Norwalk Public Schools

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1 Norwalk Public Schools Music Curriculum PK-12 NPS 2017 Page 1 of 106 Music Curriculum

2 Acknowledgements Superintendent of Norwalk Public Schools Dr. Steven Adamowski Chief Academic Officer for Norwalk Public Schools Dr. Michael T. Conner Music Department Secretary Diane Albano Music Curriculum Consultant Rick Sadlon Music Supervisor, Darien Public Schools Music Curriculum Writing Team Frank Arcari* Scott Benson* Jennifer Burkhalter* Sara Golding Kimberly Lemak Margaret Kelley* David Metzger Angela Nida* Susan Pettibone Chris Rivera Ronald Secchi* Joan Skloot* Gregory Stan* *denotes summer team 2017 by the Norwalk Public Schools Music Curriculum Development Team 125 East Avenue Norwalk, CT Phone Fax All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Norwalk Public Schools is permitted. NPS 2017 Page 2 of 106 Music Curriculum

3 Table of Contents District Music Philosophy 4 Music Curriculum Map 5 Norwalk Public Schools Music Extra-Curricular Activities 6 General Music Curriculum 7 Elementary (PK-5th Grade) 8 Middle School (6-8th Grade) 13 High School (9-12th Grade) 19 Choral Music Curriculum 22 Middle School (6-8th Grade) 23 High School (9-12th Grade) 28 Strings & Orchestra Music Curriculum 35 Elementary (3rd-5th Grade) 36 Middle School (6-8th Grade) 40 High School (9-12th Grade) 45 Band Music Curriculum 49 Middle School (6-8th Grade) 50 High School (9-12th Grade) 58 Glossary 64 Appendix 1 - Opportunity to Learn Standards 68 Appendix 2 - Rhythm Counting & Notating Methods 93 Appendix 3 - Tier 3 Vocal Vocabulary 97 Appendix 4 - Elements of Music 105 Appendix 5 - What are Enduring Understandings and Essential Questions? 106 NPS 2017 Page 3 of 106 Music Curriculum

4 District Music Philosophy Music is a core subject that is an integral part of a well-rounded education. The study of music develops artistic literacy through the processes of creating, performing and responding to music and promotes critical thinking and collaboration skills. Music is an aural art form that provides a vehicle to express emotional responses to our human experiences. We believe that the study of music builds positive personal relationships and prepares individuals with life-long learning skills to live, work and successfully participate in a diverse 21 st century society. The Norwalk Public Schools Music Curriculum provides sequential, standards-based, in-school opportunities for all students to access and attain the knowledge and aesthetic skills necessary to become musically literate, well-rounded individuals. This curriculum aligns with the National Core Art Standards (2014), National Association for Music Education (NAfME, 2014), and 21st Century Learning Skills and Opportunity to Learn Standards (2014). NPS 2017 Page 4 of 106 Music Curriculum

5 Norwalk Public Schools Music Curriculum Map Grades PK-12th Grade GENERAL MUSIC CURRICULUM PK/K General Music CHORAL MUSIC PK/K Elementary Chorus Middle School Chorus Begin. Choir Advanced Choir Women s Ensemble Honor Chamber Singers STRINGS & ORCHESTRA CURRICULUM PK/K BAND CURRICULUM Elementary Strings: Pull-out lessons and rehearsal periods Middle School Orchestra: Pull-out lessons and rehearsal periods. Prelude Orchestra: Pull-out lessons and rehearsal periods. Philharmonia Orchestra: Pull-out lessons and rehearsal periods. Honors Principal Orchestra: Pull-out lessons and rehearsal periods. PK/K Middle School Band: pull-out lessons and rehearsal periods. Symphonic Band: pull-out lessons and rehearsal periods. Color Guard/Winter Guard Jazz Band Wind Ensemble: pullout lessons and rehearsal periods. Honors Wind Symphony: pull-out lessons and rehearsal periods. NPS 2017 Page 5 of 106 Music Curriculum

6 CHORAL MUSIC ACTIVITIES Extra-Curricular Music Activities Available to District Students PK/K STRINGS & ORCHESTRA MUSIC ACTIVITIES Vocal Ensemble Musical Theatre CMEA Western Region Festival CMEA All-State Festival New England Music Festival PK/K BAND MUSIC ACTIVITIES All-City Honors String Orchestra Chamber Orchestra CMEA Western Region Festival CMEA All-State Festival New England Music Festival PK/K Jazz Ensemble Marching Band Marching Band CMEA Western Regional Festival CMEA All-State Festival New England Music Festival General Music Curriculum NPS 2017 Page 6 of 106 Music Curriculum

7 Norwalk Public Schools Music Curriculum rev. December Elementary General Music In the Norwalk Public Schools, the elementary music education goal is to engage all students in the study of different musical styles, elements, repertoire and venues to develop the whole child and further their life experiences. In addition, we seek to cultivate a love and appreciation of music and instill an enjoyment which will last a lifetime. Elementary General Music Program Overview Elementary students obtain musical knowledge and skills in the music classroom and choral setting. Students begin to explore and develop singing skills including: finding the singing voice, singing in unison and singing in parts (canons, rounds, partner song, 2-part harmony) with a focus on development of vocal production and technique. Students develop an understanding of meter beginning with steady beat and simple patterns progressing to more complex rhythmic and melodic patterns. Students learn to read, write and compose music using basic music concepts. Students explore and perform multi-cultural music in a variety of styles. Through the collaborative environment of the classroom setting, students demonstrate an understanding of teamwork and display leadership qualities. In addition, students participate in school concerts and develop an understanding of acceptable concert etiquette. Our schedules are either 4-day or 6-day rotations; minutes per session. Some assured experiences for elementary music are: 1. Study of classical repertoire such as: Prokofiev s Peter and the Wolf, Saint-Saens Carnival of the Animals, Beethoven s Symphonies #5 and 9, Mozart s Eine Kleine Nachtmusik, Tchaikovsky s Nutcracker, Grieg s Peer Gynt, Handel s Hallelujah Chorus, Debussy s Children s Corner Suite 2. Instruments of the orchestra 3. Experiences with pitched and non-pitched instruments 4. Beginning note reading 5. Two-part choral singing in a concert setting 6. Attend a live concert NPS 2017 Page 7 of 106 Music Curriculum

8 Elementary General Music Standards PK-5 Creating (Improvising & Composing) Enduring Understandings Musicians evaluate, refine and share their work. Essential Questions How do musicians improve the quality of their creative work? Process Components Imagine, Plan, Make, Evaluate, Refine, Explore, Express, Present Students will: Grades PK-K Grade 1 Grade 2 With guidance, explore and experience the elements of music With limited guidance improvise rhythmic and ostinato patterns with pitched and non-pitched instruments. Improvise rhythmic and melodic patterns within specific parameters, (such as meter and tonality.) With guidance, generate simple musical ideas based on the elements of music With limited guidance create a response to music through movement, drawing, instruments and notation. Create an individual response to music through movement, drawing, instruments and notation. Students will: Grade 3 Grade 4 Grade 5 Improvise rhythmic and melodic phrases. Use standard notation and/or iconic notation and/or recording technology to document improvised musical ideas. Improvise rhythmic and melodic phrases, and explain connection to specific context. (Examplejazz) Use standard notation and/or iconic notation and/or recording technology to document improvised musical ideas. Improvise rhythmic and melodic phrases, and explain connection to specific context. (Examplejazz) Use standard notation and/or iconic notation and/or recording technology to document improvised musical ideas. Evaluate and revise original compositions applying feedback from multiple sources (self, peer, teacher). Evaluate and revise original compositions applying feedback from multiple sources (self, peer, teacher). Evaluate and revise original compositions applying feedback from multiple sources (self, peer, teacher). NPS 2017 Page 8 of 106 Music Curriculum

9 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Musicians select musical works to present based on interest, knowledge, technical skill and context to express their musical ideas, musicians analyze, evaluate and refine their performance over time through planned practice, feedback, reflection and collaboration. Musicians perform expressively, with informed interpretation, technical accuracy and appropriate concert etiquette. Essential Questions: What skills are required to accurately perform music? How do performers interpret musical works? How do musicians improve the quality of their performance? When is a performance judged ready to present? Process Components: Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present Students will: Grades PK-K Grade 1 Grade 2 Explore and demonstrate awareness of music contrasts, (such as high/ low, loud/soft, same/different) using a varied repertoire of music, Demonstrate an awareness of fast and slow tempos. Demonstrate the ability to use the singing voice. Explore and demonstrate an awareness of expressive qualities of the voice (dynamics and tempo) in performance. Demonstrate knowledge of music concepts (such as steady beat and melodic contour) using a varied repertoire of music. Demonstrate an awareness of fast, medium and slow tempos. Perform songs in unison with an awareness of melodic direction. Demonstrate an awareness of music s expressive qualities (such as dynamics and tempo) in performance. Demonstrate knowledge of music concepts (pitch, meter, tempo and dynamics) using a varied repertoire of music. Perform rhythmic patterns and melodic phrases from iconic and standard notation. Perform songs in unison with following melodic direction. Demonstrate an awareness of music s expressive qualities (such as dynamics and tempo) in performance. Demonstrate an ability to work cooperatively in group musical performances Demonstrate an ability to work cooperatively in group musical performances Demonstrate an ability to work cooperatively in group musical performances NPS 2017 Page 9 of 106 Music Curriculum

10 Performing (continued) Students will: Grade 3 Grade 4 Grade 5 Demonstrate knowledge of music concepts (tonality, meter, tempo, dynamics and form) using a varied repertoire of music. Read and perform rhythmic patterns and melodic phrases using iconic and standard notation. Demonstrate the ability to sing 2-part canons, rounds and ostinati. Demonstrate the ability to perform with expression and technical accuracy. Demonstrate an ability to work cooperatively in group musical performances using appropriate concert etiquette. Demonstrate knowledge of music concepts (tonality, meter, tempo, dynamics, form and timbre) using a varied repertoire of music. Read and perform music using iconic and/or standard notation and counting rhythms. Demonstrate the ability to sing 2-part choral selections (canons, rounds, ostinati, and partner songs) in a concert setting, Demonstrate the ability to perform with expression and technical accuracy. Demonstrate an ability to work cooperatively in group musical performances using appropriate concert etiquette. Demonstrate knowledge of music concepts (tonality, meter, tempo, dynamics, form and timbre, articulation, style and phrasing) using a varied repertoire of music. Read and perform music using standard notation and counting rhythms. Demonstrate the ability to sing 2- part choral selections (canons, rounds, ostinati, and partner songs) in a concert setting. Demonstrate the ability to perform with expression and technical accuracy. Demonstrate an ability to work cooperatively in group musical performances using appropriate concert etiquette. NPS 2017 Page 10 of 106 Music Curriculum

11 Responding & Connecting (Critical listening with intent) Enduring Understandings Musicians establish criteria based on an understanding of the elements of music, (melody, harmony, rhythm, form) Essential Questions How do we describe music? How do we judge the quality of musical works and performances? How do we make meaningful connections to the arts, other disciplines, contexts and daily life through music? Process Components Select, Analyze, Interpret, Evaluate Students will: Grades PK-K Grade 1 Grade 2 With substantial guidance students describe what their musical preferences are. With substantial guidance compare and contrast basic elements of music in a song, (high/low, fast/slow, loud/ soft). With limited guidance apply personal and expressive preferences in the evaluation of music using elements of music. With limited guidance compare and contrast basic elements of music in a song, (high/low, fast/slow, loud/soft). Apply personal and expressive preferences in the evaluation of music using elements of music in the discussion. Describe, compare and contrast basic elements of music in a song, (high/low, fast/slow, loud/ soft, various forms Show awareness of musical elements; beat, tempo, dynamics, through expressive movement and singing. With limited guidance, demonstrate and identify how specific music concepts such as beat, tempo, dynamics, form and melodic directions are used in a musical selection through movement and singing. Demonstrate and identify how specific music concepts such as beat, tempo, dynamics, form and melodic directions are used in a musical selection through movement, singing and musical instruments. Demonstrates appropriate concert etiquette for performances (Example: school, professional). Demonstrates appropriate concert etiquette for performances (Example: school, professional). Demonstrates appropriate concert etiquette for performances (Example: school, professional). NPS 2017 Page 11 of 106 Music Curriculum

12 Responding & Connecting (continued) Students will: Grade 3 Grade 4 Grade 5 Demonstrate and describe how the composer s intent is conveyed through form and expressive qualities such as, dynamics and tempo. Demonstrate and describe how the composer s intent is conveyed through form and expressive qualities such as dynamics and tempo. Demonstrate and describe how the composer s intent is conveyed through form and expressive qualities such as dynamics, tempo, timbre and articulation. Demonstrates appropriate concert etiquette for performances (Example: school, professional). Describe how a response to music can be connected to history or daily life. (Example: holidays, observances, historical events). Evaluate musical performances, applying established criteria, and explain appropriateness to the context and/or venue. Demonstrates appropriate concert etiquette for performances (Example: school, professional). Describe how a response to music can be connected to history or daily life. (Example: holidays, observances, historical events). Evaluate musical performances, applying established criteria, and explain appropriateness to the context and/or venue. Demonstrates appropriate concert etiquette for performances (Example: school, professional). Describe how a response to music can be connected to history or daily life. (Example: holidays, observances, historical events). Evaluate musical performances, applying established criteria, and explain appropriateness to the context and/or venue. NPS 2017 Page 12 of 106 Music Curriculum

13 Middle School General Music In the Norwalk Public Schools, the middle school music education goal is to continue to build artistic literacy through electives to engage all students in the study of different musical styles, elements, repertoire and venues to develop the whole child and further their life experiences. In addition, we seek to continue cultivating a love and appreciation of music and instill an enjoyment which will last a lifetime. Middle School General Music Overview Middle School general music students obtain musical knowledge and skills in the music classroom through elective course offerings. These course offerings vary between schools within the Norwalk Public School district and currently include, but are not limited to: Music Appreciation, World Music, Piano, Guitar, Theory/Composition, Music Technology/Electronic Music, and Theatrical Music. Any Norwalk middle school that offers an elective general music course course will schedule it for no less than one semester, and at a minimum ensure it is resourced using the basic model from the Opportunity to Learn Standards (see Appendix 1). Note: Due to scheduling conflicts some schools may not be able to offer both electives and ensembles. When electives are not possible, ensembles must cover all three music standards (creating, performing, and responding). NPS 2017 Page 13 of 106 Music Curriculum

14 Elective Program Overview Exploring Music (Music History/Appreciation/World Music) This course introduces students to the history, theory, and genres of music. The course explores the history of music, from the surviving examples of rudimentary musical forms through to contemporary pieces from around the world. It may cover early musical forms, classical music, and American jazz and/or present modern traditions like: gospel, folk, soul, blues, Latin styles, rock and roll, and hip hop. It also may take a broader look at world music, the cultures from which the music is born, and the influences of those cultures music. In general, the course explores the relationship between music and social movements and reveals how the emergent global society and the prominence of the Internet are making musical forms more accessible worldwide. Students will: Grade 6-8 Creating (Improvising & Composing) Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student s own instrument or others. Perform, use standard notation consistent with an assigned genre, and audio record improvisation that is a minimum of 8 measures. Grade 6-8 Performing (Presenting to peers or others) Perform an original composition or assigned musical work alone or with others Maintain a steady beat, with visual assistance (where applicable), while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire. Utilize musical symbols encountered in the repertoire Perform literature from memory. Grade 6-8 Responding & Connecting (Critical listening with intent) Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators intent. Share live or recorded performances of an original composition or assigned musical work, and explain how the elements of music and compositional techniques are used to convey intent of the composer Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. NPS 2017 Page 14 of 106 Music Curriculum

15 Harmonic/Fretted Instruments (Piano, Guitar, Ukelele) Typically, these students have never studied an instrument before or have had minimal musical training outside of the general music classroom. The student learns the posture and body positions for playing the instrument. They will learn major scales, block and broken chord patterns, progressions using I, IV, vi and V chords, and simple pieces. They accompany simple melodies with basic accompaniment. Sight-reading in appropriate clefs (treble and bass) are practiced and evaluation skills are developed. Students will: Grade 6-8 Creating (Improvising & Composing) Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student s own instrument or others. Perform, use standard notation consistent with an assigned genre, and audio record improvisation that is a minimum of 8 measures. Grade 6-8 Performing (Presenting to peers or others) Perform an original composition or assigned musical work alone or with others Maintain a steady beat, with visual assistance (where applicable), while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire. Utilize musical symbols encountered in the repertoire Perform literature from memory. Grade 6-8 Responding & Connecting (Critical listening with intent) Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators intent. Share live or recorded performances of an original composition or assigned musical work, and explain how the elements of music and compositional techniques are used to convey intent of the composer Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. NPS 2017 Page 15 of 106 Music Curriculum

16 Music Theory/Composition/Arranging Music Theory, Composition, and Arranging are designed to challenge the most advanced music students. Emphasis is on the study of scales, key signatures, chords and chord structure, composition, and improvisation. Students will learn to use composition as a tool for composing, transposing, arranging, and transcribing music. Students will: Grade 6-8 Creating (Improvising & Composing) Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student s own instrument or others. Perform, use standard notation consistent with an assigned genre, and audio record improvisation that is a minimum of 8 measures. Grade 6-8 Performing (Presenting to peers or others) Perform an original composition or assigned musical work alone or with others Maintain a steady beat, with visual assistance (where applicable), while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire. Utilize musical symbols encountered in the repertoire Perform literature from memory. Grade 6-8 Responding & Connecting (Critical listening with intent) Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators intent. Share live or recorded performances of an original composition or assigned musical work, and explain how the elements of music and compositional techniques are used to convey intent of the composer Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. NPS 2017 Page 16 of 106 Music Curriculum

17 Music Technology/Electronic Music Students will discover and explore introductory concepts used in music sequencing, notation and recording. No prior musical experience is needed, however, having training on an instrument or voice is helpful. Students will create music using sequencing/editing software, synthesizers and drum machines. Students will: Grade 6-8 Creating (Improvising & Composing) Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student s own instrument or others. Perform, use standard notation consistent with an assigned genre, and audio record improvisation that is a minimum of 8 measures. Grade 6-8 Performing (Presenting to peers or others) Perform an original composition or assigned musical work alone or with others Maintain a steady beat, with visual assistance (where applicable), while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire. Utilize musical symbols encountered in the repertoire Perform literature from memory. Grade 6-8 Responding & Connecting (Critical listening with intent) Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators intent. Share live or recorded performances of an original composition or assigned musical work, and explain how the elements of music and compositional techniques are used to convey intent of the composer Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. NPS 2017 Page 17 of 106 Music Curriculum

18 Music Theater/Musicals This course will give students an opportunity to learn about music through performance and study of Musical Theatre. This course is a broad overview of the history, styles, works and artists of the musical theatre genre. Both theoretical and practical, this course covers basic musical theatre performing, vocal production, movement and music theory. Students will: Grade 6-8 Creating (Improvising & Composing) Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student s own instrument or others. Perform, use standard notation consistent with an assigned genre, and audio record improvisation that is a minimum of 8 measures. Grade 6-8 Performing (Presenting to peers or others) Perform an original composition or assigned musical work alone or with others Maintain a steady beat, with visual assistance (where applicable), while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire. Utilize musical symbols encountered in the repertoire Perform literature from memory. Grade 6-8 Responding & Connecting (Critical listening with intent) Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators intent. Share live or recorded performances of an original composition or assigned musical work, and explain how the elements of music and compositional techniques are used to convey intent of the composer Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. NPS 2017 Page 18 of 106 Music Curriculum

19 High School General Music In the Norwalk Public Schools, the high school music education goal is to continue to build artistic literacy through electives to engage all students in the study of different musical styles, elements, repertoire and venues to develop the whole child and further their life experiences. In addition, we seek to continue cultivating a love and appreciation of music and instill an enjoyment which will last a lifetime. High School General Music Program Overview High School general music students obtain musical knowledge and skills in the music classroom through elective course offerings. These course offerings vary between schools within the Norwalk Public School district and currently include, but are not limited to: Music Theory/ Composition, AP Music Theory, and International Baccalaureate (IB). Any Norwalk high school that offers an elective general music course course will schedule it for no less than one semester, and at a minimum ensure it is resourced using the basic model from the Opportunity to Learn Standards (see Appendix 1). Note: Due to scheduling conflicts some schools may not be able to offer both electives and ensembles. When electives are not possible, ensembles must cover all three standards (creating, performing, and responding). NPS 2017 Page 19 of 106 Music Curriculum

20 Elective Program Overview Music Theory/Composition (9th-12th Grade) This course is designed for students who have an interest in learning the basics of music fundamentals. Students will learn to read, write, listen to, analyze and describe music as professional musicians do. Completion of this course will prepare students for success in AP Music Theory. Students will: Creating (Improvising & Composing) CAPSTONE ASSESSMENT Performing (Presenting to peers or others) CAPSTONE ASSESSMENT Responding & Connecting (Critical listening with intent) CAPSTONE ASSESSMENT AP Music Theory (10th-12th Grade) This course is designed for students who have an interest in learning the inner workings of music. Emphasis will be placed on four-part writing with standard voice-leading techniques. Students will expand their harmonic vocabulary through composition, ear training, and analysis. This high-level, fast-paced course will prepare students for success on the AP Music Theory exam, and is strongly recommended for students considering a major or minor in music. Prerequisite: Music Theory or instructor approval. Students will: Creating (Improvising & Composing) CAPSTONE ASSESSMENT Performing (Presenting to peers or others) CAPSTONE ASSESSMENT Responding & Connecting (Critical listening with intent) CAPSTONE ASSESSMENT NPS 2017 Page 20 of 106 Music Curriculum

21 International Baccalaureate (IB) (10th-12th Grade) This course is designed for music students with varied backgrounds in music performance. The aim of the IB music program is to give music students the opportunity to explore and enjoy the diversity of music throughout the world by enabling them to develop their knowledge, abilities, and understanding through performance and composition. Students will demonstrate their understanding of music by performing, by using appropriate musical language and terminology in analyzing musical works from many varied cultures and periods, and by exploring music through music theory, aural skills, composition, and music history. All IB students must take this course in conjunction with one of the large ensembles (band, choir, orchestra). Students will: Creating (Improvising & Composing) CAPSTONE ASSESSMENT Performing (Presenting to peers or others) CAPSTONE ASSESSMENT Responding & Connecting (Critical listening with intent) CAPSTONE ASSESSMENT NPS 2017 Page 21 of 106 Music Curriculum

22 Choral Music Program Overview The Norwalk Public School Choral Program engages all interested students with a variety of musical styles and elements through the study and performance of vocal music. Chorus students will have the opportunity to gain facility and musicality with their voices through rehearsal and performance as a unified ensemble. The Norwalk Public School Choral Program inspires musicians to continue their participation in music as life-long advocates for the performing arts. Accomplishment in music education requires engagement in four creative practices imagination, investigation, construction and reflection within various contexts, which will transfer to all facets of learning and life. In combination with: progression of skill development, conceptual understanding the application of skills and theory results in opportunities for students that are uniquely experienced through their music education. The study of music enriches the social, artistic, aesthetic, mental and creative growth of students. Participation in an ensemble reinforces and promotes the cognitive assets (metacognitive skills, teamwork, responsibility, positive self-esteem and contributes beneficially to the school and culture of the greater community) needed for lifelong success. An extensive music education should provide an understanding of the basic elements of melody, rhythm, harmony and form that is presented in a sequential program of study. Exposure to a variety of performance experiences, as well as the creation and response to a plethora of musical styles, is critical for students to become artistically literate, informed, life-long participants in music and the arts. This document will provide a sequential comprehensive program of choral music instruction 6th -12th grade. The outcomes contained herein cover appropriate areas of music knowledge, technical proficiency and performance skills, critical evaluation and aesthetic awareness. School choral music instruction is interactive in nature and has at its core the study and performance of quality music from a wide variety of styles, cultures and historical periods. This curriculum aligns with the National Core Art Standards (2014), National Association for Music Education (NAfME, 2014), 21st Century Learning Skills and Opportunity to Learn Standards (2014). All tier 3 vocabulary for vocal music can be found in Appendix 3. Students will be perform in 3-4 concerts per year for their peers, parents, and community. Students will also have opportunities to perform for peers through in class performances to model, evaluate, and refine their vocal technique. NPS 2017 Page 22 of 106 Music Curriculum

23 Middle School 6th-8th Program Overview The 6th-8th Grade Choral Music program provides opportunities for students to sing in large and small ensembles. Students participating in the choral program will perform and understand music at a developmentally appropriate level. Students will learn vocal technique, as well as ensemble and musicianship. Choral music fosters: creativity, critical thinking, problem solving, discipline, and perseverance. Students will learn character values, cultural awareness, and accountability as the work to be a contributing member of a group. Groups may be differentiated by the achievement level of students and/or by their composition (grade, voices, etc). Students at the advanced levels may also participate in special groups by audition. (Vocal Ensemble, Chamber Singers, Show Choir, Barbershop Quartet, etc). Students will also have the opportunity to perform in small and large groups 3-4 times per academic year. Choral Music 6th Grade - Level I The standards for Middle School Vocal/Choral Music, Beginning Level enable students to obtain musical knowledge and skills in the choral setting. Students begin to develop choral skills, including singing in unison and two-part harmony, with emphasis on vocal production and technique. Students learn to read, write, and compose music, using basic music theory. They explore and perform music in a variety of music styles. In addition, students develop an understanding of acceptable concert etiquette. Students are provided with opportunities to participate in local, district, regional, and state events. Choral Music 7th Grade - Level II The standards for Middle School Vocal/Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques and ensemble participation. Opportunities are provided for students to explore choral music as a means of expression and communication. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Students are provided with opportunities to participate in local, district, regional, and state events. Choral Music 8th Grade - Level III The standards for Middle School Vocal/Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and sight-read materials, they expand their performance abilities and creativity. Through the collaborative environment of the choral setting, students demonstrate teamwork and display leadership skills. They develop an understanding of and appreciation for vocal/choral music and its relationship to other disciplines. Students are provided with opportunities to participate in local, district, regional, and state events NPS 2017 Page 23 of 106 Music Curriculum

24 Choral Music 6th-8th Grade Standards Creating (Improvising & Composing) Enduring Understandings The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources. Musicians creative choices are influenced by their expertise, context, and expressive intent. Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians presentation of creative work is the culmination of a process of creation and communication. Essential Questions How do musicians generate creative ideas? What influences do musicians have on creative decisions? How do musicians improve/evalute the quality of their creative work? When is creative work ready to share? Process Components Imagine, Plan, Make, Evaluate, Refine, Explore, Express, Present Students will: Grade 6 Grade 7 Grade 8 Improvise a melodic or rhythmic passage using generic syllables Collaborate to compose a 2- part canon/round vocal warm up Evaluate work with teacher provided criteria Present, individually or as an ensemble, a final draft of a musical work Improvise a melodic or rhythmic passage based on music or texts studied in rehearsal Collaborate to compose a 3- part vocal warm up Evaluate and refine work based on teacher and student collaboratively-developed criteria Present, individually or as an ensemble, a final draft of a musical work that demonstrates an understanding of music or text studied in rehearsal Improvise a melodic or rhythmic passage that reflects characteristics of music from a variety of styles/genres studied Collaborate to compose a 4- part vocal warm up Evaluate and refine work based on knowledge, skill, and personally developed criteria Present, individually or as an ensemble, a final draft of musical work that demonstrates an understanding of characteristics of music from a variety of historical periods NPS 2017 Page 24 of 106 Music Curriculum

25 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Performers interest in knowledge of musical works, understanding of their own technical skills, and the context for a performance influence the selection of repertoire. Analyzing composers context and how they use the elements of music provides insight into their intent for the performance. Performers make interpretive decisions based on their understanding of context and expressive intent. 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. Musicians judge performance based on criteria that vary across time, place, and cultures. Essential Questions: How do performers select repertoire? How does understanding the style or period of a musical work affect performances? How do performers understand the context of musical works? How do musicians evaluate and refine the quality of their performance? When is a performance ready to present? Process Components: Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present *Students will section is listed on next page. NPS 2017 Page 25 of 106 Music Curriculum

26 Students will: Grade 6 Grade 7 Grade 8 Identify characteristics of a consistent awareness of proper body alignment, and breath support while sitting and standing Identify characteristics of a clear tone for resonance and tone quality Identify characteristics of pure vowel sounds, and uniform consonant placement. Understand uniformity of vowels, blend of tone, and smooth transition between head and chest voice within the ensemble. Understand the female head voice and cambiata voice (male adolescent voice) using register consistency with ease and vowel modifications Understand how a physical body alignment during a performance with an awareness for energy, emotion, and focus on the conductor during a performance is important Understand harmony while focusing on intonation and blend Understand rhythmic breathing and be able to chant/clap rhythm within the repertoire Sing in 2 or 3 part treble voices in various styles, time periods, and languages Identify and understand the range of dynamics Understand sight-reading skills with general syllables, numbers, and solfeggio Understand a capella singing through warm ups and/or repertoire Identify characteristics proper attacks and releases Identify characteristics of and understand how personal productivity through positive practice habits Develop a consistent awareness of proper body alignment, and breath support while sitting and standing Develop a clear tone for resonance and tone quality Develop pure vowel sounds, and uniform consonant placement. Develop uniformity of vowels, blend of tone, and smooth transition between head and chest voice within the ensemble. Continue to develop the female head voice and cambiata voice (male adolescent voice) using register consistency with ease and vowel modifications Develop a physical body alignment during a performance with an awareness for energy, emotion, and focus on the conductor during a performance Develop complex harmonies while focusing on intonation and blend Develop rhythmic breathing and be able to chant/clap rhythm within the repertoire Sing in SAB/SATB in various styles, time periods, and languages Develop the range of dynamics Develop sight-reading skills with general syllables, numbers, solfeggio, and pitch in appropriate clef for their voice Develop a capella singing through warm ups and/or repertoire Develop proper attacks and releases Develop personal productivity through positive practice habits Demonstrate a consistent awareness of proper body alignment, and breath support while sitting and standing Demonstrate a clear tone for resonance and tone quality Demonstrate pure vowel sounds, and uniform consonant placement. Refine uniformity of vowels, blend of tone, and smooth transition between head and chest voice within the ensemble. Continue to develop the female head voice and cambiata voice (male adolescent voice) using register consistency with ease and vowel modifications Demonstrate a physical body alignment during a performance with an awareness for energy, emotion, and focus on the conductor during a performance Demonstrate complex harmonies while focusing on intonation and blend Demonstrate rhythmic breathing and be able to chant/clap rhythm within the repertoire Sing in SAB/SATB in various styles, time periods, and languages Demonstrate the range of dynamics Continue to develop sight-reading skills with general syllables, numbers, solfeggio, and pitch Demonstrate a capella singing through warm ups and/or repertoire Demonstrate proper attacks and releases Demonstrate personal productivity through positive practice habits Evaluate oneself and/or ensemble post performance using the elements of music and teacher and/or student provided evaluation criteria NPS 2017 Page 26 of 106 Music Curriculum

27 Responding & Connecting (Critical listening with intent) Enduring Understandings Musicians choose music appropriate for specific purposes or context. Musicians analyze how the structure and context of varied musical works affect the response. Musicians support an interpretation of a musical work that reflects the creators /performers expressive intent. Musicians support personal evaluation of musical works and performances based on analysis, interpretation, and established criteria. Essential Questions How do individuals choose music to experience? How does understanding the structure and context of the music influence a response? How do we understand the musical creators and performers expressive intent? How do we judge the quality of a musical work or performance? Process Components Select, Analyze, Interpret, Evaluate, and Connect Students will: Grade 6 Grade 7 Grade 8 Identify physical characteristics and anatomical characteristics of tone production Discuss how text can influence and affect the interpretation of a piece of music Identify stylistic differences between repertoire selected Identify the relationship between the audience and the performer Identify the elements of music and discuss how they can be used in music to evoke feelings to reflect the context of the music Identify characteristics of a musical work ready for performance Recall physical characteristics and anatomical characteristics of tone production Discuss how history and text can influence and affect the interpretation of a piece of music Compare and contrast the stylistic differences between repertoire selected Compare and contrast the relationship between the audience and the performer in various performance venues Compare and contrast, how elements music are used to evoke feelings to reflect the context of the music used in rehearsals Compare and contrast performances on the characteristics that identify a musical work is ready for performance Apply physical characteristics and anatomical characteristics of tone production Discuss how the history, style, genre, and text can affect the interception of a piece of music. Explain stylistic differences between repertoire selected using evidence to support their rationale Explain the relationship between the audience and the performer in various performance venues using evidence to support their rationale Explain, how elements music are used to evoke feelings to reflect the context of the music used in rehearsals using evidence to support their rationale Explain how a musical work is ready for performance using evidence NPS 2017 Page 27 of 106 Music Curriculum

28 Choral Music 9th-12th Grade Program Overview The study of Choral Music in Norwalk at the high school level (9-12) is designed to provide interested students with opportunities to continue to develop their vocal skills and musicianship. Choir is an entry level group, for students who have been recommended by their middle school teacher or audition. This course is for grade 9. Advanced Choir, referred to as the Accomplished Level in the grade level expectations section of this document, meets regularly and is open to all students in grades by audition, that challenges students to perform higher level vocal literature. The Choral Ensemble, referred to as Advanced Level in the grade level expectations section of this document, is an auditioned ensemble, open to students in the grades by audition, that challenges students to perform higher level vocal literature. The Honors Chamber Choir, referred to as Advanced Level in the grade level expectations section of this document, is an auditioned ensemble, open to students in grades by audition, that challenges students to perform higher level vocal literature. All ensembles meet during the school day and may include some evening rehearsals and performances. Small ensemble experience is an expectation of the choral curriculum. A vocal class is offered as an independent study course for ensemble members who are interested in improving their vocal technique. All high school ensembles have a minimum expectation of 3-4 formal public concerts per school year. Success and achievement in music education demands engagement in the four creative practices of imagination, investigation, construction and reflection in multiple contexts; which transfers to all aspects of learning and life in the 21st century. The combination of sequential skill development, conceptual understanding and the application of skills and concepts results in opportunities for our students that are uniquely experienced through their music education. A comprehensive choral program should provide an understanding of the basic properties of melody, rhythm, harmony and form that is presented in a sequential course of study. Students should be exposed to a variety of experiences in performing, creating and responding to all styles of music so that they can be artistically literate, informed, life-long participants in music and the arts. NPS 2017 Page 28 of 106 Music Curriculum

29 Choral Music 9th-12th Grade Standards Creating (Improvising & Composing) Enduring Understandings Musicians creative choices are influenced by their personal experiences. Musicians make, evaluate, and refine their own work through openness to new ideas through feedback from multiple sources Musicians presentation of creative work is the culmination of a process of creation and communication. Essential Questions How does the study of music provide essential ways to understand and express life experiences? How does the study of music develop deeper understandings of past and present cultures and prepare students for active participating in creating a culture of the present future? How does music develop imagination and creativity and help students to develop the full range of their artistic abilities? How does music enable students to make informed aesthetic choices and prepare them for enjoyable recreation and leisure time? How does participation in music develop self-discipline and focus and develop the capacity to refine work and aspire to high quality standards? Process Components Imagine, Plan, Make, Evaluate, Refine, Explore, Express, Present Grade 9 - Beginning Choir Students will: Grade 9 Create 4 measures of rhythmic patterns using only quarter notes and eight notes to be sight-read by the choir Create 4 measures of a melodic pattern using syllables DO-SOL to be sight-read by the choir Compose a 4 measured melody to be sung by the choir using the first 5 syllables of solfege Develop a draft by selecting a time signature and using previously learned patterns Develop the style of the melody Split into cooperative groups and test the aspects of their draft within their group Give, receive, and share constructive feedback Refine as necessary Present project to instructor and/or class NPS 2017 Page 29 of 106 Music Curriculum

30 Advanced Choir 10th-12th Grade Students will: Choral Ensemble 10th-12th Grade Grade 10-12th Create 8 measures of rhythmic patterns using quarter, eight, sixteenth, and half notes to be sight read by the choir Create an 8 measure melodic pattern ranging from DO-DO to be sight-read by the choir Compose an 8 measure melody to be sung by the choir using one octave solfeggi syllables Develop a draft by selecting a time signature and using previously learned patterns Develop the style of the melody Split into cooperative groups and test the aspects of their draft within their group Give, receive, and share constructive feedback Refine as necessary Present project to instructor and/or class Students will: Grade 10-12th Create 8 measures of rhythmic patterns using ALL LEARNED RHYTHMIC NOTES to be sightready by the choir Create 8 measures of a melodic pattern ranging from DO-DO and must include a triad to be sightready by the choir Compose an 8 measured melody to be sung by the choir using one octave of all Solfege syllables Develop a draft by selecting a time signature and using previously learned patterns Develop the style of the melody Split into cooperative groups and test the aspects of their draft within their group Give, receive, and share constructive feedback Refine as necessary Present project to instructor and/or class Honor Chamber Singers 10th-12th Grade Students will: Grade 10-12th Create 8-12 measures of rhythmic patterns using ALL LEARNED RHYTHMIC NOTES to be sightready by the choir Create 8-12 measures of a melodic pattern ranging AN OCTAVE AND A HALF and must include a DIATONIC AND PENTATONIC triad to be sight-read by the choir Compose an 8-16 measured melody to be sung by the choir using all solfege syllables and a combination of at least 5 rhythmic patterns Develop a draft by selecting a time signature and using previously learned patterns Develop the style of the melody Split into cooperative groups and test the aspects of their draft within their group Give, receive, and share constructive feedback Refine as necessary Present project to instructor and/or class NPS 2017 Page 30 of 106 Music Curriculum

31 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Performing knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire. Essential Questions: How do performers select repertoire for various purposes? When is a musical selection judged ready to present? How do context and the manner in which the musical work is presented influence audience response? Process Components: Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present Grade 9 - Beginning Choir Students will: Grade 9 Use music vocabulary accurately and appropriately, apply appropriate criteria to evaluate the effectiveness of ensemble performances. Use music vocabulary accurately and appropriately, identify appropriate strategies to overcome ensemble performance challenges. Apply feedback in the refinement of ensemble performance. Grade 10-12th - Advanced Choir Students will: Grade 9 Use music vocabulary accurately and appropriately, apply appropriate criteria to evaluate the accuracy, expressiveness, and effectiveness of ensemble performances. Use music vocabulary accurately and appropriately, identify and apply appropriate strategies to overcome ensemble performance challenges to implementing interpretation. Collaborate and apply feedback in the refinement of ensemble performance. NPS 2017 Page 31 of 106 Music Curriculum

32 Performing (Continued) Grade 10-12th - Choral Ensemble Students will: Grade 9 Use music vocabulary accurately and appropriately, develop and apply appropriate criteria to evaluate the accuracy, expressiveness, and effectiveness of an ensemble performance. evelop and apply appropriate strategies to overcome personal and ensemble performance challenges to implementing interpretation. Apply feedback from multiple and varied sources in the refinement of personal and ensemble performance. Grade 10-12th - Honor Chamber Singers Students will: Grade 9 Use music vocabulary accurately and appropriately, independently develop and apply appropriate criteria to evaluate the accuracy, expressiveness, and effectiveness of personal and ensemble performance. Independently develop and apply appropriate strategies to overcome personal and ensemble performance challenges to implementing interpretation. Apply feedback from multiple and varied sources in the refinement of personal and ensemble performance. NPS 2017 Page 32 of 106 Music Curriculum

33 Responding & Connecting (Critical listening with intent) Enduring Understandings The personal evaluation of musical works and performances are informed by analysis, interpretation, and established criteria. Essential Questions How do we describe and judge the quality of musical works and performances? Process Components Select, Analyze, Interpret, Evaluate, Synthesize, and Connect Choir Advanced Choir Choral Ensemble Honor Chamber Singers Students will compare and contrast musical examples and describe how 3-4 elements of the music are used to create musical interest and effectiveness using musical terminology. Compare and contrast musical examples and describe how 5 elements of music are used to create musical interest and effectiveness using musical terminology. Compare and contrast complete musical works and explain how the 6 elements of music interact to create an effective artistic composition using musical terminology. Compare and contrast complete musical works and explain how the 7 elements of music interact to create an effective artistic composition using musical terminology. NPS 2017 Page 33 of 106 Music Curriculum

34 Responding & Connecting (Continued) Students will: Grade 9-12th Listen to a recording of a piece of music Discuss expected audience etiquette at various venues and for various genres of music Listen to 2 arrangements of a given melody composed in 2 different styles Listen to 2 contrasting play-along accompaniments and describe the likely performance place and audience for each style of music Compare the arrangement of a popular they are rehearsing to a recording of the original work Compare the arrangement of popular song they are rehearsing to a recording of an original work Work with a partner to describe the shape of a melody Work with a partner to name the tonality of pieces performed Identify patterns and larger forms in their music by sight and sound Write program notes for a piece of music that they will be performing Listen to an excerpt and discuss alternative titles that would tell the audience members something about the music Listen to a play-aloe accompaniment track, then discuss the mood of feeling suggested in the music Listen to multiple performances of. Apiece of the ensemble is working on and compare and contrast Compare a piece of music that students are working on to a recording of the original work Reflect about the pieces in their concert and explain what elements they enjoyed the most Listen to multiple performances of a piece and discuss what they find interesting about each performance Name the piece they feel most confident performing and explain why it stands out to others Identify one section of the piece that has been difficult to master, and explain how they were able to perform it accurately and expressively Research the cultural or history context of a piece Study the lyrics of a song Study and relate music to the artwork that inspired it study and relate to a poem or literature that inspired it NPS 2017 Page 34 of 106 Music Curriculum

35 Strings & Orchestra Music Program Overview 3rd-12th Grade The Norwalk Public School String Program engages all interested students with a variety of musical styles and elements through the study and performance of a string instrument. String students will have the opportunity to gain facility and musicality on their instruments through rehearsal and performance as a unified ensemble. The Norwalk Public School String Program inspires musicians to continue their participation in music as life-long advocates for the performing arts. Accomplishment in music education requires engagement in four creative practices imagination, investigation, construction and reflection within various contexts, which will transfer to all facets of learning and life. In combination with: progression of skill development, conceptual understanding the application of skills and theory results in opportunities for students that are uniquely experienced through their music education. The study of music enriches the social, artistic, aesthetic, mental and creative growth of students. Participation in an ensemble reinforces and promotes the cognitive assets (metacognitive skills, teamwork, responsibility, positive self-esteem and contributes beneficially to the school and culture of the greater community) needed for lifelong success. An extensive music education should provide an understanding of the basic elements of melody, rhythm, harmony and form that is presented in a sequential program of study. Exposure to a variety of performance experiences, as well as the creation and response to a plethora of musical styles, is critical for students to become artistically literate, informed, life-long participants in music and the arts. This document will provide a sequential comprehensive program of strings music instruction 3rd -12th grade. The outcomes contained herein cover appropriate areas of music knowledge, technical proficiency and performance skills, critical evaluation and aesthetic awareness. School strings music instruction is administered through a series of group pull-out lessons and rehearsal periods. This curriculum aligns with the National Core Art Standards (2014), National Association for Music Education (NAfME, 2014), 21st Century Learning Skills and Opportunity to Learn Standards (2014) (see Appendix 1). NPS 2017 Page 35 of 106 Music Curriculum

36 Strings Music 3rd-5th Grade Standards Creating (Improvising & Composing) Enduring Understandings Musician s creative choices are connected to their personal experiences, context and expressive content. Musician s presentation of their work is the culmination of a process of creation and communication. Musicians reflect and evaluate their own work through feedback from multiple sources. The creative ideas, concepts and feelings that influence musicians work emerge from a variety of sources. Essential Questions: How do musicians improve the quality of their creative work? Process Components Imagine, plan, make, evaluate, explore, refine, express, present Students will: Grade 3 Grade 4 Grade 5 Improvise short and simple rhythmic patterns (1-2 measures) responding to teacher s and classmates prompts. Create, evaluate, and refine an original improvisation of rhythmic patterns (1-2 measures) using teacher/class/selfdeveloped criteria and feedback. Create, evaluate, and refine an original improvisation of rhythmic patterns (2-4 measures) using teacher/class/selfdeveloped criteria and feedback. NPS 2017 Page 36 of 106 Music Curriculum

37 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Musicians prepare for performances by analyzing, rehearsing, evaluating and refining technical skills over time through practice, feedback, reflection and collaboration. Essential Questions: How do musicians prepare for performances? What skills are required to accurately perform instrumental music? How do musicians improve the quality of their performance? Process Components: Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present * See content knowledge student outcomes on follow on pages. NPS 2017 Page 37 of 106 Music Curriculum

38 Students will develop, use, and master the following skills: Grade 3 Grade 4 Grade 5 Rehearse, evaluate and refine individual and ensemble performance. In specified music terminology, use teacher, peer and personal feedback to improve. Properly and consistently maintain their instruments and materials in good playing condition. Demonstrate proper and appropriate body posture for maximum assistance in producing good tone production and intonation. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. Perform easy rhythmic and melodic patterns accurately and independently on their instruments. Echo short rhythms and melodic patterns. Perform in groups, blending instrumental timbres, matching dynamic levels and responding to cues from a conductor. Demonstrate a characteristically pleasing and clear tone on all four strings in first position. Perform (from memory) D major scale at a steady tempo Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Perform proper pizzicato technique and proper bow hold for each instrument Analyze, rehearse, evaluate and refine their individual and ensemble performances using teacher, peer and personal feedback with specified music terminology to improve performance level over time. Properly and consistently maintain their instruments and materials in good playing condition. Demonstrate proper and appropriate body posture for maximum assistance in producing good tone production and intonation. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. Perform easy rhythmic and melodic patterns accurately and independently on their instruments. Echo short rhythms and melodic patterns. Perform in groups, blending instrumental timbres, matching dynamic levels and responding to cues from a conductor. Demonstrate a characteristically pleasing and clear tone on all four strings in first position. (strings) Perform (from memory) major scales at a steady tempo including: C, G, D. Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Perform proper pizzicato technique and proper bow hold for each instrument Perform independent instrumental parts while others perform contrasting parts. Analyze, rehearse, evaluate and refine their individual and ensemble performances using teacher, peer and personal feedback with specified music terminology to improve performance level over time. Properly and consistently maintain their instruments and materials in good playing condition. Demonstrate proper and appropriate body posture for maximum assistance in producing good tone production and intonation. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. Perform easy rhythmic and melodic patterns accurately and independently on their instruments. Echo short rhythms and melodic patterns. Perform in groups, blending instrumental timbres, matching dynamic levels and responding to cues from a conductor. Demonstrate a characteristically pleasing and clear tone on all four strings in first position. Perform (from memory) major scales at a steady tempo including: C, G, D. Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Perform proper pizzicato technique and proper bow hold for each instrument Perform independent instrumental parts while others perform contrasting parts. NPS 2017 Page 38 of 106 Music Curriculum

39 Responding & Connecting (Critical listening with intent) Enduring Understandings Musicians evaluate music and its performance by analyzing and interpreting according to established criteria. Essential Questions How do we describe and assess the qualities of music and its performances? Process Components Listen, Analyze, Identify, Explain, Describe, Compare/Contrast, Interpret, Evaluate Students will: Grade 3 Grade 4 Grade 5 Using grade level music terminology, identify how repetition, similarities, contrasts and two musical elements create interest and effectiveness. Identify how musical repetition, similarities, contrasts and 3-4 elements of music are used to create musical interest and effectiveness using grade level musical terminology. Identify how musical repetition, similarities, contrasts and 3-4 elements of music are used to create musical interest and effectiveness using grade level musical terminology. NPS 2017 Page 39 of 106 Music Curriculum

40 Norwalk Public Schools Music Curriculum rev. December Strings Music 6th-8th Grade Standards Creating (Improvising & Composing) Enduring Understandings Musician s creative choices are connected to their personal experiences, context and expressive content. Musician s presentation of their work is the culmination of a process of creation and communication. Musicians reflect and evaluate their own work through feedback from multiple sources. The creative ideas, concepts and feelings that influence musicians work emerge from a variety of sources. Essential Questions: How do musicians improve the quality of their creative work? Process Components Imagine, plan, make, evaluate, explore, refine, express, present Students will: Grade 6 Grade 7 Grade 8 Create, evaluate, and refine a simple 4-8 measure composition and improvisation that uses feedback from others to improve craftsmanship over time. Create, evaluate, and refine an 8-12 measure composition and improvisation within specified criteria and use feedback from others to improve craftsmanship over time. Create, evaluate, and refine an 8-12 measure composition and improvisation within specified criteria and use feedback from others to improve craftsmanship over time NPS 2017 Page 40 of 106 Music Curriculum

41 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Musicians prepare for performances by analyzing, rehearsing, evaluating and refining technical skills over time through practice, feedback, reflection and collaboration. Essential Questions: How do musicians prepare for performances? What skills are required to accurately perform instrumental music? How do musicians improve the quality of their performance? Process Components: Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present * See content knowledge student outcomes on follow on pages. NPS 2017 Page 41 of 106 Music Curriculum

42 Students will develop, use, and master the following skills: Grade 6 Grade 7 Grade 8 Perform on an instrument independently, demonstrating proper posture, playing position, bow hold and bow stroke. Perform on an instrument independently, demonstrating proper posture, playing position, bow hold and bow stroke. Perform on an instrument independently, demonstrating proper posture, playing position, bow hold and bow stroke. Perform alone and in small and large ensembles demonstrating independence in executing his/her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the Grade level of difficulty Perform music containing the following time signatures: 4/4, 2/4, 3/4, Demonstrate appropriate care of his/ her instrument. Perform (from memory) major scales at a steady tempo including: C, G, F, D, A. Perform alone and in small and large ensembles demonstrating independence in executing his/her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the Grade level of difficulty. Perform music containing the following time signatures: 4/4, 2/4, 3/4, 2/2 and 6/8. Demonstrate appropriate care of his/ her instrument. Perform (from memory) major scales including: C, G, D, A, F. Perform natural and harmonic minor scales including: d, a, e, b Perform alone and in small and large ensembles demonstrating independence in executing his/her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the Grade 2-3 level of difficulty. Perform music containing the following time signatures: 4/4, 2/4, 3/4, 2/2 and 6/8 Demonstrate appropriate care of his/ her instrument. Perform (from memory) major scales at a steady tempo including: 2 octaves: C, G, D, A; 1 octave: F, Bb, Eb. Perform natural and harmonic minor scales at a steady tempo:1 octave: D, G, C minor. Perform a one octave chromatic scale at a steady tempo and appropriate range for his/her instrument at this level. NPS 2017 Page 42 of 106 Music Curriculum

43 Students will develop, use, and master the following skills: Grade 6 Grade 7 Grade 8 Demonstrate correct fingerings for all notes within the appropriate range of his/her instruments at this level. Play with grade level appropriate tone quality characteristic of his/her instrument. Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Demonstrate tone quality characteristic of his/her instrument at this grade level. Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Play with tone quality characteristic of his/her instrument in the low to high register. Recognize correct intonation and develop the ability to properly adjust pitch. Recognize correct intonation and develop the ability to properly adjust pitch. Recognize correct intonation and develop the ability to adjust pitch with the aid of the director and /or a tuning device. Perform music using 3 rd position for violin and viola, 2 nd, 3 rd, and 4 th, position for cello and 3 rd, 4 th, and 5 th position for bass. NPS 2017 Page 43 of 106 Music Curriculum

44 Responding & Connecting (Critical listening with intent) Enduring Understandings Musicians evaluate music and its performance by analyzing and interpreting according to established criteria. Essential Questions How do we describe and assess the qualities of music and its performances? Process Components Listen, Analyze, Identify, Explain, Describe, Compare/Contrast, Interpret, Evaluate Students will: Grade 6 Grade 7 Grade 8 Compare and contrast musical examples and describe how 4-5 elements of music are used to create musical interest and effectiveness using musical terminology. Compare and contrast musical examples and describe how 5-6 elements of music are used to create musical interest and effectiveness using musical terminology. Compare and contrast musical examples and describe how 5-6 elements of music are used to create musical interest and effectiveness using musical terminology. NPS 2017 Page 44 of 106 Music Curriculum

45 Strings Music 9th-12th Grade (Orchestra) Overview The study of string music in Norwalk at the high school level (9-12) is designed to provide interested students with opportunities to continue to develop their technique and musicianship. All ensembles meet during the school day and may include some evening rehearsals/ performances. The opportunity for chamber ensembles is also available for interested students. All high school ensembles have a minimum expectation of 3-4 formal public concerts per school year. Students will develop, use, and master the following skills in high school string ensembles: ACCOMPLISHED Perform on an instrument independently, demonstrating proper posture, playing position, bow hold and bow stroke. Perform alone and in small and large ensembles demonstrating independence in executing his/her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the Grade 3-4 level of difficulty. Perform music containing the following time signatures: 4/4, 2/4, 3/4, 2/2, 6/8, 9/8, 12/8 and mixed meter Demonstrate appropriate care of his/ her instrument including tuning from a drone. Perform (from memory) major scales at a steady tempo including: 2 octaves: C, G, D, A; F, Bb, Eb Perform natural, melodic and harmonic minor scales at a steady tempo: 1 octave: A, E, B, F#, D, G, and C Perform a one octave chromatic scale at a steady tempo and appropriate range for his/her instrument at this level. ADVANCED Perform on an instrument independently, demonstrating proper posture, playing position, bow hold and bow stroke. Perform alone and in small and large ensembles demonstrating independence in executing his/her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the Grade 4-6 level of difficulty. Perform music of all types of meter including simple, compound, mixed and asymmetric Demonstrate appropriate care of his/ her instrument including tuning from a drone. Perform (from memory) major scales at a steady tempo including: 3 octave C, G, D and all major 2 octave scales Perform all natural, melodic and harmonic minor 2 octave scales at a steady tempo Perform a one octave chromatic scale at a steady tempo and appropriate range for his/her instrument at this level. NPS 2017 Page 45 of 106 Music Curriculum

46 Norwalk Public Schools Music Curriculum rev. December Creating (Improvising & Composing) Enduring Understandings Musician s creative choices are connected to their personal experiences, context and expressive content. Musician s presentation of their work is the culmination of a process of creation and communication. Musicians reflect and evaluate their own work through feedback from multiple sources. The creative ideas, concepts and feelings that influence musicians work emerge from a variety of sources. Essential Questions: How do musicians improve the quality of their creative work? Process Components Imagine, plan, make, evaluate, explore, refine, express, present Students will: Grades 9-12 Create, evaluate, and refine a measure composition and improvisation within specified guidelines. Use self-generated feedback and other external feedback to evaluate, refine, and improve aspects of the original music. Explain the process of creating this work over time. NPS 2017 Page 46 of 106 Music Curriculum

47 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Musicians prepare for performances by analyzing, rehearsing, evaluating and refining technical skills over time through practice, feedback, reflection and collaboration. Essential Questions: How do musicians prepare for performances? What skills are required to accurately perform instrumental music? How do musicians improve the quality of their performance? Process Components: Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present Students will: High School Accomplished Level Analyze, rehearse, evaluate and refine personal and ensemble performances. Apply relevant criteria to evaluate the accuracy, expressiveness, and effectiveness of ensemble and individual performances accurately using music vocabulary. Students will: High School Advanced Level Analyze, rehearse, evaluate and refine personal and ensemble performances: 1. Independently develop and apply relevant criteria to evaluate the accuracy, expressiveness, and effectiveness of ensemble and individual performances. 2. Collaborate and apply feedback in the refinement of ensemble performances. 3. Independently develop and apply rehearsal strategies that support expressive interpretation while overcoming individual and ensemble difficulties. 4. Apply feedback from multiple sources in the refinement of personal and ensemble performances. NPS 2017 Page 47 of 106 Music Curriculum

48 Responding & Connecting (Critical listening with intent) Enduring Understandings Musicians evaluate music and its performance by analyzing and interpreting according to established criteria. Essential Questions How do we describe and assess the qualities of music and its performances? Process Components Listen, Analyze, Identify, Explain, Describe, Compare/Contrast, Interpret, Evaluate Students will: High School Accomplished Level Compare and contrast passages of music and explain how 6-7 elements of music are used to create musical interest and effectiveness using musical terminology. Students will: High School Advanced Level Compare and contrast passages of music and explain how 6-7 elements of music are used to create musical interest and effectiveness using musical terminology. NPS 2017 Page 48 of 106 Music Curriculum

49 Band Program Overview The Norwalk Public School Band Program engages all interested students with a variety of musical styles and elements through the study and performance of a band instrument. Band students will have the opportunity to gain facility and musicality on their instruments through rehearsal and performance as a unified ensemble. The Norwalk Public School Band Program inspires musicians to continue their participation in music as life-long advocates for the performing arts. Accomplishment in music education requires engagement in four creative practices imagination, investigation, construction and reflection within various contexts, which will transfer to all facets of learning and life. In combination with: progression of skill development, conceptual understanding the application of skills and theory results in opportunities for students that are uniquely experienced through their music education. The study of music enriches the social, artistic, aesthetic, mental and creative growth of students. Participation in an ensemble reinforces and promotes the cognitive assets (metacognitive skills, teamwork, responsibility, positive self-esteem and contributes beneficially to the school and culture of the greater community) needed for lifelong success. An extensive music education should provide an understanding of the basic elements of melody, rhythm, harmony and form that is presented in a sequential program of study. Exposure to a variety of performance experiences, as well as the creation and response to a plethora of musical styles, is critical for students to become artistically literate, informed, life-long participants in music and the arts. This document will provide a sequential comprehensive program of band music instruction 6th -12th grade. The outcomes contained herein cover appropriate areas of music knowledge, technical proficiency and performance skills, critical evaluation and aesthetic awareness. School band music instruction is administered through a series of group pull-out lessons and rehearsal periods. This curriculum aligns with the National Core Art Standards (2014), National Association for Music Education (NAfME, 2014), 21st Century Learning Skills and Opportunity to Learn Standards (2014) (see Appendix 1). NPS 2017 Page 49 of 106 Music Curriculum

50 6th-8th Grade Band Program Overview The Norwalk Public School Band Program engages all interested students with a variety of musical styles and elements through the study and performance of a woodwind, brass, or percussion instrument. Band students have the opportunity to gain facility and musicality on their instruments through rehearsal and performance as a unified ensemble. Students attend small group lessons and large ensemble rehearsals on a regular basis. The Norwalk Public School Band Program inspires musicians to continue their participation in music as life-long advocates for the performing arts. NPS 2017 Page 50 of 106 Music Curriculum

51 6th-8th Grade Band Standards Creating (Improvising & Composing) Enduring Understandings Using a variety of sources, musicians will generate and develop original musical.t These ideas will be evaluated, refined, and shared at the culmination of the creative process. Essential Questions: How do musicians improve the quality of their creative work? Process Components Imagine, plan, make, evaluate, explore, refine, express, present Students will: Grade 6 Grade 7 Grade 8 CREATE, EVALUATE and REFINE their original 2-4 measure improvisation and/or composition using teacher developed criteria and feedback and revise the plan and the work showing improvement over time. CREATE, EVALUATE and REFINE their original 2-4 measure improvisation and/or composition using teacher developed criteria and feedback and revise the plan and work showing improvement over time. CREATE, EVALUATE and REFINE their original 2-4 measure improvisation and/or composition using teacher/class/ self-developed criteria and feedback, and revise the plan and the work showing improvement over time. NPS 2017 Page 51 of 106 Music Curriculum

52 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Musicians prepare for performances by methodically rehearsing, evaluating, and refining technical skills over time through planned practice, feedback, reflection, and collaboration. Performing knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire. Essential Questions: How do musicians prepare for performances? What skills are required to accurately perform instrumental music? How do musicians improve the quality of their performance? How do performers select repertoire for various purposes? When is a musical selection judged ready to present? How do context and the manner in which the musical work is presented influence audience response? Process Components: Select, Analyze, Refine, Rehearse, Describe, Present *Students will section can be found on following page Students will: Grade 6 Grade 7 Grade 8 REHEARSE, EVALUATE, and REFINE their solo/ensemble performances using teacher/ peer feedback and grade level class created criteria using specified music terminology to improve performance level over time. SELECT and PERFORM for an audience a grade level specific piece of music for a specific purpose demonstrating appropriate interpretation and technical accuracy in a manner appropriate to the intended audience and context. SELECT and PERFORM for an audience a grade level specific piece of music for a specific purpose demonstrating appropriate interpretation and technical accuracy in a manner appropriate to the intended audience and context. SELECT and PERFORM for an audience a grade level specific piece of music for a specific purpose demonstrating appropriate interpretation and technical accuracy in a manner appropriate to the intended audience and context NPS 2017 Page 52 of 106 Music Curriculum

53 Students will: Grade 6 Grade 7 Grade 8 Identify and properly assemble the various parts of his/ her musical instrument. Properly and consistently maintain his/ her instrument and materials in good playing condition. Demonstrate proper and appropriate body posture for maximum assistance in producing good tone production and intonation. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. Perform easy rhythmic and melodic patterns accurately and independently on their instruments. Echo short rhythms and melodic patterns. Perform in groups, blending instrumental timbres, matching dynamic levels and responding to cues from a conductor. Perform independent instrumental parts while others perform contrasting parts. Demonstrate appropriate care of his/her instrument. Perform on an instrument independently, demonstrating proper posture, playing position, embouchure, breath control, accurate stick control or right and left hand technique. Perform alone and in small and large ensembles demonstrating independence in executing his/ her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at an appropriate level of difficulty. Perform music containing the following time signatures: 4/4, 3/4 and 2/4. Demonstrate appropriate care of his/her instrument. Perform on an instrument independently, demonstrating proper posture, playing position, embouchure, breath control, accurate stick control or right and left hand technique. Perform alone and in small and large ensembles demonstrating independence in executing his/ her own part. Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the appropriate level of difficulty. Perform music containing the following time signatures: 4/4, 3/4 and 2/4. Demonstrate appropriate care of his/her instrument. NPS 2017 Page 53 of 106 Music Curriculum

54 Students will: Wind Students Wind Students: Perform (from memory) concert Bb major scales at a steady tempo Wind Students: Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Wind Student: Play with grade level appropriate tone quality characteristic of his/her instrument. Wind Students: Perform (from memory) major scales at a steady tempo including: concert Bb, Eb and 1 octave chromatic scale (concert Bb-Bb) Wind Students: Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Wind Student: Begin to recognize correct or incorrect intonation. Wind Student: Perform (from memory) major scales at a steady tempo to include: Concert Bb, Eb, F and 1 octave chromatic. Wind Student: Demonstrate correct fingerings for all notes within the appropriate range of his/her instrument at this level. Wind Student: Demonstrate tone quality characteristic of his/her instrument at this grade level. Recognize correct intonation and begin to develop the ability to properly adjust pitch. By the end of 8 th grade wind players are expected to be able to demonstrate the following ranges. Flute F-F Clarinet E-C Oboe D-G Saxophone C-C Bassoon D-G Trumpet G-G Horn A-D Trombone G-D Tuba G-D NPS 2017 Page 54 of 106 Music Curriculum

55 Students will: Percussion Students Percussion Students: Understand and demonstrate the following rudiments: single stroke roll, multiple bounce roll (buzz), double stroke open roll, 5 stroke roll, 9 stroke roll, single paradiddle, flam and flam tap. All rudiments should begin on both the right and left hand. Percussion Students: Identify note names on a mallet instrument Percussion Students: Perform (from memory) concert Bb major scales at a steady tempo Demonstrate a buzz roll at varied dynamic levels on snare drum. Perform with accuracy and control on various auxiliary percussion instruments as needed in the repertoire. Percussion Students: Perform simple melodies and appropriate parts to large ensemble music being performed on keyboard mallet instruments including orchestra bells Percussion Student: understand and demonstrate the following rudiments: single stroke roll, multiple bounce roll (buzz), double stroke open roll, 5 stroke roll, 9 stroke roll, single paradiddle, flam, flam tap, single stroke four, double paradiddle and drag/ruff. All rudiments should begin on both the right and left hand. Demonstrate a buzz roll at varied dynamic levels on snare drum and a single stroke roll on timpani. Percussion Student: Perform with accuracy and control on various auxiliary percussion instruments as needed in the repertoire. Percussion Student: Perform (from memory) major scales at a steady tempo including: concert Bb, Eb and 1 octave chromatic scale (concert Bb-Bb) Percussion Students: Perform simple melodies and appropriate parts to large ensemble music being performed on keyboard mallet instruments including xylophone and orchestra bells. Percussion Students: Understand and perform accurately timpani parts as they relate to music performed. Percussion Students: Understand and demonstrate the following rudiments: single stroke roll, multiple bounce roll (buzz), double stroke open roll, 5 stroke roll, 9 stroke roll, single paradiddle, flam, flam tap, single stroke four, double paradiddle and drag/ruff. All rudiments should begin on both the right and left hand. Demonstrate a buzz roll at varied dynamic levels on snare drum and a single stroke roll on timpani. Perform with accuracy and control on various auxiliary percussion instruments as needed in the repertoire. Perform (from memory) major scales at a steady tempo to include: Concert Bb, Eb, F and 1 octave chromatic. Perform simple melodies and appropriate parts to large ensemble music being performed on keyboard mallet instruments including xylophone and orchestra bells. Understand and perform accurately timpani parts as they relate to music performed. Understand and perform accurately timpani parts as they relate to music performed. Gain a beginning understanding of proper timpani tuning. NPS 2017 Page 55 of 106 Music Curriculum

56 Responding & Connecting (Critical listening with intent) Enduring Understandings The personal evaluation of musical works and performances are informed by analysis, interpretation, and established criteria. Essential Questions How do we describe and judge the quality of musical works and performances? Process Components Listen, Analyze, Identify, Explain, Describe, Compare/Contrast, Interpret, Evaluate Students will: Grades Compare and contrast musical examples and describe how 3-4 elements of music are used to create musical interest and effectiveness using grade level music terminology. NPS 2017 Page 56 of 106 Music Curriculum

57 Students will: Grade 6 Grade 7 Grade 8 Read whole, half, dotted half, quarter, eighth notes and corresponding rests in 4/4, 3/4, and 2/4 time signatures. Identify names for all notes within an appropriate range of his/her instrument for this level. Identify symbols and traditional terms referring to dynamics (pianissimo-fortissimo) and articulation (ties, slurs, legato, staccato, accents) and interpret them correctly when performing. Understand and apply the following standard symbols and indicators when performing: sharp, flat, natural, repeats, 1st and 2nd endings, allegro, moderato and fermata. Read and be able to perform the following note values and corresponding rests: whole, half, quarter, eighth, dotted half and dotted quarter in the following meters: 4/4, 3/4 and 2/4 Identify all pitches within the appropriate range for his/her instrument at this level. Identify and describe time signatures by the number of beats per measure and the unit of beat including: 4/4, 3/4 and 2/4. Interpret and count orally rhythms using the numerical counting system. Use syllabic counting systems in conjunction with numbers when appropriate. Identify major key signatures for the following major scales in the appropriate clef for his/her instrument: Concert Bb and Eb. Identify and perform the following: dynamic markings (pp-ff and crescendo, decrescendo and diminuendo) interpretive symbols: accents, legato and staccato. Interpret and perform given tempo markings and alterations as notated in appropriate music selections. Interpret and perform directions given in the music including: D.C. and D.S. indications, codas and multiple measure rests. Sight read appropriate grade level melodies. Read and perform music at the appropriate grade level. Read and be able to perform the following note values and corresponding rests: whole, half, quarter, eighth, dotted half, dotted quarter, dotted eighth, eighth note triplets and sixteenth notes in the following meters: 4/4, 3/4, 2/4, cut time and 6/8 (in 6). Identify all pitches within the clef and appropriate range for his/her instrument at this level. Identify and describe time signatures by the number of beats per measure and the unit of beat including: 4/4, 2/4, 3/4, 2/2 and 6/8. Interpret and count orally rhythms using the numerical counting system. Use syllabic counting systems in conjunction with numbers when appropriate Identify key signatures for the following major scales in the appropriate clef for his/her instrument: Concert Bb, Eb and F. Identify and perform the following: dynamic markings (pp-ff and crescendo, decrescendo and diminuendo) interpretive symbols: accents, legato, marcato, staccato. Interpret and perform given tempo markings and alterations as notated in appropriate music selections. Interpret and perform directions given in the music including: repeats, 1st and 2nd endings, D.C. and D.S. Indications, codas and multiple measure rests. Sight read appropriate grade level melodies. Read and perform music at the appropriate grade level NPS 2017 Page 57 of 106 Music Curriculum

58 9th-12th Grade Band Program Overview The study of Band Music in Norwalk at the high school level (9-12) is designed to provide interested students with opportunities to continue to develop their instrumental skills and musicianship. All ensembles meet during the school day and may include some evening rehearsals and performances. Marching Band ensemble experience is an expectation of the band curriculum. A Jazz Band, color guard, and winter guard class is offered as an 9th period course for ensemble members who are interested. All high school ensembles have a minimum expectation of 3-4 formal public concerts per school year. Success and achievement in music education demands engagement in the four creative practices of imagination, investigation, construction and reflection in multiple contexts; which transfers to all aspects of learning and life in the 21st century. The combination of sequential skill development, conceptual understanding and the application of skills and concepts results in opportunities for our students that are uniquely experienced through their music education. A comprehensive band program should provide an understanding of the basic properties of melody, rhythm, harmony and form that is presented in a sequential course of study. Students should be exposed to a variety of experiences in performing, creating and responding to all styles of music so that they can be artistically literate, informed, life-long participants in music and the arts. NPS 2017 Page 58 of 106 Music Curriculum

59 9th-12th Grade Band Standards Creating (Improvising & Composing) Enduring Understandings Musicians use a variety of sources, musicians will generate and develop original musical. Musicians evaluate, refine, and share ideas at the culmination of the creative process. Essential Questions: How do musicians improve the quality of their creative work? Process Components Imagine, plan, make, evaluate, explore, refine, express, present Students will: High School: Accomplished and Advanced CREATE, EVALUATE and REFINE their original 2-4 measure improvisation and/or composition using teacher/class/self-developed criteria and feedback, and revise the plan and the work showing improvement over time. NPS 2017 Page 59 of 106 Music Curriculum

60 Performing (Presenting prepared music for peers, teachers, and guests) Enduring Understandings: Musicians prepare for performances by methodically rehearsing, evaluating, and refining technical skills over time through planned practice, feedback, reflection, and collaboration. Performing knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire. Essential Questions: How do musicians prepare for performances? What skills are required to accurately perform instrumental music? How do musicians improve the quality of their performance? How do performers select repertoire for various purposes? When is a musical selection judged ready to present? How do context and the manner in which the musical work is presented influence audience response? Process Components: Select, Analyze, Refine, Rehearse, Describe, Present NPS 2017 Page 60 of 106 Music Curriculum

61 Students will: High School: Accomplished and Advanced SELECT and PERFORM for an audience a grade level specific piece of music for a specific purpose demonstrating appropriate interpretation and technical accuracy in a manner appropriate to the intended audience and context. Applying appropriate criteria to evaluate accuracy, expressiveness, and effectiveness Identifying and applying appropriate strategies to overcome ensemble performance challenges Collaborating and applying feedback in the refinement of ensemble performance Perform on an instrument independently, demonstrating proper posture, playing position, embouchure, breath control, accurate stick control or right and left hand technique. Perform alone and in small and large ensembles demonstrating independence in executing his/her own part Perform melodies and rhythms with appropriate dynamics at a steady tempo. Understand and identify basic conducting beats and gestures including: preparatory beats, releases, tempo changes, entrance cues, dynamic and other expressive gestures. Perform music of a variety of styles and cultures. Understand and be able to perform with others to achieve a refined ensemble sound, including blend, balance, timbre and volume. Perform accurately and expressively various styles of large ensemble music at the appropriate level of difficulty. Perform music containing the following time signatures: 4/4, 2/4, 3/4, 5/4, 2/2, 6/8 and compound meters. Demonstrate appropriate care of his/her instrument. NPS 2017 Page 61 of 106 Music Curriculum

62 Students will: Wind Students Perform (from memory) all major scales and arpeggios at a steady tempo. Demonstrate correct fingerings, including alternate fingerings for all notes within the appropriate range of his/her instrument at this level. Perform natural and harmonic minor scales at a steady tempo all minor scales (wind ensemble and chamber orchestra). Perform a two octave chromatic scale at a steady tempo and appropriate range for his/her instrument at this level. Demonstrate tone quality characteristic of his/her instrument in all registers. Recognize correct intonation and develop the ability to accurately adjust pitch. Percussion Students Understand and demonstrate the 40 Essential Rudiments. Perform with accuracy and control on the following instruments: snare drum, bass drum, crash cymbals, suspended cymbals, timpani, keyboard mallet instruments and auxiliary percussion instruments including: triangle, tambourine, maracas, claves, shakers. Perform simple melodies and appropriate parts to large ensemble music being performed on keyboard mallet instruments. Understand and perform accurately timpani parts as they relate to music performed. Understand proper timpani tuning and demonstrate independence in timpani tuning. Perform (from memory) all major scales and arpeggios at a steady tempo Perform a two octave chromatic scale at a steady tempo and appropriate range for his/her instrument at this level. NPS 2017 Page 62 of 106 Music Curriculum

63 Responding & Connecting (Critical listening with intent) Enduring Understandings The personal evaluation of musical works and performances are informed by analysis, interpretation, and established criteria. Essential Questions How do we describe and judge the quality of musical works and performances? Process Components Listen, Analyze, Identify, Explain, Describe, Compare/Contrast, Interpret, Evaluate Students will: High School: Accomplished and Advanced Compare and contrast musical examples and describe how 3-4 elements of music are used to create musical interest and effectiveness using grade level music terminology. Read and be able to perform the following note values and corresponding rests: whole, half, quarter, eighth, dotted half, dotted quarter, dotted eighth, eighth note and quarter note triplets and sixteenth notes in the following meters: 4/4, 2/4, 3/4, 5/4, 2/2, 6/8 and compound meters. Read and understand ornamentation. Identify all pitches within the clef and appropriate range for his/her instrument at this level. Identify and describe time signatures by the number of beats per measure and the unit of beat including: 4/4, 2/4, 3/4, 5/4, 2/2, 6/8 and compound meters. Interpret and count orally rhythms using the numerical counting system. Use syllabic counting systems in conjunction with numbers when appropriate. Identify key signatures for the following major scales in the appropriate clef for his/her instrument: 12 Major scales (Symphonic Band and Wind Ensemble); 12 Major scales and all minor scales (Honors Wind Symphony). Identify and perform the following: dynamic markings (pp-ff and crescendo, decrescendo and diminuendo) interpretive symbols: accents, legato, tenuto, marcato and staccato. Interpret and perform given tempo markings and alterations as notated in appropriate music selections. Interpret and perform directions given in the music including: repeats, 1st and 2 nd endings, D.C. and D.S. indications, codas and multiple measure rests. Sight-read appropriate level melodies in the appropriate clef for his/her instrument. NPS 2017 Page 63 of 106 Music Curriculum

64 Glossary Glossary of Music Terminology Used in the Document A Capella - singing without accompaniment by instruments or recordings Arpeggio - the first, third, fifth, and eighth notes of a scale, played sequentially Articulation - the shape given to an individual note by modifying its beginning (attack), middle (sustain), and ending (release); notated using symbols or words (e.g. staccato, tenuto, marcato, etc.) Auxillary Percussion - percussion instruments, usually non-pitched, not typically included in every piece (e.g. triangle, tambourine, claves, etc.) Balance - refers to sections of voices or instruments adjusting their performance to fit better into an ensemble sound Beat - the steady pulse of a piece Blend - refers to a performer adjusting their individual performance to fit better into an ensemble sound Block Chord - on harmonic instruments (e.g. piano, guitar, etc.), performing the notes of a given chord simultaneously in accompanying a melody Broken Chord - on harmonic instruments (e.g. piano, guitar, etc.), performing the notes of a given chord sequentially in accompanying a melody Canon - a piece in which each musician performs the same (or nearly the same) music, staggering their entries to create harmony; e.g. Row, Row, Row Your Boat Chord - a collection of pitches (generally a series of intervals of a third), usually serving a specific harmonic function in relation to the prevailing tonality of a piece Clef - a symbol on a music staff that defines which notes the lines and spaces represent; the different clefs (treble, bass, alto, tenor, etc.) place different notes in different places on the staff Compose - to create an original musical piece, notating it in such a way that it can be reproduced by another performer. Glossary 1 of 4 NPS 2017 Page 64 of 106 Music Curriculum

65 Compound Meter - see METER Dynamics - the loudness of a musical passage; usually expressed using variations of the terms forte and piano Form - the large-scale structure of a piece, describing the relationships among its sections; often expressed using letters to represent its parts (e.g. ABA, AABA, ABACABA, etc.); several common forms occur frequently enough to be referred to without letters (e.g. binary, ternary, rondo, sonata, etc.) Harmony - the combination of multiple pitches to create structures (chords) that generally serve to reinforce the prevailing tonality Improvise - to create a musical performance spontaneously, often (but not always) within the context of given parameters, such as a given chord progression to follow or a given melody to serve as the basis of variations Intonation - refers to a performer being in tune with others performing simultaneously; also can refer to a performer being in tune relative to the prevailing tonality Meter - a repeating pattern of stressed and unstressed beats; usually these fall into groups of two, three, or four, though there are other possibilities Compound Meter - a category of meter in which the note representing the beat is subdivided into three equal parts Simple Meter - a category of meter in which the note representing the beat is subdivided into two equal parts Music Theory - the analysis and study of the technical aspects of music and how it is constructed (e.g. scales, keys, instrumentation, form, harmony, etc.) Notation - a means of representing musical ideas (usually at least including pitch and rhythm) in writing; in addition to the standard system, other symbols may be used or invented to convey meaning Ostinato - a repeating rhythmic or melodic pattern that repeats at the same pitch level; e.g. string rhythm at the beginning of Holst s Mars, the Bringer of War Partner Song - two different songs which can be sung simultaneously; e.g. My Paddle Keen and Bright and Land of the Silver Birch Phrase - a complete musical thought, typically concluding with a cadence; roughly analogous to a sentence in writing Glossary 2 of 4 NPS 2017 Page 65 of 106 Music Curriculum

66 Phrasing - refers to the way a performer shapes a sequence of notes, usually over the span of several measures Round - see CANON Rudiments - in percussion, refers to fundamental performance techniques of characteristic rhythmic passages, especially on snare drum SAB - see VOICING SATB - see VOICING Scale - an ordered collection of pitches following a set pattern of distances from note to note (e.g. major, natural minor, pentatonic, etc.); different scales follow different patterns, and can serve as a stencil, allowing any note to serve as the starting point of a scale Sequencing - using technology (such as synthesizers and computer software) to create and modify sound for artistic purposes Simple Meter - see METER Sight-Reading - the performance of a written piece of music when seeing the piece for the first time, usually done without any preliminary practice or foreknowledge of the piece Solfege - a system of syllables assigned to the notes of a scale (e.g. do, re, mi, etc.), used to assist musicians with audiation ( mentally hearing the written music) SSA - see VOICING Style - the characteristic performance practices (such as articulation, phrasing, dynamics, etc.) of a specific genre of music Tempo - the speed of a piece of music; usually expressed qualitatively (with traditional terms such as Allegro, Adagio, Vif, Langsam, etc.) or quantitatively (with reference to how many beats occur per minute) Text - in vocal and choral music, the words that are sung; often the text is poetic in nature Timbre - pronounced tam-ber, refers to the tone color of an instrument, describes the unique sound qualities that make a trumpet and a violin playing the same pitch sound different from each other; also refers to different sound qualities created on the same instrument (e.g. using a mute on a brass instrument, playing a note on a different string on a string instrument, etc.) Glossary 3 of 4 NPS 2017 Page 66 of 106 Music Curriculum

67 Tonality - the relation of pitches in a piece into a hierarchy, creating a pitch that feels like home which serves as the goal of most melodies Voicing - in choral music, the different voice types that are used in a piece, usually using the letters S, A, T, and B to represent soprano, alto, tenor, and bass voices; common voicings include SSA, SAB, SATB Glossary 4 of 4 NPS 2017 Page 67 of 106 Music Curriculum

68 Appendix 1 Opportunity to Learn Standards NATIONAL ASSOCIATION OF MUSIC EDUCATION (NAFME), UPDATED 2015 Overview These OTL Standards identify the resources that need to be in place so that teachers and schools can give students a meaningful chance to achieve at the levels spelled out in the Core Music Standards. These OTL standards are not, therefore, a music teacher s unfettered wish list. They are rather considered guidance on the Curriculum and Scheduling, Staffing, Materials and Equipment, and Facilities that must be in place if the promise inherent in the Core Music Standards is to be realized that all Norwalk Public School students must have the opportunity to achieve music literacy. Each of these areas needs to be addressed: Curriculum and Scheduling. The curriculum, like all good curricula, must not only be a coherent written document, it must reflect a vision for helping students achieve the desired learning goals. Key to this vision is the scheduling of sufficient time so that students can carry out the processes necessary for deep learning called for by the Core Music Standards. The Standards categorization in the four Artistic Processes (Creating, Performing, and Responding, along with Connecting, which is embedded in the first three processes) requires that curriculum and associated time in the schedule be devoted to each of the components of those processes. In practice, this will mean designating more time for students to cultivate their creativity, and more time for analysis and reflection in ways that are somewhat parallel to the time needed to develop literacy in English/Language Arts. No scheduling specifications presented here are meant as maximums a good teacher can always do more with students, given more time but are rather put forth as reasonable minimums for contact time if the students are expected to achieve the standards. Staffing. The standards will not be achieved by students unless the system for delivering instruction is based on teachers with the requisite qualifications, augmented in a structured, appropriate way by community resources. This system in turn will depend on ongoing, thoughtful evaluation of those teachers and integration of that evaluation into ongoing, thoughtful professional development. Materials & Equipment. Music education cannot exist without making music, and making music in most traditions requires instruments, accessories, texts and other content, and increasingly access to and use of various technologies. The needs in first three areas of instruments, accessories, and content are well accepted by most well-funded school systems, but need constant attention to avoid problems with outdated or substandard equipment. Technology needs are new to many districts, and require thoughtful assessment. NPS 2017 Page 68 of 106 Music Curriculum

69 Facilities. Making and learning music requires the dedication of appropriate space for dayto-day instruction. Correct design and maintenance of this space is essential to the success of the program and of the students. Much music instruction requires, in addition, periodic access to venues for performances. OTL standards for each of the areas of Curriculum and Scheduling, Staffing, Materials and Equipment, and Facilities, are presented for each of seven categories: three categories for General Music Classes (grades PreK-2, 3-5, and 6-8). In this case, the requirements for grades 6-8 are understood to apply to General Music classes that might be offered in High School, as well. one category for each of the four Strands: Ensembles, Harmonizing Instruments, Composition/Theory, and Technology. These strands apply to all secondary grades, and to primary grades where applicable. In addition, the areas of Curriculum and Scheduling, Staffing, Materials and Equipment, and Facilities are presented for All programs. This All Grades All Content Areas listing provides a basis from which all school programs should work. The All Grades All Content Areas section delineates key differences between Basic and Quality programs, in particular noting that a program can only be considered a Quality program if varied opportunities are offered to students. Specifically, while the Basic program calls for ensemble classes to be offered beginning in grade 5, the Quality program requires offerings in all areas specified in the Core standards, including Ensembles and Guitar/Keyboard/Harmonizing Instruments beginning in grade 4 or 5. It is especially important to note that, as these OTL standards are designed to provide guidance on what resources are necessary to provide opportunities to learn all areas of the standards for all students, thoughtful implementation will involve the use of those resources wisely through careful use of curriculum. For example, schools and school systems that provide General Music experiences for all students through grade 8 even those students enrolled in elective ensembles will almost certainly be giving students the breadth of coverage in the artistic processes of Creating, Performing, and Responding called for in the Standards. On the other hand, schools or school systems that follow the common practice of scheduling middle-school students in either General Music or an ensemble will have to take special care to make certain that the ensemble curriculum adequately addresses each artistic process and thus moves the students closer to music literacy. NPS 2017 Page 69 of 106 Music Curriculum

70 Applying Opportunity to Learn Standards Opportunities to Learn are relevant only as ways to facilitate student achievement. Therefore, they should be used by teachers and decision-makers in the context of goals for student learning. Those goals are set in the Core Music Standards, and are really quite simple. The overarching goal of music literacy is achieved by giving all students meaningful experiences in all components of the Artistic Processes of Creating, Performing, and Responding (and thus in the embedded Connecting). Teachers and systems who employ innovative approaches to music education may have to blend or bridge the various strands presented in the national standards for individual courses, but in all cases each course should provide opportunity for significant advancement in each of the artistic processes. A simple rule of thumb for ensuring this focus is to look at the Enduring Understandings and Essential Questions for each Process Component and to ask whether those EUs and EQs are addressed in the curriculum. Then, the detailed Performance Standards can be used to consider the extent to which students are afforded the opportunity to achieve at or above the levels specified in the Core Music Standards, and the Model Cornerstone Assessments can be used to develop strategies for evaluation of actual progress. (The complete Core Music Standards, along with EUs, EQs, and Model Cornerstone Assessments, can be found on the web at NAfME.org/Standards.) In any case, teachers of any given course should plan curricula that address each Artistic Process, but need not give equal emphasis to each such Process. For example, while a Concert Band may appropriately emphasize Performing, the ensemble s rehearsal and class time should include work that moves students toward competency in both Creating and Responding. A class in Composition/Theory may spend a large amount of time on Creating, but also needs to factor in Responding and, indeed, Performing. And in addition to having an impact on curriculum and scheduling, this breadth of focus has implications for staffing (teacher preparation), materials and equipment, and even facilities. Supervisors have an added task; they must establish that the sum of the experiences offered by different courses within a district, taken over the career of a student, add up to a truly comprehensive, standards-based education in each Artistic Process. Success in this will depend largely on addressing all areas of the OTL standards. This task will come into sharp relief in the evaluation of teachers and of programs, which cannot be completed without review of the extent to which OTL standards are met. NPS 2017 Page 70 of 106 Music Curriculum

71 Evaluator/Supervisor Responsibilities with OTLs Where supervisors, teachers, and all interested parties determine that there are shortcomings in the achievement of students and in the opportunities to learn underlying that achievement, they need to do two things: First, they need to calibrate the standards to their current situation. For example, some schools may find that scheduling, curriculum, and the associated support is only provided to meet a portion of the Core Music Standards because meaningful music instruction only begins in fourth grade, or because instructional time for General Music (after considering pullouts for test prep and other issues) amounts to an average of less than 30 minutes per week. In either case, expectations for student outcomes will have to be set accordingly. This is because of a simple fact: where OTL standards are not met, the system (not the teacher) is very likely failing the students, as students will be highly unlikely to be able to reach standard under such conditions. Second, they must carefully consider how planning and advocating for providing better opportunities to learn in music can result, in a reasonable time frame, in true Standardsbased service to students. Summary Indeed, a focus on students is the key to interpreting and implementing these Opportunity to Learn Standards. All schools can use these OTL standards to strive for the proud position of providing a Quality program. In doing so, note that the distinctions between basic and quality programs exist at all levels. For any given strand, a Quality program may be one that updates and replaces resources more frequently. It may be one that makes fuller use of technology. It may be one that has more access to premiere performance venues. But most importantly, a Quality program is one that involves more strands of instruction, thus giving more students more varied ways to experience the benefits of accomplishment in music. This distinction shows up clearly in the Curriculum and Scheduling standards for All Grades All Content Areas. All teachers can use these OTL standards to work for curricula that bring students to greater capacity. And all concerned with the education of our young people can use these OTL standards to work toward music literacy for all students. NPS 2017 Page 71 of 106 Music Curriculum

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93 Appendix 2 Rhythm Counting and Notating Methods Norwalk Public Schools will take two approaches to rhythm counting. Rhythm counting is an essential skill in music. We believe a student s ability to hear, feel, and repeat (vocalize, perform, or audiate) rhythms depends on the ability to count rhythms accurately. After this skill is mastered, the student can then learn to read and write rhythms. While there are many approaches to rhythm counting, we have narrowed the options. Two Counting Approaches In this section, we describe five common rhythm counting approaches in more detail. 1. Syllables (Kodály) System (Pre K - 6th grade) 2. Numbers System (3-12th grade) NPS 2017 Page 93 of 106 Music Curriculum

94 Duple Counting Matrix Triple Counting Matrix NPS 2017 Page 94 of 106 Music Curriculum