Pacing Guide DRAFT First Quarter 8 th GRADE GENERAL MUSIC Weeks Understandings Program of Studies August 1-3

2007-2008 Pacing Guide DRAFT First Quarter 8 th GRADE GENERAL MUSIC Weeks Understandings Program of Studies August 1-3 4.1 Core Content Essential Questions CHAMPS Why is Champs important to follow? List

AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects

2007-2008 Pacing Guide DRAFT First Quarter 7 th GRADE GENERAL MUSIC Weeks Program of Studies 4.1 Core Content Essential Questions August 1-3 CHAMPS Why is Champs important to follow? List two Champs rules

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

CURRICULUM 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

Harlan County Schools Curriculum Guide Arts and Humanities Grade 7

Harlan County Schools Curriculum Guide Arts and Humanities Grade 7 Time Frame Unit One Purposes of the Arts Weeks Purposes of the Arts Purposes of the Arts is weighted at 10% of the 8 th grade test according

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

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

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

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

Music Study Guide. Moore Public Schools. Definitions of Musical Terms

Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:

Warren County Schools Music 7 th Grade. * College Readiness Standard 1

Big Idea: Structure in the Arts - Music Week 1 Music Notation and Intro Grade 7 Enduring Knowledge Music AH-7-SA-U-1 that the elements of music, dance and drama are intentionally applied in creating and

Warren County Schools Music 8 th Grade. *College Readiness Standard 1

Big Idea: Structure in the Arts - Music Week 1 Grade 8 Enduring Music Knowledge Music Notation AH-8-SA-U-1 Signs Tempo that the elements of music, Dynamics dance and drama are intentionally applied in

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety

Vocal Music 5 th Grade

Vocal Music 5 th Grade Christy Garner, Barrington Elementary School Angela Haberstroh, Townsend Elementary School Rachel Johnson, McNair Elementary School Alisha Williams, Brown Elementary School Heather

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

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,

ASSESSMENTS: 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

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 10 Music Melody of Your Dreams Revised 2008 Student Name _ Student Score (Circle

Music theory B-examination 1

Music theory B-examination 1 1. Metre, rhythm 1.1. Accents in the bar 1.2. Syncopation 1.3. Triplet 1.4. Swing 2. Pitch (scales) 2.1. Building/recognizing a major scale on a different tonic (starting note)

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

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

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community

Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet

Texas State Solo & Ensemble Contest May 26 & May 28, 2012 Theory Test Cover Sheet Please PRINT and complete the following information: Student Name: Grade (2011-2012) Mailing Address: City: Zip Code: School:

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,

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

NON-NEGOTIBLE EVALUATION CRITERIA

PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE COPYRIGHT: SE ISBN: TE ISBN: NON-NEGOTIBLE EVALUATION CRITERIA 2016-2022 Group III - Music Grade 3-5 Equity, Accessibility and Format Yes No N/A CRITERIA

7th Grade Choir Curriculum

7th Grade Choir Curriculum Course Description: Seventh Grade Choir is a performance based learning experience. Students take their first step in learning to sing with confidence and excellent tone in large

Northeast High School AP Music Theory Summer Work Answer Sheet

Chapter 1 - Musical Symbols Name: Northeast High School AP Music Theory Summer Work Answer Sheet http://john.steffa.net/intrototheory/introduction/chapterindex.html Page 11 1. From the list below, select

Curriculum Maps. Grades K-8. Grades K-8

Curriculum Maps Grades K- Grades K- Kindergarten Curriculum Map First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Module - Beat Module - Pitch Module - Instruments Module 0 - Duration

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

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children

North Knox K-12 Music Curriculum

North Knox K-12 Music Curriculum April, 1999 Program Outcomes Possess basic music literacy. Appreciate music and be able to evaluate music and history and music and other arts. Understand the interrelationship

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)

Music Standards for Band Product Performance 2. Develop and apply instrumental music skills to perform and communicate through the arts A. Instrumental Performance Skills Apply instrumental technique (e.g.,

Third 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

DATE TOPIC MINIMUM LEARNING COMEPETENCIES ACTIVITIES/MATERIALS KEY TERMS EVALUATION OUTPUT

DATE TOPIC MINIMUM LEARNING COMEPETENCIES ACTIVITIES/MATERIALS KEY TERMS EVALUATION OUTPUT June 18, 2018 Meter in Two, Three and Four (pp. 2-5) -Identifies accurately the duration of notes and rests in

Year 8 revision booklet 2017

Year 8 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA Oak Bay Band MUSIC THEORY PROGRAM - LEVEL IA The Level IA Program is intended for students in Band 9. The program focuses on very simple skills of reading,

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1

The Elements of Music. A. Gabriele

The Elements of Music A. Gabriele Rhythm Melody Harmony Texture Timbre Dynamics Form The 7 Elements Rhythm Rhythm represents the element of time in music. When you tap your foot, you are moving to the

Grade Level Music Curriculum:

Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party

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

CARLISLE AREA SCHOOL DISTRICT Carlisle, PA Elementary Classroom Music K-5

CARLISLE AREA SCHOOL DISTRICT Carlisle, PA 17013 Elementary Classroom Music K-5 Date of Board Approval: June 21, 2012 CARLISLE AREA SCHOOL DISTRICT PLANNED INSTRUCTION COVER PAGE Title of Course: _General

The Elements of Music

The Elements of Music Music -Music has been an important part of the activities of humankind since the beginning of recorded history. -Today, music is important in ways that were unimaginable during earlier

READING AND WRITING MUSIC: TEACHER S GUIDE

READING AND WRITING MUSIC: TEACHER S GUIDE 1. INTRODUCTION ACTIVITY 1 They are all different languages. ACTIVITY 2 WORDS: language; words; written; code; durations; sounds. ACTIVITY 3 (Melody to play or

Connecticut State Department of Education Music Standards Middle School Grades 6-8

Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately

Instrumental Music. Band

6-12 th Grade Level Instrumental Music Band The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment

Greenwich 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

Compare and contrast meters, and identify note/rest values SPI 5.1.1

5 th Grade General Music Pacing Guide This guide was created with the understanding that musical skills and concepts are to be addressed throughout the nine-week period. The specific proficiencies introduced

ADVANCED STUDY GUIDE

Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re

Music Approved: June 2008 Fillmore Central Revision: Updated:

A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Elementary Music - Grade Five

Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 5.1 THE

Woodlynne School District Curriculum Guide. General Music Grades 3-4

Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration

Music Theory Courses - Piano Program

Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as

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

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

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

COURSE: 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,

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

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?

The Elements of Music

The Elements of Music Music Music has been an important part of humankind since the beginning of recorded history. Today, music is important in ways that were unimaginable during earlier times. It plays

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short

Music Theory Courses - Piano Program

Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as

Grade 5 General Music

Grade 5 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

Music 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

INTERMEDIATE STUDY GUIDE

Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la

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

WSMTA Music Literacy Program Curriculum Guide modified for STRINGS

WSMTA Music Literacy Program Curriculum Guide modified for STRINGS Level One - Clap or tap a rhythm pattern, counting aloud, with a metronome tempo of 72 for the quarter beat - The student may use any

Music Curriculum Guide (1999)

Music Curriculum Guide (1999) K 8 Archdiocese of Oklahoma City Department of Catholic Education P.O. Box 32180 7501 Northwest Expressway Oklahoma City, Oklahoma 73123-0380 405-721-4202 K-12 Music Education

Choir Scope and Sequence Grade 6-12

The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards

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 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,

Content 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

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

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 8 Music Bubble Gum Jingle Revised 2008 Student Name _ Student Score (Circle

Breathitt County Schools Arts and Humanities

Skills and Arts & Humanities 6/7/8th Grade Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the

Introduction to Instrumental and Vocal Music

Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections

High School Concert Choir Curriculum

High School Concert Choir Curriculum Course Description: Year-long audition based intermediate level performance classes open to students who have completed Mixed Chorus or have previous ensemble experience.

The Practice Room. Learn to Sight Sing. Level 3. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples

1 The Practice Room Learn to Sight Sing. Level 3 Rhythmic Reading Sight Singing Two Part Reading 60 Examples Copyright 2009-2012 The Practice Room http://thepracticeroom.net 2 Rhythmic Reading Three 20

6th 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

HS Music Theory Music

Course theory is the field of study that deals with how music works. It examines the language and notation of music. It identifies patterns that govern composers' techniques. theory analyzes the elements

Core Content/Program of Studies Curriculum Map Bourbon County Schools

Core Content/Program of Studies Curriculum Map Bourbon County Schools Level: Elementary School Subject-Grade: Music 2-3 Updated: July 2007 Timeline Bold & ( ) = Assessed Italics = Supporting e.g. = Example

PERRY BROWNE 5/31/02 WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: MAIN/GENERAL TOPIC: WHEN THIS WAS TAUGHT: COMMENTS:

1 SUB- Creating, Performing & Participating in the Arts Reads/performs non-melodic standard music notation with a rhythm instrument Recognizes notes as representing sounds and rests as representing silences

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

7th Grade Beginning Band Music

Scope And Sequence Timeframe Unit Instructional Topics Course Description Seventh Grade Beginning Band is the first full year in a six-year program designed to develop a student's ability in instrumental

Vocal Music 4 th Grade

Vocal Music 4 th Grade Christy Garner, Barrington Elementary School Angela Haberstroh, Townsend Elementary School Rachel Johnson, McNair Elementary School Alisha Williams, Brown Elementary School Heather

TES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010

First Trimester Second Trimester Third Trimester Time frame/ Month September-November November-February February-June Skills Taught Beat of Tempo/Speed Of Rhythms (Quarter note, Quarter rest, Eighth notes,

Curriculum 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

Texas State Solo & Ensemble Contest. May 25 & May 27, Theory Test Cover Sheet

Texas State Solo & Ensemble Contest May 25 & May 27, 2013 Theory Test Cover Sheet Please PRINT and complete the following information: Student Name: Grade (2012-2013) Mailing Address: City: Zip Code: School:

MUSIC 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

Chorus 6- Beginning Level

Chorus 6- Beginning Level Chorus 6 is one of the courses offered to fulfill the music requirement in the sixth grade curriculum. This course is designed for those students who enjoy singing and desire

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

Content 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

UNIT 1: QUALITIES OF SOUND. DURATION (RHYTHM)

UNIT 1: QUALITIES OF SOUND. DURATION (RHYTHM) 1. SOUND, NOISE AND SILENCE Essentially, music is sound. SOUND is produced when an object vibrates and it is what can be perceived by a living organism through

Secondary Vocal Music

Course Numbers VOC101/102 (and VOC101IB/102IB) Concert Choir Non-Audition S1/S2 VOC209/210 Concert Choir Audition S1/S2 VOC203/204 Prep Choir Audition S1/S2 VOC311/312 Chamber Choir S1/S2 VOC601/602 (and

CURRICULUM. Grade 3 Music TEACHER WORKBOOK

Name: Location: CURRICULUM Grade 3 Music TEACHER WORKBOOK First Edition June 2011 THE ARTS IN EDUCATION The following are from students on music education as quoted from the National American Music Merchants

use 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?

Syllabus List. Beaming. Cadences. Chords. Report selections. ( Syllabus: AP* Music Theory ) Acoustic Grand Piano. Acoustic Snare. Metronome beat sound

Report selections Syllabus List Syllabus: AP* Music Theory SYLLABUS AP* Music Theory AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse,