WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music
|
|
- Geoffrey Robertson
- 5 years ago
- Views:
Transcription
1 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #1 -- Vocal Technique Performing carefully supervised warm-up exercises on a daily basis is essential for acquisition of proper vocal technique What are the elements of a comprehensive vocal warm-up? What is the correct position of the tongue for singing? The larynx? The soft palate? The rib cage? How can the understanding of human anatomy as it pertains to vocal pedagogy improve the quality of one s singing? STANDARD MU:Pr4.1.E MU:Pr4.3.E MU:Pr5.3.E MU:Pr6.1.E PA A PA B PA C PA G PA H CONCEPTS Eligible Content & Skills Identify and demonstrate appropriate posture, breathing mechanics, and diction. Demonstrate correct tone production and provide selfanalysis of individual vocal goals. Identify the components of a comprehensive warm-up routine. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What are the key elements found in a comprehensive vocal warm-up? What individual goals do you have for yourself as a singer? How does the singer change their technique for different genres of music? What are the ways a singer can injure their voice? RESOURCES/ MATERIALS Selected repertoire The Structure of Singing Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) eportfolio via Google Drive TIER 2 Posture Breath Control Diction Tone Quality Warm-Up Major Minor Larynx Sinus Projection Resonance Release Range Soprano Alto Tenor Bass TIER 3 Vocal Folds Onset -soft -hard -balanced Glottal Aspirated Diaphragmatic
2 UNIT: Unit #1 -- Vocal Technique Performing carefully supervised warm-up exercises on a daily basis is essential for acquisition of proper vocal technique What are the elements of a comprehensive vocal warm-up? What is the correct position of the tongue for singing? The larynx? The soft palate? The rib cage? How can the understanding of human anatomy as it pertains to vocal pedagogy improve the quality of one s singing? CONCEPT Identify and demonstrate appropriate posture, breathing mechanics, and diction. Demonstrate correct tone production and provide self-analysis of individual vocal goals. Identify the components of a comprehensive warm-up routine. COMMON FORMATIVE Regular audio recordings to which students/faculty will listen and reflect and derive new goals. Written/recorded eportfolio entries (goal statements and reflection) Teacher observation and immediate feedback. COMMON SUMMATIVE Performance assessments Concert performances Warm-up project TECHNOLOGY RESOURCES Google Drive/Classroom Music Department Website Audio Recording Device
3 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #2 -- Music Literacy Achieving literacy and fluency in music significantly enhances the singers performance and appreciation of music. How can our understanding of the elements of music make us stronger singers, performers, listeners, and communicators? How can our understanding of the elements of music increase our appreciation and comprehension for diverse societal, cultural, and political entities? Why is it important to read and write the language of music? How is music a form of communication? STANDARD MU:Pr4.2.E MU:Pr4.3.E MU.Pr5.3.E MU.Pr6.3.E PA A PA B PA C PA G PA H CONCEPTS Eligible Content & Skills Identify and define articulation symbols. Increase fluency of acquiring new material. Identify and define foreign language music terms. Demonstrate the understanding of major and minor key signatures and scale construction. Perform, with steady pulse and accurate intonation, the major, natural minor, harmonic minor, and melodic minor scale form. Identify and accurately perform rhythm patterns. Identify and describe note names. Identify simple form and harmony through score analysis. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What are the names of the notes in the treble and bass clef? How does understanding the structure and context of musical works inform performance? How do the various articulation symbols affect performance? How does scale construction relate to key signatures? What are the similarities and differences between major, natural minor, harmonic minor and melodic minor? RESOURCES/ MATERIALS Selected repertoire Teaching Music Through Performance in Choir Publishing company materials Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) eportfolio via Google Drive TIER 2 Tempo Dynamics Articulation Form Structure Accent TIER 3 Adagio Andantino Moderato Allegretto Allegro Vivace Presto Accelerando Fermata Ritardando Rubato Tenuto Piano Forte Sforzando Niente Pesante Giocoso Maestoso Sempre Tutti Ballad Fugue Sonata Consonance Triad
4 UNIT: Unit #2 -- Music Literacy Achieving literacy and fluency in music significantly enhances the singers performance and appreciation of music How can our understanding of the elements of music make us stronger singers, performers, listeners, and communicators? How can our understanding of the elements of music increase our appreciation and comprehension for diverse societal, cultural, and political entities? Why is it important to read and write the language of music? How is music a form of communication? CONCEPT Identify and define articulation symbols. Increase fluency of acquiring new material. Identify and define foreign language music terms. Demonstrate the understanding of major and minor key signatures and scale construction. Perform, with steady pulse and accurate intonation, the major, natural minor, harmonic minor, and melodic minor scale form. Identify and accurately perform rhythm patterns. Identify and describe note names. Identify simple form and harmony through score analysis. COMMON FORMATIVE Students keep a log of their personal music terms/theory inventory in the choir folder Frequently sight-read new material with teacher guidance and specific timely feedback on progress/revised goal setting. Progress monitoring via Google Drive/Classroom and eportfolio COMMON SUMMATIVE Terminology test (by marking period) Theory test (by marking period) Performance assessment TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website Audio recording device
5 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: Concert Choir UNIT: Unit #3 Sight Singing Achieving proficiency and fluency in reading advanced notation significantly enhances a singer s performance appreciation of sophisticated music from varying styles and traditions. How can understanding pitch relationships and advanced music notation make us better singers, performers, and global learners? How can proficiency in sight-singing enable us to master advanced choral repertoire from diverse cultural sources? How can sight-reading fluency increase the learner s academic performance in other classes? STANDARD MU:Re7.1.E MU:Re8.1.E MU:Pr4.2.E MU:Pr4.3.E MU:Pr5.3.E PA A PA C PA G CONCEPTS Eligible Content & Skills Read and perform complex melodies and harmonies applicable to their performance level. Read and perform with reasonable accuracy the correct rhythms of selected vocal exercises. Sing an independent vocal part. Sing an independent vocal part combined with other vocal parts. Apply acquired sight-singing skills to choral repertoire. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What are the eight pitches found in the diatonic scale? What are the eight Curwen hand signs that correspond with the Kodály Syllables? What intervals are particularly challenging to sing? RESOURCES/ MATERIALS Selected sight singing etudes Selected repertoire TIER 2 Interval Skip Step Major Minor Augmented Diminished Perfect Melody Rhythm TIER 3 Solfeggio syllables -Do -Re -Mi -Fa -Sol -La -Ti Chromatics Algorithm
6 UNIT: Unit #3 Sight Singing Achieving proficiency and fluency in reading advanced notation significantly enhances a singer s performance appreciation of sophisticated music from varying styles and traditions. How can understanding pitch relationships and advanced music notation make us better singers, performers, and global learners? How can proficiency in sight-singing enable us to master advanced choral repertoire from diverse cultural sources? How can sight-reading fluency increase the learner s academic performance in other classes? CONCEPT Read and perform complex melodies and harmonies applicable to their performance level. Read and perform with reasonable accuracy the correct rhythms of selected vocal exercises. Sing an independent vocal part. Sing an independent vocal part combined with other vocal parts. Apply acquired sight-singing skills to choral repertoire. COMMON FORMATIVE Teacher observation and immediate feedback Teacher guidance with specific and timely feedback on progress/revised goal setting. COMMON SUMMATIVE Performance assessments Sight Singing Jury TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website Audio recording device Sight Reading Materials
7 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #4 Elements of Music Performance The study, analysis and resulting performance of choral literature contributes not only to a comprehensive music education, but also to the appreciation and respect of the other world cultures and societies. Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. How can our experience in singing in diverse languages enable us to understand other cultures and societies? How can a varied repertoire create a comprehensive choral experience for the listener? How do musicians select repertoire? What factors influence a performer s musical interpretation and how do they arrive at the observed criteria? STANDARD MU:Pr4.1.E MU:Pr4.2.E MU:Pr4.3.E MU:Pr4.4.E MU:Pr4.5.E MU:Pr6.1.E PA 9.1 PA 9.2 PA 9.3 PA 9.4 CONCEPTS Eligible Content & Skills Perform music from a variety of cultures and languages paying respect to accuracy of language and pronunciation and specific performance customs. Display synthesis of all technical elements of music in addition to appropriate conduct, focus, and effort during performance. Adjust vocal and performance technique in order to reflect the individuality of each piece of music. Express verbally or in written form critique and analysis of the performance, and how ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What role does my voice play in the choir? How can my personal vocal technique contribute or detract from the ensemble effort? What can we learn about other cultures through their music and language? How does the performance of both sacred and secular music contribute to our appreciation of music? How does my individual effort benefit the whole ensemble? How does my individual behavior as a performer affect the musical performance? RESOURCES/ MATERIALS Selected repertoire Teaching Music Through Performance in Choir Publishing company materials Program notes Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) TIER 2 Style Genre Difficulty Form Rondo Binary Ternary Theme and variations Worth Value Melody Harmony Interpret Antiquity Medieval Renaissance Baroque Classical Romantic Contemporary TIER 3 Aesthetic Fugue Motet
8 successful the choir and the individual were at integrating all the elements necessary to create a performance of high quality. Determining aesthetic worth. When is a performance judged ready to present? eportfolio via Google Drive
9 UNIT: Unit #4 Elements of Music Performance The study, analysis and resulting performance of choral literature contributes not only to a comprehensive music education, but also to the appreciation and respect of the other world cultures and societies. Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. How can our experience in singing in diverse languages enable us to understand other cultures and societies? How can a varied repertoire create a comprehensive choral experience for the listener? How do musicians select repertoire? What factors influence a performer s musical interpretation and how do they arrive at the observed criteria? CONCEPT Perform music from a variety of cultures and languages paying respect to accuracy of language and pronunciation and specific performance customs. Display synthesis of all technical elements of music in addition to appropriate conduct, focus, and effort during performance. Adjust vocal and performance technique in order to reflect the individuality of each piece of music. Express verbally or in written form critique and analysis of the performance, and how successful the choir and the individual were at integrating all the elements necessary to create a performance of high quality. Determining aesthetic worth. COMMON FORMATIVE Teacher observation and immediate feedback Progress monitoring via Google Drive/Classroom and eportfolio. COMMON SUMMATIVE Students create a sample concert program with a brief written justification for the selection of each piece. Students write program notes for at least one concert selection (framing/providing context for the performance) TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music
10 UNIT: Unit #5 Connecting to Music Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding to music. Understanding connections to varied contexts and daily life enhances musicians creating, performing, and responding to music. How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music? STANDARD MU:Cn10.0.H MU:Cn11.0.T PA 9.2 PA 9.3 PA 9.4 CONCEPTS Eligible Content & Skills Students are asked to respond to music in meaningful ways through classroom discussion and recorded journal entries. This process requires synthesis of all musical knowledge and the ability to relate music and music making to their personal lives. Success and depth of response in this unit will increase as students are exposed to the elements of the "Music Literacy" unit. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What compositional techniques are at work in the piece? (ie. canon, fugue, chaconne, etc.) What are the characteristics of each style period? Does a composition have special significance to a person, place or event? How does this music make me feel? Does this music remind me of personal experiences from my own life? Is/was a composition aesthetically pleasing with regard to known characteristics of the style period? Has the purpose (or function) of a composition changed or taken on new meaning since it was composed? RESOURCES/ MATERIALS Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) eportfolio via Google Drive TIER 2 Canon Round Melody Harmony Theme and variations Texture Motive Multi-movement TIER 3 Chaccone Fugue -Subject -Countersubject -Episode Rondo Sonata allegro Theme and variations
11 UNIT: Unit #5 Connecting to Music Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding to music. Understanding connections to varied contexts and daily life enhances musicians creating, performing, and responding to music. How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music? CONCEPT Students are asked to respond to music in meaningful ways through classroom discussion and recorded journal entries. This process requires synthesis of all musical knowledge and the ability to relate music and music making to their personal lives. Success and depth of response in this unit will increase as students are exposed to the elements of the "Music Literacy" unit. COMMON FORMATIVE Guided classroom discussion Written journal entries to the student eportfolio (via Google Drive/Classroom) COMMON SUMMATIVE Semester reflection based upon previous entries. TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website Video streaming service Audio recordings Video recordings
Content Area Course: Chorus Grade Level: 9-12 Music
Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing
More informationContent Area Course: Chorus Grade Level: Eighth 8th Grade Chorus
Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal
More informationuse individual notes, chords, and chord progressions to analyze the structure of given musical selections. different volume levels.
Music Theory Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work?
More informationContent Area Course: Band Grade Level: Eighth Instrumental Music - Band
Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles
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 informationVersion 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment
Choir (Foundational) Item Specifications for Summative Assessment Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-101 Maintaining a steady beat with auditory assistance (e.g.,
More informationPERFORMING ARTS Curriculum Framework K - 12
PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide
More informationASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation
COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition
More informationCOURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique
UNIT: Vocal Technique 1. Students will demonstrate knowledge of phonation, resonance, diction, expression, posture, and respiration through a variety of best practices in daily rehearsals and performances.
More informationGreeley-Evans School District 6 Year One Beginning Choir Curriculum Guide Unit: Vocal Health
Year One Beginning Choir Curriculum Guide Unit: Vocal Health Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of voice Why is it important to take care
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 informationCurriculum Mapping Subject-VOCAL JAZZ (L)4184
Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and
More informationStrand 1: Music Literacy
Strand 1: Music Literacy The student will develop & demonstrate the ability to read and notate music. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 1a: Critical Listening Skills Aural Discrimination
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 informationWestbrook Public Schools Westbrook Middle School Chorus Curriculum Grades 5-8
Music Standard Addressed: #1 sing, alone and with others, a varied repertoire of music Essential Question: What is good vocal tone? Sing accurately and with good breath control throughout their singing
More informationArlington Public Schools. Secondary Vocal/Choral Music Curriculum
Arlington Public Schools Secondary Vocal/Choral Music Curriculum August 2004 This curriculum was developed by Jeffrey Benson, H-B Woodlawn Secondary Program Raiphel Faison, Kenmore Middle School Elizabeth
More informationSecondary Vocal Music
Course Numbers VOC101/102 (and VOC101IB/102IB) Concert Choir Non-Audition S1/S2 VOC209/210 Concert Choir Audition S1/S2 VOC203/204 Prep Choir Audition S1/S2 VOC311/312 Chamber Choir S1/S2 VOC601/602 (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 informationChoir Scope and Sequence Grade 6-12
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
More informationFairfield Public Schools Music Department Curriculum Choral Skill Levels
Fairfield Public Schools Music Department Curriculum Choral Skill Levels BOE APPROVED 5/22/2018 Blend and Balance Students will demonstrate the ability to listen to others while singing by adjusting volume
More informationPoway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12
Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 The mission of the Poway Unified School District Instrumental Music Program is to provide a quality music education
More informationAssessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.
Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level
More informationIntroduction 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
More informationPASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies
Throughout the year, students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS (1) THE STUDENT DESCRIBES
More informationCOURSE: Band GRADE(S): Level II (Grade 6)
COURSE: Band GRADE(S): Level II (Grade 6) UNIT: Ensemble Techniques 2. Performing on Instruments, alone and with others a varied repertoire of music. 5. Reading and notating music. 9.1 Production, Performance,
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationTRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut
TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut Concert Choir High School Music 2016 (Last revision date: 2008) Curriculum Writing Team Michael McGrath Anne Tornillo Jonathan S. Budd, Ph.D. K-12 Music Team
More informationVoice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms
Year At a Glance ic Grade Level I FIRST SEMESTER TEXTBOOK: Essential Elements for Choir, Book I by E. Crocker & J. Leavitt. Hal Leonard Co. Milwaukee, WI. 3 Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks
More informationCentral DeWitt Community School District. K--12 Music Standards
Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationPASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies
Throughout the year, students will master certain skills that are important to a student's understand ng of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 8.1 THE
More 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 informationGrade 5 General Music
Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationAligned to the New Jersey Student Learning Standards as Applicable
Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom
More information7th Grade Choir Curriculum
7th Grade Choir Curriculum Course Description: Seventh Grade Choir is a performance based learning experience. Students take their first step in learning to sing with confidence and excellent tone in large
More informationMusic Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)
Music Standards for Band Product Performance 2. Develop and apply instrumental music skills to perform and communicate through the arts A. Instrumental Performance Skills Apply instrumental technique (e.g.,
More 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 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 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 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 informationVOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music.
Standard 1.0 Singing VOCAL MUSIC CURRICULUM STANDARDS Grades 9-12 Students will sing, alone and with others, a varied repertoire of music. The Student will 1.1 Demonstrate expression and technical accuracy
More informationHigh School Concert Choir Curriculum
High School Concert Choir Curriculum Course Description: Year-long audition based intermediate level performance classes open to students who have completed Mixed Chorus or have previous ensemble experience.
More informationEnduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music
Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music ASSESSMENTS Exams - given three times per year Music Theory/Music History quizzes bimonthly Sight Reading evaluations three times per
More informationOffice of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale.
Office of Curriculum, Instruction, and Technology Grade 10, 11, or 12 Prerequisite: Concert Choir or Chorale Credit Value: 5 ABSTRACT The primary focus of the course is to provide students with the opportunity
More informationContent Map For Fine Arts - Visual Art
Content Map For Fine Arts - Visual Art Content Strand: Fundamentals Art I Art II Art III Art IV FA-VA-I-1 Identify and define elements and principles of design and how they are used in composition. FA-VA-I-2
More informationIntermediate Midpoint Level 3
Intermediate Midpoint Level 3 Questions 1-3: You will hear the rhythm 3 times. Identify which rhythm is clapped. 1. 2. 3. a. b. c. a. b. c. a. b. c. Questions 4-5: Your teacher will play a melody 3 times.
More informationMusic Curriculum. Grade 4: Unit Three. 1 P a g e
Music Curriculum Grade 4: Unit Three 1 P a g e Course Description The goal of Unit Three is to learn how performers interpret the directions of composers to create musical meaning for an audience. Music
More informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study 6 th & 7 th GRADE BAND School... Intermediate School Department... Visual & Performing Arts Length of Course... Full
More informationGrade 5 General Music
Grade 5 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
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 informationFlorida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3
Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: M/J Chorus 3 Course Number: 1303020 Abbreviated Title: M/J CHORUS 3 Course Length: Year Course Level: 2 PERFORMING Benchmarks
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2003 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter B. Middle School, Adopted 2013
Middle School, Adopted 2013 117.B. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter B. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter B issued
More informationAlleghany County Schools Curriculum Guide
Alleghany County Schools Curriculum Guide Grade/Course: Piano Class, 9-12 Grading Period: 1 st six Weeks Time Fra me 1 st six weeks Unit/SOLs of the elements of the grand staff by identifying the elements
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 informationClark County School District Las Vegas, Nevada
Clark County School District Las Vegas, Nevada Middle School/Junior High School Intermediate Band Curriculum Alignment Project (CAPS) Scott Kissel, Burkholder MS Mark Nekoba, Schofield MS Danielle McCracken,
More informationMUSIC: Singing BAND, GR DRAFT
MUSIC: Singing BAND, GR. 6-12 DRAFT Content Standard 1.0: Students sing a varied repertoire of music alone and with others. take a band music class at the middle school level know and are able to do everything
More information2017 Revised August 2015 Developed August 2013
MUSIC Kindergarten Fifth grade Adopted August 2017 Revised August 2015 Developed August 2013 Music (Kindergarten through Fifth grade) is a Vocal/general music curriculum that was developed by Fair Lawn
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 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 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 informationCONTENT 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
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 informationInstrumental Music. Band
6-12 th Grade Level Instrumental Music Band The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment
More information7th Grade Vocal Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More 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 informationOskaloosa Community School District. Music. Grade Level Benchmarks
Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop
More informationGreeley-Evans School District 6 High School Vocal Music Curriculum Guide Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music
Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music To perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of
More informationPreparatory 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
More informationWeek. self, peer, or other performances 4 Manipulate their bodies into the correct
Week 1 2 Marking Period 1 Week Administer beginning of year benchmark 21 Learning rhythmic notation through aural, visual, and kinesthetic activities 22 Marking Period 3 Reinforce proper breath control
More informationMusic Curriculum. Grade 4: Unit One. 1 P a g e
Music Curriculum Grade 4: Unit One 1 P a g e Course Description The goal of Unit One is to build the vocabulary of students so they are able to understand what the possibilities are when they create, perform,
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 information1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
More informationPower Standards and Benchmarks Orchestra 4-12
Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:
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 informationMusic and Performing Arts Curriculum Framework
Music and Performing Arts Curriculum Framework 1 THIS PAGE INTENTIONALLY LEFT BLANK 2 MUSIC AND PERFORMING ARTS PHILOSOPHY AND RATIONALE Philosophy Music is a part of daily life and essential to the development
More informationRiver Dell Regional School District. Visual and Performing Arts Curriculum Music
Visual and Performing Arts Curriculum Music 2015 Grades 7-12 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal
More informationCurriculum 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
More informationSENECA VALLEY SCHOOL DISTRICT CURRICULUM
SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0960 Grade Level(s): 9 10 Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: Full Year Credits: 1.0 Faculty Author(s):
More informationGreenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
More informationInstrumental Music III. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music III Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music III Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music III Instrumental
More informationTExES Music EC 12 (177) Test at a Glance
TExES Music EC 12 (177) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Music EC 12
More 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 informationMusic 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
More information1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard:
The School Music Program: A New Vision K-12 Standards, and What They Mean to Music Educators GRADES K-4 Performing, creating, and responding to music are the fundamental music processes in which humans
More informationK-12 Music Curriculum. July 2017
K-12 Music Curriculum July 2017 Contents Acknowledgements 4 Music SAC Members 4 Yorkville CUSD 115 Mission Statements 4 K-12 Music Curriculum at-a-glance 4-13 Explanation of Coding and Numbering 14 K-12
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationMMSD 6-12 th Grade Level Instrumental Music Orchestra Standards
MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community
More informationMHSIB.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.)
More informationImplementing an Advanced High School Instrumental Curriculum in Your School System
Implementing an Advanced High School Instrumental Curriculum in Your School System Michelle Hall Supervisor of Fine Arts Instructional Services Center MHall@shelbyed.org Kevin Ownby Director Oak Mountain
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationBAND REPORTING SCALES AND CURRICULUM GUIDE 2/9/2016
BAND REPORTING SCALES AND CURRICULUM GUIDE 2/9/2016 Performing Arts Curriculum, Instruction, and Assessment 2100 Fleur Drive Des Moines, Iowa 50321 P: 515-242-7609 performingarts.dmschools.org TABLE OF
More informationSaint Patrick High School
Saint Patrick High School Curriculum Guide Department: Music Grade and Level: 9-12 Class: Honors Choir Term (Semester or Year): Year Required Text: Music scores are provided by the school Additional Resources
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 informationMiddle School Intermediate/Advanced Band Pacing Guide
Middle School Intermediate/Advanced Band Pacing Guide 2018-2019 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Rhythm: sixteenth, triplet Major scales: All 1 octave Rhythm: dotted eighth
More informationChorus 6- Beginning Level
Chorus 6- Beginning Level Chorus 6 is one of the courses offered to fulfill the music requirement in the sixth grade curriculum. This course is designed for those students who enjoy singing and desire
More informationGRADE FOUR GENERAL MUSIC
GRADE FOUR GENERAL MUSIC Music Theory/Literacy 4.1 The student will read and notate music, including 2. using traditional notation to write melodies containing stepwise motion; Encourage students to write
More informationMusic Theory Fundamentals/AP Music Theory Syllabus. School Year:
Certificated Teacher: Desired Results: Music Theory Fundamentals/AP Music Theory Syllabus School Year: 2014-2015 Course Title : Music Theory Fundamentals/AP Music Theory Credit: one semester (.5) X two
More informationCurriculum Guides. High School Music. Weld County School District 6 Learning Services th Avenue Greeley, CO /
2012-2013 Curriculum Guides High School Music Weld County School District 6 Learning Services 1025 9 th Avenue Greeley, CO 80631 970/348-6000 Band Greeley-Evans School District 6 High School Performance
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 information