Music Curriculum Map
|
|
- Avice Parsons
- 6 years ago
- Views:
Transcription
1 Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody High vs. low pitches Pitch notation Purposes in the Arts Recreational C.C.# AH Core Content of Music: Rhythm - whole notes, half notes, and quarter notes (aurally and visually)] of Music: Rhythm - whole notes, half notes, and quarter notes (aurally and visually)] of Music: Melody notes, lines and spaces on treble clef staff (visually)] purposes. [Focus: Purposes of music: Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)] Activities & Assessment music (rhythm) while Entrance/Exit slips music (rhythm, melody) while Students will use appropriate terminology to describe the purpose of music elements. Creating, Improvising, and Performing Students will sing and play alone simple rhythmic or tonal patterns by reading simple music notation.
2 Month Topic October Structure in the Arts - (continue with previous and add ) C.C.# AH Core Content Activities and Assessment Harmony Rounds (beginning parts) Major Vs. Minor Recognizing simple two part songs (aural) Form Repeat signs Rounds Culture: Appalachian of Music: Harmony - rounds and simple 2-part songs (aurally), songs are major or minor (aurally)] of Music: Form - call and response form, AB form and ABA form (aurally)] and periods. [Focus: Cultures: Appalachian] music (rhythm, melody, harmony, form) while Period: Colonial American Purposes for Creating in the Arts Ceremonial Recreational and periods. [Focus: Periods: Colonial American] purposes. [Focus: Purposes of music:(reasons for creating music): Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) and Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)] Structure in the Arts Styles that are a part of Appalachian Music and the Colonial Period EP Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).
3 November Structure in the Arts - (continue with previous and add ) Tempo Steady Beat Slow Fast Form Call and Response Two-Part (AB) Three-Part (ABA) of Music: Tempo - steady beat, faster, slower (aurally)] of Music: Form - call and response form, AB form and ABA form (aurally)] harmony, tempo) while Cultures: Similarities and Differences Native American Appalachian West African and periods. [Focus: Cultures: Native American, Appalachian, and West African] Purposes for Creating in the Arts Ceremonial Recreational purposes. [Focus: Purposes of music:(reasons for creating music): Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) and Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)] Creating a variety of music
4 Month December Topic Structure in the Arts - (continue with previous and add ) Form Compare forms: Round Call and Response Two-Part (AB) Three-Part (ABA) Styles Spirituals Folk Songs C.C.# AH EP Core Content of Music: Form - call and response form, AB form and ABA form (aurally)] Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). Activities and Assessment harmony, tempo) while Periods: Colonial Music and periods. [Periods: Colonial American ] Purposes for Creating the Arts Artistic Expression Ceremonial purposes. [Purposes of music: Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) and Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience, music created and performed in a concert setting for an audience] Performing and expressing emotions and intellect Students will sing and play alone simple rhythmic or tonal patterns by reading simple music notation.
5 January Structure in the Arts- Review: Compare and Contrast the Following Elements: Rhythm Tempo Melody Harmony Form Introduce: Timbre Human Voices Woodwind Family of music using musical terminology. [: Rhythm - bar lines, measures, whole notes, half notes, and harmony, tempo, timbre) while quarter notes (aurally and visually), Tempo - steady beat, faster, slower (aurally), Melody notes, lines and spaces on treble clef staff (visually), Harmony - rounds and simple 2- part songs (aurally), songs are major or minor (aurally), Form - call and response form, AB form and ABA form (aurally), Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally)] Reading Music Notation Students will sing and play alone simple rhythmic or tonal patterns by reading simple music notation. Performing Music repertoire of music.
6 Month February Topic Structure in the Arts- Timbre Brass Percussion String Review: Woodwind Human Voices Dynamics Styles Game Songs Work Songs Patriotic Bluegrass Review: Lullabies Spirituals Folk Songs C.C.# AH EP Core Content of music using musical terminology. [Focus: Elements of Music: Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally)] of music using musical terminology. [Focus: Dynamics - soft, loud (aurally)] Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). Activities and Assessment harmony, dynamics, timbre, tempo) while performing, singing, instrument playing, moving, listening, reading, writing, and West African and periods. [Cultures: West African] Purposes in the Arts West African Music Compared to Orchestral and Band Music Ceremonial Recreational Artistic Expression Expression purposes. [Purposes of music: Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship), Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby), Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience, music created and performed in a concert setting for an audience] repertoire of music.
7 March Identify music of Native American, West African, and Appalachian cultures Purposes for Creating the Arts Experience the purposes that each culture above used and periods. [Cultures: Native American, Appalachian, and West African] purposes. [Purposes of music:(reasons for creating music): Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship), Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby), Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience, music created and performed in a concert setting for an audience] timbre, harmony, tempo, dynamics) while performing, singing, instrument playing, moving, listening, reading, writing, and Structure in the Arts Identify and describe the elements used in Native American, West African, and Appalachian cultures of music using musical terminology. [Elements of Music: Rhythm - bar lines, measures, whole notes, half notes, and quarter notes (aurally and visually), Tempo - steady beat, faster, slower (aurally), Melody notes, lines and spaces on treble clef staff (visually), Harmony - rounds and simple 2-part songs (aurally), songs are major or minor (aurally), Form - call and response form, AB form and ABA form (aurally), Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally), Dynamics - soft, loud (aurally)] Expressing and Responding Students will sing and play alone simple rhythmic or tonal patterns by reading simple music notation.
8 April Structure in the Arts : Review of elements of music using musical terminology. [Elements of Music: Rhythm - bar lines, measures, whole notes, half notes, and quarter notes (aurally and visually), Tempo - steady beat, faster, slower (aurally), Melody notes, lines and spaces on treble clef staff (visually), Harmony - rounds and simple 2-part songs (aurally), songs are major or minor (aurally), Form - call and response form, AB form and ABA form (aurally), Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally), Dynamics - soft, loud (aurally)] timbre, harmony, tempo, dynamics) while performing, singing, instrument playing, moving, listening, reading, writing, and Review of styles Review of Cultures and Periods EP Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). and periods. [Cultures: Native American, Appalachian, and West African; Periods: Colonial American] Purposes for Creating the Arts Review of purposes purposes. Purposes of music (reasons for creating music): Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience, music created and performed in a concert setting for an audience
9 May Review of processes in the Arts: creating, performing, and responding Students will sing and play alone simple rhythmic or tonal patterns by reading simple music notation. timbre, harmony, tempo, dynamics) while performing, singing, instrument playing, moving, listening, reading, writing, and
Music Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar
More informationCore Content/Program of Studies Curriculum Map Bourbon County Schools
Core Content/Program of Studies Curriculum Map Bourbon County Schools Level: Elementary School Subject-Grade: Music 2-3 Updated: July 2007 Timeline Bold & ( ) = Assessed Italics = Supporting e.g. = Example
More informationThird Grade Music Map
Third Grade Music Map First Quarter: Emphasis on Native American Second Quarter: Emphasis on Colonial/Traditional Appalachian Third Quarter: Emphasis on West African Fourth Quarter: Humanity of Music 1
More informationHarlan County Schools Curriculum Guide Arts and Humanities Grade 4
Harlan County Schools Curriculum Guide Arts and Humanities Grade 4 Unit One of Music Weeks 1-2 AH-04-3.1.1 Students will identify how music fulfills a variety of purposes. of music (different roles of
More informationCombined Curriculum Document Arts and Humanities Fourth Grade
Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements
More informationHarlan County Schools Curriculum Guide
Harlan County Schools Curriculum Guide Content: Arts and Humanities Grade: 1 Time Frame Unit One of Music Two Weeks HCPS-AH-P2-3.1.1 Core Content and Implied Skills (Unpack the standards) Students will
More informationMusic 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 informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More information3rd Grade 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 informationCURRICULUM 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 informationCentral Valley School District Music 1 st Grade August September Standards August September Standards
Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing
More informationGeneral 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 informationWASD 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 informationElementary Music Curriculum Objectives
Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify
More informationMUSIC 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 informationGrade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music
Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts
More informationGENERAL 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 informationGrade 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 information2nd Grade Music Music
Course 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 and
More informationStandard 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 informationCourse 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 informationStudents 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 informationMusic 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 information4th Grade 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 informationKINDERGARTEN GENERAL MUSIC
MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing
More informationPower 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 informationGrade 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 informationPacing 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 informationMusic 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 informationWoodlynne 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 informationMontana 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 informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: First Grade STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing independently, on pitch and in rhythm, with diction and
More informationliterary technical performance improvisation mimicry pantomime role playing storytelling
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCES Subject: Arts & Humanities 3-5 Benchmark Assessment 1 Instructional Timeline: 1 st nine weeks Topic(s): Elements
More informationSUBJECT VISION AND DRIVERS
MUSIC Subject Aims Music aims to ensure that all pupils: grow musically at their own level and pace; foster musical responsiveness; develop awareness and appreciation of organised sound patterns; develop
More informationPENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix
Music Curriculum Grades K-5 Matrix 1. The student applies arts knowledge and skills (Essential Academic Learning Requirement) (EALR) Kindergarten 1.1 Understand arts concepts and vocabulary Elements pitch
More informationGrade 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 informationElements of Music. How can we tell music from other sounds?
Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,
More informationMusic 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 informationVisual 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 informationChapter 2--Rhythm. Student: 1. The regular pulse in music is called the A. beat B. meter C. tempo D. rhythm E. measure
Chapter 2--Rhythm Student: 1. The regular pulse in music is called the A. beat B. meter C. tempo D. rhythm E. measure 2. Meter is the A. speed of the music B. regularity of the beat C. pattern of the beats
More informationBy 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 informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationMusic Indicators Grade 1
Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music
More informationTEST 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 information5th Grade 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 informationGreenwich 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 informationThe student will: demonstrate an understanding of the difference in speaking and singing voices by singing songs and playing games.
Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. demonstrate an understanding of the difference in speaking
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Music, General/Grade K CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: KINDERGARTEN COURSE DESCRIPTION: COURSE TITLE: MUSIC, GENERAL COURSE NUMBER: 53.00100 COURSE LENGTH: YEARLONG PREREQUISITE(S):
More informationDEPARTMENT/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 informationKINDERGARTEN-CURRICULUM MAP
CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Imagine: Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts,
More information5 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 informationAH-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 informationMUSIC GRADE-LEVEL EXPECTATIONS
MUSIC GRADE-LEVEL EXPECTATIONS How can Note Knacks help your students achieve the Missouri State? May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected
More informationConnecticut 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 informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationSTRAND I Sing alone and with others
STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The
More informationKindergarten Music Curriculum Maps
Kindergarten Music Curriculum Maps Unit of Study: Voice Unit of Study: Sources for Music Unit of Study: Ballet Unit of Study: Voice, Steady Beat and Ballet Unit of Study: Steady Beat Unit of Study: Modality
More informationBelle Vernon Area School District Curriculum Second Grade Music
Belle Vernon Area School District Curriculum Second Grade Music Grade/Course: Second Grade Music Unit: (Description) Culture/Music Appreciation Aesthetic Response 9.4.3 B People have different opinions
More informationDanville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
More informationPRESCHOOL (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 informationTHE 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 informationNorman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8
Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 2013-2014 NPS ARTS ASSESSMENT GUIDE Grade 8 MUSIC This guide is to help teachers incorporate the Arts into their core curriculum. Students in grades
More information2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:
2 nd GRADE KEY ELEMENT: Rhythm Beat 1. Demonstrate a steady beat through: 1a Playing barred instruments Beat/Rhythm 1. Distinguish between beat and rhythm through: Duration Creating 1. Experience and read
More informationST. 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 informationGreenwich Music Objectives Kindergarten 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
More informationSKILL: What we want students to DO. Acquire a repertoire of songs. Echo. Identify melodic direction and high/low pitches. Improvise in pentatonic
TIME FRAME [By Date/We ek/mont h] Q1, 2, 3, 4 Q2 Q1,2,3,4 Q1,2 STANDARD OR BENCHMARK 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and
More informationInternational School of Kenya
Creative Arts High School Strand 1: Developing practical knowledge and skills Standard 1.1: Sing, alone and with others, a varied repertoire of music 1.1.1 1.1.2 Sing band repertoire from many sources
More informationK-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 informationThe following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationTitle Music Grade 3. Page: 1 of 13
Title Music Grade 3 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 3 Grade(s) 03 Location Nixon, Kennedy, Franklin, Jefferson
More informationGrade 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 informationKindergarten MUSIC Progress Report Pattonville School District
Kindergarten MUSIC Progress Report The Curriculum for K-5 is aligned with the Missouri State Show-Me Standards and the National Standards for Arts Education and includes classroom experiences in the areas
More informationGrade-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 informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,
More informationCALIFORNIA 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 informationBAND 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 informationStandard 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 informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Melody Use movements to illustrate high and low.
More informationStafford 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 informationLoudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
More informationBRICK 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 informationCurriculum 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 informationSpecialist Music Program Semester One : Years Prep-3
Specialist Music Program 2015 Semester One : Years Prep-3 Music involves singing, playing instruments, listening, moving, and improvising. Students use and modifying the musical elements they learn to
More informationTitle Music Grade 4. Page: 1 of 13
Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin
More informationAudiation: Ability to hear and understand music without the sound being physically
Musical Lives of Young Children: Glossary 1 Glossary A cappella: Singing with no accompaniment. Accelerando: Gradually getting faster beat. Accent: Louder beat with emphasis. Audiation: Ability to hear
More informationGeneral Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationIndiana 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 informationPRIMARY ARTS AND HUMANITIES
Back to Table of Contents Kentucky Department of Education PRIMARY ARTS AND HUMANITIES Kentucky Core Academic Standards English Language Arts - Primary 6 Kentucky Core Academic Standards Arts and Humanities
More informationINTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
More informationMusic. 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 informationThe students express speaking and singing voices by singing songs and playing games.
Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. M.1.2. Echo vocally and/or instrumentally rhythm, tempo,
More information1. 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 informationGrade 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 informationMusic 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 informationMUSIC 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 informationFisk Street Primary School Curriculum. The Arts. Music
Fisk Street Primary School Curriculum The Arts Music 2013 Overview: Music R 7 In music, students will use the concepts and materials of music to compose, improvise, arrange, perform, conduct and respond
More informationLesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?
Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
More informationGrade 2 Music. Content Skills Learning Targets Standards Assessment Resources & Technology CEG. A1. Teacher MUSIC? on classroom percussion
Big Woods Elementary Teacher: Victoria Van Beusekom Grade 2 Music September 2016 CEG T1. I can use my voice in 0.1.2.3.1 Read and A1. Demonstrate a 4 different ways. notate music using a WHAT ARE THE steady
More informationCurriculum 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 analyze an aural example of a varied repertoire of music
More information