General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
|
|
|
- Tracy Chandler
- 2 years ago
- Views:
Transcription
1 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 cultures. Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures. Concept 3: Improvising rhythms, melodies, variations, and accompaniments. Concept 4: Composing and arranging music. Concept 5: Reading and notating music. Strand 2: Relate Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. Concept 2: Understanding music in relation to history and culture. Concept 3: Understanding music in relation to self and universal themes. Strand 3: Evaluate Concept 1: Listening to, analyzing, and describing music. Concept 2: Evaluating music and music performances. The following Reading, Mathematics and History performance objectives may be used throughout the course: LANGUAGE ARTS CONNECTION Reading S1, S2, S3 Vocabulary (S1C4) Acquire and use new music vocabulary in its relevant contexts. S1, S2, S3 Comprehension Strategies (S1C6) Employ strategies to comprehend music terminology. MPS Governing Board Approval, May 2008 Page 1
2 MATH CONNECTION Mathematics S1, S2, S3 Number Sense (S1C1) Understand and apply the relationships among numbers used in music and math. S1, S2, S3 Patterns (S3C1) Identify patterns and apply pattern recognition of musical forms. S1, S2, S3 Measurement (S4C4) Understand and apply appropriate unit of measure and formulas to determine measurements in music Units of Measure (e.g., beats per measure in 2/4, 3/4, 4/4 and 6/8 meter). Geometric Objects HISTORY AND CULTURAL CONNECTIONS ** History and cultural connections to the music will be determined by the pieces selected for the class by the teacher. For example: Culture from which the selection was chosen. History of the selection or era in which it was written. MPS Governing Board Approval, May 2008 Page 2
3 Steady Beat/ Tempo Grade 1 General Music Suggested Teaching Timeline First Semester Second Semester August September October November December January February March April May Vocal Tone Production /Phrases Rest High and Low/ Melodic Direction Timbre Rhythm vs. Beat Ta, Ti ti Sol Mi MPS Governing Board Approval, May 2008 Page 3
4 Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S1C1 PO1 Singing on pitch (loud/soft, fast/slow, high/low). PO2 Following a steady beat while singing. Loud Soft Fast Slow High Low PO3 Echo singing (using syllable names). PO 4 Responding properly to basic conducting cues (e.g., start/stop). S1C2 PO 1 Maintaining a steady beat (with a partner). PO 2 Playing sounds that are loud/soft, fast/slow, high/low. PO 4 Responding properly to basic conducting cues (e.g., stop/start). Steady beat Loud Soft Fast Slow High Low S1C5 PO 2 Identifying quarter and eighth notes and quarter rests (e.g., ta, ti ti). Units 3 and 7 MPS Governing Board Approval, May 2008 Page 4
5 Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S1C3 PO1 Improvising an answer to a teacher performed statement (to a steady beat). Improvise S1C4 PO1 Composing (and notating) short pieces (using non standard musical notation). Compose Units 4 8 S1C5 PO1 Recognizing melodic movement as up and down. PO4 Demonstrating melodic line and texture through non standard musical notation. Ta Ti ti Quarter note Quarter rest Eighth note Units 4 and 8 Units 4 and 8 S2C1 PO 1 Using a body movement to show variations in rhythm, pitch or tempo. PO 4 Exploring the relationship of music to language arts, visual arts, literature. Rhythm Pitch Tempo MPS Governing Board Approval, May 2008 Page 5
6 Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S2C2 PO 1 Recognizing various uses of music in daily experiences (e.g., game songs, marches, dance music, work songs). S3C1 PO 4 Demonstrating various moods heard in music through facial expression, body posture and/or movement. PO 2 Identifying a variety of classroom instruments. Rhythm Melody Dynamics Tempo Posture Unit 5 PO 3 Recognizing patterns (e.g., rhythmic, melodic, dynamic, instrument, tempo). Units 3 8 S3C2 PO 2 Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed. MPS Governing Board Approval, May 2008 Page 6
7 MPS Governing Board Approval, May 2008 Page 7
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
General 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
General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following 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 cultures.
PRIMARY 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
Music 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
Elementary Strings Grade 4
The following Instrumental Music Performance Objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various
Essentials 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
Elementary Strings Grade 5
The following Instrumental Music performance objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various
International 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
Music 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,
Preparatory Orchestra Performance Groups INSTRUMENTAL MUSIC SKILLS
Course #: MU 23 Grade Level: 7-9 Course Name: Preparatory Orchestra Level of Difficulty: Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 23 is an orchestra class
WASD 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)
GENERAL 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
KINDERGARTEN-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,
Music 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
K-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
Central 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
2nd 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
UNIT 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.
Symphonic Pops Orchestra Performance Groups
Course #: MU 96 Grade Level: 10-12 Course Name: Symphonic Pops Orchestra Level of Difficulty: Average-High Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 96 provides an
INSTRUMENTAL MUSIC SKILLS
Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with
Standard 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
Advanced Orchestra Performance Groups
Course #: MU 26 Grade Level: 7-9 Course Name: Advanced Orchestra Level of Difficulty: Average-High Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 26 is a performance-oriented
HINSDALE 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
Newport 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,
MUSIC 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
General Music Objectives by Grade
Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and
CONTENT 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):
Kindergarten 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
KINDERGARTEN 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
WASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
Music 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
3rd Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:
2 nd GRADE KEY ELEMENT: Rhythm Beat 1. Demonstrate a steady beat through: 1a Playing barred instruments Beat/Rhythm 1. Distinguish between beat and rhythm through: Duration Creating 1. Experience and read
HINSDALE 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
Kyrene General Music Curriculum Standards Grades K-5. Page 1 of 24
Kyrene General Music Curriculum Standards Grades K-5 Page 1 of 24 Introduction Taken from the official Arizona Music Standards Document (June 2006) Music is a subject with its own unique skills and knowledge,
Grade 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,
1 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?
West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations
Curriculum Foundations Important Ideas & Understandings Significant Strands Significant Skills to be Learned & Practiced Nature of the Human Experience Making connections creating meaning and understanding
INSTRUMENTAL MUSIC SKILLS
Course #: MU 82 Grade Level: 10 12 Course Name: Band/Percussion Level of Difficulty: Average High Prerequisites: Placement by teacher recommendation/audition # of Credits: 1 2 Sem. ½ 1 Credit MU 82 is
Standard 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
Indiana 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
COURSE: 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.
Power 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
Content Map For Fine Arts - Music
Content Map For Fine Arts - Music Content Strand: Fundamentals K-MU-1 Invent and/or use prenotation symbols (pictures, lines, etc.) K-MU-2 Identify introduction and same and different sections. K-MU-3
Level of Difficulty: Beginning Prerequisites: None
Course #: MU 01 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Prerequisites: None # of Credits: 1 2 Sem. ½ 1 Credit A performance oriented course with emphasis on the basic fundamentals
Archdiocese 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,
Music. 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
4th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
Grade-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
Grade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
INSTRUMENTAL MUSIC SKILLS
Course #: MU 81 Grade Level: 10 12 Course Name: Marching Band Level of Difficulty: Average Prerequisites: Member of Band. Placement by teacher recommendation/audition. # of Credits: 1 Sem. 1/3 Credit Marching
First 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
Playing 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
Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
BRICK 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
5 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
Second Grade Music Course Map
Grade Music Course Map 2012-2013 Course Title: Grade Music Duration: One year Frequency: Daily Year: 2012-2013 Text: Share the Music Grade edition McGraw Hill Publishers Other materials: Sight-Sing a Song,
Belle 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
MUSIC 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
Danville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
CALIFORNIA 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
The 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
Montana 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
Students will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
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
Anchor 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,
Anchor 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,
Overview 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
Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music
Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts
PRESCHOOL (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
UNIT 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.
Chapter Five: The Elements of Music
Chapter Five: The Elements of Music What Students Should Know and Be Able to Do in the Arts Education Reform, Standards, and the Arts Summary Statement to the National Standards - http://www.menc.org/publication/books/summary.html
Grade 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,
MILLSTONE TOWNSHIP SCHOOL DISTRICT MUSIC CURRICULUM GRADE: FIRST
MILLSTONE TOWNSHIP SCHOOL DISTRICT MUSIC CURRICULUM GRADE: FIRST First Grade Unit of Study: Pitch Unit Overview: Students in first grade will begin to explore melody creation through high/low/patterns
5th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
MSAD #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.
Creative Process. Colorado 21 st Century Skills. Creation. Expression. Theory. Aesthetic Valuation
Curriculum Development Course at a Glance Planning for 1 st Grade Music Content Area Music Grade Level 1 st Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code 1. Expression
Music 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
Visual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
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
Gateway 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
PRESCOTT 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
STRAND I Sing alone and with others
STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The
CROSSWALK. 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
Course Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
PERFORMING 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
Grade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
Prince 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
The students express speaking and singing voices by singing songs and playing games.
Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. M.1.2. Echo vocally and/or instrumentally rhythm, tempo,
Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - First Quarter
STATE GOAL 25: Know the language of the arts. Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - First Quarter STATE GOAL 26: Through creating and performing,
Music Essential Learning Outcomes and Learning Targets
Music Essential Learning Outcomes and Learning Targets Addison Central School District - February 2017 Essential Learning Outcomes (ELOs) 1. I use rhythm skills to make my receptive and expressive musical
PENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix
Music Curriculum Grades K-5 Matrix 1. The student applies arts knowledge and skills (Essential Academic Learning Requirement) (EALR) Kindergarten 1.1 Understand arts concepts and vocabulary Elements pitch
Introduction. The standards do not subscribe to any specific teaching methodology.
Introduction Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition.
Music 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
Indiana Music Standards
A Correlation of to the Indiana Music Standards Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE).
MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results
MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results Elementary General Music Lisa Judkins and Loretta Koleck Fifth Grade Course Title Teacher(s) Grade Level(s) Course
PRESCOTT 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,
TABLE OF CONTENTS. Music. Kindergarten Pages 1-4. Grade 1 Pages 5-8. Grade 2 Pages Grade 3 Pages Grade 4 Pages Grade 5 Pages 21-24
Guide TABLE OF CONTENTS ARTS EDUCATION Music Kindergarten Pages 1-4 Grade 1 Pages 5-8 Grade 2 Pages 9-12 Grade 3 Pages 13-16 Grade 4 Pages 17-20 Grade 5 Pages 21-24 Grade 6 Pages 25-28 Grade 7 Pages 29-32
Phase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
Second Grade Music Curriculum
Second Grade Music Curriculum 2 nd Grade Music Overview Course Description In second grade, musical skills continue to spiral from previous years with the addition of more difficult and elaboration. This