Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

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1 Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze the uses of elements of music (melody, harmony, rhythm, texture, form, dynamics, timbre) in given aural examples? When listening to a handbell selection, the student will: identify the melody identify the beats of the measures identify the moment of a key change note changes of dynamic level repeat unique rhythmic syncopations 1

2 Curriculum Standard Two: The student will read and notate music. 1. The student will score simple music. A. Can the student identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression? In manuscript, the student will: name the names of the lines and spaces identify accidentals and how long they last select two measures with similar rhythms identify specific handbell articulations. 2

3 Curriculum Standard Three: The student will sing or perform on instruments a varied repertoire of music. 1. The student will sing or play music written in two and three parts. 2. The student will play simple melodies by ear or a melodic instrument and simple accompaniments on a harmonic instrument. A. Can the student play handbells reading from music written for more than one part? B. Can the student play simple melodies by ear? The student will locate the position of his/her own stations according to his/her own handbells. The student will ring his/her notes from a fully-scored arrangement. The student will identify whether or not his/her bells are part of the melody or part of the accompanying harmony. After five weeks of instruction, the student will ring a simple melody by ear. 3

4 Curriculum Standard Four: The student will improvise melodies, variations, and accompaniments. 1. The student will improvise simple melodic embellishments and simple rhythmic and melodic variations. 2. The student will improvise simple harmonic accompaniments. A. Can the student take a given melody and play improvised melodic embellishments and simple rhythmic and melodic variations? B. Can the student take a given chord structure and realize a simple harmonic accompaniment to a melody on his/her handbells? After listening to a basic pulse, the student will replicate it. The student will embellish a basic pulse rhythmically. The student will improvise an appropriate accompaniment from a basic pulse. The student will suggest a variation to a basic melody. 4

5 Curriculum Standard Five: The student will compose and arrange music. 1. The student will compose short pieces of music. A. Given specific guidelines, can the student write a short composition that successfully utilizes musical elements to express: unity and variety, tension and release, and balance? Using basic musical notation, the student will: a) compose his/her own eight-measure composition b) vary a basic composition. Given a composition, the student will: c) add articulation, dynamics, and harmony to improve or change the composition d) identify errors, inconsistencies or confusions in the score. 5

6 Curriculum Standard Six: The student will develop knowledge and skills necessary to understand and perform music from all parts of the world. 1. The student will analyze music in aural examples representing diverse genres and cultures. A. Can the student analyze the uses of elements of music in aural examples from various genres and cultures, citing similarities and differences? The student will identify unique rhythms from his/her own repertoire and will: quantify these rhythms on the order of pitch or duration add percussive elements to emphasize the quality of these rhythms. 6

7 Curriculum Standard Seven: The student will develop knowledge and understanding of the relationship of music to history and culture. 1. The student will identify aural examples of music from various historical periods. 2. The student will identify the roles that music plays in his/her own society. A. Can the student identify and categorize, by genre and style, the music from varied historical periods? A. Can the student identify various uses of music in his/her daily experiences and describe characteristics that make certain music suitable for each use? The student will determine the appropriate use for a particular music. The student will identify one composer in each music historical period. The student will place a piece of music in the correct historical period. The student will determine the appropriate use for a particular music. 7

8 Curriculum Standard Eight: The student will apply knowledge, skills, and understanding to make critical judgment about and determine the quality of music experiences and performances. 1. The student will evaluate the quality and effectiveness of music performances and recognize personal preferences. A. Can the student develop and continue to refine criteria for evaluating the quality and effectiveness of music compositions and performances and then apply those criteria in his/her own listening and performing? During rehearsal, the student will determine whether or not the sounds heard correspond somewhat, mostly, or exactly with the printed score. After rehearsal, the student will evaluate the selection in terms of the printed score, improving the sound, or critical comments. During performance, the student will make on-the-spot adjustments determined by performance setting, music chosen, or director s wishes. After performance, the student will critically evaluate the concert based on deportment, audience reaction, and personal feelings. 8

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