Curriculum Concert Band Grades 6-8

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2 Big Idea: The skills, techniques, elements and principles in music can be learned, studied, refined and practiced. Standards and Essential Questions Standards: A, B, C, G, H Essential Questions: 6th Grade How do people use music? Why do people create music to illustrate different aspects of their lives? How can musicians influence the way people view the world? What role does music play in many different cultures? How do people compare very different musical works? How do composers and performers make choices that affect the way audiences perceive their work? 7 th Grade How can music be combined with other art forms? How do people use contemporary technologies to create music? How can music help us understand values and beliefs? Why is music created at different times and in different cultures both the same and Concepts Students should know that: While much of the schoolbased musical experience happens within a group, it is also important for people to be able to create, recreate, rehearse and perform music There are a number of individual skills needed in order to create, recreate, and perform music. The skills needed to perform in an setting are related to, but are in addition to, the ability to perform Skills need to be built sequentially, with specific practicing techniques, over time. There are specific criteria to consider and to listen for when making value judgments regarding a musical performance. Competencies and Core Skills Students will be able to: Demonstrate the ability to independently create, recreate, rehearse and perform musical works and explain why this is important. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade Sightread, accurately and expressively, music appropriate to grade level. 6 th grade level 1-1.5, 7 th grade level 1.5-2, 8 th grade level Accurately perform expression, style and articulation markings presented in their music. effective individual practice habits. appropriate rehearsal and performance etiquette. the care and maintenance of music equipment. Effectively critique individual and group performance in Content Scope and Sequence 6 th Grade (as listed in Standard of Excellence Book 1): Rhythms common time, whole notes and rests, half notes and rests, quarter notes and rests, eight notes and rests, sixteenth notes and rests, 2/4 time, 4/3 time, dotted quarter notes Terms and Signs - Treble and Bass Clef, measure, bar line, double bar line, breath marks, accents, flats, sharps, naturals, tacet, solo, soli, tutti, tie, slur, repeats, forte, piano, first and second endings, concert Bb major, concert Eb major, concert F major, DC al Fine, crescendo, decrescendo, ritardando, double stops, introduction, largo counting, duet, listening, note names, conducting, round, rhythm, band arrangement, notes, transposition, slurs/ties, solo w/ piano accompaniment, phrasing, dynamics, tempos, paradiddle, flam, buzz, 5 stroke roll, 7 stroke roll, 9 stroke roll, flam tap. History/Multi-Cultural Wales, Folk Song, England, France, Mexico, Norway, West Indies, Marches, JS Pierpont, Nationalism, Brahms, Mozart, Root, Latin America, Australia, Czech Republic, Grieg, Pearson, Elledge, Italy, Russia, Strauss, Offenbach, Poulton, Humperdinck, Susato, Canada. Kelley, Handel, Beethoven, Germany, Clarke, Japan, Spirituals, Sousa, Dvorak, Mason, Scotland, Israel, S. Africa Scope and Sequence 7 th Grade (as listed in Standard of Excellence Book 2): Instructional Materials Circle of Fourths by Ed Lisk Rhythm Readers by Stephen Melillo. Standards of Excellence Band Method by Bruce Pearson by MakeMusic Inc. Instruments as needed to create a balanced Varied, quality repertoire as appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade to support the Recordings as appropriate to provide examples of quality performances to record and play back recordings of in rehearsal and in performance Suggested Activities Teach and demonstrate, with or without the use of software, proper warm-ups for individuals and the Consistently reinforce, with or software, the proper air, embouchure, equipment and posture Address all tonal and rhythmic demands, with or software, from the literature in warm-ups develop blend, balance and intonation. develop performance of major, minor and Assessments There is constant evaluation of concepts made through everyday teachings in all segments of the lesson. Assessment of competencies and core skills will be made through the use of as well as evaluating students or group of students in an setting.

3 different? How do people compare works in different arts disciplines? How do people respond to music differently based on their personal experiences? 8 th Grade How are the elements of music shared through notation? rehearsal and concert settings. Rhythms syncopation, eighth rests, cuttime, 3/8 time, 6/8 time, sixteenth notes, eighth note/sixteenth note cominations, dotted eighth/sixteenths, triplets concert Eb Major, concert F major, syncopation, interval, concert G minor, accelerando, divisi,/unison, slur, DS al Fine, lv let vibrate, concert Ab major, allegretto, staccato, flam tap, double paradiddle, drag, cut time, chromatics, 3/8, 6/8 modal scales. Maintain and expect proper rehearsal etiquette Hear individuals play as often as is appropriate to reinforce the individual practice How do people use both traditional and contemporary technologies to create and perform music? How can music be used to persuade people to buy something? Why are there similarities in works in dance, music, theatre and visual arts from the same culture and time period? How do critics determine the quality of musical works? How are aesthetic and critical processes sometimes used for the same purposes? major scale, minor scale, counting, key signature, phrasing, balance, intervals, nat. minor, harmonic minor, tempo, key change, enharmonics, tonality, polyphony, form, chord progression, blues, improvisation, parallel keys History/Multi-Cultural Australia, England, Ireland, Mozart, Cruger, American Spiritual, Ukraine, Mexico, France, Carols, Romantic Period, Brahms, USA, Asia, Foster, Shanty, Haydn, Jessel, Tchaikovsky, Classical Period, Bizet, Middle Ages, Sousa, Denmark, Ballet, Sousa, Rock and Roll, Elledge, Hopkins, Carol, France, China, Gilmore, Hawthorne, Cohan, Billings, Canada, Austria, von, Suppe, Gounod, Herold Record the group often and play back for students to evaluate Perform a varied repertoire of music, with or software, in order to address a wide variety of abilities within the Provide a list of private instructors and instrument vendors Scope and Sequence 8 th Grade (as listed in Standard of Excellence Book 3): Rhythms sixteenth notes in 3/8 and 6/8 time, sixteenth/dotted eight notes, faster syncopations, triplet, sixlet, cut time, sixteenth rest, dotted quarter rest, 9/8, sixteenth notes in 3/8, 6/8 and 9/8 times. Suggest instrument switches to develop balance in the simile, open/close, concert G minor, concert Eb major, ff, pp, major chord, minor chord, concert C minor, concert F major, cross sticking, stick clicks, concert C major, concert Ab major, pentatonic scales, concert D minor, andantino, concert

4 Db major, trill, grazioso, crescendo, decrescendo, larghetto, dolce, grace notes, staccato, binary form, ternary form, rondo form, cadences, concert F major chromatic scale, minor scale, intervals, duet, major chord, minor chord, phrasing, counting, pentatonic, tonality, trio, round, form, cadences History/Multi-Cultural America, France, Sweden, JB Dykes, Jewish Folk Music, England, Scotland, Ireland, Korea, West Indies, American Indians, Canada, Middle Ages, Renaissance Period, Baroque Period, Classical Period, Romantic Period

5 Big Idea: Artists use tools and resources as well as their own experiences and skills to create art. Standards and Essential Questions Standards: A, B, C, G, H Essential Questions: 6th Grade How do people use music? Why do people create music to illustrate different aspects of their lives? How can musicians influence the way people view the world? What role does music play in many different cultures? How do people compare very different musical works? How do composers and performers make choices that affect the way audiences perceive their work? 7 th Grade How can music be combined with other art forms? How do people use contemporary technologies to create music? How can music help us understand values and beliefs? Why is music created at different times and in different cultures both the same and different? Concepts Students should know that: While much of the schoolbased musical experience happens within a group, it is also important for people to be able to create, recreate, rehearse and perform music There are a number of individual skills needed in order to create, recreate, and perform music. The skills needed to perform in an setting are related to, but are in addition to, the ability to perform Skills need to be built sequentially, with specific practicing techniques, over time. There are specific criteria to consider and to listen for when making value judgments regarding a musical performance. Competencies and Core Skills Students will be able to: Demonstrate the ability to independently create, recreate, rehearse and perform musical works and explain why this is important. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade Sightread, accurately and expressively, music appropriate to grade level. 6 th grade level 1-1.5, 7 th grade level 1.5-2, 8 th grade level Accurately perform expression, style and articulation markings presented in their music. effective individual practice habits. appropriate rehearsal and performance etiquette. the care and maintenance of music equipment. Effectively critique individual and group performance in Content Scope and Sequence 6 th Grade (as listed in Standard of Excellence Book 1): Rhythms common time, whole notes and rests, half notes and rests, quarter notes and rests, eight notes and rests, sixteenth notes and rests, 2/4 time, 4/3 time, dotted quarter notes Terms and Signs - Treble and Bass Clef, measure, bar line, double bar line, breath marks, accents, flats, sharps, naturals, tacet, solo, soli, tutti, tie, slur, repeats, forte, piano, first and second endings, concert Bb major, concert Eb major, concert F major, DC al Fine, crescendo, decrescendo, ritardando, double stops, introduction, largo counting, duet, listening, note names, conducting, round, rhythm, band arrangement, notes, transposition, slurs/ties, solo w/ piano accompaniment, phrasing, dynamics, tempos, paradiddle, flam, buzz, 5 stroke roll, 7 stroke roll, 9 stroke roll, flam tap. History/Multi-Cultural Wales, Folk Song, England, France, Mexico, Norway, West Indies, Marches, JS Pierpont, Nationalism, Brahms, Mozart, Root, Latin America, Australia, Czech Republic, Grieg, Pearson, Elledge, Italy, Russia, Strauss, Offenbach, Poulton, Humperdinck, Susato, Canada. Kelley, Handel, Beethoven, Germany, Clarke, Japan, Spirituals, Sousa, Dvorak, Mason, Scotland, Israel, S. Africa Scope and Sequence 7 th Grade (as listed in Standard of Excellence Book 2): Rhythms syncopation, eighth rests, cut- Instructional Materials Circle of Fourths by Ed Lisk Rhythm Readers by Stephen Melillo. Standards of Excellence Band Method by Bruce Pearson by MakeMusic Inc. Instruments as needed to create a balanced Varied, quality repertoire as appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade to support the Recordings as appropriate to provide examples of quality performances to record and play back recordings of in rehearsal and in performance Suggested Activities Teach and demonstrate, with or without the use of software, proper warm-ups for individuals and the Consistently reinforce, with or software, the proper air, embouchure, equipment and posture Address all tonal and rhythmic demands, with or software, from the literature in warm-ups develop blend, balance and intonation. develop performance of major, minor and modal scales. Assessments There is constant evaluation of concepts made through everyday teachings in all segments of the lesson. Assessment of competencies and core skills will be made through the use of as well as evaluating students or group of students in an setting.

6 How do people compare works in different arts disciplines? How do people respond to music differently based on their personal experiences? 8 th Grade How are the elements of music shared through notation? rehearsal and concert settings. time, 3/8 time, 6/8 time, sixteenth notes, eighth note/sixteenth note cominations, dotted eighth/sixteenths, triplets concert Eb Major, concert F major, syncopation, interval, concert G minor, accelerando, divisi,/unison, slur, DS al Fine, lv let vibrate, concert Ab major, allegretto, staccato, flam tap, double paradiddle, drag, cut time, chromatics, 3/8, 6/8 Maintain and expect proper rehearsal etiquette Hear individuals play as often as is appropriate to reinforce the individual practice How do people use both traditional and contemporary technologies to create and perform music? How can music be used to persuade people to buy something? Why are there similarities in works in dance, music, theatre and visual arts from the same culture and time period? How do critics determine the quality of musical works? How are aesthetic and critical processes sometimes used for the same purposes? major scale, minor scale, counting, key signature, phrasing, balance, intervals, nat. minor, harmonic minor, tempo, key change, enharmonics, tonality, polyphony, form, chord progression, blues, improvisation, parallel keys History/Multi-Cultural Australia, England, Ireland, Mozart, Cruger, American Spiritual, Ukraine, Mexico, France, Carols, Romantic Period, Brahms, USA, Asia, Foster, Shanty, Haydn, Jessel, Tchaikovsky, Classical Period, Bizet, Middle Ages, Sousa, Denmark, Ballet, Sousa, Rock and Roll, Elledge, Hopkins, Carol, France, China, Gilmore, Hawthorne, Cohan, Billings, Canada, Austria, von, Suppe, Gounod, Herold Record the group often and play back for students to evaluate Perform a varied repertoire of music, with or software, in order to address a wide variety of abilities within the Provide a list of private instructors and instrument vendors Scope and Sequence 8 th Grade (as listed in Standard of Excellence Book 3): Rhythms sixteenth notes in 3/8 and 6/8 time, sixteenth/dotted eight notes, faster syncopations, triplet, sixlet, cut time, sixteenth rest, dotted quarter rest, 9/8, sixteenth notes in 3/8, 6/8 and 9/8 times. Suggest instrument switches to develop balance in the simile, open/close, concert G minor, concert Eb major, ff, pp, major chord, minor chord, concert C minor, concert F major, cross sticking, stick clicks, concert C major, concert Ab major, pentatonic scales, concert D minor, andantino, concert Db major, trill, grazioso, crescendo,

7 decrescendo, larghetto, dolce, grace notes, staccato, binary form, ternary form, rondo form, cadences, concert F major chromatic scale, minor scale, intervals, duet, major chord, minor chord, phrasing, counting, pentatonic, tonality, trio, round, form, cadences History/Multi-Cultural America, France, Sweden, JB Dykes, Jewish Folk Music, England, Scotland, Ireland, Korea, West Indies, American Indians, Canada, Middle Ages, Renaissance Period, Baroque Period, Classical Period, Romantic Period

8 Big Idea: The arts provide a medium to understand and exchange ideas. Standards and Essential Questions Standards: A, B, C, G, H Essential Questions: 6th Grade How do people use music? Why do people create music to illustrate different aspects of their lives? How can musicians influence the way people view the world? What role does music play in many different cultures? How do people compare very different musical works? How do composers and performers make choices that affect the way audiences perceive their work? 7 th Grade How can music be combined with other art forms? How do people use contemporary technologies to create music? How can music help us understand values and beliefs? Why is music created at different times and in different cultures both the same and different? How do people compare works Concepts Students should know that: While much of the schoolbased musical experience happens within a group, it is also important for people to be able to create, recreate, rehearse and perform music There are a number of individual skills needed in order to create, recreate, and perform music. The skills needed to perform in an setting are related to, but are in addition to, the ability to perform Skills need to be built sequentially, with specific practicing techniques, over time. There are specific criteria to consider and to listen for when making value judgments regarding a musical performance. Competencies and Core Skills Students will be able to: Demonstrate the ability to independently create, recreate, rehearse and perform musical works and explain why this is important. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade Sightread, accurately and expressively, music appropriate to grade level. 6 th grade level 1-1.5, 7 th grade level 1.5-2, 8 th grade level Accurately perform expression, style and articulation markings presented in their music. effective individual practice habits. appropriate rehearsal and performance etiquette. the care and maintenance of music equipment. Effectively critique individual and group performance in rehearsal and concert settings. Content Scope and Sequence 6 th Grade (as listed in Standard of Excellence Book 1): Rhythms common time, whole notes and rests, half notes and rests, quarter notes and rests, eight notes and rests, sixteenth notes and rests, 2/4 time, 4/3 time, dotted quarter notes Terms and Signs - Treble and Bass Clef, measure, bar line, double bar line, breath marks, accents, flats, sharps, naturals, tacet, solo, soli, tutti, tie, slur, repeats, forte, piano, first and second endings, concert Bb major, concert Eb major, concert F major, DC al Fine, crescendo, decrescendo, ritardando, double stops, introduction, largo counting, duet, listening, note names, conducting, round, rhythm, band arrangement, notes, transposition, slurs/ties, solo w/ piano accompaniment, phrasing, dynamics, tempos, paradiddle, flam, buzz, 5 stroke roll, 7 stroke roll, 9 stroke roll, flam tap. History/Multi-Cultural Wales, Folk Song, England, France, Mexico, Norway, West Indies, Marches, JS Pierpont, Nationalism, Brahms, Mozart, Root, Latin America, Australia, Czech Republic, Grieg, Pearson, Elledge, Italy, Russia, Strauss, Offenbach, Poulton, Humperdinck, Susato, Canada. Kelley, Handel, Beethoven, Germany, Clarke, Japan, Spirituals, Sousa, Dvorak, Mason, Scotland, Israel, S. Africa Scope and Sequence 7 th Grade (as listed in Standard of Excellence Book 2): Rhythms syncopation, eighth rests, cuttime, 3/8 time, 6/8 time, sixteenth notes, eighth note/sixteenth note cominations, Instructional Materials Circle of Fourths by Ed Lisk Rhythm Readers by Stephen Melillo. Standards of Excellence Band Method by Bruce Pearson by MakeMusic Inc. Instruments as needed to create a balanced Varied, quality repertoire as appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade to support the Recordings as appropriate to provide examples of quality performances to record and play back recordings of in rehearsal and in performance Suggested Activities Teach and demonstrate, with or without the use of software, proper warm-ups for individuals and the Consistently reinforce, with or software, the proper air, embouchure, equipment and posture Address all tonal and rhythmic demands, with or software, from the literature in warm-ups develop blend, balance and intonation. develop performance of major, minor and modal scales. Maintain and Assessments There is constant evaluation of concepts made through everyday teachings in all segments of the lesson. Assessment of competencies and core skills will be made through the use of as well as evaluating students or group of students in an setting.

9 in different arts disciplines? How do people respond to music differently based on their personal experiences? 8 th Grade How are the elements of music shared through notation? How do people use both traditional and contemporary technologies to create and perform music? How can music be used to persuade people to buy something? Why are there similarities in works in dance, music, theatre and visual arts from the same culture and time period? How do critics determine the quality of musical works? How are aesthetic and critical processes sometimes used for the same purposes? dotted eighth/sixteenths, triplets concert Eb Major, concert F major, syncopation, interval, concert G minor, accelerando, divisi,/unison, slur, DS al Fine, lv let vibrate, concert Ab major, allegretto, staccato, flam tap, double paradiddle, drag, cut time, chromatics, 3/8, 6/8 major scale, minor scale, counting, key signature, phrasing, balance, intervals, nat. minor, harmonic minor, tempo, key change, enharmonics, tonality, polyphony, form, chord progression, blues, improvisation, parallel keys History/Multi-Cultural Australia, England, Ireland, Mozart, Cruger, American Spiritual, Ukraine, Mexico, France, Carols, Romantic Period, Brahms, USA, Asia, Foster, Shanty, Haydn, Jessel, Tchaikovsky, Classical Period, Bizet, Middle Ages, Sousa, Denmark, Ballet, Sousa, Rock and Roll, Elledge, Hopkins, Carol, France, China, Gilmore, Hawthorne, Cohan, Billings, Canada, Austria, von, Suppe, Gounod, Herold Scope and Sequence 8 th Grade (as listed in Standard of Excellence Book 3): Rhythms sixteenth notes in 3/8 and 6/8 time, sixteenth/dotted eight notes, faster syncopations, triplet, sixlet, cut time, sixteenth rest, dotted quarter rest, 9/8, sixteenth notes in 3/8, 6/8 and 9/8 times. expect proper rehearsal etiquette Hear individuals play as often as is appropriate to reinforce the individual practice Record the group often and play back for students to evaluate Perform a varied repertoire of music, with or software, in order to address a wide variety of abilities within the Provide a list of private instructors and instrument vendors Suggest instrument switches to develop balance in the simile, open/close, concert G minor, concert Eb major, ff, pp, major chord, minor chord, concert C minor, concert F major, cross sticking, stick clicks, concert C major, concert Ab major, pentatonic scales, concert D minor, andantino, concert Db major, trill, grazioso, crescendo, decrescendo, larghetto, dolce, grace notes, staccato, binary form, ternary form, rondo

10 form, cadences, concert F major chromatic scale, minor scale, intervals, duet, major chord, minor chord, phrasing, counting, pentatonic, tonality, trio, round, form, cadences History/Multi-Cultural America, France, Sweden, JB Dykes, Jewish Folk Music, England, Scotland, Ireland, Korea, West Indies, American Indians, Canada, Middle Ages, Renaissance Period, Baroque Period, Classical Period, Romantic Period

11 Big Idea: Humans have expressed experiences and ideas through the arts throughout time and across cultures. Standards and Competencies and Core Skills Instructional Suggested Essential Questions Standards: A, B, C, G, H Essential Questions: 6th Grade How do people use music? Why do people create music to illustrate different aspects of their lives? How can musicians influence the way people view the world? What role does music play in many different cultures? How do people compare very different musical works? How do composers and performers make choices that affect the way audiences perceive their work? 7 th Grade How can music be combined with other art forms? How do people use contemporary technologies to create music? How can music help us understand values and beliefs? Why is music created at different times and in different cultures both the same and different? Concepts Students should know that: While much of the schoolbased musical experience happens within a group, it is also important for people to be able to create, recreate, rehearse and perform music There are a number of individual skills needed in order to create, recreate, and perform music. The skills needed to perform in an setting are related to, but are in addition to, the ability to perform Skills need to be built sequentially, with specific practicing techniques, over time. There are specific criteria to consider and to listen for when making value judgments regarding a musical performance. Students will be able to: Demonstrate the ability to independently create, recreate, rehearse and perform musical works and explain why this is important. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade Sightread, accurately and expressively, music appropriate to grade level. 6 th grade level 1-1.5, 7 th grade level 1.5-2, 8 th grade level Accurately perform expression, style and articulation markings presented in their music. effective individual practice habits. appropriate rehearsal and performance etiquette. the care and maintenance of music equipment. Effectively critique individual and group performance in Content Scope and Sequence 6 th Grade (as listed in Standard of Excellence Book 1): Rhythms common time, whole notes and rests, half notes and rests, quarter notes and rests, eight notes and rests, sixteenth notes and rests, 2/4 time, 4/3 time, dotted quarter notes Terms and Signs - Treble and Bass Clef, measure, bar line, double bar line, breath marks, accents, flats, sharps, naturals, tacet, solo, soli, tutti, tie, slur, repeats, forte, piano, first and second endings, concert Bb major, concert Eb major, concert F major, DC al Fine, crescendo, decrescendo, ritardando, double stops, introduction, largo counting, duet, listening, note names, conducting, round, rhythm, band arrangement, notes, transposition, slurs/ties, solo w/ piano accompaniment, phrasing, dynamics, tempos, paradiddle, flam, buzz, 5 stroke roll, 7 stroke roll, 9 stroke roll, flam tap. History/Multi-Cultural Wales, Folk Song, England, France, Mexico, Norway, West Indies, Marches, JS Pierpont, Nationalism, Brahms, Mozart, Root, Latin America, Australia, Czech Republic, Grieg, Pearson, Elledge, Italy, Russia, Strauss, Offenbach, Poulton, Humperdinck, Susato, Canada. Kelley, Handel, Beethoven, Germany, Clarke, Japan, Spirituals, Sousa, Dvorak, Mason, Scotland, Israel, S. Africa Scope and Sequence 7 th Grade (as listed in Standard of Excellence Book 2): Rhythms syncopation, eighth rests, cut- Materials Circle of Fourths by Ed Lisk Rhythm Readers by Stephen Melillo. Standards of Excellence Band Method by Bruce Pearson by MakeMusic Inc. Instruments as needed to create a balanced Varied, quality repertoire as appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade to support the Recordings as appropriate to provide examples of quality performances to record and play back recordings of in rehearsal and in performance Activities Teach and demonstrate, with or without the use of software, proper warm-ups for individuals and the Consistently reinforce, with or software, the proper air, embouchure, equipment and posture Address all tonal and rhythmic demands, with or software, from the literature in warm-ups develop blend, balance and intonation. develop performance of major, minor and modal scales. Assessments There is constant evaluation of concepts made through everyday teachings in all segments of the lesson. Assessment of competencies and core skills will be made through the use of as well as evaluating students or group of students in an setting.

12 How do people compare works in different arts disciplines? How do people respond to music differently based on their personal experiences? 8 th Grade How are the elements of music shared through notation? rehearsal and concert settings. time, 3/8 time, 6/8 time, sixteenth notes, eighth note/sixteenth note cominations, dotted eighth/sixteenths, triplets concert Eb Major, concert F major, syncopation, interval, concert G minor, accelerando, divisi,/unison, slur, DS al Fine, lv let vibrate, concert Ab major, allegretto, staccato, flam tap, double paradiddle, drag, cut time, chromatics, 3/8, 6/8 Maintain and expect proper rehearsal etiquette Hear individuals play as often as is appropriate to reinforce the individual practice How do people use both traditional and contemporary technologies to create and perform music? How can music be used to persuade people to buy something? Why are there similarities in works in dance, music, theatre and visual arts from the same culture and time period? How do critics determine the quality of musical works? How are aesthetic and critical processes sometimes used for the same purposes? major scale, minor scale, counting, key signature, phrasing, balance, intervals, nat. minor, harmonic minor, tempo, key change, enharmonics, tonality, polyphony, form, chord progression, blues, improvisation, parallel keys History/Multi-Cultural Australia, England, Ireland, Mozart, Cruger, American Spiritual, Ukraine, Mexico, France, Carols, Romantic Period, Brahms, USA, Asia, Foster, Shanty, Haydn, Jessel, Tchaikovsky, Classical Period, Bizet, Middle Ages, Sousa, Denmark, Ballet, Sousa, Rock and Roll, Elledge, Hopkins, Carol, France, China, Gilmore, Hawthorne, Cohan, Billings, Canada, Austria, von, Suppe, Gounod, Herold Record the group often and play back for students to evaluate Perform a varied repertoire of music, with or software, in order to address a wide variety of abilities within the Provide a list of private instructors and instrument vendors Scope and Sequence 8 th Grade (as listed in Standard of Excellence Book 3): Rhythms sixteenth notes in 3/8 and 6/8 time, sixteenth/dotted eight notes, faster syncopations, triplet, sixlet, cut time, sixteenth rest, dotted quarter rest, 9/8, sixteenth notes in 3/8, 6/8 and 9/8 times. Suggest instrument switches to develop balance in the simile, open/close, concert G minor, concert Eb major, ff, pp, major chord, minor chord, concert C minor, concert F major, cross sticking, stick clicks, concert C major, concert Ab major, pentatonic scales, concert D minor, andantino, concert Db major, trill, grazioso, crescendo,

13 decrescendo, larghetto, dolce, grace notes, staccato, binary form, ternary form, rondo form, cadences, concert F major chromatic scale, minor scale, intervals, duet, major chord, minor chord, phrasing, counting, pentatonic, tonality, trio, round, form, cadences History/Multi-Cultural America, France, Sweden, JB Dykes, Jewish Folk Music, England, Scotland, Ireland, Korea, West Indies, American Indians, Canada, Middle Ages, Renaissance Period, Baroque Period, Classical Period, Romantic Period

14 Big Idea: There are formal and informal processes used to assess the quality of works in the arts. Standards and Essential Questions Standards: A, B, C, G, H Essential Questions: 6th Grade How do people use music? Why do people create music to illustrate different aspects of their lives? How can musicians influence the way people view the world? What role does music play in many different cultures? How do people compare very different musical works? How do composers and performers make choices that affect the way audiences perceive their work? 7 th Grade How can music be combined with other art forms? How do people use contemporary technologies to create music? How can music help us understand values and beliefs? Why is music created at different times and in different cultures both the same and different? Concepts Students should know that: While much of the schoolbased musical experience happens within a group, it is also important for people to be able to create, recreate, rehearse and perform music There are a number of individual skills needed in order to create, recreate, and perform music. The skills needed to perform in an setting are related to, but are in addition to, the ability to perform Skills need to be built sequentially, with specific practicing techniques, over time. There are specific criteria to consider and to listen for when making value judgments regarding a musical performance. Competencies and Core Skills Students will be able to: Demonstrate the ability to independently create, recreate, rehearse and perform musical works and explain why this is important. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade Sightread, accurately and expressively, music appropriate to grade level. 6 th grade level 1-1.5, 7 th grade level 1.5-2, 8 th grade level Accurately perform expression, style and articulation markings presented in their music. effective individual practice habits. appropriate rehearsal and performance etiquette. the care and maintenance of music equipment. Effectively critique individual and group performance in Content Scope and Sequence 6 th Grade (as listed in Standard of Excellence Book 1): Rhythms common time, whole notes and rests, half notes and rests, quarter notes and rests, eight notes and rests, sixteenth notes and rests, 2/4 time, 4/3 time, dotted quarter notes Terms and Signs - Treble and Bass Clef, measure, bar line, double bar line, breath marks, accents, flats, sharps, naturals, tacet, solo, soli, tutti, tie, slur, repeats, forte, piano, first and second endings, concert Bb major, concert Eb major, concert F major, DC al Fine, crescendo, decrescendo, ritardando, double stops, introduction, largo counting, duet, listening, note names, conducting, round, rhythm, band arrangement, notes, transposition, slurs/ties, solo w/ piano accompaniment, phrasing, dynamics, tempos, paradiddle, flam, buzz, 5 stroke roll, 7 stroke roll, 9 stroke roll, flam tap. History/Multi-Cultural Wales, Folk Song, England, France, Mexico, Norway, West Indies, Marches, JS Pierpont, Nationalism, Brahms, Mozart, Root, Latin America, Australia, Czech Republic, Grieg, Pearson, Elledge, Italy, Russia, Strauss, Offenbach, Poulton, Humperdinck, Susato, Canada. Kelley, Handel, Beethoven, Germany, Clarke, Japan, Spirituals, Sousa, Dvorak, Mason, Scotland, Israel, S. Africa Scope and Sequence 7 th Grade (as listed in Standard of Excellence Book 2): Rhythms syncopation, eighth rests, cut- Instructional Materials Circle of Fourths by Ed Lisk Rhythm Readers by Stephen Melillo. Standards of Excellence Band Method by Bruce Pearson by MakeMusic Inc. Instruments as needed to create a balanced Varied, quality repertoire as appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade to support the Recordings as appropriate to provide examples of quality performances to record and play back recordings of in rehearsal and in performance Suggested Activities Teach and demonstrate, with or without the use of software, proper warm-ups for individuals and the Consistently reinforce, with or software, the proper air, embouchure, equipment and posture Address all tonal and rhythmic demands, with or software, from the literature in warm-ups develop blend, balance and intonation. develop performance of major, minor and modal scales. Assessments There is constant evaluation of concepts made through everyday teachings in all segments of the lesson. Assessment of competencies and core skills will be made through the use of as well as evaluating students or group of students in an setting.

15 How do people compare works in different arts disciplines? How do people respond to music differently based on their personal experiences? 8 th Grade How are the elements of music shared through notation? rehearsal and concert settings. time, 3/8 time, 6/8 time, sixteenth notes, eighth note/sixteenth note cominations, dotted eighth/sixteenths, triplets concert Eb Major, concert F major, syncopation, interval, concert G minor, accelerando, divisi,/unison, slur, DS al Fine, lv let vibrate, concert Ab major, allegretto, staccato, flam tap, double paradiddle, drag, cut time, chromatics, 3/8, 6/8 Maintain and expect proper rehearsal etiquette Hear individuals play as often as is appropriate to reinforce the individual practice How do people use both traditional and contemporary technologies to create and perform music? How can music be used to persuade people to buy something? Why are there similarities in works in dance, music, theatre and visual arts from the same culture and time period? How do critics determine the quality of musical works? How are aesthetic and critical processes sometimes used for the same purposes? major scale, minor scale, counting, key signature, phrasing, balance, intervals, nat. minor, harmonic minor, tempo, key change, enharmonics, tonality, polyphony, form, chord progression, blues, improvisation, parallel keys History/Multi-Cultural Australia, England, Ireland, Mozart, Cruger, American Spiritual, Ukraine, Mexico, France, Carols, Romantic Period, Brahms, USA, Asia, Foster, Shanty, Haydn, Jessel, Tchaikovsky, Classical Period, Bizet, Middle Ages, Sousa, Denmark, Ballet, Sousa, Rock and Roll, Elledge, Hopkins, Carol, France, China, Gilmore, Hawthorne, Cohan, Billings, Canada, Austria, von, Suppe, Gounod, Herold Record the group often and play back for students to evaluate Perform a varied repertoire of music, with or software, in order to address a wide variety of abilities within the Provide a list of private instructors and instrument vendors Scope and Sequence 8 th Grade (as listed in Standard of Excellence Book 3): Rhythms sixteenth notes in 3/8 and 6/8 time, sixteenth/dotted eight notes, faster syncopations, triplet, sixlet, cut time, sixteenth rest, dotted quarter rest, 9/8, sixteenth notes in 3/8, 6/8 and 9/8 times. Suggest instrument switches to develop balance in the simile, open/close, concert G minor, concert Eb major, ff, pp, major chord, minor chord, concert C minor, concert F major, cross sticking, stick clicks, concert C major, concert Ab major, pentatonic scales, concert D minor, andantino, concert Db major, trill, grazioso, crescendo,

16 decrescendo, larghetto, dolce, grace notes, staccato, binary form, ternary form, rondo form, cadences, concert F major chromatic scale, minor scale, intervals, duet, major chord, minor chord, phrasing, counting, pentatonic, tonality, trio, round, form, cadences History/Multi-Cultural America, France, Sweden, JB Dykes, Jewish Folk Music, England, Scotland, Ireland, Korea, West Indies, American Indians, Canada, Middle Ages, Renaissance Period, Baroque Period, Classical Period, Romantic Period

17 Big Idea: People use both aesthetic and critical processes to assess quality, interpret meaning and determine value. Standards and Essential Questions Standards: A, B, C, G, H Essential Questions: 6th Grade How do people use music? Why do people create music to illustrate different aspects of their lives? How can musicians influence the way people view the world? What role does music play in many different cultures? How do people compare very different musical works? How do composers and performers make choices that affect the way audiences perceive their work? 7 th Grade How can music be combined with other art forms? How do people use contemporary technologies to create music? How can music help us understand values and beliefs? Why is music created at different times and in different cultures both the same and different? Concepts Students should know that: While much of the schoolbased musical experience happens within a group, it is also important for people to be able to create, recreate, rehearse and perform music There are a number of individual skills needed in order to create, recreate, and perform music. The skills needed to perform in an setting are related to, but are in addition to, the ability to perform Skills need to be built sequentially, with specific practicing techniques, over time. There are specific criteria to consider and to listen for when making value judgments regarding a musical performance. Competencies and Core Skills Students will be able to: Demonstrate the ability to independently create, recreate, rehearse and perform musical works and explain why this is important. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade Sightread, accurately and expressively, music appropriate to grade level. 6 th grade level 1-1.5, 7 th grade level 1.5-2, 8 th grade level Accurately perform expression, style and articulation markings presented in their music. effective individual practice habits. appropriate rehearsal and performance etiquette. the care and maintenance of music equipment. Effectively critique individual and group performance in Content Scope and Sequence 6 th Grade (as listed in Standard of Excellence Book 1): Rhythms common time, whole notes and rests, half notes and rests, quarter notes and rests, eight notes and rests, sixteenth notes and rests, 2/4 time, 4/3 time, dotted quarter notes Terms and Signs - Treble and Bass Clef, measure, bar line, double bar line, breath marks, accents, flats, sharps, naturals, tacet, solo, soli, tutti, tie, slur, repeats, forte, piano, first and second endings, concert Bb major, concert Eb major, concert F major, DC al Fine, crescendo, decrescendo, ritardando, double stops, introduction, largo counting, duet, listening, note names, conducting, round, rhythm, band arrangement, notes, transposition, slurs/ties, solo w/ piano accompaniment, phrasing, dynamics, tempos, paradiddle, flam, buzz, 5 stroke roll, 7 stroke roll, 9 stroke roll, flam tap. History/Multi-Cultural Wales, Folk Song, England, France, Mexico, Norway, West Indies, Marches, JS Pierpont, Nationalism, Brahms, Mozart, Root, Latin America, Australia, Czech Republic, Grieg, Pearson, Elledge, Italy, Russia, Strauss, Offenbach, Poulton, Humperdinck, Susato, Canada. Kelley, Handel, Beethoven, Germany, Clarke, Japan, Spirituals, Sousa, Dvorak, Mason, Scotland, Israel, S. Africa Scope and Sequence 7 th Grade (as listed in Standard of Excellence Book 2): Rhythms syncopation, eighth rests, cut- Instructional Materials Circle of Fourths by Ed Lisk Rhythm Readers by Stephen Melillo. Standards of Excellence Band Method by Bruce Pearson by MakeMusic Inc. Instruments as needed to create a balanced Varied, quality repertoire as appropriate to grade level. 6 th grade level 2-2.5, 7 th grade level 2.5-3, 8 th grade to support the Recordings as appropriate to provide examples of quality performances to record and play back recordings of in rehearsal and in performance Suggested Activities Teach and demonstrate, with or without the use of software, proper warm-ups for individuals and the Consistently reinforce, with or software, the proper air, embouchure, equipment and posture Address all tonal and rhythmic demands, with or software, from the literature in warm-ups develop blend, balance and intonation. develop performance of major, minor and modal scales. Assessments There is constant evaluation of concepts made through everyday teachings in all segments of the lesson. Assessment of competencies and core skills will be made through the use of as well as evaluating students or group of students in an setting.

18 How do people compare works in different arts disciplines? How do people respond to music differently based on their personal experiences? 8 th Grade How are the elements of music shared through notation? rehearsal and concert settings. time, 3/8 time, 6/8 time, sixteenth notes, eighth note/sixteenth note cominations, dotted eighth/sixteenths, triplets concert Eb Major, concert F major, syncopation, interval, concert G minor, accelerando, divisi,/unison, slur, DS al Fine, lv let vibrate, concert Ab major, allegretto, staccato, flam tap, double paradiddle, drag, cut time, chromatics, 3/8, 6/8 Maintain and expect proper rehearsal etiquette Hear individuals play as often as is appropriate to reinforce the individual practice How do people use both traditional and contemporary technologies to create and perform music? How can music be used to persuade people to buy something? Why are there similarities in works in dance, music, theatre and visual arts from the same culture and time period? How do critics determine the quality of musical works? How are aesthetic and critical processes sometimes used for the same purposes? major scale, minor scale, counting, key signature, phrasing, balance, intervals, nat. minor, harmonic minor, tempo, key change, enharmonics, tonality, polyphony, form, chord progression, blues, improvisation, parallel keys History/Multi-Cultural Australia, England, Ireland, Mozart, Cruger, American Spiritual, Ukraine, Mexico, France, Carols, Romantic Period, Brahms, USA, Asia, Foster, Shanty, Haydn, Jessel, Tchaikovsky, Classical Period, Bizet, Middle Ages, Sousa, Denmark, Ballet, Sousa, Rock and Roll, Elledge, Hopkins, Carol, France, China, Gilmore, Hawthorne, Cohan, Billings, Canada, Austria, von, Suppe, Gounod, Herold Record the group often and play back for students to evaluate Perform a varied repertoire of music, with or software, in order to address a wide variety of abilities within the Provide a list of private instructors and instrument vendors Scope and Sequence 8 th Grade (as listed in Standard of Excellence Book 3): Rhythms sixteenth notes in 3/8 and 6/8 time, sixteenth/dotted eight notes, faster syncopations, triplet, sixlet, cut time, sixteenth rest, dotted quarter rest, 9/8, sixteenth notes in 3/8, 6/8 and 9/8 times. Suggest instrument switches to develop balance in the simile, open/close, concert G minor, concert Eb major, ff, pp, major chord, minor chord, concert C minor, concert F major, cross sticking, stick clicks, concert C major, concert Ab major, pentatonic scales, concert D minor, andantino, concert Db major, trill, grazioso, crescendo,

19 decrescendo, larghetto, dolce, grace notes, staccato, binary form, ternary form, rondo form, cadences, concert F major chromatic scale, minor scale, intervals, duet, major chord, minor chord, phrasing, counting, pentatonic, tonality, trio, round, form, cadences History/Multi-Cultural America, France, Sweden, JB Dykes, Jewish Folk Music, England, Scotland, Ireland, Korea, West Indies, American Indians, Canada, Middle Ages, Renaissance Period, Baroque Period, Classical Period, Romantic Period