MIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ CURRICULUM GUIDE DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music
|
|
|
- Ernest Sanders
- 6 years ago
- Views:
Transcription
1 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 1. Generate and conceptualize artistic ideas and work. Tonality - major/mino r Meter - duple/triple Generate musical patterns and ideas within the context of a given tonality (major and minor) and meter (duple and triple). Collaboration, Teamwork, and Leadership CD (if 2. Organize and develop artistic ideas and work. Pitch - higher/mid dle/lower Do, Re, Mi, Fa, So, La Use standard notation to combine, sequence, and document personal ideas. CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
2 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 3. Refine and complete artistic work. How does this music make you feel? How would you reflect on the piece of music? Convey expressive intent for a piece after performing. *ral responses starting and finishing a reading/writin g. Cross-Cultural Understanding and Interpersonal Communicatio n CD (if 4. Select, analyze, and interpret artistic work for presentation. Tone Color - pitched/un pitched instruments interest in, analyze and explain purpose of varied musical selections. Communicatio n and Media Fluency CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
3 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 5. Develop and refine artistic techniques and work for presentation. Form - AB, ABA, Rondo Canons/pol yphony Dynamics - crescendo/ decrescend o/accents Rehearse, identify and apply strategies to address performance and challenges in music CD (if 6. Convey meaning through the presentation of artistic work. The Music Man a l Demonstrat ions Perform music with accuracy and expression. View music performed with accuracy and expression. Relate performance to presenting in other classes and media performances. Communicatio n and Media Fluency CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
4 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 7. Perceive and analyze artistic work. Dynamics - accent Tempo - Ritardando/ Accelerando /Fermata Describe how specific music concepts are used to support a specific purpose in music. CD (if 8. Interpret intent and meaning in artistic work. Beat vs. Rhythm - with and without s Rhythm - 16 th notes/whol e notes knowledge of music concepts. *ral Demonstration CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
5 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 9. Apply criteria to evaluate artistic work. Musicals Families - Brass, Woodwind,, Strings, Keyboards Apply personal and expressive preferences in the evaluation of music for specific purposes. starting and finishing a reading/writin g. Communicatio n and Media Fluency CD (if 10. Synthesize and relate knowledge and personal experiences to make art. Dynamics - forte, piano, crescendo, decrescend o Tone Color/Timb re - All instruments understanding of expressive qualities (such as dynamics, timbre and tempo) and how creators use them to convey expressive CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
6 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music intent. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Formations /Dancing - line dance/circl e dance/part ners of 2-4 understanding of relationships between music and other arts. Relate performance to presenting in other classes and media performances. Collaboration, Teamwork, and Leadership CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
7 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 1. Generate and conceptualize artistic ideas and work. Tonality - major/mino r/modal Meter - duple/triple /6/8 Generate musical patterns and ideas within the context of a given tonality (major and minor) and meter (duple and triple). Collaboration, Teamwork, and Leadership 2. Organize and develop artistic ideas and work. Pitch - light vs. heavy voice All solfeggio syllables Major Scale/Major Chords Use standard notation to combine, sequence, and document personal ideas. for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
8 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 3. Refine and complete artistic work. How does this music make you feel? How would you reflect on the piece of music? Convey expressive intent for a piece after performing. *ral Responses starting and finishing a reading/writi ng. Cross- Cultural Understandi ng and Interpersona l Communicati on 4. Select, analyze, and interpret artistic work for presentation. Tone Color - pitched/un pitched instruments interest in, analyze and explain purpose of varied musical selections. Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
9 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 5. Develop and refine artistic techniques and work for presentation. Form - AB, ABA, Rondo, Sonata 2-part Harmony, Polyphony Rehearse, identify and apply strategies to address performance and challenges in music Dynamics - staccato/leg ato 6. Convey meaning through the presentation of artistic work. Presentatio n of musicals and various performanc es. a l Perform music with accuracy and expression. View music performed with accuracy and expression. Relate performance to presenting in other classes and media performances. Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
10 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music Demonstrat ions 7. Perceive and analyze artistic work. Tempo - Allegro, Largo, Moderato, etc. Describe how specific music concepts are used to support a specific purpose in music. 8. Interpret intent and meaning in artistic work. Beat vs. Rhythm - with and without s Rhythm - 16 th note combinations knowledge of music concepts. *ral Demonstration for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
11 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 9. Apply criteria to evaluate artistic work. Musicals Families - Brass, Woodwind,, Strings, Keyboards Apply personal and expressive preferences in the evaluation of music for specific purposes. starting and finishing a reading/writi ng. Communicati on and Media Fluency 10. Synthesize and relate knowledge and personal experiences to make art. Dynamics - forte, piano, crescendo, decrescend o Tone Color/Timb re - All instruments understanding of expressive qualities (such as dynamics, timbre and tempo) and how creators use them to convey expressive intent. for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
12 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Formations /Dancing - line dance/circl e dance/part ners of 2-4 understanding of relationships between music and other arts. Relate performance to presenting in other classes and media performances. Collaboration, Teamwork, and Leadership for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
13 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard 1. Generate and conceptualize artistic ideas and work. Tonality - major/mino r/modal Meter - simple, compound, mixed meter Generate musical patterns and ideas within the context of a given tonality (major and minor) and meter (duple and triple). Collaboration, Teamwork, and Leadership 2. Organize and develop artistic ideas and work. Pitch - light, vs. heavy voice Major, minor scales, Chords, Intervals Use standard notation to combine, sequence, and document personal ideas. for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
14 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard 3. Refine and complete artistic work. How does this music make you feel? How would you reflect on the piece of music? Convey expressive intent for a piece after performing. *ral Responses starting and finishing a reading/writi ng. Cross- Cultural Understandi ng and Interpersona l Communicati on 4. Select, analyze, and interpret artistic work for presentation. Tone Color - pitched/un pitched instruments Timbre interest in, analyze and explain purpose of varied musical selections. Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
15 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard 5. Develop and refine artistic techniques and work for presentation. Form - Fugue, Rondo, Sonata 3-part Harmony, Polyphony, Fugue Rehearse, identify and apply strategies to address performance and challenges in music Dynamics - staccato/leg ato 6. Convey meaning through the presentation of artistic work. Bobby McFerrin biography a l Demonstrat View music performed with accuracy and expression. Relate performance to presenting in other classes and media Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
16 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard ions performances. 7. Perceive and analyze artistic work. Tempo - Allegro, Largo, Moderato, etc. Describe how specific music concepts are used to support a specific purpose in music. 8. Interpret intent and meaning in artistic work. Rhythm - Syncopation, 16 th note combinatio ns Rhythms in various knowledge of music concepts. *ral Demonstration for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
17 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard meter 9. Apply criteria to evaluate artistic work. Families - Brass, Woodwind,, Strings, Keyboards Apply personal and expressive preferences in the evaluation of music for specific purposes. starting and finishing a reading/writi ng. Communicati on and Media Fluency Vocal/instr umental listening 10. Synthesize and relate knowledge and personal Dynamics - all dynamic markings understanding of expressive qualities (such as for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
18 DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard experiences to make art. Tone Color/Timb re - All instruments dynamics, timbre and tempo) and how creators use them to convey expressive intent. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Formations Dancing - line dance, circle dance, partners of 2-4 understanding of relationships between music and other arts. Relate performance to presenting in other classes and media performances. Collaboration, Teamwork, and Leadership for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
MUSIC GRADE K - 2 CURRICULUM
MUSIC GRADE K - 2 CURRICULUM Middle Township Public Schools 216 S. Main Street Cape May Court House, NJ 08210 Born On Date: January 22, 2015 DISCIPLINE: Music GRADE LEVEL/COURSE: Kindergarten Activities,
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
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
Music Standards PK 3
Anchor Standard 1: Creating-Generate and conceptualize artistic ideas and work. Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of
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
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
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
Woodlynne School District Curriculum Guide. General Music Grades 3-4
Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration
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
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
use individual notes, chords, and chord progressions to analyze the structure of given musical selections. different volume levels.
Music Theory Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work?
Grade 4 General Music
Grade 4 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
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
NATIONAL and KENTUCKY ACADEMIC STANDARDS in MUSIC
3 rd GRADE 2 nd MU:Cr1.1.3 a) Improvise rhythmic and melodic ideas and describe connections to specific purpose and context (i.e., personal and social). 1 st b) Generate musical ideas (i.e., rhythm and
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,
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
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
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
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.,
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
Grade 3 General Music
Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
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,
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
Delaware Standards for Visual & Performing Arts
Delaware s for Visual & Performing Arts Delaware Arts s by grade with their Enduring Understanding (EU), Essential Questions (EQ), and s to guide instruction. Music-Pre-Kindergarten Retrieved 6/22/2016
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
Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12
Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 The mission of the Poway Unified School District Instrumental Music Program is to provide a quality music education
Elementary Music Curriculum Objectives
Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify
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
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
Title Music Grade 4. Page: 1 of 13
Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin
PMEA Model Curriculum Framework Strand: Music Technology PA Big Ideas and National Standards Artistic Processes
PA Big Ideas and National Standards Artistic Processes 1. The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced 2. Artists use tools and resources
Grade 1 General Music
Grade 1 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
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
Music Curriculum. Grade 4: Unit Three. 1 P a g e
Music Curriculum Grade 4: Unit Three 1 P a g e Course Description The goal of Unit Three is to learn how performers interpret the directions of composers to create musical meaning for an audience. Music
KINDERGARTEN-CURRICULUM MAP
CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Imagine: Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts,
Danville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
Music Standards Grades PK-2. Anchor Standard 1. Generate and conceptualize artistic ideas and work.
Music Standards Grades PK-2 Anchor Standard 1 Generate and conceptualize artistic ideas and work. Creating The creative ideas, concepts, and feelings that influence musicians work emerge from a variety
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
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
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
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
ILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Effective beginning September 3, 2018 ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Subarea Range of Objectives I. Responding:
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
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is
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
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
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
Title Music Grade 3. Page: 1 of 13
Title Music Grade 3 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 3 Grade(s) 03 Location Nixon, Kennedy, Franklin, Jefferson
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,
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
ILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory
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,
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
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
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
CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12
CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Frank G. Mauriello, Interim Assistant Superintendent
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
Second Grade Music Curriculum
Second Grade Music Curriculum 2 nd Grade Music Overview Course Description In second grade, musical skills continue to spiral from previous years with the addition of more difficult and elaboration. This
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
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
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
Diocese of Richmond Consensus Curriculum for Music
Diocese of Richmond Consensus Curriculum for Mission Statement The mission of the Office of Catholic Schools is to assist the Bishop in his mandate as Teacher of the Catholic Faith, by establishing a climate
PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Concert Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodic and rhythmic ideas
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
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.
CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm
CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and
Music GRADES K-12 Overview
Music GRADES K-12 Overview Music and the arts provide an important foundation for the creative, innovative, and intellectual capacities for all students regardless of musical or artistic aptitude. Music
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
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
Music Fundamentals. All the Technical Stuff
Music Fundamentals All the Technical Stuff Pitch Highness or lowness of a sound Acousticians call it frequency Musicians call it pitch The example moves from low, to medium, to high pitch. Dynamics The
General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
Music Curriculum. Grade 2: Unit Four. 1 P a g e
Music Curriculum Grade 2: Unit Four 1 P a g e Course Description The goal of the Fourth Unit is to explore how the audience creates musical meaning, using all of the knowledge and skills the students have
Aligned to the New Jersey Student Learning Standards as Applicable
Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom
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
7th Grade Beginning Band Music
Scope And Sequence Timeframe Unit Instructional Topics Course Description Seventh Grade Beginning Band is the first full year in a six-year program designed to develop a student's ability in instrumental
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
Music Curriculum. Grade 1: Unit Two. 1 P a g e
Music Curriculum Grade 1: Unit Two 1 P a g e Course Description The goal of Unit Two is to take the concepts students have learned in Unit One and begin to see how they are used to create musical compositions.
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
Music and Performing Arts Curriculum Framework
Music and Performing Arts Curriculum Framework 1 THIS PAGE INTENTIONALLY LEFT BLANK 2 MUSIC AND PERFORMING ARTS PHILOSOPHY AND RATIONALE Philosophy Music is a part of daily life and essential to the development
Music theory B-examination 1
Music theory B-examination 1 1. Metre, rhythm 1.1. Accents in the bar 1.2. Syncopation 1.3. Triplet 1.4. Swing 2. Pitch (scales) 2.1. Building/recognizing a major scale on a different tonic (starting note)
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
Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet
Texas State Solo & Ensemble Contest May 26 & May 28, 2012 Theory Test Cover Sheet Please PRINT and complete the following information: Student Name: Grade (2011-2012) Mailing Address: City: Zip Code: School:
WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music
WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #1 -- Vocal Technique Performing carefully supervised warm-up exercises on a daily basis is essential
Grade 2 General Music
Grade 2 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
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
GRADES K-8 SCOPE AND SEQUENCE ELEMENTS SKILLS
GRADES K-8 SCOPE AND SEQUENCE ELEMENTS SKILLS ELEMENTS SCOPE AND SEQUENCE EXPRESSION DYNAMICS ELEMENTS SCOPE AND SEQUENCE EXPRESSION DYNAMICS Loud/soft Loud (forte)/soft (piano) Dynamics and dynamic markings,
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
Audiation: Ability to hear and understand music without the sound being physically
Musical Lives of Young Children: Glossary 1 Glossary A cappella: Singing with no accompaniment. Accelerando: Gradually getting faster beat. Accent: Louder beat with emphasis. Audiation: Ability to hear
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
Our Savior Christian Academy
Our Savior Christian Academy Framework for: Music 5-7 Our Savior Christian Academy s Framework for Music is designed as a tool that will follow the same format for all grades K-4. Each grade level will
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
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
Articulation Clarity and distinct rendition in musical performance.
Maryland State Department of Education MUSIC GLOSSARY A hyperlink to Voluntary State Curricula ABA Often referenced as song form, musical structure with a beginning section, followed by a contrasting section,
NON-NEGOTIBLE EVALUATION CRITERIA
PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE COPYRIGHT: SE ISBN: TE ISBN: NON-NEGOTIBLE EVALUATION CRITERIA 2016-2022 Group III - Music Grade 3-5 Equity, Accessibility and Format Yes No N/A CRITERIA
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
Develop their powers (and self confidence within) of improvisation. Sing and/or play experimenting using songs from various cultures.
CURRICULUM MAP : Westside School District Westside Middle School Teacher : Bridges WEEK 1: Grade : 5 Content : Music 5 Revised: 2015 LEARNING GOALS WEEK/Content standards: 1: Students will generate and
Greeley-Evans School District 6 Year One Beginning Choir Curriculum Guide Unit: Vocal Health
Year One Beginning Choir Curriculum Guide Unit: Vocal Health Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of voice Why is it important to take care
Grade 4 Music Curriculum Maps
Grade 4 Music Curriculum Maps Unit of Study: Instruments and Timbre Unit of Study: Rhythm Unit of Study: Melody Unit of Study: Holiday and Patriotic Songs Unit of Study: Harmony Unit of Study: Folk Songs
ELEMENTS OF MUSIC. Elements of Music. Music
Music Kindergarten EALR 1 - s: The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts. Component 1.1 Understands and applies music concepts and vocabulary.
Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend
Unit: Intonation, balance, blend Enduring Concept: Expression of Music Grade Level Expectations (GLE): Perform music accurately and expressively Why is it important to hear balance between other parts