Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
|
|
- Bernadette Francis
- 5 years ago
- Views:
Transcription
1 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, same/different, steady beat Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. Students will know music can be understood by learning musical alphabet (a,b,c,d,e,f,g) visual symbols. solfege symbols for do, re, mi identify the letters in the musical alphabet. be introduced to the solfa hand symbols. Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds. Students will know music can be made up of many different identify directions. left/right combinations of musical elements. identify high/low sounds. up/down music is held together by a steady pulse. identify basic tempo. high/low identify basic dynamics. in/out identify basic note lengths. fast/slow sing the appropriate part in a loud/soft call/response selection. long/short compare and contrast basic musical styles. call/response be introduced to keeping a steady beat same/different pattern. steady beat
2 1st Grade Foundational Skills for General Music Essential too, ta-ta, Z (rest/silence), melody, accompaniment, solo/chorus, faster/slower; louder/softer, introduction. Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. Prior Background Knowledge Students will know music can be made with long too, ta-ta and short note values. identify the letters in the Z (rest/silence) music can have moments of musical alphabet. silence. be introduced to the solfa symbols identify symbols for notes and identify long and short sound lengths. identify silence in Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. Prior Background Knowledge Students will know melody is the tune of a identify a tune as a melody. melody compare and contrast melody identify directions. accompaniment accompaniment supports a and accompaniment. identify high/low sounds. solo/chorus compare and contrast between melodic line. identify basic tempo. faster/slower; louder/softer solo and chorus (soli). identify basic dynamics. introduction individual and group recognize the gradual changes identify basic note lengths. sing the approprtiate part in a performances can happen in the same piece of in tempo in a musical selection. call/response selection. music can be made with identify the introduction of a compare and contrast basic gradual changes in tempo musical styles. be introduced to keeping a and dynamics. steady beat pattern. the beginning of a piece of music does not have to start with the main melodic idea.
3 2nd Grade Foundational Skills for General Music Essential half note, quarter note, eighth note and equivalent rests, pattern, faster/slower; louder/softer, quarter rest, phrase Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. music is made up of half note, quarter note, patterns. identify symbols for notes eighth note and equivalent different notational symbols and identify long and short sound lengths. identify silence in rests are used for length of notes. identify symbols for notes and tell how many beats they represent in a given time signature. identify musical selections that use simple meter and compound meter. Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. music can be made with recognize musical notation pattern gradual changes in tempo for a quarter rest. identify a tune as a melody. faster/slower; louder/softer and dynamics. identify AB, ABA patterns. compare and contrast quarter rest silence in music is notated recognize the gradual melody and accompaniment. phrase with rests. change in tempo and compare and contrast dynamics in a musical phrases are musical between solo and chorus selection. (soli). sentences, and are a recognize the gradual complete thought. changes in tempo in a identify the introduction of a
4 3rd Grade Foundational Skills for General Music Essential whole note, dotted half note and equivalent rests, coda, D.C. al fine, repeat, double bar line, program music, step, leap, skip, harmony, round, partner song Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. whole notes fill an entire whole note,dotted half note measure with sound. identify symbols for notes and equivalent rests dotted half notes are worth and tell how many beats coda they represent in a given D.C. al fine the note printed plus half it s value. time signature. repeat composers use shorthand identify a 6/8 pattern in a double bar line song. symbols to avoid having to write more musical notation when music is repeated. double bar lines signal the end of a identify symbols for notes and tell how many beats they represent. identify symbol for coda in a identify symbol for D.C. al fine in a identify a repeat sign in a identify a double bar line in a
5 Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. program music tells a story. tell the difference between program music music melodies can be made program music and absolute note and use silent beat step, leap, skip, harmony, up of steps, skips, and leaps. synonomous with rest. round, partner song identify step wise motion in harmony supports a melodic identify AB, ABA patterns. notation. recognize the gradual idea. identify skips and leaps in change in tempo in a musical rounds and partner songs notation. selection. are not the same musical compare and contrast forms. melody and harmony in identify round form in identify partner song form in
6 4 th Grade Foundational Skills for General Music Essential time signature, rest, fermata, dotted half note, eighth note, symbols (f, p, mf, mp),largo, andante, moderato, allegro, and presto tempo markings, pulse, octave, ostinato, 1 st and 2 nd endings, staff, treble and bass clef, note names, measure, measure line/bar line, vocal parts (duet, trio, soprano, alto, tenor, bass), texture, phrase
7 Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. Prior Background Knowledge identify symbols for notes and tell how many beats they represent. identify symbol for coda in a identify symbol for D.C. al fine in a identify a repeat sign in a Students will know time signature rest fermata dotted half note, eighth note symbols (p, mp, mf, f) largo, andante, moderato, allegro, and presto tempo markings pulse octave ostinato 1 st and 2 nd endings staff treble and bass clef note names measure measure line/bar line time signatures are at the beginnings of songs and control the pulse of silence in music is notated by using rests. notes can be held for more counts than they are worth by using a fermata. dots add half the value to the note they follow in notation. music can have varied levels of loud and soft sounds. music can have varied tempos or speeds. notes with the same letter name are the same pitch. repeated rhythmic patterns add complexity to music is written on a staff of five lines and four spaces. treble clef is used for higher sounds. bass clef is used for lower sounds. note names are used to identify the pitch of a note on the musical staff. measures are used to organize musical staff. measure/bar lines occur in music in relationship with the time signature. identify time signatures in identify basic notational symbols for rests. identify weak and strong pulse. identify the fermata sign. notate dotted notes and eighth notes. identify basic dynamic symbols. identify basic tempo markings. identify and label octave use in identify ostinato patterns in identify 1 st and 2 nd endings in a identify a musical staff identify bass and treble clefs know the names of the lines and spaces in treble clef. identify a measure in a identify a measure/bar line in a
8 Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. music can be made up of define and recognize the vocal parts (duet, trio, many different parts. vocal types in a musical tell the difference between soprano, alto, tenor, bass) texture can be thick or thin piece. program music and absolute texture according to how many identify thin and thick phrase textures in music examples. parts are added to a piece of identify step wise motion in identify a phrase as a notation. musical thought or idea in a identify skips and leaps in notation. compare and contrast melody and harmony in identify round form in identify partner song form in
9 Foundational Skills for General Music (5-6) Essential time signature, dynamics (piano, forte, mezzo forte, crescendo, decrescendo), tempos (accelerando, ritardando), vocal parts and form (descant, quartet, choir/chorus), syncopation, scale, major/minor tonality, beam
10 Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. the top number in a time time signature signature defines the amount identify time signatures in dynamics (piano, forte, of beats in a measure. mezzo forte, crescendo, the bottom number in a time identify basic notational decrescendo) signature defines the pulse symbols for rests. tempos (accelerando, of the song. identify weak and strong ritardando) time signatures define the pulse. overall pulse of a musical identify the fermata sign. selection. notate dotted notes and music can be made with eighth notes. gradual changes in tempo identify basic dynamic and dynamics. symbols. identify basic temp markings. identify pulse in identify and label octave use in identify ostinato patterns in identify 1 st and 2 nd endings in a identify a musical staff identify bass and treble clefs know the names of the lines and spaces in bass and treble clef. identify a measure in a identify a measure/bar line in a distinguish and define the difference between top and bottom numbers in a time signature (meter in 2,3,4,5,6). define basic dynamic terms. define basic tempo terms.
11 Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. music can be made up of identify a descant line over a vocal parts and form many different parts. melody. define and recognize the (descant, quartet) syncopation can add variety define quartet and give vocal types in a musical syncopation to the rhythmic feel in a examples. piece. scale define choir and give song. identify thin and thick major/minor tonality examples. textures in music examples. beam scales are organized patterns define syncopation and identify a phrase as a of notes. identify it in a musical musical thought or idea in a tonality is a tool composers example. use to express emotion. define a musical scale and use the appropriate solfege beams can connect note symbols. values for clarity in notation. compare and contrast major/minor tonality. identify beamed eighth notes in musical notation.
12 Foundational Skills for Instrumental (5-6) Essential musical alphabet, time signature, names of note types and corresponding rests, dynamics (piano, forte, mezzo forte, crescendo, decrescendo), tempos (slow, medium, fast), rhythm, pitch, articulation Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. music can be notated with musical alphabet different lengths of sounds. use their knowledge of basic time signature music is notated with musical symbols, terms and names of note types and individual note names. signs gained in general corresponding rests music classes to connect to their instrument of choice. read whole, dotted half, half, quarter and eighth notes and corresponding rests using 2/4, 3/4, and 4/4 time signatures. identify notes by letter names through the practical range of the individual instrument. Anchor Standard 2: Students will be able to use symbols and terms referring to (dynamics, tempo, articulation), and interpret them correctly when playing music can have different identify symbols and terms dynamics (piano, forte, levels of loud and soft for basic dynamics, tempo, use their knowledge of mezzo forte, crescendo, volumes. and articulation when musical symbols and terms decrescendo). music can have different playing age appropriate gained in general music tempos (slow, medium, fast) levels of speed. classes to connect to their rhythm interpret symbols and terms music can have different instrument of choice. pitch for basic dynamics, tempo, articulation types of styles. and articulation when playing age appropriate use standard symbols to notate rhythm and pitch in simple patterns.
13
Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationDanville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationCourse Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationLoudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
More informationADVANCED STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re
More informationASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation
COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition
More informationINTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
More information5 th Grade General Music Benchmarks
5 th Grade General Music Benchmarks A: Singing 1: Match pitch in an extended range [octave], sing with appropriate timbre, diction, and posture, maintain a steady tempo. 2: Students sing expressively demonstrating
More informationContent Area Course: Chorus Grade Level: Eighth 8th Grade Chorus
Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal
More informationChoir Scope and Sequence Grade 6-12
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
More informationMusic Curriculum Kindergarten
Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain
More informationContent Area Course: Chorus Grade Level: 9-12 Music
Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing
More informationST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More information1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
More informationTHE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music
THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More informationCARLISLE AREA SCHOOL DISTRICT Carlisle, PA Elementary Classroom Music K-5
CARLISLE AREA SCHOOL DISTRICT Carlisle, PA 17013 Elementary Classroom Music K-5 Date of Board Approval: June 21, 2012 CARLISLE AREA SCHOOL DISTRICT PLANNED INSTRUCTION COVER PAGE Title of Course: _General
More information5th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationPower Standards and Benchmarks 3 rd Grade
National Standard/Power Benchmark 1: Singing alone and with others, a varied repertoire of music a. Sings a variety of simple Crescendo Demonstrates meters of 2 and 3 Textbook songs in various keys, Decrescendo
More informationMUSIC GRADE-LEVEL EXPECTATIONS
MUSIC GRADE-LEVEL EXPECTATIONS How can Note Knacks help your students achieve the Missouri State? May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 4 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: Year-Long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching within an interval through of an octave
More informationMUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results
MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results Elementary General Music Lisa Judkins and Loretta Koleck Fifth Grade Course Title Teacher(s) Grade Level(s) Course
More informationASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing:
! ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing: Ascending DO-RE DO-MI DO-SOL MI-SOL DO-FA DO-LA RE - FA DO-TI DO-DO LA, - DO SOL. - DO Descending RE-DO MI-DO
More informationKindergarten MUSIC Progress Report Pattonville School District
Kindergarten MUSIC Progress Report The Curriculum for K-5 is aligned with the Missouri State Show-Me Standards and the National Standards for Arts Education and includes classroom experiences in the areas
More informationMusic Study Guide. Moore Public Schools. Definitions of Musical Terms
Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:
More informationNorth Knox K-12 Music Curriculum
North Knox K-12 Music Curriculum April, 1999 Program Outcomes Possess basic music literacy. Appreciate music and be able to evaluate music and history and music and other arts. Understand the interrelationship
More informationVocal Music 5 th Grade
Vocal Music 5 th Grade Christy Garner, Barrington Elementary School Angela Haberstroh, Townsend Elementary School Rachel Johnson, McNair Elementary School Alisha Williams, Brown Elementary School Heather
More informationAH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects
2007-2008 Pacing Guide DRAFT First Quarter 7 th GRADE GENERAL MUSIC Weeks Program of Studies 4.1 Core Content Essential Questions August 1-3 CHAMPS Why is Champs important to follow? List two Champs rules
More informationCOURSE: Elementary General Music
UNIT: Singing #1 Singing alone and with other a varied repertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationGrade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music
Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts
More informationFairfield Public Schools Music Department Curriculum Choral Skill Levels
Fairfield Public Schools Music Department Curriculum Choral Skill Levels BOE APPROVED 5/22/2018 Blend and Balance Students will demonstrate the ability to listen to others while singing by adjusting volume
More information8/5/17. Good Morning/Afternoon! AUGUST 21, 2017
WELCOME BACK!!!! AUGUST 18, 2017 On a sheet of paper, tell me three things: What did you do this summer? How was music a part of your life? Did you sing in public this summer? AUGUST 21, 2017 1. Where
More informationInstrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
More informationInformation Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five
NAME: Information Sheets for Written Proficiency You will find the answers to any questions asked in the Proficiency Levels I- V included somewhere in these pages. Should you need further help, see your
More informationMusic 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)
More informationK-5 Music Curriculum
Kindergarten sing age-appropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) the singing voice (sol/mi) echo short melodic and rhythmic patterns by singing, moving, and/or playing steady
More information3rd Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationMISSION STATEMENT. Our Lady Queen of Peace School. Music Education Standards
MUSIC CURRICULUM MISSION STATEMENT We at Our Lady Queen of Peace School believe that music is an integral part of our Catholic identity. We offer each student the opportunity to explore and appreciate
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationStudents who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
More informationCentral DeWitt Community School District. K--12 Music Standards
Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning
More informationMusic Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationCOURSE: Band GRADE(S): Level II (Grade 6)
COURSE: Band GRADE(S): Level II (Grade 6) UNIT: Ensemble Techniques 2. Performing on Instruments, alone and with others a varied repertoire of music. 5. Reading and notating music. 9.1 Production, Performance,
More informationCURRICULUM 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
More informationSecondary Vocal Music
Course Numbers VOC101/102 (and VOC101IB/102IB) Concert Choir Non-Audition S1/S2 VOC209/210 Concert Choir Audition S1/S2 VOC203/204 Prep Choir Audition S1/S2 VOC311/312 Chamber Choir S1/S2 VOC601/602 (and
More informationK-12 FINE ARTS CURRICULUM REVISION COMMITTEE. (includes Music, Visual Arts, Theatre & Dance)
K-12 FINE ARTS CURRICULUM REVISION COMMITTEE (includes Music, Visual Arts, Theatre & Dance) Division of Instruction June 2006 K-12 DISTRICT FINE ARTS CURRICULUM REVISION COMMITTEE MEMBERS 2005-2006 Division
More information4th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationSTRAND I Sing alone and with others
STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The
More informationPERRY BROWNE 5/31/02 WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: MAIN/GENERAL TOPIC: WHEN THIS WAS TAUGHT: COMMENTS:
1 SUB- Creating, Performing & Participating in the Arts Reads/performs non-melodic standard music notation with a rhythm instrument Recognizes notes as representing sounds and rests as representing silences
More informationMUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007
MUSIC GRADE-LEVEL EXPECTATIONS May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEs are not a curriculum. They
More informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar
More informationAudiation: 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
More informationStandard 1: Singing, alone and with others, a varied repertoire of music
Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationGrade Level Music Curriculum:
Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party
More informationOverview of Content and Performance Standard 1 for The Arts
Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811
More informationLesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?
Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
More informationGrade 5 General Music
Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationGrade One General Music
Grade One General Music The standards for Grade One General Music emphasize the language and production of music. Instruction focuses on the development of skills in singing, playing instruments, listening,
More informationMusic Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)
Music Standards for Band Product Performance 2. Develop and apply instrumental music skills to perform and communicate through the arts A. Instrumental Performance Skills Apply instrumental technique (e.g.,
More informationGeneral 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
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationWilson Area School District Planned Course Guide
Wilson Area School District Planned Course Guide Title of planned course: 4 th Grade General Music Subject Area: Music Grade Level: 4 Course Description: This course is a continuation of the general overview
More informationMusic Approved: June 2008 Fillmore Central Revision: Updated:
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner
More informationThe Public Schools of Brookline Performing Arts Learning Expectations Grades K-4
Introduction The Public Schools of Brookline is an educational community that engages students in comprehensive and challenging opportunities in the performing arts. The school district provides essential
More informationMusic Curriculum Maps Revised 2016 KINDERGARTEN
KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking,
More informationGrade 5 General Music
Grade 5 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationDATE TOPIC MINIMUM LEARNING COMEPETENCIES ACTIVITIES/MATERIALS KEY TERMS EVALUATION OUTPUT
DATE TOPIC MINIMUM LEARNING COMEPETENCIES ACTIVITIES/MATERIALS KEY TERMS EVALUATION OUTPUT June 18, 2018 Meter in Two, Three and Four (pp. 2-5) -Identifies accurately the duration of notes and rests in
More informationPENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix
Music Curriculum Grades K-5 Matrix 1. The student applies arts knowledge and skills (Essential Academic Learning Requirement) (EALR) Kindergarten 1.1 Understand arts concepts and vocabulary Elements pitch
More informationStandard 1 PERFORMING MUSIC: Singing alone and with others
KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2
More informationFlorida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3
Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: M/J Chorus 3 Course Number: 1303020 Abbreviated Title: M/J CHORUS 3 Course Length: Year Course Level: 2 PERFORMING Benchmarks
More informationDEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks
DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationELEMENTARY VOCAL MUSIC PRE-KINDERGARTEN TO GRADE 5. THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618
ELEMENTARY VOCAL MUSIC PRE-KINDERGARTEN TO GRADE 5 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 Revision Date: August 29, 2016 Michael Nitti Written by: District Vocal Music Teachers:
More information7th 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
More informationCALIFORNIA Music Education - Content Standards
CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students
More informationKyrene General Music Curriculum Standards Grades K-5. Page 1 of 24
Kyrene General Music Curriculum Standards Grades K-5 Page 1 of 24 Introduction Taken from the official Arizona Music Standards Document (June 2006) Music is a subject with its own unique skills and knowledge,
More informationMusic Essential Learning Outcomes and Learning Targets
Music Essential Learning Outcomes and Learning Targets Addison Central School District - February 2017 Essential Learning Outcomes (ELOs) 1. I use rhythm skills to make my receptive and expressive musical
More informationK-12 Music Curriculum. July 2017
K-12 Music Curriculum July 2017 Contents Acknowledgements 4 Music SAC Members 4 Yorkville CUSD 115 Mission Statements 4 K-12 Music Curriculum at-a-glance 4-13 Explanation of Coding and Numbering 14 K-12
More information2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:
2 nd GRADE KEY ELEMENT: Rhythm Beat 1. Demonstrate a steady beat through: 1a Playing barred instruments Beat/Rhythm 1. Distinguish between beat and rhythm through: Duration Creating 1. Experience and read
More informationIndiana s Academic Standards MUSIC
Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National
More informationMUSIC CURRICULUM GUIDELINES K-8
DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should
More informationHIGHLANDS CHOIR SEMESTER EXAM REVIEW. Whole Half Quarter Eighth Sixteenth. Whole Half Quarter Eighth Sixteenth
HIGHLANDS CHOIR SEMESTER EXAM REVIEW Types of Notes and Rests Notes Rests Whole Half Quarter Eighth Sixteenth Whole Half Quarter Eighth Sixteenth Time Signature or Meter The Staff and the Clefs The top
More informationCURRICULUM. Grade 3 Music TEACHER WORKBOOK
Name: Location: CURRICULUM Grade 3 Music TEACHER WORKBOOK First Edition June 2011 THE ARTS IN EDUCATION The following are from students on music education as quoted from the National American Music Merchants
More informationMusic Curriculum Glossary
Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts
More informationBRICK 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
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationElementary 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
More informationMusic Strands of Progression Strand A: Elements of Music. Year One Year Two Year Three Elements of Music
Music Strands of Progression Strand A: Year One Year Two Year Three Through participation, become familiar with some basic elements of music rhythm, melody, harmony, form, timbre, etc.). Recognise a steady
More informationProgress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2
Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)
More informationBy the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively.
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
More informationNON-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
More informationAssessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.
Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level
More informationuse 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?
More informationGeneral Music Objectives by Grade
Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and
More information