Students will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
|
|
- Hilary Turner
- 5 years ago
- Views:
Transcription
1 2 nd Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? Essential steady beat, melody, rhythm patterns, loud/soft, fast/slow, performance, instruments, improvise, create, feedback Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose 2.1: Improvise tonal and rhythmic patterns, and combine selected patterns to create musical ideas relating to a specific purpose, interest, or personal experience. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources demonstrate steady beat for a designated time through clapping, tapping, etc. show contrast between loud and soft through assigned signals. (stand, sit, raise hand, etc.) show contrast between fast/slow through assigned signals. (stand, sit, raise hand, etc.) move to different rhythms recognize songs that distinguish between high and low melodies create a free beat within one selection. listen to a musical selection with combined patterns. steady beat melody rhythm patterns improvise all music has melody, steady beat and rhythm. we all listen to music based on our personal experiences, interests, or a specific purpose. we can create in all aspects of music. everyone can improvise music using their own creative ideas. improvise simple rhythmic and melodic patterns. demonstrate contrast between loud and soft through their improvised patterns. demonstrate contrast between fast/slow through their improvised patterns. recognize the difference between an improvised beat and a steady beat.
2 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. 2.2: Develop a plan to present musical ideas and explain how connections are made among selected musical ideas. Artists creative choices are influenced by their experience, context and expressive intent. Students will be able to. engage in a conversation as to why/how appropriate pieces are chosen for performances. participate in the planning of performances. move to different rhythms create a range of sounds using objects and instruments. steady beat melody rhythm patterns performance instruments create when preparing for a performance a plan must be developed and implemented. everyone has certain justifications for why they choose selections. engage in a conversation as to why/how appropriate pieces are chosen for performances. assist in the development of a planned performance. support their choice of musical ideas.
3 Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. 2.3: Develop and refine musical ideas incorporating peer and teacher feedback guided by teacher- and student- selected criteria. Artists evaluate and refine work through feedback, flexibility, and persistence. demonstrate steady beat for a designated time through clapping, tapping, etc. recognize the same steady beat through different actions (i.e. clapping one day and tapping the next with same song). compare and contrast different rhythms. discuss which objects or instruments enhance the selection. tell which musical idea fits best with a selected piece. steady beat melody rhythm patterns performance instruments feedback all music can be enhanced through experimentation and refinement. collaboration can help to improve performances. support ideas for which objects or instruments enhance the selection. use feedback from teacher and/or peers to enhance the performance. Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. 2.4: With support, share their music through performance and/or notation (iconic/traditional) with peers/informal audience. Artists share their work through performance. combine musical ability and knowledge for the purpose of a culminating performance. share a work that is appropriate for the intended audience. steady beat melody rhythm patterns performance instruments a musician must utilize all musical skills in order to enhance a performance. all musical performers must consider their audience when choosing selections. combine musical ability and knowledge for the purpose of a culminating performance. perform a work that is appropriate for the intended audience.
4 2 nd Grade General Music Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the music influence our response? 3. How do we discern the creator s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance(s)? Essential like/dislike, opinion, choice, situation, emotion, fast/slow, loud/soft, long/short, smooth/bouncy, feeling, instrumental, vocal Anchor Standard 1: Support the choice of music for a specific purpose or situation. 2.1: Demonstrate and explain what musical selection(s) they prefer to experience or listen to for a given or student selected purpose. Individual selection of work is influenced by their interests, experiences, understandings and purposes. select music they prefer. demonstrate or say what music selection(s) they prefer. like/dislike opinion choice situation emotion/feeling music is written to reflect emotions for different situations. people choose to experience or listen to music according to their preferences. tell the purpose of music for a given emotion/situation. give an opinion and tell why they like/dislike the selection based on the purpose for listening. Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. 2.2: Identify how musical concepts are used in musical selections and enact, write, or explain their analysis. Understanding the structure and context of the work influences your response. state whether the selection is fast/slow, loud/soft, long/short sounds using musical language. recognize musical language long/short high/low music has structure and concepts that make it interesting and pleasing. act out, write, draw, or tell why the selection is fast/slow, loud/soft, long/short sounds using musical language.
5 Anchor Standard 3: Support an interpretation of a work that reflects the creator s/performer s expressive intent. 2.3: Identify how expressive qualities are used in musical selection(s) and enact, write or explain their interpretation. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. identify expressive qualities of the music. show, using teacher guidelines (i.e. dance), their interpretation of how the music moves. long/short smooth/bouncy feeling music has expressive qualities to reflect emotion. musical selections can be interpreted differently by individuals. identify concepts in a musical selection. act out, write, draw or explain their interpretation of how the music moves. Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. 2.4: Evaluate musical selection(s) using given or student generated criteria including supporting samples. Quality performances are influenced by analysis, interpretation, and established criteria. describe musical sounds in age appropriate terms based on teacher criteria. respond to changes within music. tell the difference between basic instrumental and vocal sound sources. like/dislike (describing words). instrumental vocal emotive words everyone has their own preferences when listening to music. describe musical sounds in age appropriate terms based on teacher and student generated criteria. respond to changes in the music based on their interpretation. tell the difference between families within instrumental and vocal sound sources. (i.e. woodwind/brass, man/child).
6 2 nd Grade General Music Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. How do context and performer presentation influence audience response? 6. How do individuals and ensembles present and demonstrate their musical skills? Essential opinion, like/dislike, instrument, rhythm, pitch, matching, echo, composer, meaning, improve, expression, dynamics, tempo, appropriate, accuracy, performance, audience, expressive qualities, posture, solfege, scale, culture, form, verse/refrain, interpret, program Anchor Standard 1: Select work(s) to present on interest, knowledge, ability, and context. 2.1: Demonstrate and explain which musical selection they prefer to perform for a given purpose. perform short songs and instrumental pieces based on interest and exposure. state their opinion as to which musical selections they like or dislike. show correct audience/performance behavior. demonstrate proper singing posture. Select repertoire based on student interest, knowledge, ability and context. selection choice is influenced opinion by our personal interests, like/dislike knowledge, ability and instrument context. performance audience posture perform short songs and instrumental pieces based on interest, exposure and purpose. support their opinion as to which musical selections they like or dislike by stating examples (fast/slow tempo, singing vs. instruments, etc).
7 Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. 2.2: Identify and demonstrate how musical elements (i.e. form) are used in the music, and explain how their analysis is influenced by the specific purpose of the performance (i.e. cultural relevance). Analyzing the structure and historical/ cultural context of music influences performance. demonstrate a rhythm from a song pattern (i.e. echo clapping, rhythm sticks, drums, etc.). demonstrate pitch by matching high/low on instruments (i.e. tone bells, xylophone, etc.), echo singing. tell if pitch is the same or different (matching). explore tone by using different vocal sound effects, expressive qualities, speaking and singing voices. identify what musical element is being used in the selection to fit the performance style. recognize the solfeg singing scale. Recognize different cultural music (i.e. Native American, folk). rhythm pitch matching echo instrument solfege scale culture form verse/refrain all musical works have elements that combine to develop the structure of music. music can use form to give it structure. cultural music uses specific musical elements to create its own unique sound. demonstrate what musical element is being used in the selection to fit the performance style. recognize AB form (i.e. verse/refrain). recognize different cultural music (i.e. Native American, folk, African American).
8 Anchor Standard 3: Create personal interpretation that considers creator s intent. 2.3: Identify how expressive qualities (i.e. articulation) in the music are used to make the piece appropriate for a given performance (i.e. cultural relevance) and enact, speak, or write their interpretation. Performers make interpretive decisions based on personal understanding of the work and the creator s intent. act out their interpretation of the music. tell the composer s intent or message of the music. identify the expressive qualities in the music( i.e. loud/soft, fast/slow, happy/sad). composer meaning expressive qualities interpret all composers convey a personal message through their music. everyone interprets the composer s message according to their own personal interests and experiences. expressive qualities in music help portray the overall meaning of the piece. enact their interpretation of the music. express their interpretation of the music through speaking and/or writing. identify how the expressive qualities in the music( i.e. loud/soft, fast/slow, happy/sad) made the piece appropriate for the performance. Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individual or in collaboration with others. 2.4: Using teacher/peer feedback, evaluate and refine their performance using specific criteria. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration. identify improvements needed in performance based on teacher criteria (i.e. steady beat). improve reflection after a performance is necessary to move forward in musicianship. everyone s performance can be improved with practice and collaboration. constructive criticism is sometimes needed to improve a performance. identify improvements needed in performance based on specific criteria.
9 Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. 2.5: Perform with expressive and technical qualities, appropriate interpretation and appropriate performance expectations in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette Student will be able to determine what musical qualities are needed to perform a given piece of music. expression dynamics tempo appropriate accuracy music has certain expressive qualities that require consideration when performing. performers need to use certain qualities in the context of a performance to engage their audience. name what musical qualities are needed to perform a given piece of music. apply the needed qualities for a successful performance. (i.e. concert etiquette, personal appearance). Anchor Standard 6: Perform individually and in groups appropriate literature that matches the ability level of the performer and the performance ensemble. 2.6: Perform individually and in groups in accordance to the grade and ability level of the (general music, instrumental, choir) class. Performing to a high standard of skills produces a worthy performance. Student will be able to use 1 st grade performance skills. program programs are opportunities for student musicians to perform and demonstrate their musical skills. demonstrate 2 nd grade level skills to successfully perform in front of and audience.
Students will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
1 st Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative
More informationStudents will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise compose source expression arrangement
4 th Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative
More informationStudents will be able to echo tonal patterns. echo rhythmic patterns. echo combined tonal and rhythm patterns.
5 th Grade Instrumental Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative
More informationKINDERGARTEN-CURRICULUM MAP
CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Imagine: Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts,
More informationStudents will know Vocabulary: genre style mood
8 th Grade Choir Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work?
More informationMusic Standards PK 3
Anchor Standard 1: Creating-Generate and conceptualize artistic ideas and work. Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of
More informationNATIONAL and KENTUCKY ACADEMIC STANDARDS in MUSIC
3 rd GRADE 2 nd MU:Cr1.1.3 a) Improvise rhythmic and melodic ideas and describe connections to specific purpose and context (i.e., personal and social). 1 st b) Generate musical ideas (i.e., rhythm and
More informationMusic Curriculum Kindergarten
Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain
More informationMusic Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationNewport Public Schools Curriculum Framework. Subject: Classroom Music Standard #1 Grade Level Grade 1 Standard Benchmarks Suggested Resources/
Subject: Classroom Music Standard #1 Grade Level Grade 1 Singing, alone and with others, a varied repertoire of music Sing by rote a variety of songs: nursery rhyme and folk songs, play/game songs, chants,
More informationGeneral Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationContent Area Course: Chorus Grade Level: Eighth 8th Grade Chorus
Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Music, General/Grade K CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: KINDERGARTEN COURSE DESCRIPTION: COURSE TITLE: MUSIC, GENERAL COURSE NUMBER: 53.00100 COURSE LENGTH: YEARLONG PREREQUISITE(S):
More informationK-5 Music Curriculum
Kindergarten sing age-appropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) the singing voice (sol/mi) echo short melodic and rhythmic patterns by singing, moving, and/or playing steady
More informationDiocese of Richmond Consensus Curriculum for Music
Diocese of Richmond Consensus Curriculum for Mission Statement The mission of the Office of Catholic Schools is to assist the Bishop in his mandate as Teacher of the Catholic Faith, by establishing a climate
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,
More informationMusic Standards Grades PK-2. Anchor Standard 1. Generate and conceptualize artistic ideas and work.
Music Standards Grades PK-2 Anchor Standard 1 Generate and conceptualize artistic ideas and work. Creating The creative ideas, concepts, and feelings that influence musicians work emerge from a variety
More informationContent Area Course: Chorus Grade Level: 9-12 Music
Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing
More informationMusic Curriculum Maps Revised 2016 KINDERGARTEN
KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking,
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More informationInternational School of Kenya
Creative Arts High School Strand 1: Developing practical knowledge and skills Standard 1.1: Sing, alone and with others, a varied repertoire of music 1.1.1 1.1.2 Sing band repertoire from many sources
More informationMusic. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS
Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing
More informationPRIMARY MUSIC CURRICULUM MAP
Teacher: Kristine Crandall COURSE: Music -Primary TARGET DATES ESSENTIAL QUESTIONS CONCEPTS/CONTENT (Outcomes) LEARNING TARGETS/SKILLS (Performance Tasks) STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES
More informationStandard 1: Singing, alone and with others, a varied repertoire of music
Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady
More informationMusic NORTH WARREN CLUSTER GRADE K - 3
Music NORTH WARREN CLUSTER GRADE K - 3 Revised 2012-2013 NORTH WARREN CLUSTER: FRELINGHUYSEN, AND KNOWLTON ELEMENTARY SCHOOLS NORTH WARREN REGIONAL MIDDLE SCHOOL Committee: Robin Stone (Frelinghuysen),
More informationMUSIC CURRICULUM GUIDELINES K-8
DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should
More informationuse individual notes, chords, and chord progressions to analyze the structure of given musical selections. different volume levels.
Music Theory Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work?
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More informationContent Area Course: Band Grade Level: Eighth Instrumental Music - Band
Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles
More informationIndicator 1A: Conceptualize and generate musical ideas for an artistic purpose and context, using
Creating The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources. Exposure Anchor Standard 1 Generate and conceptualize artistic ideas and work. How do
More informationGreenwich Music Objectives Kindergarten General Music
All students are required to take general music one hour per week. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content
More informationIndiana Music Standards
A Correlation of to the Indiana Music Standards Grade One This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Big Book (BB), Electronic
More informationEnsemble Novice DISPOSITIONS. Skills: Collaboration. Flexibility. Goal Setting. Inquisitiveness. Openness and respect for the ideas and work of others
Ensemble Novice DISPOSITIONS Collaboration Flexibility Goal Setting Inquisitiveness Openness and respect for the ideas and work of others Responsible risk-taking Self-Reflection Self-discipline and Perseverance
More informationBRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
More informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: Grade K STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing using appropriate posture and maintain a steady beat. -Teach
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationDelaware Standards for Visual & Performing Arts
Delaware s for Visual & Performing Arts Delaware Arts s by grade with their Enduring Understanding (EU), Essential Questions (EQ), and s to guide instruction. Music-Pre-Kindergarten Retrieved 6/22/2016
More informationFirst Grade Music. Curriculum Guide Iredell-Statesville Schools
First Grade Music Curriculum Guide Iredell-Statesville Schools Musical Literacy Essential Standard: 1.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy
More informationCurriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationAnchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationOverview of Content and Performance Standard 1 for The Arts
Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811
More informationMaryland Fine Art Standards for Early Learners Based on the National Core Art Standards MUSIC: CREATING. CREATING: Process Components:
MUSIC: CREATING Words found in the Glossary are CREATING: Process Components: highlighted in yellow. Imagine: Generate musical ideas for various purposes and contexts. Plan and Make: Select and develop
More informationAnchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 9 12 Subject: Jazz Ensemble Time: School Year as listed Core Text: Time Unit/Topic Standards Assessments 1st Quarter Arrange a melody Creating #2A Select and develop arrangements, sections,
More informationMusic Indicators Grade 1
Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music
More informationCOURSE: Elementary General Music
UNIT: Singing #1 Singing alone and with other a varied repertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationTIme Frame: 10 Lessons. Evidence:
Unit: General Music - Kindergarten Theme 1 Aesthetic Response Theme 2: Sound TIme Frame: 10 Lessons 1. What can music make you feel? 2. How can music tell a story? 3. What is sound? 4. How is music different
More informationCurriculum Framework for Performing Arts
Curriculum Framework for Performing Arts School: Mapleton Charter School Curricular Tool: Teacher Created Grade: K and 1 music Although skills are targeted in specific timeframes, they will be reinforced
More informationKansas State Music Standards Ensembles
Kansas State Music Standards Standard 1: Creating Conceiving and developing new artistic ideas and work. Process Component Cr.1: Imagine Generate musical ideas for various purposes and contexts. Process
More informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: First Grade STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing independently, on pitch and in rhythm, with diction and
More informationGrade-Level Academic Standards for General Music
Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationGrade One General Music
Grade One General Music The standards for Grade One General Music emphasize the language and production of music. Instruction focuses on the development of skills in singing, playing instruments, listening,
More informationProgress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2
Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)
More informationThe Public Schools of Brookline Performing Arts Learning Expectations Grades K-4
Introduction The Public Schools of Brookline is an educational community that engages students in comprehensive and challenging opportunities in the performing arts. The school district provides essential
More informationCentral DeWitt Community School District. K--12 Music Standards
Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning
More informationStandard 1 PERFORMING MUSIC: Singing alone and with others
KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2
More informationGateway Regional School District VERTICAL ALIGNMENT OF INSTRUMENTAL MUSIC Grades K-4
STANDARD 1: Singing 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture how to sing in tune
More informationGrade 3 General Music
Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationMUSIC GRADE-LEVEL EXPECTATIONS
MUSIC GRADE-LEVEL EXPECTATIONS How can Note Knacks help your students achieve the Missouri State? May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected
More informationGrade 1 General Music
Grade 1 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody
More information5 th Grade General Music Benchmarks
5 th Grade General Music Benchmarks A: Singing 1: Match pitch in an extended range [octave], sing with appropriate timbre, diction, and posture, maintain a steady tempo. 2: Students sing expressively demonstrating
More informationKINDERGARTEN GENERAL MUSIC
MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationK-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education
K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate
More informationMSAD #54 Music Curriculum
Unit: Disciplinary Literacy MLR Content Standard: A: Disciplinary Literacy Music Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
More informationK-12 Music! Unpacked Content
This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Concert Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodic and rhythmic ideas
More information1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
More informationGreenwich Music Objectives Grade 2 General Music
All students are required to take general music one hour per week. The annotations (e.g. *6c,*1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)
More informationASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation
COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition
More informationCurriculum Mapping Subject-VOCAL JAZZ (L)4184
Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and
More informationPrince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus
Prince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus Prerequisites: Kindergarten Vocal General Music Course Description: The Vocal General Music program of instruction
More informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar
More information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationGreenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationMusic GRADES K-12 Overview
Music GRADES K-12 Overview Music and the arts provide an important foundation for the creative, innovative, and intellectual capacities for all students regardless of musical or artistic aptitude. Music
More informationCentral Valley School District Music 1 st Grade August September Standards August September Standards
Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing
More informationCHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.
CHOIR Grade 6 Unit of Credit: One Year P rerequisite: None Course Overview: The 6 th grade Choir class provides instruction in creating, performing, listening to, and analyzing music with a specific focus
More informationBelle Vernon Area School District Curriculum Second Grade Music
Belle Vernon Area School District Curriculum Second Grade Music Grade/Course: Second Grade Music Unit: (Description) Culture/Music Appreciation Aesthetic Response 9.4.3 B People have different opinions
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music. 2. The student
More informationPERFORMING ARTS Curriculum Framework K - 12
PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide
More informationPower Standards and Benchmarks 3 rd Grade
National Standard/Power Benchmark 1: Singing alone and with others, a varied repertoire of music a. Sings a variety of simple Crescendo Demonstrates meters of 2 and 3 Textbook songs in various keys, Decrescendo
More informationThird Grade Music Map
Third Grade Music Map First Quarter: Emphasis on Native American Second Quarter: Emphasis on Colonial/Traditional Appalachian Third Quarter: Emphasis on West African Fourth Quarter: Humanity of Music 1
More informationCALIFORNIA Music Education - Content Standards
CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students
More informationArchdiocese of Washington Catholic Schools Academic Standards Music
6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - PERFORMING MUSIC: Singing alone and with others Students sing a variety of repertoire expressively with attention to breath control, pitch,
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze an aural example of a varied repertoire of music
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationMUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007
MUSIC GRADE-LEVEL EXPECTATIONS May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEs are not a curriculum. They
More informationCOURSE: Band GRADE(S): Level II (Grade 6)
COURSE: Band GRADE(S): Level II (Grade 6) UNIT: Ensemble Techniques 2. Performing on Instruments, alone and with others a varied repertoire of music. 5. Reading and notating music. 9.1 Production, Performance,
More information