The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
|
|
|
- Cori Gaines
- 6 years ago
- Views:
Transcription
1 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 cultures. Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures. Concept 3: Improvising rhythms, melodies, variations, and accompaniments. Concept 5: Reading and notating music. Strand 2: Relate Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. Concept 2: Understanding music in relation to history and culture. Concept 3: Understanding music in relation to self and universal themes. Strand 3: Evaluate Concept 1: Listening to, analyzing, and describing music. Concept 2: Evaluating music and music performances. The following Reading, Mathematics and History performance objectives may be used throughout the course: LANGUAGE ARTS CONNECTION Reading S1, S2, S3 Vocabulary (S1C4) Acquire and use new music vocabulary in its relevant contexts. S1, S2, S3 Comprehension Strategies (S1C6) Employ strategies to comprehend music terminology. MPS Governing Board Approval, May 2008 Page 1
2 MATH CONNECTION Mathematics S1, S2, S3 Number Sense (S1C1) Understand and apply the relationships among numbers used in music and math. S1, S2, S3 Patterns (S3C1) Identify patterns and apply pattern recognition of musical forms. S1, S2, S3 Measurement (S4C4) Understand and apply appropriate unit of measure and formulas to determine measurements in music Units of Measure (e.g., beats per measure in 2/4, 3/4, 4/4 and 6/8 meter). Geometric Objects HISTORY AND CULTURAL CONNECTIONS **History and cultural connections to the music will be determined by the pieces selected for the class by the teacher. For example: Culture from which the selection was chosen. History of the selection or era in which it was written. MPS Governing Board Approval, May 2008 Page 2
3 Introduction to Music General Music Suggested Teaching Timeline First Semester Second Semester August September October November December January February March April May Steady Beat Vocal Tone Production / Voices High and Low Long and Short Timbre Loud and Soft Melodic Direction MPS Governing Board Approval, May 2008 Page 3
4 Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S1C1 PO1 Exhibiting singing and speaking voices. Speaking voice Singing voice Units 3 8 PO3 Singing music from memory. S1C2 PO1 Maintaining a steady beat. Steady beat Units 2 8 S1C3 PO1 Improvising an answer to a teacher performed statement (to a steady beat). Improvise S1C5 PO2 Distinguishing melodic shape.. PO4 Recognizing non standard musical notation. S3C1 PO 3 Identifying sounds as high or low. Melody Units 4 and 8 Unit 4 MPS Governing Board Approval, May 2008 Page 4
5 Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S2C1 PO 1 (Exploring the relationship between music and dance by) responding to sounds through movement. PO 4 Exploring the relationship of music to language arts, visual arts, literature. S2C2 PO 1 Discovering various uses of music in daily experiences (e.g., songs of celebration, seasons). S3C1 PO 4 Identifying music as fast or slow (tempo), loud or soft (dynamics), high or low (pitch). PO 2 Naming classroom instruments. Singing voice Speaking voice High Low Fast Slow Loud Soft Units 4 8 Units 6 8 MPS Governing Board Approval, May 2008 Page 5
6 Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S3C2 PO 2 Listen attentively while others perform and showing appropriate audience behavior for the context and style of the music performed. Audience MPS Governing Board Approval, May 2008 Page 6
General 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
General 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
General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following 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 cultures.
Elementary Strings Grade 4
The following Instrumental Music Performance Objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various
Elementary Strings Grade 5
The following Instrumental Music performance objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various
Symphonic Pops Orchestra Performance Groups
Course #: MU 96 Grade Level: 10-12 Course Name: Symphonic Pops Orchestra Level of Difficulty: Average-High Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 96 provides an
Preparatory Orchestra Performance Groups INSTRUMENTAL MUSIC SKILLS
Course #: MU 23 Grade Level: 7-9 Course Name: Preparatory Orchestra Level of Difficulty: Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 23 is an orchestra class
2nd 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
Advanced Orchestra Performance Groups
Course #: MU 26 Grade Level: 7-9 Course Name: Advanced Orchestra Level of Difficulty: Average-High Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 26 is a performance-oriented
INSTRUMENTAL MUSIC SKILLS
Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with
Level of Difficulty: Beginning Prerequisites: None
Course #: MU 01 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Prerequisites: None # of Credits: 1 2 Sem. ½ 1 Credit A performance oriented course with emphasis on the basic fundamentals
Kindergarten 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
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
WASD 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)
Essentials 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
INSTRUMENTAL MUSIC SKILLS
Course #: MU 82 Grade Level: 10 12 Course Name: Band/Percussion Level of Difficulty: Average High Prerequisites: Placement by teacher recommendation/audition # of Credits: 1 2 Sem. ½ 1 Credit MU 82 is
GENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
Playing 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
3rd 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
International 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
4th 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
Grade 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,
Content Map For Fine Arts - Music
Content Map For Fine Arts - Music Content Strand: Fundamentals K-MU-1 Invent and/or use prenotation symbols (pictures, lines, etc.) K-MU-2 Identify introduction and same and different sections. K-MU-3
INSTRUMENTAL MUSIC SKILLS
Course #: MU 81 Grade Level: 10 12 Course Name: Marching Band Level of Difficulty: Average Prerequisites: Member of Band. Placement by teacher recommendation/audition. # of Credits: 1 Sem. 1/3 Credit Marching
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
Central 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
5th 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
Specialist 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
West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations
Curriculum Foundations Important Ideas & Understandings Significant Strands Significant Skills to be Learned & Practiced Nature of the Human Experience Making connections creating meaning and understanding
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
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
Standard 1: Singing, alone and with others, a varied repertoire of music
Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady
Music Curriculum Map
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
KINDERGARTEN-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,
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
CONTENT 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):
HINSDALE 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
Music Preschool. Aesthetic Valuation of Music. Self awareness. Theory of Music. Creation of Music
Preschool listening skills feeling responses to music recognizing music s place in personal life Awareness of appropriate behaviors Individual demonstration of performance skills simple expression movement
Vocal Music I. Fine Arts Curriculum Framework. Revised 2008
Vocal Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Vocal Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Vocal Music I Vocal Music I is a two-semester
Archdiocese of Washington Catholic Schools Academic Standards Music
6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - PERFORMING MUSIC: Singing alone and with others Students sing a variety of repertoire expressively with attention to breath control, pitch,
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
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
Visual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
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
Introduction to Performance Fundamentals
Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate
Indiana Music Standards
A Correlation of to the Indiana Music Standards Grade One This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Big Book (BB), Electronic
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
Chapter Five: The Elements of Music
Chapter Five: The Elements of Music What Students Should Know and Be Able to Do in the Arts Education Reform, Standards, and the Arts Summary Statement to the National Standards - http://www.menc.org/publication/books/summary.html
2 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
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
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
Second Grade Music Curriculum
Second Grade Music Curriculum 2 nd Grade Music Overview Course Description In second grade, musical skills continue to spiral from previous years with the addition of more difficult and elaboration. This
Grade: 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
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
Greenwich 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
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
PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Concert Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodic and rhythmic ideas
First Grade Music. Curriculum Guide Iredell-Statesville Schools
First Grade Music Curriculum Guide Iredell-Statesville Schools Musical Literacy Essential Standard: 1.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy
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
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,
PRIMARY MUSIC CURRICULUM MAP
Teacher: Kristine Crandall COURSE: Music -Primary TARGET DATES ESSENTIAL QUESTIONS CONCEPTS/CONTENT (Outcomes) LEARNING TARGETS/SKILLS (Performance Tasks) STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES
STRAND 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
Grade-Level Academic Standards for General Music
Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop
Drunken Sailor The Melody
Drunken Sailor The Melody Part 1 Progress report I can find all the notes on the Keyboard I can play the notes in the correct order Move on to Part 2! Part 2 Progress Report I can find all the notes on
PENINSULA 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
Grade One General Music
Grade One General Music The standards for Grade One General Music emphasize the language and production of music. Instruction focuses on the development of skills in singing, playing instruments, listening,
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
Newport Public Schools Curriculum Framework. Subject: Classroom Music Standard #1 Grade Level Grade 1 Standard Benchmarks Suggested Resources/
Subject: Classroom Music Standard #1 Grade Level Grade 1 Singing, alone and with others, a varied repertoire of music Sing by rote a variety of songs: nursery rhyme and folk songs, play/game songs, chants,
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
MSAD #54 Music Curriculum
Unit: Disciplinary Literacy MLR Content Standard: A: Disciplinary Literacy Music Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
HORIZONTE INSTRUCTION AND TRAINING CENTER MUSIC APPRECIATION/CHORUS OPEN DISCLOSURE DOCUMENT
HORIZONTE INSTRUCTION AND TRAINING CENTER MUSIC APPRECIATION/CHORUS OPEN DISCLOSURE DOCUMENT 2014-2015 Teacher: Kathy Williams (801) 578-8574 ext. 233 Course Description: This course gives students an
sing and/or play music of varied genres and styles with multiple opportunities.
Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Sing and/or play a musical instrument accurately with correct fundamentals and techniques as developmentally
Second Grade Music Course Map
Grade Music Course Map 2012-2013 Course Title: Grade Music Duration: One year Frequency: Daily Year: 2012-2013 Text: Share the Music Grade edition McGraw Hill Publishers Other materials: Sight-Sing a Song,
KINDERGARTEN 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
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
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
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
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
Core 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
Music Essential Learning Outcomes and Learning Targets
Music Essential Learning Outcomes and Learning Targets Addison Central School District - February 2017 Essential Learning Outcomes (ELOs) 1. I use rhythm skills to make my receptive and expressive musical
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
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
Demonstrate knowledge of music notation including rhythm, melody, and symbols of musical expression SPI 5.1.2
7 th Grade General Music Pacing Guide This guide was created with the understanding that musical skills and concepts are to be addressed throughout the nine-week period. The specific proficiencies introduced
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
School District of Palm Beach County COURSE DESCRIPTION - GRADES 6-8
School District of Palm Beach County 2008 Subject Area: Music Course Number: 1300000 Course Title: M/J Music Theory 1 COURSE DESCRIPTION - GRADES 6-8 A. Major concepts/content. The purpose of this course
Music NORTH WARREN CLUSTER GRADE K - 3
Music NORTH WARREN CLUSTER GRADE K - 3 Revised 2012-2013 NORTH WARREN CLUSTER: FRELINGHUYSEN, AND KNOWLTON ELEMENTARY SCHOOLS NORTH WARREN REGIONAL MIDDLE SCHOOL Committee: Robin Stone (Frelinghuysen),
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is
Title 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
6th 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
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
Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS
Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary
Page 1 of 26 Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, 28.002,
HINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: Grade K STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing using appropriate posture and maintain a steady beat. -Teach
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
MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements.
G R A D E: 9-12 M USI C IN T E R M E DI A T E B A ND (The design constructs for the intermediate curriculum may correlate with the musical concepts and demands found within grade 2 or 3 level literature.)
Scheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds
Year 1 Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds This unit develops children's ability to identify different sounds and to change and use sounds expressively in response to a stimulus.
Teacher: Adelia Chambers
Kindergarten Instructional Plan Kindergarten First 9 Weeks: Benchmarks K: Critical Thinking and Reflection MU.K.C.1.1: Respond to music from various sound sources to show awareness of steady beat. Benchmarks
CONTENT AREA: MUSIC EDUCATION
COURSE TITLE Intermediate Chorus (Grades 9-12) Intermediate Choral Ensemble CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE TITLE: INTERMEDIATE CHORUS I, II, III, IV Intermediate Choral Ensemble
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter A. Elementary
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, 28.002, unless otherwise
CONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Advanced Chorus (Grades 9-12); Advanced Choral Ensemble (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED CHORUS I- IV Advanced Choral