Powerful knowledge What content must they know?
|
|
- Chester Harrell
- 5 years ago
- Views:
Transcription
1 Subject Music Course/Year Group 8 Topic Jazz and Blues Threshold Concepts What big ideas must they understand? How to perform as a soloist or ensemble player with appropriate genre technique and ensemble awareness. How to identify, explore and make creative use of musical devices found in blues and jazz. They will also discover the importance of the Blues in popular music and trace its history from the slave trade to the beginnings of rock and roll. Powerful knowledge What content must they know? They will learn to develop blues scale motifs within a 12 bar blues structure, improvise using chord/scale relationships and apply that understanding by developing patterns in a diatonic sequence. Students will understand the basic structure of chords (triads and 7 th chords as an extension). Fundamental Skills How will they develop understanding? Students will learn some basic approaches to improvisation and will demonstrate this skill on their chosen instrument. They will analyse and develop riffs aurally, and begin to understand the importance of improvisation to jazz genres. Literacy Focus Numeracy Focus Habits of Mind Number Use of number and fractions connected with understanding notation in music. Shape and space Understanding shape and space in terms of musical structure Statistics Some understanding of the growth of the African American culture from the slave trade onwards. Inquisitive Discovery of the origins of popular music through the Blues genre. Collaborative Students collaborate on performances of Blues pieces and share feedback. Persistent Students have to discover resilience through continued practise of techniques involved with this genre e.g. blues scale in improvisation and the use of 7th chords. Disciplined Students discover that they have to improve certain instrumental techniques in order to improve in this unit. Imaginative Students will use need to make connections with the genre and how it relates to so many other genres in popular music. Scheme of Learning and Assessment Overview Learning objectives Threshold concepts Powerful knowledge Fundamental skills Teaching and learning (pedagogy) Teaching strategies and activities Stretch, challenge and differentiation AfL, feedback and DIRT Outcomes & Resources Assessment opportunities Extended enquiries Homework
2 Habits of mind Habits of mind 1 2 To discover the history, origins and development of Blues music. To perform the primary chords featured in a 12 bar blues structure. To perform the bass line, chords and walking bass line parts of the 12 bar blues chord sequence. Starter Activity Play a selection of Jazz and Blues music asking pupils to identify musical features and instrumentation in an activity such as a card sort. 1. Explore the history and origins of the Blues listening to appropriate examples and exploring the subject matter of the lyrics to Blues songs. 2. Teach pupils the structure of the 12 Bar Blues through clapping, clicking and stamping activity. Students hear and recognise chord changes before they learn to play them. 3. Teach pupils the 12 Bar Blues single finger bass line, then as chords. Allow pupils to perform each on keyboards and encourage accuracy in pitch and repeating the sequence. Assemble this into a class performance. Peer Plenary (AfL) review learning of Jazz and the Blues through class questioning. Starter Activity Briefly revise Chords and Triad construction by asking pupils to complete missing notes in the chords of C, F and G, then revise the 12 Bar Blues Chord Progression/sequence from lesson Teach pupils how to perform the walking bass line through reading bass and/or treble clef notation. Students will learn how to read accidentals such as B flat on the keyboard. 2. Students work in pairs to perform the walking bass line in conjunction with the 12 bar blues chord sequence. Repetition of the task is needed for improvement. Assemble this into a class performance. Peer Plenary Peer to peer feedback. Class performance. Peer assessment through positive feedback. (www and ebi) Extended Enquiry (TBC) Class performance. Peer assessment through positive feedback. (www and ebi) 3 To understand the difference between straight and swing rhythms and Starter Activity Explore Swing Rhythms by clapping a regular pulse, then a swung rhythm on top. Musical examples needed. Class performance. Peer assessment through (www and ebi)
3 perform the melody of In the Mood in a swing style Modelling: Model the melody line of In The Mood, first as a straight rhythm and then as a swing rhythm by clapping and then melodically on the piano. 1. Allow pupils time to perform the melody line of In The Mood in Swing Rhythm, then adding the 12 Bar Blues Bass Line, Chords and Walking Bass line parts from lesson Students continue to develop their performance of In the Mood in pairs at the keyboard. Students will choose their part according to playing ability. Assemble this into a class performance. Peer Plenary Peer to peer feedback. Extension more able students to learn the introduction to In the Mood as an additional element to the melody line. 4 5 To perform of a piece of jazz with improvisation sections, using the notes of the blues scale. To perform In the Mood within a small ensemble (pairs). Starter Activity Listen to two contrasting examples of improvisations using the Blues Scale discussing effectiveness. 1. Explore the Blues Scale and how Improvisation is used in much Jazz and Blues music. Students learn how to perform the blues scale in C on keyboards. 2. Invite pupils to improvise using various notes of the Blues Scale to while the rest of the class perform the 12 Bar Blues Bass Line, Chords and Walking Bass Line parts as an accompaniment. 3. Students continue to develop their performance of In the Mood in pairs at the keyboard. Students will choose their part according to playing ability. Most students will add an improvised section to their performance. Assemble this into a class performance. Peer Plenary Peer to peer feedback. Starter Activity Student assessment sheets handed out and names written on. Teacher Class performance. Peer assessment through (www and ebi) Teacher summative assessment. Formative self assessment.
4 6 To learn about seventh chords, how they are constructed and to perform seventh chords in a twelve bar blues chord sequence. leads a whole class warm up to focus the group. 1. Students continue to develop their performance of In the Mood in pairs at the keyboard. Students will choose their part according to playing ability. Most students will add an improvised section to their performance. 2. Teacher walks around the pairs and listens to performances to award attainment level for this unit. Summative assessment and effort level logged on student assessment sheets. Plenary logging effort levels on student assessment sheets. (green pen marking) Starter Listen to a popular song based on Jazz, Blues and including Improvisatory sections e.g. My Baby Just Cares for Me by Nina Simone identifying musical features and the influence of Jazz and the Blues on popular song genre. 1. Explore the construction of Seventh Chords through some musical theory allowing pupils to add missing notes to Seventh Chords and discuss the effect of using Seventh Chords over normal triads in the 12 Bar Blues including the effect on the texture. 2. Perform a piece using Seventh Chords e.g. Honky Tonk Blues modelling how the piece is made up of different textural layers 12 Bar Blues Chord Progression using Seventh Chords, Walking Bass Line and a Boogie Woogie part based on a Riff. 3. Allow pupils time to rehearse and combine parts to work towards a performance in lesson 7. Class performance. Peer assessment through (www and ebi) 7 Learn about the lyrics of Blues songs and write own lyrics to turn a group instrumental blues piece into a Blues song, complete with improvisation sections and different textural layers. Starter Analyse the lyrics of a Blues Song e.g. Thinking Blues by Bessie Smith in terms of themes and subject matter discussing the repeated structure of the lyrics in each verse and its AAB form. 1. Pupils create their own Blues style lyrics for Honky Tonk Blues (from lesson 6) by revising the melody line and using words, phrases and themes from the starter activity to Class performance. Peer assessment through (www and ebi) Student rehearsals or performances to be recorded. Student self assessment sheets.
5 create an effective set of lyrics using the AAB structure. 2. Set the challenge: pupils work in groups to put together a performance of Honky Tonk Blues using different textural layers from Jazz and The Blues and lyrics created during this lesson. Allow pupils time to rehearse performances before allowing each group to perform and then evaluate each performance in terms of effectiveness of lyrics and how textural layers have been used and combined Plenary fill out self assessment sheet based on effort levels within this unit.
Curriculum Overview Music Year 9
2015-2016 Curriculum Overview Music Year 9 Within each Area of Study students will be encouraged to choose their own specialisms with regard to Piano, Guitar, Vocals, ICT or any other specialism they have.
More informationStratford School Academy Schemes of Work
Page 1 of 8 Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 6 weeks Students will revise and
More informationGFS Music Medium Term Plan Year 8 AUTUMN
GFS Music Medium Term Plan Year 8 AUTUMN Skills/Themes/Strand: Basic ensemble performance Topics: Descriptive music Fertile question: How can the musical elements be used to alter the mood of a piece?
More informationMUSIC CURRICULM MAP: KEY STAGE THREE:
YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will
More informationUnit summary. Year 9 Unit 6 Arrangements
Year 9 Unit 6 Arrangements Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Arrangements Learning how to analyse and explore common processes,
More informationDepartment Curriculum Map
Department Curriculum Map 2014-15 Department Subject specific required in Year 11 Wider key skills Critical creative thinking / Improvising Aesthetic sensitivity Emotional awareness Using s Cultural understing
More informationStratford School Academy Schemes of Work
Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will be learning
More informationBrockington Performing Arts Key Stage 3 Subject Plan
Subject: Term Topic Description/tasks Skills developed/ Techniques/ Links with Key Stage 4 Autumn Blues Wade in the Water two Ensemble and solo vocal part class ensemble skills. singing. Playing bass lines
More informationLife After Levels Meaningful Musical Assessment in a Post Level Landscape
TeachMeet: Life After Levels Meaningful Musical Assessment in a Post Level Landscape Tuesday 7 th March 2017 Preston Manor School Today s TeachMeet: 1) Welcome from Keir Crawley Head of Performing Arts
More informationKS3 Music. Curriculum Map
KS3 Music Curriculum Map Spring Why World Music? What special features characterise Latin American Samba music? What are the performance techniques for the piano/keyboard? How do I read western music notation?
More informationStratford School Academy Schemes of Work
Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics continued and set work analysis:
More informationMusic Curriculum Map Year 5
Music Curriculum Map Year 5 At all times pupils will be encouraged to perform using their own instruments if they have them. Topic 1 10 weeks Topic 2 10 weeks Topics 3 10 weeks Topic 4 10 weeks Title:
More informationKey stage 3 Music scheme of work
Key stage 3 Music scheme of work Outline Autumn term 1st half Autumn term 2nd half Spring term 1st half Spring term 2nd half Summer term 1st half Summer term 2nd half Year 7 Exploring rhythmic patterns
More informationMusic Department Curriculum and Assessment Outline
Year Group: 7 Teaching, learning and assessment during the course: Timing Unit Title Key Question(s) How will we know that pupils can answer the key question(s)? Key Themes of the unit Instruments of the
More informationEnd of Key Stage Expectations - KS1
End of Key Stage Expectations - KS1 The Interrelated Dimensions of Music Pulse (duration) - steady beat Rhythm (duration) - long and short sounds over a steady beat Pitch - high and low sounds Tempo -
More informationKeyboard Foundation Level 1
Keyboard Foundation Level 1 Set a voice, style and tempo from instructions given. Read a range of notes over a fifth (C to G) without accidentals using semibreves, dotted minims, minims and crotchets.
More informationYear 9 SOW MUSIC Autumn 1
Year 9 SOW MUSIC Autumn 1 Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ differentiation Home learning Week 1 Lesson 1 Theory- Notation To explore written notation
More informationAinthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014).
Ainthorpe Primary School Music Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School - National Curriculum 2014 for Music Long Term Plan. An overview of Music Ainthorpe Primary
More informationSUBJECT: YEAR: Half Term:
Music 8 1 Live Lounge 1 To understand the key features of Live Lounge and radio shows. Identification of features of a radio show and musical analysis of Live Lounge songs in comparison to originals. Live
More informationOverview. Topics covered throughout the unit include:
YEAR 9 INTEGRATED STUDIES UNIT PLAN LEARNERS: 19 Students. 2 non- music background students. YEAR LEVEL: 9 DURATION: 4 weeks (Term 2, wks 7-10) Topic: Musical Styles Designer: Henry South Overview Students
More informationMusic Key Stage 3 Success Criteria Year 7. Rhythms and rhythm Notation
Music Key Stage 3 Success Criteria Year 7 Rhythms and rhythm Notation Can identify crotchets, minims and semibreves Can label the length of crotchets, minims and semibreves Can add up the values of a series
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationCollaborative Composition Lesson 8
Collaborative Composition Lesson 8 Critical Learning Composing requires making personal and collaborative connections. Being aware of the Creative Process enables us to leverage it in many areas of our
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 informationMusic Department. Handbook
Department Handbook Index: Introduction Page 3 Section 1: Curriculum Overview Page 3 Section 2: Assessment Procedures Page 8 Section 3: School Development Plan and SMART Targets Page 8 Section 4: schedule
More informationA Framework for Progression in Musical Learning. for Classroom, Instrument/Vocal and Ensemble
A Framework for Progression in Musical Learning for Classroom, Instrument/Vocal and Ensemble Creating, Populating and Using a Framework for Progression in Musical Learning for Classroom, Instrumental /
More informationThe KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3
The KING S Medium Term Plan - Music Y10 LC1 Programme Module Area of Study 3 Introduction to analysing techniques. Learners will listen to the 3 set works for this Area of Study aurally first without the
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 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 informationKey Assessment Criteria Being a musician
Key Assessment Criteria Being a musician The key assessment criteria for music have been devised in such a way that they can be applied in all settings, regardless of the agreed programme of study. These
More informationBLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Music Theory
BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Music Theory ORGANIZING THEME/TOPIC FOCUS STANDARDS FOCUS UNIT 1: BASIC MUSICIANSHIP Time Frame: 4 Weeks STANDARDS Share music through the use of
More informationWeek. Intervals Major, Minor, Augmented, Diminished 4 Articulation, Dynamics, and Accidentals 14 Triads Major & Minor. 17 Triad Inversions
Week Marking Period 1 Week Marking Period 3 1 Intro.,, Theory 11 Intervals Major & Minor 2 Intro.,, Theory 12 Intervals Major, Minor, & Augmented 3 Music Theory meter, dots, mapping, etc. 13 Intervals
More informationThe KING S Medium Term Plan - MUSIC. Y7 Module 2. Notation and Keyboard. Module. Building on prior learning
The KING S Medium Term Plan - MUSIC Y7 Module 2 Module Notation and Keyboard Building on prior learning Learners will use the musical elements to apply to keyboard performances as they become increasingly
More informationCambridge TECHNICALS. OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS T/600/6908. Level 3 Unit 55 GUIDED LEARNING HOURS: 60
Cambridge TECHNICALS OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS Composing Music T/600/6908 Level 3 Unit 55 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 Composing music ASSESSMENT
More informationBohunt Worthing Grade Descriptors Subject: Music
Grade 1 The student is beginning to use musical vocabulary and can recognise musical changes aurally.. They can describe their work recognising strengths and areas in need of improvement. The student is
More informationMusic, Grade 9, Open (AMU1O)
Music, Grade 9, Open (AMU1O) This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination.
More informationSTRATFORD PUBLIC SCHOOLS Music Department AP Music Theory
HIGH SCHOOL Rhythm/Meter Major Scales/Key Signatures Intervals Minor Scales/Key Signatures Triads, Chord Inversions and Chord Symbols STRATFORD PUBLIC SCHOOLS Perform rhythmic patterns and phrases. Compose
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More informationPERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term
PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this
More informationPower Standards and Benchmarks Orchestra 4-12
Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:
More informationCourse Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music?
BEGINNING PIANO / KEYBOARD CLASS This class is open to all students in grades 9-12 who wish to acquire basic piano skills. It is appropriate for students in band, orchestra, and chorus as well as the non-performing
More informationMusic Assessment Key Stage 3. Moving towards next step: A (creating and evaluating) Developing at that step: C (remembering and understanding)
Music Assessment Key Stage 3 Moving towards next step: A (creating and evaluating) Secure at that step: B (applying and analysing) Developing at that step: C (remembering and understanding) Step 1 You
More informationCurriculum Long Term Planning Document
Curriculum 2017-18 Long Term Planning Document Subject: Music Year 7 Rotation 1 Rotation 2 Topic / Unit The Elements of Music and development of singing African Drumming and Singing Baseline Test and previous
More informationCreative Arts. Shuters PLANNING & TRACKING PHOTOCOPIABLE. Grade. Also available for download from OS
PLANNING & TRACKING Shuters Also available for download from www.shuters.com TOP CLASS Creative Arts Grade 7 PHOTOCOPIABLE OS1001304 CUSTOMER SERVICES THIS SERIES IS ALSO AVAILABLE AS E-BOOKS www.shuters.com
More informationSUBJECT: YEAR: Half Term:
Music 9 1 Baroque 1 To understand the key features of Baroque music. Listening activity. Basic context of Baroque era. Fact finding mission. Feedback to class. Baroque 2 To understand what ornaments used
More informationI mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten
I mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten Assessment for Each Part of the Unit Upper KS2 and KS3 (ages 9-14) In this document, each activity is levelled
More informationDrunken Sailor The Melody
Drunken Sailor The Melody Part 1 Progress report I can find all the notes on the Keyboard I can play the notes in the correct order Move on to Part 2! Part 2 Progress Report I can find all the notes on
More informationFREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION MUSIC DEPARTMENT MUSIC THEORY 1. Grade Level: 9-12.
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION MUSIC DEPARTMENT MUSIC THEORY 1 Grade Level: 9-12 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 30, 2010 SUPPORTING RESOURCES
More informationMUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.
MUSIC THEORY CURRICULUM STANDARDS GRADES 9-12 Content Standard 1.0 Singing Students will sing, alone and with others, a varied repertoire of music. The student will 1.1 Sing simple tonal melodies representing
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationCurriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)
Curriculum Mapping Piano and Electronic Keyboard (L) 4204 1-Semester class (18 weeks) Week Week 15 Standar d Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and
More informationMusic overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes
Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.
More informationImprovising with The Blues Lesson 3
Improvising with The Blues Lesson 3 Critical Learning What improvisation is. How improvisation is used in music. Grade 7 Music Guiding Questions Do you feel the same way about improvisation when you re
More informationMusic Progression Map
Music Progression Map On website Subject Name: Music Vision (taken from National Curriculum) Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education
More informationGCSE Music CPD Resource Booklet
GCSE Music CPD Resource Booklet Suggested teaching points:- Suggested brief:- Compose a piece of music in binary form to be performed as the opening item at a school concert. Several composers have borrowed
More informationAssessment: To perform STOMP project -Performances Video of Performance to go onto T drive To reflect & evaluate the class percussion performance
Subject: Music SoW Title: Stomp the groove Year Year 6 Date: 08/9 Week Title Objective Key Knowledge/Content Introduction to music All about the beat 3 Reading the notes To learn the key skills of performing,
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 informationCURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm
CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationSample Syllabus Course Title Semester 20XX
Sample Syllabus Course Title Semester 20XX Semester Hours: Instructor: Phone: E-Mail: Office: Office Hours: A. COURSE DESCRIPTION The course begins with a review of elements of pitch, elements of rhythm,
More informationAutumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Weather Music Toys Exploring Sounds Interesting Special Occasions pulse, rhythm, tempo Symbols
Year 1 Learning Journey Use their voices Play tuned and untuned concentration and understanding to a range of high-quality live and recorded music Make and combine sounds Assessment Weather Music Toys
More informationSkill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow
Borough Green Primary School Skills Progression Subject area: Music Controlling sounds Take part in singing. Sing songs in ensemble following Sing songs from memory with Sing in tune, breathe well, pronounce
More informationInstrumental Music Curriculum
Instrumental Music Curriculum Instrumental Music Course Overview Course Description Topics at a Glance The Instrumental Music Program is designed to extend the boundaries of the gifted student beyond the
More informationEXPECTATIONS at the end of this unit. some children will not have made so much progress and will:
Y5 Mr Jennings' class Unit 17 Exploring rounds with voice and instruments ABOUT THE UNIT This unit develops children s ability to sing and play music in two (or more) parts. They develop their skills playing
More informationScheme Progression Overview and Outcomes for Year 3 (Lower KS2)
This document includes: Scheme Progression Overview and Outcomes for Year 3 (Lower KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning
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 informationAP Music Theory Syllabus CHS Fine Arts Department
1 AP Music Theory Syllabus CHS Fine Arts Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Karen Moore Email Address: KarenL.Moore@ccsd.us Phone Number:
More informationBAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).
BAND Grade 7 Prerequisite: 6 th Grade Band Course Overview: Seventh Grade Band is designed to introduce students to the fundamentals of playing a wind or percussion instrument, thus providing a solid foundation
More informationMINNESOTA ACADEMIC STANDARDS - ARTS
MINNESOTA ACADEMIC STANDARDS - ARTS Strand I: Artistic Foundations Standard 1: Demonstrate knowledge of the foundation of the art area. 1. Describe the elements of music including melody, rhythm, harmony,
More informationYear 7 Curriculum Overview Subject: Music
Year 7 Curriculum Overview Baseline assessment. Understanding Music Rhythm. Elements of Music: Tempo, Texture, Structure, Rhythm, Dynamics. Baseline Assessment Performing Rhythms Composing Rhythms Performance
More informationThird Grade Music Curriculum
Third Grade Music Curriculum 3 rd Grade Music Overview Course Description The third-grade music course introduces students to elements of harmony, traditional music notation, and instrument families. The
More informationMusic Policy Round Oak School. Round Oak s Philosophy on Music
Music Policy Round Oak School Round Oak s Philosophy on Music At Round Oak, we believe that music plays a vital role in children s learning. As a subject itself, it offers children essential experiences.
More informationAural Perception Skills
Unit 4: Aural Perception Skills Unit code: A/600/7011 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to help learners develop a critical ear
More informationAutumn. A: Plan, develop and deliver a music product B: Promote a music product C: Review the management of a music product
Autumn Themes/Topics/ Content Skills/Aos Assessment Exam Boards Themes/Topics/ Content Skills/Aos Assessment Exam Board Unit 2 - Managing a Music Product Recording, creating, advertising, marketing and
More informationScheme Progression Overview and Outcomes for Year 4 (Lower KS2)
This document includes: Scheme Progression Overview and Outcomes for Year 4 (Lower KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning
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 informationThe Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4
An Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements
More informationMusic Theory Fundamentals/AP Music Theory Syllabus. School Year:
Certificated Teacher: Desired Results: Music Theory Fundamentals/AP Music Theory Syllabus School Year: 2014-2015 Course Title : Music Theory Fundamentals/AP Music Theory Credit: one semester (.5) X two
More informationWritten Piano Music and Rhythm
Written Piano Music and Rhythm Rhythm is something that you can improvise or change easily if you know the piano well. Think about singing: You can sing by holding some notes longer and cutting other notes
More informationScheme Progression Overview and Outcomes for Year 2 (KS1)
Scheme Progression Overview and Outcomes for Year 2 (KS1) This document includes: Musical Learning Focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning
More informationScheme Progression Overview and Outcomes for Year 5 (Upper KS2)
This document includes: Scheme Progression Overview and Outcomes for Year 5 (Upper KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning
More informationII. Prerequisites: Ability to play a band instrument, access to a working instrument
I. Course Name: Concert Band II. Prerequisites: Ability to play a band instrument, access to a working instrument III. Graduation Outcomes Addressed: 1. Written Expression 6. Critical Reading 2. Research
More informationComposition/theory: Advanced
Composition/theory: Advanced Intent of the Model Cornerstone Assessments Model Cornerstone Assessments (MCAs) in music assessment frameworks to be used by music teachers within their school s curriculum
More informationSample assessment task. Task details. Content description. Year level 7
Sample assessment task Year level 7 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content
More informationAlleghany County Schools Curriculum Guide
Alleghany County Schools Curriculum Guide Grade/Course: Piano Class, 9-12 Grading Period: 1 st six Weeks Time Fra me 1 st six weeks Unit/SOLs of the elements of the grand staff by identifying the elements
More informationAP Music Theory Syllabus
AP Music Theory Syllabus School Year: 2017-2018 Certificated Teacher: Desired Results: Course Title : AP Music Theory Credit: X one semester (.5) two semesters (1.0) Prerequisites and/or recommended preparation:
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 informationQualification Accredited. GCSE (9 1) Scheme of Work MUSIC J536. For first teaching in Three year scheme of work. Version 1.
Qualification Accredited GCSE (9 1) MUSIC J536 For first teaching in 2016 Three year scheme of work Version 1 www.ocr.org.uk/music GCSE (9 1) Music GCSE (9 1) MUSIC Composing and performing activities
More informationPlanning for a World Class Curriculum Areas of Learning
Planning for a World Class Curriculum Areas of Learning Languages English and MFL Mathematics Mathematics Science and Technology Science, Design Technology and Computing Humanities RE, History and Geography
More informationCCCS Music Mastery Skills and Knowledge for Progression
Foundation (G-E/1-2) Candidates sing and/or play music with some fluency the resources used. They compose music which shows some ability to organise musical ideas and use resources in response to a brief.
More informationCurriculum and Assessment in Music at KS3
Curriculum and Assessment in Music at KS3 Curriculum Statement: Music Music is a more potent instrument than any other for education. - Plato Powerful Knowledge in Music Music can be separated into three
More informationORCHESTRA Grade 5 Course Overview:
ORCHESTRA Grade 5 Course Overview: The 5 th grade Orchestra class is design to introduce students to the fundamentals of playing a stringed instrument, thus providing a solid foundation for future musical
More informationMusic Explorations Subject Outline Stage 2. This Board-accredited Stage 2 subject outline will be taught from 2019
Music Explorations 2019 Subject Outline Stage 2 This Board-accredited Stage 2 subject outline will be taught from 2019 Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South
More informationMusic Performance Ensemble
Music Performance Ensemble 2019 Subject Outline Stage 2 This Board-accredited Stage 2 subject outline will be taught from 2019 Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville,
More informationThe Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks.
Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE MUSIC SUBTEST I Subtest Description This document contains the Music subject matter requirements arranged according to the domains covered by
More informationMusic Performance Solo
Music Performance Solo 2019 Subject Outline Stage 2 This Board-accredited Stage 2 subject outline will be taught from 2019 Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South
More informationIveson Primary School Year 1 Subject - Music
Year 1 Subject - Music Singing - linked to Magical Me topic focus - character and body songs Take part in singing, accurately following the melody. Follow instructions on how and when to sing. Make and
More information