MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading

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1 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 Recreation) and employment practices as required by applicable local, state and federal laws. Updated January 2012

2 Table of Contents Acknowledgements... 1 Wisconsin Academic Standards- Music... 2 Standards and Benchmarks- 5 th Grade Strings Music Glossary Learner Expectations- Music Elements Grades th Grade Orchestra Power Standards and Rubrics... 12

3 Instrumental Music- 5 th Grade Orchestra Acknowledgments First Edition, August 1992 First Revision, July 1994 Second Revision, June 1999 Third Revision, June 2005 Fourth Revision, June 2006 Updates, July 2007 Updates, June 2008 Updates, January Revision Team Laura Beale- Van Hise Elementary School/ Hamilton Middle School Janet Larkin- Sandburg Elementary School/ Sherman Middle School Julie Palkowski- Coordinator of Fine Arts 2012 Initial Revision Laurie Fellenz, Fine Arts Teacher Leader Lisa Wachtel, Executive Director Department of Curriculum and Assessment Daniel Nerad, Superintendent Madison Metropolitan School District Copyright 2012 by Madison Metropolitan School District, Madison, WI. All rights reserved. No part of this report may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without granting credit to the Madison Metropolitan School District. For permission to copy part or all of this report, please contact: Madison Metropolitan School District, Curriculum and Assessment Department, 545 West Dayton Street, Madison, WI

4 Wisconsin Academic Standards- Music Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: Standard 6: Standard 7: Standard 8: Standard 9: Singing alone and with others, a varied repertoire of music Playing alone and with others, a varied repertoire of music Improvising music Composing and arranging music Reading and notating music Analyzing and describing music Evaluating music and music performances Relating music to all arts and disciplines Associating music to history and world culture 2

5 Music Standards and Strings Benchmarks- 5 th Grade Content Standard One...Sings alone and with others, a varied repertoire of music. The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Sings accurately with good breath control, diction, posture, and tone quality. Sings with rhythmic accuracy. Sing accurately the D major scale with note names. Sing literature from level one with rhythmic accuracy. Sing accurately a minor scale with note names. (D minor and/or A minor are vocally appropriate at this age.) Sing with rhythmic accuracy literature from levels one and two. Sings accurately with good breath control, diction, posture, and tone quality. 3

6 Content Standard Two...Plays alone and with others, a varied repertoire of music on instruments. The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Performs on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. Play with appropriate dynamics and tempo maintaining a balance in an instrumental ensemble. Plays with appropriate dynamics and tempo maintaining a balance in an instrumental ensemble. Plays with expression and technical accuracy on at least one string, wind or percussion instrument, a repertoire of appropriate instrumental literature with a difficulty level of 1-2. Play rhythmic and melodic patterns with accuracy within a group. Play with expression and technical accuracy on one string instrument literature from level one. Play rhythmic and melodic patterns with accuracy alone and in a group. Play with expression and technical accuracy on one string instrument literature from level one and level two. Plays with expression and technical accuracy on one string instrument literature from Level 3 and level 4. Play with proper left hand and right hand position, tone quality, intonation and bowing styles (whole and half bows, pizzicato, spiccato, legato, staccato, and slurs) Plays expressively a varied repertoire of music representing diverse genres and styles. Select and play expressively a variety of diverse genre and styles. Select and play expressively a variety of diverse genre and styles. Performs music representing diverse genres and cultures, with expression appropriate for the work being performed. Plays in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. Play in groups, blending instrumental timbres while responding to tempo, dynamic, and phrasing cues of the conductor. Play in groups, blending instrumental timbres while responding to tempo, dynamic, articulation, phrasing and interpretive cues of the conductor. Plays in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. Plays independently instrumental parts while other students sing or play contrasting parts. Play independently an instrumental part while other students play two contrasting parts. Play independently an instrumental part while other students sing or play three or more contrasting parts. Performs in small ensembles with one student on a part. 4

7 Content Standard Three...Improvises music The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies. Improvise instrumentally on a familiar melody at least one rhythmic and melodic pattern. Improvise instrumentally rhythmic and melodic variations on a familiar melody. Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. Create at least one rhythmic and/or melodic variation on a melody in major and/or minor mode. Embellish instrumentally simple melodies rhythmically and melodically in major and/or minor modes. Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. Content Standard Four...Composes and arranges music The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Creates and arranges short songs and instrumental pieces within specified guidelines. Compose a short instrumental piece demonstrating correct key, time signature, and notation. Arrange and create a short song and/or instrumental piece demonstrating various forms such as AB, ABA. Compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. 5

8 Content Standard Five...Reads and notates music. The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in meter signatures. Use a system to read rhythmic patterns in traditional notation with combinations of: Use a system to read rhythmic patterns in traditional notation with the addition of: 6 C C 8 Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in aila breve meter signatures. Uses standard notation to read simple pitch notation in the treble clef in major keys. Use note names to read simple pitch notation on three common strings. Use note names to read simple pitch notation on all four strings. Reads at sight simple melodies in both the treble and bass clefs, in major and minor modes. Identifies symbols and traditional terms referring to dynamics, tempo, articulation, and interprets them correctly when performing. Identify and interpret symbols and traditional terms referring to dynamics (p, mp, mf, f) tempo (allegro and andante), and bowings (legato and staccato). Identify and interpret symbols and traditional terms with the addition of: pp, ff, accent, fermata, ritardando, crescendo and decrescendo. Identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. Uses standard symbols to notate meter, rhythm, pitch, and dynamics in patterns and/or songs. Notates with standard symbols. Notate with standard symbols: meter: and the corresponding rests and one octave of the D and G scales Notate with standard symbols adding: meter: 6 8 and the C, G, D, and A major scale patterns Dynamics: p, f Uses standard notation to record their musical ideas and the musical ideas of others. 6

9 Content Standard Six..Analyzes and describes music. The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Identifies simple music forms, contrasts, and textures when presented aurally and visually. Identify the following forms aurally and visually: AB, ABA, the round. Identify theme and variations aurally and visually. Identifies simple music forms, contrasts, and textures when presented aurally and visually. Identifies simple musical devices, such as contrast and texture. Identify simple musical devices, such as contrast (major and minor keys, dynamics, and tempo), and texture (bowing styles). Listens to and analyzes the uses of the elements of music in examples representing diverse genres and cultures. Uses appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. Use correct terminology for music notation to correlate with Standard 5. Use appropriate terminology to describe classroom and concert performances. Demonstrates knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmoni progressions in their analysis of music. Content Standard Seven.Evaluates music and music performances The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Evaluates the quality of their own and others performances and offers constructive suggestions for improvement. Evaluate one performance of his/her class using appropriate terminology to offer two suggestions to improve each performance. Evaluate one performance of his/her class using appropriate terminology to offer three suggestions to improve each performance. Evaluates the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offers constructive suggestions for improvement. 7

10 Content Standard Eight.Relates music to all other arts and disciplines The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Identifies similarities and differences in the meanings of common terms used in the various arts. Identify three similarities and differences in the meanings of common terms such as form, pattern, and contrast used in music and the visual arts. Identify three similarities and differences in the meanings of common terms such as repetition, color/timbre, and texture. Compares in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions, or ideas into works of art. Identifies ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Cite two examples which connect music subject matter to mathematics and physical education. Cite two examples which connect music subject matter to different languages and social studies. Describes ways in which the principles and subject matter of other school disciplines interrelate with those of music. 8

11 Content Standard Nine.Associates music to history and world cultures The student will be able to: Grade FOUR Beginning Strings (no prior strings Intermediate Strings (prior strings Grade EIGHT Performs a varied repertoire of music from other cultures. Perform pieces from two different cultures and communicate some knowledge of the music. Perform pieces from three different cultures and communicate some knowledge of the music. Describes distinguishing characteristics of representative music genres and styles from a variety of cultures. Performs music from various historical periods. Perform pieces from two different historical periods and communicate some knowledge of the music. Perform pieces from three different historical periods and communicate some knowledge of the music. Classifies by genre and style (and if applicable, by historical period, composer, and title) a varied body of high-quality and characteristic musical works and explain the characteristics that cause each work to be exemplary. Compares, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed. Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. Generate an example of music appropriate for each event/occasion on a given list. Generate a list of events/occasions; cite the title of an appropriate song or piece of music for each and explain why it is appropriate. Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. Demonstrates audience behavior appropriate for the context and style of music performed. Demonstrate appropriate audience behavior for band performances (symphonic, marching, jazz, dance, and pop/rock) and vocal performances (choir, gospel, jazz, country, and folk). Demonstrate appropriate performance behavior. Demonstrate appropriate audience behavior for orchestral performances, such as the Madison Symphony Orchestra. Demonstrate appropriate performance behavior. Demonstrates audience behavior appropriate for the context and style of music performed. 9

12 Music Alla breve. The *meter signature indicating the equivalent of 2/2 time. Articulation. In performance, the characteristics of attach and decay of tones and the manner and extent to which tones in sequence are connected or disconnected. Classroom instruments. Instruments typically used in the general music classroom, including, for example, recorder-type instruments, chorded zithers, mallet instruments, simple percussion instruments, *fretted instruments, keyboard instruments, and electronic instruments. Dynamic levels, dynamics. Degrees of loudness. Elements of music. Pitch, rhythm, harmony, *dynamics, *timbre, texture, *form. Expression, expressive, expressively. With appropriate *dynamics, phrasing, *style, and interpretation and appropriate variations in dynamics and tempo. Form. The overall structural organization of a music composition (e.g., AB, ABA, call and response, rondo, theme and variations, sonata-allegro) and the interrelationships of music events within the overall structure. Fretted instruments. Instruments with frets (strips of material across the fingerboard allowing the strings to be stopped at predetermined locations), such as guitar, ukulele, and sitar. Genre. A type or category of music (e.g., sonata, opera, oratorio, art song, gospel, suite, jazz, madrigal, march, work song, lullaby, barbershop, Dixieland). Intonation. The degree to which pitch is accurately produced in performance, particularly among the players in an ensemble. Level of difficulty. For purposes of these standards, music is classified into six levels of difficulty: Level 1 Very easy. Easy keys, *meters, and rhythms; limited ranges Level 2 Easy. May include changes of tempo, key, and meter; modest ranges. Level 3 Moderately easy. Contains moderate technical demands, expanded ranges, and varied interpretive requirement. Level 4 Moderately difficult. Requires well-developed *technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys. Level 5 Difficult. Required advanced technical and interpretive skills; contains key signatures with numerous sharps or flats, unusual meters, complex rhythms, subtle *dynamic requirements. Level 6 Very difficult. Suitable for musically mature students of exceptional competence. (Adapted with permission from NYSSMA Manual, Edition XXIII, published by the New York State School of Music Association, 1991.) 10

13 AREA OF STUDY: Instrumental Music Learner Expectations: Grades 5-6 Students will. EXPRESSION: MELODY: RHYTHM: HARMONY: TIMBRE: TEXTURE: FORM: Identify and imitate differences in tempi, dynamics, and articulations through voice and instrument. Identify and/or demonstrate stylistic qualities (staccato, legato, articulation) that influence performance. Demonstrate melodic patterns in the various modes by echoing, reading major and minor melodic patterns. Demonstrate ability to read simple tunes. Identify and perform scales and intervals. Demonstrate steady beat while reading music. Demonstrate simple rhythmic patterns by echoing and reading. Identify and distinguish duple and triple meters aurally. Demonstrate independence in reading simple rhythmic patterns within an ensemble. Distinguish aurally between two tones of less than one half step (intonation) Recognize and correct pitch differences of less than one half (intonation) Distinguish correct intervallic tuning aurally. Demonstrate with instrument and voice correct intervallic tuning. Demonstrate basic characteristic tone on an instrument within a limited range. Demonstrate proper attach and release on an instrument (articulation). Distinguish differences between homogeneous and heterogeneous instrumental groupings when listening or playing. Identify and perform structural units such as phrases, sections, introductions, first and second endings. Identify and perform simple forms such as rondo, theme and variations, and ABA organization by phrase structure. 11

14 MADISON METROPOLITAN SCHOOL DISTRICT 5 th Grade Orchestra Report Card Power Standards and Rubrics The power standards chosen for the instrumental music areas are: Skills/Technique, Knowledge, and Application. The power standards provide an efficient way to review student achievement in these three broad categories within the report card versus reviewing nine standards for music per quarter. Content teachers choose instructional strategies, activities, and materials which best fit within the power standards (standards) explored to help students grow in that content area. Examples of a few activities which connect to the standards explored are provided for your consideration. To assist in defining levels of proficiency within each power standards, a set of rubrics have been created. The rubrics identify the power standards and the Wisconsin Academic Standards which fit within each. The rubrics are a tool that teaching staff may wish to use in reporting what a student is expected to know and be able to do in that class. Grading Guide 4 Advanced 3 Proficient 2 Progressing 1 Emerging M Most of the time S Some of the time R - Rarely Exceeds expectations for grade level at this quarter. Meets expectations for grade level at this quarter. Meets some expectations for grade level at this quarter. Not yet meeting expectations for grade level at this quarter. 12

15 SKILLS AND TECHNIQUES Music Standards Singing alone and with others, a varied repertoire of music Playing along and with others, a varied repertoire of music on instruments Improvising music Composing and arranging music Reading and arranging music Associating music to history and world cultures 6-8 th Grade Activities Examples: -Sing a melody. -Sing harmony. -Sing parts. -Sing technical exercises. -Sight read -Play excerpts from music on own. -Perform with group. -Play using different instruments. -Accompany others. -Play a variation on a familiar melody. -Change a song from major to minor. -Alter rhythm of a music piece. -Create a short song. -Arrange a variation on a familiar tune. -Sight read a piece. -Create an arrangement of a music selection. - Perform pieces from other cultures. - Perform pieces from other genres. 13

16 KNOWLEDGE Music Standards Singing alone and with others, a varied repertoire of music Playing along and with others, a varied repertoire of music on instruments Improvising music Composing and arranging music Reading and arranging music Associating music to history and world cultures 6-8 th Grade Activities Examples: -Describes techniques of proper vocalization. -Verbalizes good practices in posture for singing. -Writes a short paragraph on the differences in vocal quality and range between SAB. -Describes instrumental playing techniques. -Verbalizes fingering patterns and proper instrument hold. -Writes a short paragraph on different playing techniques required to play forte and pianissimo. -Describes ideas for improvising a melody. -Verbalizes a few rhythmic/melodic patterns that may fit within an improvised piece. -Writes a short paragraph on ideas to improvise a familiar tune. -Describes own song ideas. -Verbalizes rhythmic & melodic patterns within their own song. -Writes a short paragraph about own arrangement ideas of a familiar tune. -Identifies elements of musical of analysis in assignments. -Verbalizes how to follow a Coda in a song. -Writes a short paragraph of the use of different musical forms. -Describes cultural connections to music example. -Writes a short paragraph on the historical connections to the music studied. 14

17 APPLICATION Music Standards Singing alone and with others, a varied repertoire of music Playing along and with others, a varied repertoire of music on instruments 6-8 th Grade Activities Examples: -Identifies accurate pitch and rhythm in solo and parts singing examples. -Recognizes and identifies through verbal/written means the quality of tone in vocal performances. -Identifies focused tone, accurate pitch, dynamics, and tempo changes through verbal/written means. Analyzing and describing music Evaluating music and music performances Associating music to history and world cultures Relating music to all arts and disciplines -Identifies musical elements of a song through verbal/written means. -Critique music in verbal/written means. - Critique music performance in verbal/written means. -Recognizes different musical eras and can relate them to historical & cultural events aurally/visually. -Identifies similarities and differences, compared to other art forms. 15

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