELINES K-8

MUSIC CURRICULUM GUIDELINES K-8 DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should

More information

MUSIC Hobbs Municipal Schools 6th Grade

MUSIC Hobbs Municipal Schools 6th Grade Date NM State Standards I. Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. A. K-4 BENCHMARK 1A: Sing and play instruments

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

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and: MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently

More information

Third Grade Music Curriculum

Third Grade Music Curriculum Third Grade Music Curriculum 3 rd Grade Music Overview Course Description The third-grade music course introduces students to elements of harmony, traditional music notation, and instrument families. The

More information

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and

More information

Greeley-Evans School District 6 High School Vocal Music Curriculum Guide Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music

Greeley-Evans School District 6 High School Vocal Music Curriculum Guide Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music To perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of

More information

Music Curriculum Maps Revised 2016 KINDERGARTEN

Music Curriculum Maps Revised 2016 KINDERGARTEN KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking,

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

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

AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects

AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects 2007-2008 Pacing Guide DRAFT First Quarter 7 th GRADE GENERAL MUSIC Weeks Program of Studies 4.1 Core Content Essential Questions August 1-3 CHAMPS Why is Champs important to follow? List two Champs rules

More information

Version 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment

Version 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment Choir (Foundational) Item Specifications for Summative Assessment Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-101 Maintaining a steady beat with auditory assistance (e.g.,

More information

COURSE OF STUDY UNIT PLANNING GUIDE INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS

COURSE OF STUDY UNIT PLANNING GUIDE INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS COURSE OF STUDY UNIT PLANNING GUIDE FOR: INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 PREPARED BY: MUSIC DEPARTMENT REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August

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

7th Grade Vocal Music Music

7th Grade Vocal Music Music Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge

More information

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators 29 Music CO-SG-FLD029-02 Program for Licensing Assessments for Colorado Educators Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright

More information

Indiana s Academic Standards MUSIC

Indiana s Academic Standards MUSIC Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National

More information

PKUES Grade 10 Music Pre-IB Curriculum Outline. (adapted from IB Music SL)

PKUES Grade 10 Music Pre-IB Curriculum Outline. (adapted from IB Music SL) PKUES Grade 10 Pre-IB Curriculum Outline (adapted from IB SL) Introduction The Grade 10 Pre-IB course encompasses carefully selected content from the Standard Level IB programme, with an emphasis on skills

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

Music Study Guide. Moore Public Schools. Definitions of Musical Terms

Music Study Guide. Moore Public Schools. Definitions of Musical Terms Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:

More information

WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey

WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study WRITING AND ARRANGING I - 1761 Schools... Westfield High School Department... Visual and Performing Arts Length of Course...

More information

HS/XII/A. Sc. Com.V/Mu/18 MUSIC

HS/XII/A. Sc. Com.V/Mu/18 MUSIC Total No. of Printed Pages 9 HS/XII/A. Sc. Com.V/Mu/18 2 0 1 8 MUSIC ( Western ) Full Marks : 70 Time : 3 hours The figures in the margin indicate full marks for the questions General Instructions : Write

More information

Montana Instructional Alignment HPS Critical Competencies Music Grade 3

Montana Instructional Alignment HPS Critical Competencies Music Grade 3 Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content

More information

Chapter 13. Key Terms. The Symphony. II Slow Movement. I Opening Movement. Movements of the Symphony. The Symphony

Chapter 13. Key Terms. The Symphony. II Slow Movement. I Opening Movement. Movements of the Symphony. The Symphony Chapter 13 Key Terms The Symphony Symphony Sonata form Exposition First theme Bridge Second group Second theme Cadence theme Development Recapitulation Coda Fragmentation Retransition Theme and variations

More information

Bi-Borough Music Curriculum

Bi-Borough Music Curriculum Bi-Borough Music Curriculum 2015 Grades K-6 Mr. Matthew Wilson Superintendent Oradell Public School Ms. Megan Bozios Principal Oradell Public School Ms. Diminich-Kucharski Bi-Borough Supervisor of Curriculum

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

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks) 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

More information

COURSE: Elementary General Music

COURSE: Elementary General Music UNIT: Singing #1 Singing alone and with other a varied repertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.

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

TExES Music EC 12 (177) Test at a Glance

TExES Music EC 12 (177) Test at a Glance TExES Music EC 12 (177) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Music EC 12

More information

Department Curriculum Map

Department Curriculum Map Department Curriculum Map 2018-19 Department KS3 Subject Specific Skills Students will build on their previous knowledge and skills through performing, composing and listening. They should develop their

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

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

Woodlynne School District Curriculum Guide. General Music Grades 3-4

Woodlynne School District Curriculum Guide. General Music Grades 3-4 Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration

More information

Articulation Clarity and distinct rendition in musical performance.

Articulation Clarity and distinct rendition in musical performance. Maryland State Department of Education MUSIC GLOSSARY A hyperlink to Voluntary State Curricula ABA Often referenced as song form, musical structure with a beginning section, followed by a contrasting section,

More information

Music Curriculum Map Year 5

Music Curriculum Map Year 5 Music Curriculum Map Year 5 At all times pupils will be encouraged to perform using their own instruments if they have them. Topic 1 10 weeks Topic 2 10 weeks Topics 3 10 weeks Topic 4 10 weeks Title:

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

Music Theory. Fine Arts Curriculum Framework. Revised 2008

Music Theory. Fine Arts Curriculum Framework. Revised 2008 Music Theory Fine Arts Curriculum Framework Revised 2008 Course Title: Music Theory Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Music Theory Music Theory is a two-semester course

More information

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) Music Standards for Band Product Performance 2. Develop and apply instrumental music skills to perform and communicate through the arts A. Instrumental Performance Skills Apply instrumental technique (e.g.,

More information

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Literacy Long Term Plan Year Group 4 Text Topic connectio n Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Roald Dahl Charlotte Web Beowulf Non fiction text Egyptian cinderella Extract and video

More information

K-5 Music Curriculum

K-5 Music Curriculum Kindergarten sing age-appropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) the singing voice (sol/mi) echo short melodic and rhythmic patterns by singing, moving, and/or playing steady

More information

OKLAHOMA SUBJECT AREA TESTS (OSAT )

OKLAHOMA SUBJECT AREA TESTS (OSAT ) CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 001: INSTRUMENTAL/GENERAL MUSIC September 2010 Subarea Range of Competencies I. Listening Skills 0001

More information