Size: px
Start display at page:

Download ""

Transcription

1 1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, 1.d - sing music written in two and three parts Students Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Major and Minor Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic low sol on the staff. Sharp Flat Read Natural patterns using high Key Signature do, la, sol, mi, re, Bass Clef do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs Pitch High Low Repeating Upward Downward Treble Clef Staff Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Pitched and Non-Pitched Instruments

2 2 of 96 5/6/2014 8:18 AM who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on 4.a - compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.b - arrange simple pieces for voices or instruments other than those for which the pieces were written 4.c - use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Identify compositions as written in major or minor. Identify compositions as written in major or minor.

3 3 of 96 5/6/2014 8:18 AM 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.c - compare, in several cultures of the world, functions music serves, roles of musicians,7 and conditions under which music is typically performed Meter Reinforcement Unit is ongoing throughout the school year.

4 4 of 96 5/6/2014 8:18 AM What is inflection? How does inflection affect the way you speak? How does inflection affect the steady beat of a song? 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, Strong and Weak Beats Accent Mark Meter in 2 Meter in 3 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Strong Beat Weak Beat Accent Beat Time Signature 2/4 3/4 4/4 6/8 2/2 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Pitched and Non-Pitched Instruments 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on notation to record their musical ideas and the musical ideas of others

5 erformanceplus - Maps of 96 5/6/2014 8:18 AM Recorder Unit is ongoing throughout the school year. What do you need to know to play and instrument? What do you already know about the recorder? What do you need to know to play the recorder well? 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing Hand and Finger Postion Breathing and Tone Articulation Notes: D' C' B A G F E D C Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Staff Tone Dynamics Articulation Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Varied Recorder Method/Song Books Including (but not limited to): The Complete Recorder Resource Kit The Children's Music Workshop Recorder Series Personal Recorder Repertoire

6 6 of 96 5/6/2014 8:18 AM 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement Rhythm Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? How would you create new rhythmic values that are longer or shorter in length? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Note Value: Sixteenth Notes Note Value: Sixteenth/Eighth Note Combinations Rhythmic Ostinato Patterns Note Value: Dotted Eighth/Sixteenth Note Combinations Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Quarter Note Half Note Whole Note Eighth Note Sixteenth Note Quarter Rest Half Rest Whole Rest Eighth Rest Sixteenth Rest Ostinato Eighth/Sixteenth Note Combinations Dotted Rhythms Tied Rhythms Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Pitched and Non-Pitched Instruments *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns.

7 7 of 96 5/6/2014 8:18 AM 3.a - improvise simple harmonic accompaniments variations on notation to record their musical ideas and the musical ideas of others 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Vocal Technique Unit is ongoing throughout the school year. What does good singing sound like when singing alone and with a group? What does good singing look and feel like when singing alone and with a group? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Group Blend Discover how to blend his/her voice with those Speaking Voice Singing Voice Whispering Voice singing other vocal Calling Voice parts. Posture Discover how to blend his/her voice with those singing other vocal parts.

8 8 of 96 5/6/2014 8:18 AM *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for

9 9 of 96 5/6/2014 8:18 AM improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Expressive Elements Unit is ongoing throughout the school year. What things make loud and soft sounds? What things make fast and slow sounds? 1.b - sing *expressively, with appropriate dynamics, phrasing, and interpretation 1.e - sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2.c - perform Mezzo piano, mezzo expressively a varied forte, pianissimo, repertoire of music fortissimo 2.e - perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 5.c - identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing symbols to notate pitch, and dynamics in simple patterns presented by the teacher 6.c - use appropriate in explaining music, music notation, music instruments and voices, and music performances 6.e - respond through purposeful movement4 to selected prominent music characteristics5 or to specific music events6 while listening to music Loud/Soft Discriminate and respond to Fast/Slow loud and soft through Forte/Piano movement, playing, singing, Crescendo/Decrescendo and discussion. Accent Accelerando/Ritardando Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Loud Soft Fast Slow Forte Piano Crescendo Decrescendo Accent Accelerando Ritardando Mezzo piano Mezzo forte Pianissimo Fortissimo Discriminate and respond to loud and soft through movement, playing, singing, and discussion. Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Spotlight On MusicText Book Series Varied Materials that Incorporate Gross Motor Skills Development Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012

10 10 of 96 5/6/2014 8:18 AM composition. 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Major and Minor Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic low sol on the staff. Sharp Flat Read Natural patterns using high Key Signature do, la, sol, mi, re, Bass Clef do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Pitch High Low Repeating Upward Downward Treble Clef Staff Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Identify compositions as written in major or minor. Pitched and Non-Pitched Instruments 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/ a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control Identify compositions as written in major or minor. 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of

11 11 of 96 5/6/2014 8:18 AM difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on 4.a - compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.b - arrange simple pieces for voices or instruments other than those for which the pieces were written 4.c - use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others

12 12 of 96 5/6/2014 8:18 AM 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.c - compare, in several cultures of the world, functions music serves, roles of musicians,7 and conditions under which music is typically performed Meter Reinforcement Unit is ongoing throughout the school year. What is inflection? How does inflection affect the way you speak? How does inflection affect the steady beat of a song? 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, Strong and Weak Beats Accent Mark Meter in 2 Meter in 3 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Strong Beat Weak Beat Accent Beat Time Signature 2/4 3/4 4/4 6/8 2/2 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Pitched and Non-Pitched Instruments Time Signature (I) 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/ e - sing with vocal literature with a level of difficulty of 3, on a 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.e - Students who participate in an instrumental

13 erformanceplus - Maps 3 of 96 5/6/2014 8:18 AM ensemble or class perform with difficulty of 3, on a including some solos variations on notation to record their musical ideas and the musical ideas of others Recorder Unit is ongoing throughout the school year. What do you need to know to play and instrument? What do you already know about the recorder? What do you need to know to play the recorder well? 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on Hand and Finger Postion Breathing and Tone Articulation Notes: D' C' B A G F E D C Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Staff Tone Dynamics Articulation Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Varied Recorder Method/Song Books Including (but not limited to): The Complete Recorder Resource Kit The Children's Music Workshop Recorder Series Personal Recorder Repertoire 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012

14 14 of 96 5/6/2014 8:18 AM a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement Rhythm Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? How would you create new rhythmic values that are longer or shorter in length? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Note Value: Sixteenth Notes Note Value: Sixteenth/Eighth Note Combinations Rhythmic Ostinato Patterns Note Value: Dotted Eighth/Sixteenth Note Combinations Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Quarter Note Half Note Whole Note Eighth Note Sixteenth Note Quarter Rest Half Rest Whole Rest Eighth Rest Sixteenth Rest Ostinato Eighth/Sixteenth Note Combinations Dotted Rhythms Tied Rhythms Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Pitched and Non-Pitched Instruments 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 *, Identify sixteenth notes and sixteenth/eighth Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations.

15 15 of 96 5/6/2014 8:18 AM 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on notation to record their musical ideas and the musical ideas of others note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns.

16 16 of 96 5/6/2014 8:18 AM 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Vocal Technique Unit is ongoing throughout the school year. What does good singing sound like when singing alone and with a group? What does good singing look and feel like when singing alone and with a group? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Group Blend Discover how to blend his/her voice with those Speaking Voice Singing Voice Whispering Voice singing other vocal Calling Voice parts. Posture Discover how to blend his/her voice with those singing other vocal parts. 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 3.a - improvise simple harmonic accompaniments variations on

17 17 of 96 5/6/2014 8:18 AM 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Expressive Elements Unit is ongoing throughout the school year.

18 18 of 96 5/6/2014 8:18 AM What things make loud and soft sounds? What things make fast and slow sounds? 1.b - sing *expressively, with appropriate dynamics, phrasing, and interpretation 1.e - sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2.c - perform Mezzo piano, mezzo expressively a varied forte, pianissimo, repertoire of music fortissimo 2.e - perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 5.c - identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing symbols to notate pitch, and dynamics in simple patterns presented by the teacher 6.c - use appropriate in explaining music, music notation, music instruments and voices, and music performances 6.e - respond through purposeful movement4 to selected prominent music characteristics5 or to specific music events6 while listening to music Loud/Soft Discriminate and respond to Fast/Slow loud and soft through Forte/Piano movement, playing, singing, Crescendo/Decrescendo and discussion. Accent Accelerando/Ritardando Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Loud Soft Fast Slow Forte Piano Crescendo Decrescendo Accent Accelerando Ritardando Mezzo piano Mezzo forte Pianissimo Fortissimo Discriminate and respond to loud and soft through movement, playing, singing, and discussion. Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Spotlight On MusicText Book Series Varied Materials that Incorporate Gross Motor Skills Development 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9.a - describe distinguishing characteristics of representative music from a variety of cultures6

19 19 of 96 5/6/2014 8:18 AM 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Major and Minor Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic low sol on the staff. Sharp Flat Read Natural patterns using high Key Signature do, la, sol, mi, re, Bass Clef do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Pitch High Low Repeating Upward Downward Treble Clef Staff Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Identify compositions as written in major or minor. Pitched and Non-Pitched Instruments 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control Identify compositions as written in major or minor. 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos

20 20 of 96 5/6/2014 8:18 AM variations on 4.a - compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.b - arrange simple pieces for voices or instruments other than those for which the pieces were written 4.c - use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive

21 21 of 96 5/6/2014 8:18 AM suggestions for improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.c - compare, in several cultures of the world, functions music serves, roles of musicians,7 and conditions under which music is typically performed Meter Reinforcement Unit is ongoing throughout the school year. What is inflection? How does inflection affect the way you speak? How does inflection affect the steady beat of a song? 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, Strong and Weak Beats Accent Mark Meter in 2 Meter in 3 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Strong Beat Weak Beat Accent Beat Time Signature 2/4 3/4 4/4 6/8 2/2 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Pitched and Non-Pitched Instruments 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on

22 22 of 96 5/6/2014 8:18 AM notation to record their musical ideas and the musical ideas of others Recorder Unit is ongoing throughout the school year. What do you need to know to play and instrument? What do you already know about the recorder? What do you need to know to play the recorder well? 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments Hand and Finger Postion Breathing and Tone Articulation Notes: D' C' B A G F E D C Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Staff Tone Dynamics Articulation Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Varied Recorder Method/Song Books Including (but not limited to): The Complete Recorder Resource Kit The Children's Music Workshop Recorder Series Personal Recorder Repertoire Skin and Bones (R)

23 23 of 96 5/6/2014 8:18 AM variations on 5.b - read at sight simple melodies in both the treble and bass clefs 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement Rhythm Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? How would you create new rhythmic values that are longer or shorter in length? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Note Value: Sixteenth Notes Note Value: Sixteenth/Eighth Note Combinations Rhythmic Ostinato Patterns Note Value: Dotted Eighth/Sixteenth Note Combinations Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Quarter Note Half Note Whole Note Eighth Note Sixteenth Note Quarter Rest Half Rest Whole Rest Eighth Rest Sixteenth Rest Ostinato Eighth/Sixteenth Note Combinations Dotted Rhythms Tied Rhythms Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Pitched and Non-Pitched Instruments *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various

24 24 of 96 5/6/2014 8:18 AM independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on notation to record their musical ideas and the musical ideas of others dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns. ostinato patterns.

25 25 of 96 5/6/2014 8:18 AM 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Vocal Technique Unit is ongoing throughout the school year. What does good singing sound like when singing alone and with a group? What does good singing look and feel like when singing alone and with a group? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Group Blend Discover how to blend his/her voice with those Speaking Voice Singing Voice Whispering Voice singing other vocal Calling Voice parts. Posture Discover how to blend his/her voice with those singing other vocal parts. *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs notation to record

26 26 of 96 5/6/2014 8:18 AM their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Expressive Elements Unit is ongoing throughout the school year. What things make loud and soft sounds? What things make fast and slow sounds? 1.b - sing *expressively, with appropriate dynamics, phrasing, and interpretation 1.e - sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2.c - perform Mezzo piano, mezzo expressively a varied forte, pianissimo, repertoire of music fortissimo 2.e - perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 5.c - identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Loud/Soft Discriminate and respond to Fast/Slow loud and soft through Forte/Piano movement, playing, singing, Crescendo/Decrescendo and discussion. Accent Accelerando/Ritardando Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and Loud Soft Fast Slow Forte Piano Crescendo Decrescendo Accent Accelerando Ritardando Mezzo piano Mezzo forte Pianissimo Fortissimo Discriminate and respond to loud and soft through movement, playing, singing, and discussion. Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Spotlight On MusicText Book Series Varied Materials that Incorporate Gross Motor Skills Development

27 27 of 96 5/6/2014 8:18 AM symbols to notate pitch, and dynamics in simple patterns presented by the teacher 6.c - use appropriate in explaining music, music notation, music instruments and voices, and music performances ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. 6.e - respond through purposeful movement4 to selected prominent music characteristics5 or to specific music events6 while listening to music Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Pitch High Low Repeating Upward Downward Treble Clef Staff Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Pitched and Non-Pitched Instruments

WASD PA Core Music Curriculum

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

More information

Music Curriculum Kindergarten

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

More information

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music

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

More information

Course Outcome Summary

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

More information

Standard 1 PERFORMING MUSIC: Singing alone and with others

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

More information

Essentials Skills for Music 1 st Quarter

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

More information

Music Approved: June 2008 Fillmore Central Revision: Updated:

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

More information

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate

More information

Grade One General Music

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,

More information

GENERAL MUSIC Grade 3

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

More information

Music Guidelines Diocese of Sacramento

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

More information

5 th Grade General Music Benchmarks

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

More information

STRAND I Sing alone and with others

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

More information

Central DeWitt Community School District. K--12 Music Standards

Central DeWitt Community School District. K--12 Music Standards Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning

More information

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

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.

More information

Grade 4 General Music

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

More information

INTERMEDIATE STUDY GUIDE

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

More information

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

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

More information

Standard 1: Singing, alone and with others, a varied repertoire of music

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

More information

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 (GSE) Kindergarten Grade 12 CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth

More information

Danville Public Schools Music Curriculum Preschool & Kindergarten

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

More information

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

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

More information

PENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix

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

More information

Phase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER

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

More information

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

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

More information

ASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation

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

More information

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 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

More information

WASD PA Core Music Curriculum

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)

More information

Power Standards and Benchmarks 3 rd Grade

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

More information

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:

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

More information

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

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

More information

Visual Arts, Music, Dance, and Theater Personal Curriculum

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

More information

PERFORMING ARTS Curriculum Framework K - 12

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

More information

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus

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

More information

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles

More information

BAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).

BAND 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 information

CHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.

CHOIR 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 information

Greenwich Music Objectives Grade 3 General Music

Greenwich Music Objectives Grade 3 General Music All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.

More information

General Music Objectives by Grade

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

More information

MMSD 6-12 th Grade Level Choral Music Standards

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

More information

MMS 8th Grade General Music Curriculum

MMS 8th Grade General Music Curriculum CONCEPT BENCHMARK ASSESSMENT SOUTH DAKOTA STANDARDS NATIONAL STANDARDS Music Review I will be able to identify music terminology and skills learned in previous grades. Music Review Quiz 3.1.A ~ read whole,

More information

ORCHESTRA Grade 5 Course Overview:

ORCHESTRA 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 information

Grade-Level Academic Standards for General Music

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

More information

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 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

More information

6-12 th Grade Level Choral Music Standards

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

More information

COURSE: Elementary General Music

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.

More information

Content Area Course: Chorus Grade Level: 9-12 Music

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

More information

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

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.,

More information

Greenwich Music Objectives Grade 2 General Music

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

More information

Greenwich Music Objectives Grade 4 General Music

Greenwich Music Objectives Grade 4 General Music All students are required to take general music one hour per week. All students may elect to take band, orchestra or chorus.. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut

More information

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

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

More information

Fairfield Public Schools Music Department Curriculum Choral Skill Levels

Fairfield Public Schools Music Department Curriculum Choral Skill Levels Fairfield Public Schools Music Department Curriculum Choral Skill Levels BOE APPROVED 5/22/2018 Blend and Balance Students will demonstrate the ability to listen to others while singing by adjusting volume

More information

KINDERGARTEN GENERAL MUSIC

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

More information

Phase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 4 Teacher: ELEMENTARY VOCAL MUSIC TEACHER

Phase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 4 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 within an interval through of an octave

More information

Instrumental Music. Band

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

More information

Indiana s Academic Standards MUSIC

Indiana s Academic Standards MUSIC Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National

More information

Music Learning Expectations

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

More information

ADVANCED STUDY GUIDE

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

More information

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

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

More information

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

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

More information

MUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12

MUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12 MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...

More information

Grade 3 General Music

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

More information

Choir Scope and Sequence Grade 6-12

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

More information

North Knox K-12 Music Curriculum

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

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

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

More information

MUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007

MUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007 MUSIC GRADE-LEVEL EXPECTATIONS May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEs are not a curriculum. They

More information

Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.

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,

More information

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading

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

More information

Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.

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,

More information

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards

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

More information

Music Curriculum Maps Revised 2016 KINDERGARTEN

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,

More information

Music Indicators Grade 1

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

More information

5th Grade Music Music

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

More information

Kindergarten MUSIC Progress Report Pattonville School District

Kindergarten MUSIC Progress Report Pattonville School District Kindergarten MUSIC Progress Report The Curriculum for K-5 is aligned with the Missouri State Show-Me Standards and the National Standards for Arts Education and includes classroom experiences in the areas

More information

3rd Grade Music Music

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

More information

Grade 2 Music. Content Skills Learning Targets Standards Assessment Resources & Technology CEG. A1. Teacher MUSIC? on classroom percussion

Grade 2 Music. Content Skills Learning Targets Standards Assessment Resources & Technology CEG. A1. Teacher MUSIC? on classroom percussion Big Woods Elementary Teacher: Victoria Van Beusekom Grade 2 Music September 2016 CEG T1. I can use my voice in 0.1.2.3.1 Read and A1. Demonstrate a 4 different ways. notate music using a WHAT ARE THE steady

More information

MUSIC GRADE-LEVEL EXPECTATIONS

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

More information

MUSIC: Singing BAND, GR DRAFT

MUSIC: Singing BAND, GR DRAFT MUSIC: Singing BAND, GR. 6-12 DRAFT Content Standard 1.0: Students sing a varied repertoire of music alone and with others. take a band music class at the middle school level know and are able to do everything

More information

K-12 FINE ARTS CURRICULUM REVISION COMMITTEE. (includes Music, Visual Arts, Theatre & Dance)

K-12 FINE ARTS CURRICULUM REVISION COMMITTEE. (includes Music, Visual Arts, Theatre & Dance) K-12 FINE ARTS CURRICULUM REVISION COMMITTEE (includes Music, Visual Arts, Theatre & Dance) Division of Instruction June 2006 K-12 DISTRICT FINE ARTS CURRICULUM REVISION COMMITTEE MEMBERS 2005-2006 Division

More information

Grade 5 General Music

Grade 5 General Music Grade 5 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 information

2017 Revised August 2015 Developed August 2013

2017 Revised August 2015 Developed August 2013 MUSIC Kindergarten Fifth grade Adopted August 2017 Revised August 2015 Developed August 2013 Music (Kindergarten through Fifth grade) is a Vocal/general music curriculum that was developed by Fair Lawn

More information

CALIFORNIA Music Education - Content Standards

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

More information

TES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010

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,

More information

Grade 5 General Music

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

More information

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?

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.

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

K-5 Music Curriculum

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

More information

COURSE: Band GRADE(S): Level II (Grade 6)

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,

More information

The students express speaking and singing voices by singing songs and playing games.

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,

More information

Formative Assessment Plan

Formative Assessment Plan OBJECTIVE: (7.ML.1) Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. I can continue to improve my tone while learning to change pitches while

More information

4th Grade Music Music

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

More information

Plainfield Music Department Middle School Instrumental Band Curriculum

Plainfield Music Department Middle School Instrumental Band Curriculum Plainfield Music Department Middle School Instrumental Band Curriculum Course Description First Year Band This is a beginning performance-based group that includes all first year instrumentalists. This

More information

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard:

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard: The School Music Program: A New Vision K-12 Standards, and What They Mean to Music Educators GRADES K-4 Performing, creating, and responding to music are the fundamental music processes in which humans

More information

Greenwich Public Schools Orchestra Curriculum PK-12

Greenwich Public Schools Orchestra Curriculum PK-12 Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through

More information

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

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

More information

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

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.

More information

Montana Instructional Alignment HPS Critical Competencies Music Grade 3

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

More information

By the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively.

By the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively. 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

More information

West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations

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

More information

2nd Grade Music Music

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

More information