HINSDALE MUSIC CURRICULUM
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1 HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: Middle Music STANDARD: 1. Sing, alone and with others, a varied repertoire of music. Knowledge & Skills Suggested Activities Suggested Resources & Materials a. sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles; - Singing activities including large/small groups, recording and/or harmonic instrument accompaniment, A Cappella, karaoke - Discussion/lesson materials demonstrating/practicing proper breath control, tone production and projection - Discussion/lesson materials demonstrating/practicing singing range including falsetto - Student led songs of interest - Student performance projects - Student song writing - Music from a variety of vocal literature, styles, genres, and culture Suggested Class or - Vocal literature ranging from classical, contemporary, jazz/blues, pop, musicals, world, and folk music - Chorales and A Cappella literature - Theory/Sight singing literature - Recordings of practice materials recording software (ios devices such as iphone/ipod/ipad with - Tracktion/other recording software Assessment - Self-evaluation related to individualized goals addressing individualized goals
2 b. sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3 on a scale of 1 to 6, including some songs from memory; c. sing music representing diverse genres and cultures, with expression appropriate for the work being performed; - Singing activities including large/small groups, recording and/or harmonic instrument accompaniment, A Cappella, karaoke - Discussion/lesson materials demonstrating/practicing proper breath control, tone production and projection - Discussion/lesson materials demonstrating/practicing singing range including falsetto - Student led songs of interest - Student performance projects - Student song writing - Music from a variety of vocal literature, styles, genres, and culture Suggested Class or - Singing activities including large/small groups, recording and/or harmonic instrument accompaniment, A Cappella, karaoke - Vocal literature ranging from classical, contemporary, jazz/blues, pop, musicals, world, and folk music - Chorales and A Cappella literature - Theory/Sight singing literature - Recordings of practice materials recording software (ios devices such as iphone/ipod/ipad with - Tracktion/other recording software - Vocal literature ranging from classical, contemporary, jazz/blues, pop, musicals, world, and folk music - Chorales and A Cappella literature - Theory/Sight singing literature - Self-evaluation related to individualized goals addressing individualized goals - Self-evaluation related to individualized goals addressing individualized goals
3 d. sing music written in two and three parts. - Discussion/lesson materials demonstrating/practicing proper breath control, tone production and projection - Discussion/lesson materials demonstrating/practicing singing range including falsetto - Student led songs of interest - Student performance projects - Student song writing - Music from a variety of vocal literature, styles, genres, and culture Suggested Class or Suggested Class or - Recordings of practice materials recording software (ios devices such as iphone/ipod/ipad with - Tracktion/other recording software STANDARD: 2. Perform on instruments, alone and with others, a varied repertoire of music Knowledge & Skills Suggested Activities Suggested Resources & Assessment Materials a. perform on at least one - Classroom instruments such
4 instrument accurately and independently, alone and in small and large ensembles, with good posture, playing position, and good breath, bow, or stick control; b. perform, with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a repertoire of instrumental literature with a difficulty level of 2 on a scale of 1 to 6; - Instrument creation - Instrument creation as - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature - Classroom instruments such as - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios addressing individualized goals addressing individualized goals
5 c. perform music representing diverse genres and cultures, with expression appropriate for the work being performed; d. play by ear simple melodies on a melodic instrument?(and simple accompaniments on a harmonic instrument.)? devices such as iphone/ipod/ipad with - Theory/Sight singing literature - Instrument creation - Classroom instruments such as - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature - Classroom instruments such as addressing individualized goals addressing individualized goals
6 e. perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3 on a scale of 1 to 6, including some solos performed from memory. - Instrument creation STANDARD: 3. Improvise melodies, variations, and accompaniments - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature Knowledge & Skills Suggested Activities Suggested Resources & Materials a. improvise simple harmonic accompaniments; - Classroom - Beginner guitar tab/theory books Assessment addressing individualized goals
7 b. improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys; - Focus on harmony/chord building - Focus on pentatonic scales to create melodies and improvise - Discuss/lesson on the Blues - Discussion/lesson on major/minor and related keys - Ensemble/solo literature ranging from the classical tradition, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature - Classroom - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature addressing individualized goals c. improvise short melodies, - Classroom
8 unaccompanied and with given rhythmic accompaniments, each in a consistent style, meter, and tonality. - Focus on working as a rhythm section - Discuss/lesson on the Blues - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature addressing individualized goals STANDARD: 4. Compose and arrange music within specified guidelines Knowledge & Skills Suggested Activities Suggested Resources & Materials a. compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance; - Using technology to create music -Discussion/lesson on using standard and non-traditional styles of notation - Discussion/lesson exploring the different methods and approaches to composition - Classroom - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with Assessment addressing individualized goals regarding individualized
9 c. use traditional and nontraditional sound sources and electronic media when composing and arranging. - Using technology to create music -Discussion/lesson on using standard and non-traditional styles of notation - Discussion/lesson exploring the different methods and approaches to composition - Theory/Sight singing literature - Classroom - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature addressing individualized goals regarding individualized STANDARD: 5. Read and notate music
10 Knowledge & Skills Suggested Activities Suggested Resources & Materials a. read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter signatures; c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression; d. use standard notation to record their musical ideas and the musical ideas of others; e. sight-read accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6. - Practice with available software such as Theta Musical Trainer - Classroom - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature Assessment addressing individualized goals
11 STANDARD: 6. Listen to, analyze, and describe music Knowledge & Skills Suggested Activities Suggested Resources & Materials a. describe specific music events in a given aural example, using appropriate terminology; b. demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, - Practice with available software such as Theta Musical Trainer - Discussion/lesson on music terminology, descriptors and commonly used Italian terms - Classroom - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature - Classroom Assessment addressing individualized goals addressing individualized goals
12 chords, and harmonic progressions in their analyses of music. c. demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. - Practice with available software such as Theta Musical Trainer - Practice with available software such as Theta Musical Trainer - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with - Theory/Sight singing literature - Classroom - Beginner guitar tab/theory books - Ensemble/solo literature ranging from the classical tradition, contemporary, jazz/blues, pop, musicals, world, and folk music recording software (ios devices such as iphone/ipod/ipad with addressing individualized goals
13 - Theory/Sight singing literature STANDARD: 7. Evaluate music and music performances Knowledge & Skills Suggested Activities Suggested Resources & Materials a. develop criteria for evaluating Grades 6-8: the quality and effectiveness of music performances and compositions and apply the criteria in their own personal listening and performing; - Read and discuss published critical works of selected performance piece - Listen to a variety of recordings/performances of the same piece performed by different ensembles - Prepare examples for student listening that outline a specific area for critique including similar styles, different arrangements of the same piece, different performances and/or performers interpretations of a piece - Encourage individualized student focus regarding how a professional performance can inspire a student s performance/techniques/style/ - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films - Musicals - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of musical critique and analysis Assessment - Writing assignment including reflection/analysis essay with a focus on examples of musical comparison - Research papers/project - Listening test/quiz with a written analytical response
14 b. evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music. etc - Guided class discussions after listening to prepared examples - Outline important musical/performance concepts to be drawn from an exposure to a wide variety of musical genres and styles from around the world Grades 6-8: - Read and discuss published critical works of selected performance piece - Listen to a variety of recordings/performances of the same piece performed by different ensembles - Prepare examples for student listening that outline a specific area for critique including similar styles, - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films - Musicals - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of - Writing assignment including reflection/analysis essay with a focus on examples of musical comparison - Research papers/project - Listening test/quiz with a written analytical response
15 different arrangements of the same piece, different performances and/or performers interpretations of a piece - Encourage individualized student focus regarding how a professional performance can inspire a student s performance/techniques/style/ etc - Guided class discussions after listening to prepared examples - Outline important musical/performance concepts to be drawn from an exposure to a wide variety of musical genres and styles from around the world musical critique and analysis STANDARD: 8. Understand relationships among music, the other arts, and disciplines outside the arts.
16 Knowledge & Skills Suggested Activities Suggested Resources & Materials a. compare in two or more arts Grades 6-8: how the characteristics features of each art discipline can be used to transform similar events, scenes, emotions or ideas into works of art; - Prepared examples of musical concepts that exist outside of music - Discussion of themes/techniques/patterns that are repeated throughout the arts and sciences - Discussion of analogous, metaphorical, and concrete connections in rhythm, melody, harmony and sound relating to other arts and sciences - Collaboration with disciplines outside of music to enhance understanding of themes/connections - Attend/observe and reflect on an example of cross collaboration in the arts and other disciplines including performance, installation, presentation, demonstrations, exhibits, experiments, films, productions - Period documentaries drawing comparisons in the arts - Examples of representative art forms - Literature demonstrating connections in the arts and other disciplines - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films s - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of musical critique and analysis Assessment - Writing assignment including reflection/analysis essay with a focus on musical comparisons throughout the arts and disciplines outside the arts - Research papers/project - Formal assessment covering common themes in music, the arts, and disciplines outside the arts
17 b. describe ways in which the principles and subject matter of other discipline are related to those of music. Grades 6-8: - Prepared examples of musical concepts that exist outside of music - Discussion of themes/techniques/patterns that are repeated throughout the arts and sciences - Discussion of analogous, metaphorical, and concrete connections in rhythm, melody, harmony and sound relating to other arts and sciences - Collaboration with disciplines outside of music to enhance understanding of themes/connections - Attend/observe and reflect on an example of cross collaboration in the arts and other disciplines including performance, installation, - Period documentaries drawing comparisons in the arts - Examples of representative art forms - Literature demonstrating connections in the arts and other disciplines - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films s - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of musical critique and analysis - Writing assignment including reflection/analysis essay with a focus on musical comparisons throughout the arts and disciplines outside the arts - Research papers/project - Formal assessment covering common themes in music, the arts, and disciplines outside the arts
18 presentation, demonstrations, exhibits, experiments, films, productions STANDARD: 9. Understand music in relation to history and culture Knowledge & Skills Suggested Activities Suggested Resources & Materials a. describe distinguishing characteristics of representative music genres and styles from different cultures; Grades 6-8: - Guided listening of prepared examples that cover a wide variety of historical periods and unfamiliar cultures - Chart artistic periods throughout history - Discuss connections in style and genre including similar rhythms, scales, harmony, tempo, meter, feel, orchestration, instrumentation, performance medium, etc - Discuss connections of geographic and historical - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films s - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of musical critique and analysis - Historical music publications Assessment - Writing assignment including reflection/analysis - Research papers/project - Formal assessment identifying specific styles, genres, and artists
19 b. classify by genre, style, historical period, composer, or title bodies of exemplary musical works and explain the characteristics that cause each work to be considered exemplary; relevance Grades 6-8: - Guided listening of prepared examples that cover a wide variety of historical periods and unfamiliar cultures - Chart artistic periods throughout history - Discuss connections in style and genre including similar rhythms, scales, harmony, tempo, meter, feel, orchestration, instrumentation, performance medium, etc - Discuss connections of geographic and historical relevance - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films s - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of musical critique and analysis - Historical music publications - Writing assignment including reflection/analysis - Research papers/project - Formal assessment identifying specific styles, genres, and artists
20 c. compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world. Grades 6-8: - Guided listening of prepared examples that cover a wide variety of historical periods and unfamiliar cultures - Chart artistic periods throughout history - Discuss connections in style and genre including similar rhythms, scales, harmony, tempo, meter, feel, orchestration, instrumentation, performance medium, etc - Discuss connections of geographic and historical relevance - Compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world - Ensemble/solo recordings and literature ranging from the classical tradition, musicals, world, and folk music - Music documentaries films - Concert films s - Internet streaming services such as YouTube and Spotify - Music dictionary - Theory texts - Published examples of musical critique and analysis - Historical music publications - Writing assignment including reflection/analysis - Research papers/project - Formal assessment identifying specific styles, genres, and artists
21 STANDARD: 10. Identify the range of careers in the field of music Knowledge & Skills Suggested Activities Suggested Resources & Materials a. recognize that improvisation and accompaniment are creative skills that are needed in certain music careers; Grades 6-8: - Explore/discuss the roles of a working musician - Visiting artist/master class - Individual projects/presentation on working artists - Explore/discuss the significance of management and representation - Popular music magazines/websites such as Rolling Stone or other professional music journals - Music documentaries - Entertainment news - Music publications Assessment observation - Written assignments - Research projects/presentation b. identify professions where skills of arranging, composing and conducting music are used; Grades 6-8: -Explore/discuss the possibilities of working as a - Popular music magazines/websites such as Rolling Stone or other professional music journals observation - Written assignments - Research
22 c. identify local, national, or international individuals who are composers/arrangers of music; composer/arranger - Design a project for a specific style and media function Grades 6-8: - Explore/discuss the possibilities of careers in the field of music evaluation - Read and report on published critiques and/or analysis - Explore various web based resources in the field of music and music evaluation - Music documentaries - Entertainment news - Music publications - Popular music magazines/websites such as Rolling Stone or other professional music journals - Music documentaries - Entertainment news - Music publications projects/presentation observation - Written assignments - Research projects/presentation
23 d. identify occupations that require people to evaluate music and music performances; Grades 6-8: - Explore/discuss the possibilities of a career as a music scholar - Read journals, reports, essays, publications and/or attend a lecture of a music scholar - Popular music magazines/websites such as Rolling Stone or other professional music journals - Music documentaries - Entertainment news - Music publications observation - Written assignments - Research projects/presentation e. recognize that music-related careers exist in musical production and direction. Grades 6-8: - Explore/discuss careers in the music field utilizing resources such as individual professionals and reference materials including the internet, as well as local, state, national, and professional organizations - Visiting artist/master class - Individual projects/presentation on a - Popular music magazines/websites such as Rolling Stone or other professional music journals - Music documentaries - Entertainment news - Music publications observation - Written assignments - Research projects/presentation
24 career in music - Attend music conferences/festivals/events and talk with people in production, promotion/advertising, event planning, pro-audio, stage management, etc
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