Curriculum Guides. High School Music. Weld County School District 6 Learning Services th Avenue Greeley, CO /

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1 Curriculum Guides High School Music Weld County School District 6 Learning Services th Avenue Greeley, CO /

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3 Band

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5 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Concert Band Enduring Concept: Expression of Music 1 Timeline: 1 year Grade Level Expectations (GLE): 1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 in the difficulty rating scale. 1. How does musical expression have a language? 2. Why is it important to perform in all genres of music? 3. How would an event in history impact use if expressive musical elements of the time? 4. Why do different cultures songs have different expressive qualities? 5. Why is self-evaluation important to performers? musical expression, genres, world music, cultures, Performance Task: a. Performance demonstration of all musical symbols, tempo indications, expressive indications and technical indications, while maintaining consistent tone, quality, intonation, balance, blend and phrasing. b. Describe and defend interpretive judgments explain how selfevaluation has strengthened the performance during the course of preparation Assessment: a. Teacher observation b. Performance Students will: a. Incorporate all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, diction(vocal), and phrasing b. Demonstrate advanced techniques c. Interpret nontraditional notation symbols d. Select appropriate literature for performance (for solo or small ensemble) e. Describe and defend interpretive judgments f. Explain how self-evaluation has strengthened the performance during the course of preparation. 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. Resources: Sheet Music Greeley-Evans School District 6 Page 1 of High School Music Curriculum Guide

6 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Concert Band Enduring Concept: Expression of Music 2 Timeline: 1 year Grade Level Expectations (GLE): 2. Perform music accurately and expressively at first reading at the minimal level of 2 in the difficulty rating scale Why is sight reading important? How does strong intonation, balance, blend, and phrasing enhance sight reading? Why do nontraditional notation symbols exist? Accidentals, Articulation, Dynamics, Time Signature, Rhythm, Rehearsal and Tempo Marks Performance Tasks: a. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, and phrasing b. Interpret nontraditional notation symbols. Students will: c. Incorporate all musical symbols, tempo indications, expressive indications and technical indications, while maintaining consistent tone, quality, intonation, balance, blend, and phrasing. d. Demonstrate advanced techniques, Interpret nontraditional notation symbols. Select appropriate literature for performance (for solo or small ensemble) e. Describe and defend interpretive judgments explain how self-evaluation has strengthened the performance during the course of preparation 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. 2. Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance. 3. Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles. Resources: 101 Rhythmic Rest Patterns, Sheet Music, Foundations for Superior Performance Greeley-Evans School District 6 Page 2 of High School Music Curriculum Guide

7 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Symphonic Band Enduring Concept Expression of Music 3 Timeline: 1 year Grade Level Expectations (GLE) 3. Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale. Inquiry Questions: Why is it important for musicians to adjust their individual performance to aid in the success of an ensemble performance? How does an ensemble communicate? Does it require more or less musicianship to perform in an ensemble? How does culture play a role in the type of ensembles that are prevalent in society? Balance, Blend, Intonation, Musical Direction, a. Participation in ensemble groups b. Teacher evaluation Students can: a. Adjust tempo, dynamics, and expression, according to the conductor b. Adjust tempo, dynamics, and expression according to other members of the ensemble 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. 2. Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles. Resources: Sheet Music Greeley-Evans School District 6 Page 3 of High School Music Curriculum Guide

8 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Wind Ensemble Enduring Concept Expression of Music 4 Timeline: 1 year Grade Level Expectations (GLE): Demonstrate requisite performance skill sets appropriate for postsecondary pursuits Inquiry Questions: How does knowledge of key signatures assist in performance? How does hearing or identifying triads assist in musical performance? Why is it important to produce a characteristic tone? intonation, balance, blend, triads, intervals, texture, instrumentation, tonality Performance Task: a. Identify all major and relative minor scales and arpeggios b. Identify augmented or diminished triads, starting on any given pitch c. Produce a characteristic tone Students can: a. Identify all major and relative minor scales and arpeggios b. Identify augmented or diminished triads, starting on any given pitch c. Produce a characteristic tone 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. 2. Demonstrate the expressive elements of music including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form through musical instruments, and/or the use of electronics. Resources: Foundations for Superior Performance, Sheet Music Greeley-Evans School District 6 Page 4 of High School Music Curriculum Guide

9 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Concert Band/Jazz Band Enduring Concept Creation of Music 1 Timeline: 1 year Grade Level Expectations (GLE) 1. Improvise a stylistically appropriate instrumental solo over a given pattern of harmonic progressions. Inquiry Questions: What is the meaning of stylistically appropriate? How do jazz musicians learn to choose pitches that are integrated into harmonic configurations? How does a performer develop a sense of what is appropriate in terms of rhythm, pitch, and style? Improvisation, style, harmonic configuration Performance task: Students can: a. Concerts a. Play individually or in ensembles, employing appropriate harmonic and non-harmonic b. Festival/Competitions tones in relationship to chords c. Teacher assessment b. Play in rhythmically appropriate style (such as swing eighth notes if playing bebop style) c. Play extended cohesive musical ideas, not fragments, paced and shaped appropriately according to length of given solo d. Vary musical material when re-approaching same harmonic progressions (improvise rather than composes). 1. Display instrumental improvisation skills by performing extemporaneously what is created in the mind. Resources: Sheet Music Greeley-Evans School District 6 Page 5 of High School Music Curriculum Guide

10 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Symphonic Band/Music Theory Enduring Concept Creation of Music 2 Timeline: 1 year Grade Level Expectations (GLE) 2. Compose complex music in several distinct styles Inquiry Questions: Why is it important to understand traditional notation when composing music? How does the element of style affect choices of sounds, voicing, etc.? composing, voicing, ranges, traditional and nontraditional notation Performance Task: a. compositions b. notational software Students can: a. Compose music incorporating appropriate voicing and ranges b. Use a variety of sounds, notational, and technological sources to compose music c. Notate original musical ideas using traditional notation with a variety of clefs. d. Notate original musical ideas using nontraditional notation, as appropriate. 1. Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding. Resources: Finale, Sibelius, Music in Theory and Practice Greeley-Evans School District 6 Page 6 of High School Music Curriculum Guide

11 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Wind Ensemble/Music Theory Enduring Concept Creation of Music 3 Timeline: 1 year Grade Level Expectations (GLE) 3. Arrange selections for instruments other than those for which they were written in ways that preserve and enhance the expressive effect of the music Inquiry Questions: Why is it necessary to understand instrumentation when arranging music? How is an understanding of traditional notation important to arranging music? How can one devise their own means of notating sound for others to use? arranging, instrumentation, traditional and nontraditional notation Performance task: a. arrangement of a piece of music b. use of notational software Students can: a. Arrange music incorporating appropriate voicing and ranges b. Use a varitety of sound, notational, and technological sources to arrange music c. Notate arranged musical ideas using traditional notation, as appropriate 1. Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding. Resources: Finale, Sibelius, Music in Theory and Practice Greeley-Evans School District 6 Page 7 of High School Music Curriculum Guide

12 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Concert Band Enduring Concept Theory of Music 1 Timeline: 1 year Grade Level Expectations (GLE) 1. Interpretation of notated musical elements and ideas Inquiry Questions: Why is it important to understand the different transpositions for various instruments (such as B flat, E flat, C, etc)? Why is it important to understand varied orchestrations in diverse repertoire? How can mathematical proofs be related to music? Why is it important to know the timbre of each instrument? transposition, orchestration, timbre, meter, repertoire Performance task: a. Teacher assessment b. Concert attendance Students can: a. Identify musical elements in written form b. Describe the uses of elements of music and expressive devices with appropriate musical vocabulary 1. Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and instrumental playback of aural examples. Resources: Audio Recordings, Sheet Music, Online Resources Greeley-Evans School District 6 Page 8 of High School Music Curriculum Guide

13 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Symphonic Band/Jazz Band Enduring Concept Theory of Music 2 Timeline: 1 year Grade Level Expectations (GLE) 2. Classification by genre, style, historical period, or culture Inquiry Questions: Why should people examine music from cultures other than their own? Why do some cultures not have a word in their native language for music? How can we come to understand the connections of music and society? How does music impact the video and film world? Culture, World Music, Ethnomusicology, Genre Performance task: a. Teacher assessment b. Concert attendance c. Multi-media presentation Students can: a. Classify and describe unfamiliar but representative aural examples of music from a given musical genre and explain the reasoning for the classification (such as rock, jazz, classical) b. Classify and describe unfamiliar but representative aural examples of music from a given musical style and explain the reasoning for the classification (classical or baroque, bebop or swing) c. Classify and describe unfamiliar but representative aural examples of music from a given musical/historical period and explain the reasoning for the classification (renaissance or baroque, 80s pop or 50s rock) d. Classify and describe unfamiliar but representative aural examples of music from a given culture and explain the reasoning for the classification (Indonesian Gamelan or Japanese Koto) 1. Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form. Resources: Audio Recordings, Online Resources, Music: An Appreciation of Music Greeley-Evans School District 6 Page 9 of High School Music Curriculum Guide

14 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Wind Ensemble/Music Theory Enduring Concept Theory of Music 3 Timeline: 1 year Grade Level Expectations (GLE) 3. Evaluation of music using critical, informed analysis Inquiry Questions: How does one develop the skills to analyze, assess, and evaluate music? What determines someone s criteria when evaluating music? How is a personal preference for music developed? Musical form, voicing/orchestration, texture, tonality. Performance task: a. Teacher assessment b. Concert attendance c. Multi-media presentation Students can: a. Identify basic elements of written examples of music using appropriate musical vocabulary b. Apply specific criteria from similar or exemplary models in evaluating music of compositions, arrangements, and improvisations 1. Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form. Resources: Music: An Appreciation of Music, Music in Theory and Practice, Sheet Music Greeley-Evans School District 6 Page 10 of High School Music Curriculum Guide

15 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Concert Band/Jazz Band Enduring Concept Aesthetic Valuation of Music 1 Timeline: 1 Year Grade Level Expectations (GLE) 1. Practice of appropriate behavior in cultural activities Inquiry Questions: What is the importance of performing music from different historical periods, cultures, and traditions? How does gaining and applying knowledge of appropriate behavior as an audience member enhance the concert experience for an individual and for others? Cultures, traditions Performance task: a. Teacher assessment b. Concert attendance c. Multi-media presentation Students can: a. Demonstrate respect for the music preferences of others b. Articulate and demonstrate appropriate audience behavior in various kinds of musical performance and music-related events 1. Identify the cultural characteristics of music aids in identifying and understanding different cultures. 2. Identify historically significant events that have had an impact on current and future music. Resources: An Appreciation of Music, Music in Theory and Practice, Sheet Music, Online Resources Greeley-Evans School District 6 Page 11 of High School Music Curriculum Guide

16 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Concert Band Enduring Concept Aesthetic Valuation of Music 2 Timeline: 1 Year Grade Level Expectations (GLE) 2. Evaluation of the quality and effectiveness of musical performances Inquiry Questions: How will evaluating performances help someone become a better musician? What qualifies a specific performance as exemplary? What makes one performance effective over another? What is the relationship between musical criticism and composers/performers? Evaluation, criticism, composer, performer, musicality Performance task: a. Teacher assessment b. Concert attendance c. Multi-media presentation Students can: a. Apply specific criteria from similar of exemplary models in evaluating music by others or themselves b. Read and understand professional critiques of musical works and performances 1. Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations. Resources: An Appreciation of Music, Music in Theory and Practice, Sheet Music, Online Resources Greeley-Evans School District 6 Page 12 of High School Music Curriculum Guide

17 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Symphonic Band Enduring Concept Aesthetic Valuation of Music 3 Timeline: 1 year Grade Level Expectations (GLE) 3. Development of criteria-based aesthetic judgment of the artistic process and products in music Inquiry Questions: Why is it important to cite specific musical details when making judgments about a piece of music? What kind of personal viewpoints or concerns might prevent an objective aesthetic evaluation of a musical work or performance? Art philosophers argue the difference between the qualities and value of original works of visual art and forgeries or the same works. What issues might be similar in music? Is all music (and art) beautiful? aesthetics, viewpoints, compare and contrast Performance task: a. Teacher assessment b. Concert attendance c. Multi-media presentation Students can: a. Develop criteria for making informed aesthetic (personal) judgment about music b. Make and defend informed aesthetic (personal) judgments based on the criteria developed c. Discuss, with some understanding, the ideas of aesthetic qualities and aesthetic appreciation 1. Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations. 2. Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music. Resources: Audio Recordings, Online resources, self-evaluation Greeley-Evans School District 6 Page 13 of High School Music Curriculum Guide

18 Greeley-Evans School District 6 High School Performance Pathway Band Curriculum Guide Unit: Wind Ensemble Enduring Concept Aesthetic Valuation of Music 4 Timeline: 1 year Grade Level Expectations (GLE) 4. Knowledge of available musical opportunities for continued musical growth and professional development Inquiry Questions: When looking at the community, how, when, and why is music used? How does pirating music affect composers lives? What kinds of opportunities are available for amateur music-making in American community life? What kinds of people are involved in various kinds of community music efforts? Pirating, amateur, musical environment Performance task: a. Teacher assessment b. Concert attendance c. Multi-media assessments Students can: a. Articulate pathways to further musical education including but not limited to higher education, music production, music business, song-writing, community institutions, music-making with others (interpersonal/friends), personal music-making, and music in everyday life b. Articulate career pathways that encourage musical and artistic qualities for success. Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life Resources: Audio Recordings, Online resources, community musical performances Greeley-Evans School District 6 Page 14 of High School Music Curriculum Guide

19 Orchestra

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21 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Intonation, balance, blend Enduring Concept: Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music accurately and expressively Why is it important to hear balance between other parts in an ensemble? What qualifies a specific performance as exemplary? How does the instrumentation of music change the characteristic of the musical performance? Intonation, Adjust, Hand Frame, Sound waves, Sharp, Flat, In tune, Accuracy, Pitch, Timbre, Balance, Blend, Tone. Position, Shifting, Extensions Performance Tasks: Student demonstrates the ability to adjust pitch and balance during performance. Student will demonstrate the ability to adjust elements of music during ensemble performances. Student can respond to conductor s cues of balance and blend while playing. Student can maintain a consistent tone quality, intonation, balance, and blend. Student can perform accurate shifts through Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Discrepancies in pitch 2. Appropriate adjustments to instruments 3. Balance & Blend (Pyramid of Sound) 4. Responding to conductor s cues 5. Shifting Accuracy Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 1 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

22 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Music Terms and Symbols Enduring Concept: Theory of Music, Expression of Music, Aesthetic Valuation of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music accurately and expressively, Identification of musical elements. What determines the level of difficulty in a composition? Why is it important to analyze compositions based on the use of musical elements? How will evaluating performances help you become a better musician? Simile, Harmonic progression, Tonic, Dominant, Subdominant, Triplet, Mode, Genre, Form, Arrangement, Melody, Harmony, Swing, Trill, Stagger, Accelerando, Largo, Vivace, Rallentando, Ceasura, Mordent, Marcato accent, Grace note, Sforzando, Forte piano, Fortissimo, Pianissimo, Binary, Ternary, Rondo, Con Sordino, Instrumentation, 8va, A2, A tempo, Ponticello, Student applies knowledge of musical terms and symbols to performance. Student demonstrates knowledge of music symbols and terms through performance on instrument. Student will describe using articulation, dynamic, and tempo markings when analyzing a musical example. Student will incorporate all musical symbols, expressive indications, tempo indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student will respond to conductor s cues of balance and blend while playing. Student will evaluate works with an advanced vocabulary. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Analysis of articulations, dynamics and tempo markings while performing on instruments 2. Analysis of articulations, dynamics and tempo markings while listening to a performance 3. Correct responses to a conductor s cues 4. Criteria for evaluating musical works using advanced vocabulary Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 2 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

23 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Rhythm and tempo Enduring Concept: Theory of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Demonstration of rhythms in multiple and changing meter signatures (From the standards document): How does the meter affect the personality of a piece of music? Accelerando, Sixteenth rest, Quarter note triplet, Rallantando, Largo, Vivace, Molto, Poco a poco, Subito, Dolce, Presto, Rubato, Adagio, Allegro Student successfully demonstrates rhythms using various tempo and dynamic markings. Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in varying meters. Student demonstrates written rhythms using various tempo and dynamic markings. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Rhythms incorporating: Sixteenth rests, quarter note triplet, Half-Note/Quarter-Note Ties across barline 2. Tempo Markings: Rallantando, Largo, Vivace, Molto, Poco a Poco, Subito, Dolce Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 3 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

24 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Note fingerings, accuracy, articulation and ornamentation Enduring Concept: Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music in four or more parts accurately and expressively. Identify notation of level two compositions. Why is it important to read and play correct notes? What knowledge is needed to read and perform music? Describe the ways notation is like musical language. Where do you find fingerings for uncommon notes and ornaments? How can knowing how to read ledger increase musicianship skills? Glissando, Ornament, Trill, Grace note, Slur, Staccato, Accent, Legato, Tenuto, Inverted accent, Fermata, Spicatto, Legato, Staccato, Doublestops, Mordents, Harmonics (Natural and Artificial) Student demonstrates knowledge of terms and able to perform on instrument. Student can play in three, four, or more parts. Student can read notes on a staff including four or more ledger lines above and below the staff. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Correct Alternate fingerings for notes, including shifts into new positions. 2. Accidentals with accompanying rules (review) 3. Ornamentations: Single Grace Note, trills, mordents, turns Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 4 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

25 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Sight reading Enduring Concept: Expression of Music, Aesthetic valuation of music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music accurately and expressively at the minimal difficulty level of 2-3 at first reading: individually and as an ensemble member. Analysis, through compare and contrast, of music performances and compositions using detailed criteria and vocabulary. Why is the ability to sight read important? How does sight reading impact higher level performing opportunities? Which general criteria might be used to evaluate music from all cultures and genres? How are musical symbols related to punctuation? Sight read, Balance, Clap/Tap/Count, Sizzle, Sing, Phrasing, Key change, Meter change, Road map, Rehearsal markings, Director cues Student will sight read observing all musical symbols, tempo and expressive indications. Student will observe technical indications and maintain consistent tone quality, intonation, balance, blend and phrasing while sight reading. Student will sight read, observing all musical symbols, tempo indications, expressive indications, and technical indications. Student can develop and describe criteria for evaluating musical performances and compositions. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Sight Reading (STARS: S Sharps & Flats found in Key Signature; T Time Signature & Tempo; A Articulations; R Rhythms; S Signs & Symbols) 2. Prescribed criteria for evaluating musical performances and compositions Resources: Grades 2-3 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 5 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

26 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Composition and Improvisation Enduring Concept: Creation of Music Timeline: Semester 1&2 Grade Level Expectations (GLE) Create music using melodic sequences. Arrange a simple existing composition. Improvise over simple harmonic progressions. What other disciplines use improvisation and how? What distinguishes one composer s works from another? Orchestrate, Transpose, Call and response, Improvise, Licks, Riffs, Slashes. Swing, Transcribe Student successfully improvises over a 12 bar simple blues chord progression. Student will complete an arrangement of an existing composition. Student will notate a melodic pattern of 12 measures. Student will create a new arrangement of an existing instrumental composition. Student will improvise a 12 bar solo instrumentally. Student notates a melodic pattern of 12 measures. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Notation of music using a combination of melodic and rhythmic patterns 2. Improvisation of music using a combination of melodic and rhythmic patterns Resources : Grades 3-4 selected music, supplemental materials as needed, Abersole Improvisational Studies Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 6 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

27 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Key Signatures and Scales Enduring Concept: Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Demonstrate contrasting modalities through performance How do modalities shape musical expression? FCGDAEB order of Sharps, BEADGCF order of flats, all 12 one octave major and minor scales, G, D, C major/minor 2 octave scales Student can play at least 12 major and 12 minor scales and understand relationships between major and minor. Student can play at least 4 major and 3 minor scales and understand relationships between major and minor. Student can perform music literature that contains contrasting modes. Student can perform music literature that contains contrasting modes. Student will play known scales through the appropriate range of their instrument (2 octaves in some cases) Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. 2 octave Major/minor scales in all 12 keys 4. 2 Octave Arpeggios for up through sharps and flats, major and minor modalities. Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 7 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

28 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Aesthetic Valuation Enduring Concept: Aesthetic Valuation of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Articulation of music s role in cultural tradition in history and society What happens to popular music over time? How is music an integral aspect of various activities and traditions? How are personal listening choices strong indicators of cultural and ethnic backgrounds? How has technology changed our expectations of performances and the availability of music? Society, Culture, Ethnic, Aesthetic, Popular music, Genre, Timbre, Traditional Music Student describes various ways music is used and enjoyed in different societal backgrounds and cultural traditions. Student will describe various ways music is used and enjoyed in different societal backgrounds and cultural traditions. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Social background in music 2. Cultural traditions in music Resources: Grades 3-4 selected music, supplemental materials as needed, Traditional Folk Music Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 8 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

29 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Time Signatures Enduring Concept: Theory of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Identification and rhythmic demonstration of multiple, changing meter signatures in music. Compare characteristics of 3/8 and 6/8 to ¾ and 2/4 time? How is music evolutionary? Cut time, 2/2, 3/8 time, 6/8 time(compound&simple), 6/4, 5/8, 9/8, Alternating Rhythm, Meter, Mixed meter Student demonstrates written rhythms using various tempo and dynamic markings. Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in various meters. Student can demonstrate written rhythms using various tempo and dynamic markings. Student can demonstrate rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in various meters. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Various rhythms (Including dotted notes and corresponding rests) in Time Signatures: 2/2, 3/8 time, 6/8 time(compound&simple), 6/4, 5/8, 9/8 2. Conductor s cues in various time signatures and changing meters Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 9 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

30 Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide Unit: Dynamics Enduring Concept: Theory of Music, Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Identification of musical elements in a level-two composition or performance. Perform music in four or more parts accurately and expressively. How would music be different if there were no dynamics? Pianissimo, Fortissimo, Forte piano, Sforzando, Subito, Mezzo Piano, Fp-Crescendo Student incorporates all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student can incorporate all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student demonstrates the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performance. Student can demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performance. Student describes using a minimum of four markings (articulation, Student can describe using a minimum of four markings (articulation, dynamics, and tempo) when analyzing a musical example. dynamics, and tempo) when analyzing a musical example. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Dynamic symbols: Pianissimo, Fortissimo, Forte piano, Sforzando, Subito, Mezzo Piano, Fp-Crescendo 2. Listening skills while in performance (Balance and Blend) 3. Analysis of a musical example using Articulation, Dynamics and Tempo markings Resources: Grades 3-4 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 10 of High School (Year 1 & 2) Concert Orchestra Curriculum Guide

31 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend Enduring Concept: Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music accurately and expressively Why is it important to hear balance between other parts in an ensemble? What qualifies a specific performance as exemplary? How does the instrumentation of music change the characteristic of the musical performance? Intonation, Adjust, Hand Frame, Sound waves, Sharp, Flat, In tune, Accuracy, Pitch, Timbre, Balance, Blend, Tone. Position, Shifting Performance Tasks: Student demonstrates the ability to adjust pitch and balance during performance. Student will demonstrate the ability to adjust elements of music during ensemble performances. Student can respond to conductor s cues of balance and blend while playing. Student can maintain a consistent tone quality, intonation, balance, and blend. Student can perform accurate shifts through Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Discrepancies in pitch 2. Appropriate adjustments to instruments 3. Balance & Blend (Pyramid of Sound) 4. Responding to conductor s cues 5. Shifting Accuracy Resources: Grades 4-6 selected music, supplemental materials as needed, Carl Flesch Scale System Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 1 of Symphony Orchestra Year 3 and 4 Curriculum Guide

32 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Music Terms and Symbols Enduring Concept: Theory of Music, Expression of Music, Aesthetic Valuation of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music accurately and expressively, Identification of musical elements. What determines the level of difficulty in a composition? Why is it important to analyze compositions based on the use of musical elements? How will evaluating performances help you become a better musician? Simile, Harmonic progression, Tonic, Dominant, Subdominant, Triplet, Mode, Genre, Form, Arrangement, Melody, Harmony, Swing, Trill, Stagger, Accelerando, Largo, Vivace, Rallentando, Ceasura, Mordent, Marcato accent, Grace note, Sforzando, Forte piano, Fortissimo, Pianissimo, Binary, Ternary, Rondo, Mixed meter, Instrumentation, 8va, A2, A tempo, Binary/Ternary Form, Chord Structure, Modality, Interval, Triad Student applies knowledge of musical terms and symbols to performance. Student demonstrates knowledge of music symbols and terms through performance on instrument. Student will describe using articulation, dynamic, and tempo markings when analyzing a musical example. Greeley-Evans School District 6 Page 2 of Symphony Orchestra Year 3 and 4 Curriculum Guide Student will incorporate all musical symbols, expressive indications, tempo indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student will respond to conductor s cues of balance and blend while playing. Student will evaluate works with an advanced vocabulary. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Analysis of articulations, dynamics and tempo markings while performing on instruments 2. Analysis of articulations, dynamics and tempo markings while listening to a performance 3. Correct responses to a conductor s cues 4. Criteria for evaluating musical works using advanced vocabulary Resources: Grades 4-6 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012

33 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Rhythm and tempo Enduring Concept: Theory of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Demonstration of rhythms in multiple and changing meter signatures (From the standards document): How does the meter affect the personality of a piece of music? Accelerando, Sixteenth rest, Quarter note triplet, Rallantando, Largo, Vivace, Molto, Poco a poco, Subito, Dolce, Presto, Rubato, Adagio, Allegro, Largamente, Prestissimo Student successfully demonstrates rhythms using various tempo and dynamic markings. Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in varying meters. Student demonstrates written rhythms using various tempo and dynamic markings. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Rhythms incorporating: Sixteenth rests, quarter note triplet, Half-Note/Quarter-Note Ties across barline 2. Tempo Markings: Largamente Prestissimo Resources: Grades 4-6 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 3 of Symphony Orchestra Year 3 and 4 Curriculum Guide

34 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Note fingerings, accuracy, articulation and ornamentation Enduring Concept: Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music in four or more parts accurately and expressively. Identify notation of level two compositions. Why is it important to read and play correct notes? What knowledge is needed to read and perform music? Describe the ways notation is like musical language. Where do you find fingerings for uncommon notes and ornaments? How can knowing how to read ledger increase musicianship skills? Glissando, Ornament, Trill, Grace note, Slur, Staccato, Accent, Legato, Tenuto, Inverted Accent, Fermata, Spicatto, Legato, Staccato, Doublestops, Mordents, Riccochet, Simultaneous Markings, Harmonics (Natural and Artificial), Sautille, Soltasto, Student demonstrates knowledge of terms and able to perform on instrument. Student can play in three, four, or more parts. Student can read notes on a staff including four or more ledger lines above and below the staff. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Correct Alternate fingerings for notes, including shifts into new positions. 2. Accidentals with accompanying rules (review) 3. Any Combination of Ornamentation and Articulation Resources: Grades 4-6 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 4 of Symphony Orchestra Year 3 and 4 Curriculum Guide

35 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Sight reading Enduring Concept: Expression of Music, Aesthetic valuation of music Timeline: Semester 1&2 Grade Level Expectations (GLE): Perform music accurately and expressively at the minimal difficulty level of 3-4 at first reading: individually and as an ensemble member. Analysis, through compare and contrast, of music performances and compositions using detailed criteria and vocabulary. Why is the ability to sight read important? How does sight reading impact higher level performing opportunities? Which general criteria might be used to evaluate music from all cultures and genres? How are musical symbols related to punctuation? Sight read, Balance, Clap/Tap/Count, Sizzle, Sing, Phrasing, Key change, Meter change, Road map, Rehearsal markings, Director cues Student will sight read observing all musical symbols, tempo and expressive indications. Student will observe technical indications and maintain consistent tone quality, intonation, balance, blend and phrasing while sight reading. Student will sight read, observing all musical symbols, tempo indications, expressive indications, and technical indications. Student can develop and describe criteria for evaluating musical performances and compositions. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Sight Reading (STARS: S Sharps & Flats found in Key Signature; T Time Signature & Tempo; A Articulations; R Rhythms; S Signs & Symbols) 2. Prescribed criteria for evaluating musical performances and compositions Resources: Grades 4-6 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 5 of Symphony Orchestra Year 3 and 4 Curriculum Guide

36 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Composition and Improvisation Enduring Concept: Creation of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Create music using melodic sequences. Arrange a simple existing composition. Improvise over simple harmonic progressions. What other disciplines use improvisation and how? What distinguishes one composer s works from another? Orchestrate, Transpose, Call and response, Improvise, Licks, Riffs, Slashes, Swing, Transcribe Student successfully improvises over a repeated/ modulating 12 bar blues/marked form chord progression. Student will complete an arrangement of an existing composition. Student will notate a melodic pattern of 12 measures. Student will create a new arrangement of an existing instrumental composition. Student will improvise a 12 bar solo instrumentally. Student notates a melodic pattern of 12 measures. Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Notation of music using a combination of melodic and rhythmic patterns 2. Improvisation of music using a combination of melodic and rhythmic patterns Resources : Grades 4-6 selected music, supplemental materials as needed, Abersole Improvisational Studies, Finale/Sibelius Programs Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 6 of Symphony Orchestra Year 3 and 4 Curriculum Guide

37 Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Key Signatures and Scales Enduring Concept: Expression of Music Timeline: Semester 1&2 Grade Level Expectations (GLE): Demonstrate contrasting modalities through performance How do modalities shape musical expression? FCGDAEB order of Sharps, BEADGCF order of flats, all 12 one octave major and minor scales, G, D, C major/minor 3 octave scales Student can play at least 12 major and 12 minor scales and understand relationships between major and minor. Student can play at least 6 major and 6 minor scales and understand relationships between major and minor. Student can perform music literature that contains contrasting modes. Student can perform music literature that contains contrasting modes. Student will play known scales through the appropriate range of their instrument (2 octaves in some cases) Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. 3 octave Major/minor scales in all 12 keys 4. 2 Octave Arpeggios for up through sharps and flats, major and minor modalities. Resources: Grades 4-6 selected music, supplemental materials as needed Bolded Text = Potential assessment items for 2012 Greeley-Evans School District 6 Page 7 of Symphony Orchestra Year 3 and 4 Curriculum Guide