COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL 3-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS
|
|
- Scarlett Powell
- 5 years ago
- Views:
Transcription
1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL 3-5 PREPARED BY: MUSIC DEPARTMENT TEACHERS REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August 24, 2017
2 New Jersey Student Learning Standards: Visual and Performing Arts 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. Performance Indicators (Standards and Objectives) By the end of grade 5, all students demonstrate basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4; A). Content: Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.1 Identify the elements of music in response to aural prompts and printed music notational systems. Content: The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and rhythmic progressions, all of Areas of Focus Ear training Elements of Families of instruments. Science of sound (acoustics). Language usage and development. Essential Questions How is sound organized to make What is form in What is style in What is sound and how is it created? Why are the families of instruments grouped as they are? What part of an instrument, if any, vibrates to create its sound? How do various instruments make their distinctive sounds? How do various 2 instruments change pitch? Why do trumpets Activities Teacher demonstra- tions. Question and answer, verbal and written. Discussions. Using work sheets, flash cards, and other visual aids. Games. Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Using solfège syllables and Kodály hand signs for melodic Vocabulary* * This list includes does not include some terms introduced in prior general music instruction. Step/skip/leap. Octave. Melodic contour. Sound wave. Vibration. Form. Chorus. Verse. Refrain. Intro. Outro. Coda. Moderato. Adagio. Allegro. Ritardando. Time signature. Key Signature. 1 st /2 nd ending. D.C. D.S. al Coda. Fermata. Major/minor. Harmony. Resources Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Do It! Play Recorder, James O. Froseth, 1996, GIA Publications. Let s Play Recorder Instruction Book, 1973 Hal Leonard Corp. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for
3 which contribute to musical literacy B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. have valves? What is tone color or timbre? What is the difference between beat and rhythm? What is dynamics and in what ways can it be changed? What is a scale? What is a chord? What are the various kinds of vocal, choral, and instrumental music and how can they differ? What is folk What is classical 3 instruction. Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. on non- pitched percussion instruments. on pitched percussion. Note reading and rote playing. Aural identification of instruments and instrument families. practices reinforced during weekly small- and large- group rehearsals. practices Chords. Accompani- ment. Strings, 2007, The FJH Music Co. Making Music, 2008, Silver/Burdet t. Mr.Everybody s Musical Apartment, Myles Feltenberger, 1993 Myles Music Corp. World Music Drumming: A Cross- cultural Curriculum, Will Schmid, 1998 Hal Leonard. Musical Games, Fingerplays and Rhythmic Activities for Early Childhood, Wirth et. al Parker Publishing Co. Children s Songs, Hal Leonard. Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles. Xylophones.
4 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Content: Art and culture reflect and affect each other A.1 Recognize works of dance, music, theater, and visual art as a refection of societal values and beliefs. Content: Characteristic approaches to content, form, style, and design define art genres A.2 Relate common artistic elements that define distinctive art genres in dance, music, theater and visual art. Content: Sometimes Styles/genres. Composers Artists. Musical and historical eras. Music and story telling. Music and group identity. Functional vs. aesthetic Music s use in other creative disciplines. Music and culture. Advancements in technology What style elements of a musical work express context of time period or culture? How do various styles of music differ from one another? What inspires people to create What societal functions does music serve historically and culturally? In what ways have people used music to express their feelings and values and to describe their experiences? 4 reinforced through participation in various performances throughout the school year. Guided listening activities. Use of listening charts. Examination of correlative works of works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of Examination of lives and compositions of seminal Style. Culture. Ragtime. Jazz. Pop/Rock. African Latin American Musical theater. Broadway musical. Opera. Big Band/Swing. Ballet. Cha- cha, salsa, jig, tarantella. Boogie- woogie. Blues. Spirituals. Gospel. New Orleans. Mardi gras. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances. Soprano recorder. Recorder method book. Teacher- selected/ created supplemental materials.
5 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating performing, and/or presenting works of art in dance, music, theater, and visual art. the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre A.3 Determine the impact of significant contributions of individual artists in dance, music, theater and visual art from diverse cultures throughout history. Content: Complex scores may include compound meters and the grand staff B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter and compound meter. Content: Proper vocal production and vocal placement improve vocal quality. Self- expression. Pitch- matching. Part- singing. of a steady beat in various media. of rhythmic patterns in various media to a steady beat. on pitched and non- pitched instruments in non- reading and reading situations. Reading notation. What style elements of a musical work express context of time period or culture? Have musical styles tended to change sympathetically with other art forms historically and culturally? How did technological advancements affect the evolution of various instruments? How has the orchestra evolved through the various style periods? What role does human anatomy play in vocal production and performance practice? What is music notation and why is it important? How is music notation used to represent the essential elements of music such as rhythm, melody, harmony, tempo, form, and instrumentation? 5 composers and musicians. Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Using solfège syllables and Kodály hand signs for melodic instruction. Rhythmic performance through body percussion: clapping, Slavery. Revolutionary War/Civil War/World War II. Digereedoo. Renaissance. Baroque. Classical. Romantic. Impressionism. Patriotic. 20 th Century/ post modern. Concerto. Sonata. Symphony. Opera. Musical. Broadway. Vocal. Choral. Instrumental. Orchestra. Step/skip/leap. Octave. Melodic contour. Sound wave. Vibration. Form. Chorus. Verse. Refrain. Intro. Outro. Coda. Moderato. Adagio. Allegro. Ritardando.
6 Harmonizing requires singing ability and listening skills. Individual voice ranges change with time B.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. Content: Music composition is governed by prescribed rules and forms that apply to both improvised and scored B.3 Improvise and score simple melodies over given harmonic structures and/or computer programs. Content: Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts B.4 Decode how the elements of music are used to achieve unity and variety, tension Improvising and composing Orff. Kodály. Dalcroze. What is the role of the staff in music notation and how does it represent the various ways melodies can move? What is the relationship between a pitch s sound and its position on the staff? What is a composer? What is a conductor and why is he/she important to a musical performance? What style of music did Louis Armstrong perform? What is the swing rhythm? What role does the hi- hat play in jazz? 6 patting, stomping, walking, marching, dancing and other movement activities. on non- pitched percussion instruments. on pitched percussion instruments. Note reading and rote playing. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. practices reinforced during weekly small- and large- group rehearsals. practices reinforced through participation 1 st /2 nd ending. D.C. D.S. al Coda. Fermata. Major/minor. Harmony. Chords. Accompani- ment. Flat,,sharp, natural. Bar/measure. Bar line. Time signature. Key signature.
7 1.4 Aesthetic Responses (A) and Critique Methodologies (B) All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theater, and visual art. and release, and balance in musical compositions. Aesthetic Responses (A) Content: Each arts discipline (dance, music, theater, and visual art) has distinct characteristics, as do the artists who create them A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theater, and the visual arts, and identify characteristics of the artists who created them A.2 Compare and contrast culturally and historically diverse works of dance, music, theater, and visual art that evoke emotion and that communicate cultural meaning. Discernment of unique characteristics of different styles, genre, eras, and ethnicities of Recognition of emotional affects conveyed by the Recognition of a composition s function and the intention of its composer. Expressing an informed opinion of a composition relative to its cultural and historical context, and its emotional impact. Listening with appreciation. Concert etiquette. How do various styles of music differ from one another? What is the mood of a given musical style or selection? What is distinctive about a given musical style or selection? What musical elements are exhibited and to what effect in a given musical style or selection? How does the style of a piece of music affect the behavior of the audience? Why should one respect a musical selection even when one does not like the way it sounds? in various performances throughout the school year. Guided listening activities. Use of listening charts. Examination of correlative works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of Attending music specific field trips to hear live performances at venues in New Jersey and New York City A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling and tell the story through each of the four 7
8 disciplines (dance, music, theater, and visual art) A.4 Distinguish patterns in nature found in works of dance, music, theater, and visual art. Critique Methodologies (B) Content (B1): Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theater, and visual art. Content (B2): Constructive criticism is an important evaluative tool that enables artists to communicate more effectively B.2 Apply the principles of positive critique in 8
9 giving and receiving responses to performances. Curriculum Guide Addendum Content/Area Course: Music Grade Level: 3-5 Pacing Guide MP1 Instrument Families MP2 Styles/Genres of Music MP3 - Composers MP4 - Performance Instructional Materials 1. See Resources in Curriculum 9
10 Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Vocabulary Lyric Study International Phonetic Alphabet Diction Suggested strategies for Special Education students Consultation with Special Education staff Provide Assessment of Student Ability to Spec. Ed. Staff Offer Extra- Help After School Inclusion of Interdisciplinary Connections - Areas of Focus Science of Sound - See Curriculum Guide for Additional Inclusion of 21 st century themes and skills - Activities Performance in Small and Large Groups Inclusion of 21 st century themes and skills For information related to the 12 Career Ready Practices follow the link below. Personal Financial Literacy Career Awareness, Exploration, and Preparation Career and Technical Education
11 8.1 Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming For NJ Technology Standards 8.1 and 8.2 follow the link below. 11
COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL: 3-5 PREPARED BY: PHIL CHESTER AND JOE MALENO
COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL: 3-5 PREPARED BY: PHIL CHESTER AND JOE MALENO JACQUELINE BELLO, VICE PRINCIPAL SUPERVISOR OF MUSIC AND ART July, 2018 DUMONT, NEW JERSEY
More informationCOURSE OF STUDY UNIT PLANNING GUIDE INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS
COURSE OF STUDY UNIT PLANNING GUIDE FOR: INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 PREPARED BY: MUSIC DEPARTMENT REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August
More informationCOURSE OF STUDY UNIT PLANNING GUIDE SUBJECT GRADE LEVEL: 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS
COURSE OF STUDY UNIT PLANNING GUIDE FOR: SUBJECT GRADE LEVEL: 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS JACQUELINE BELLO, VICE-PRINCIPAL SUPERVISOR OF MUSIC AND ART JULY, 2018 DUMONT, NEW JERSEY BORN
More informationCOURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL: K-2 PREPARED BY: PHIL CHESTER AND JOE MALENO
COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL: K-2 PREPARED BY: PHIL CHESTER AND JOE MALENO JACQUELINE BELLO, VICE PRINCIPAL SUPERVISOR OF MUSIC AND ART JULY, 2018 DUMONT, NEW JERSEY
More informationGrade 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
More informationMusic Curriculum. Rationale. Grades 1 8
Music Curriculum Rationale Grades 1 8 Studying music remains a vital part of a student s total education. Music provides an opportunity for growth by expanding a student s world, discovering musical expression,
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 informationILLINOIS 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
More informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study MUSIC K 5 Schools... Elementary Department... Visual & Performing Arts Length of Course.Full Year (1 st -5 th = 45 Minutes
More information2017 Revised August 2015 Developed August 2013
MUSIC Kindergarten Fifth grade Adopted August 2017 Revised August 2015 Developed August 2013 Music (Kindergarten through Fifth grade) is a Vocal/general music curriculum that was developed by Fair Lawn
More informationStafford Township School District Manahawkin, NJ
Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board
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 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 informationWoodlynne 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
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 informationTitle 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
More informationCentral Valley School District Music 1 st Grade August September Standards August September Standards
Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing
More informationTitle 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
More informationMusic Indicators Grade 1
Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music
More 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 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 informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationCurriculum 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
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 informationPine Hill Public Schools Curriculum
Pine Hill Public Schools Curriculum Content Area: Music Course Title/ Grade Level: Music / Grade 2 Unit 1: Fundamentals Month: 1 month Unit 2: Decoding Month: 1 month Unit 3: Musical Elements Month: 3
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 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 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 informationK-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education
K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate
More 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 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 informationILLINOIS 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:
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 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 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 informationGrade 2 Music Curriculum Maps
Grade 2 Music Curriculum Maps Unit of Study: Families of Instruments Unit of Study: Melody Unit of Study: Rhythm Unit of Study: Songs of Different Holidays/Patriotic Songs Unit of Study: Grade 2 Play Unit
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,
More informationGrade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More 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 informationAligned 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
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2003 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the
More informationGrade 6 Music Curriculum Maps
Grade 6 Music Curriculum Maps Unit of Study: Form, Theory, and Composition Unit of Study: History Overview Unit of Study: Multicultural Music Unit of Study: Music Theory Unit of Study: Musical Theatre
More informationCurriculum Mapping Subject-VOCAL JAZZ (L)4184
Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and
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 informationGrade 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
More informationGreenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
More informationMusic Instructional Units
Music Instructional Units MUSIC INSTRUCTIONAL UNITS TASK FORCE MEMBERS DAVID DUNLAP JOHN LEVAI JENNIFER CAMILLO SABINA MULLER, CURRICULUM AND INSTRUCTION SUPERVISOR SEPTEMBER 2013 Unit 1 Multi Cultural
More informationTES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010
First Trimester Second Trimester Third Trimester Time frame/ Month September-November November-February February-June Skills Taught Beat of Tempo/Speed Of Rhythms (Quarter note, Quarter rest, Eighth notes,
More informationGrade Level 5-12 Subject Area: Vocal and Instrumental Music
1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short
More informationGrade-Level Academic Standards for General Music
Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop
More informationGrade 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
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 informationInstrumental Music Curriculum
Instrumental Music Curriculum Instrumental Music Course Overview Course Description Topics at a Glance The Instrumental Music Program is designed to extend the boundaries of the gifted student beyond the
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 informationMissouri Educator Gateway Assessments
Missouri Educator Gateway Assessments FIELD 043: MUSIC: INSTRUMENTAL & VOCAL June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Music Theory and Composition 0001 0003
More information1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard:
The School Music Program: A New Vision K-12 Standards, and What They Mean to Music Educators GRADES K-4 Performing, creating, and responding to music are the fundamental music processes in which humans
More informationPERFORMING ARTS Curriculum Framework K - 12
PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide
More information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More 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 informationGENERAL MUSIC 6 th GRADE
GENERAL MUSIC 6 th GRADE UNIT: Singing The student - Establishes Singing Voice differentiates between singing and speaking voice participates in class singing - Matches Pitch sings in unison sings alone
More informationCOURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique
UNIT: Vocal Technique 1. Students will demonstrate knowledge of phonation, resonance, diction, expression, posture, and respiration through a variety of best practices in daily rehearsals and performances.
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 informationMUSIC COURSE OF STUDY GRADES K-5 GRADE
MUSIC COURSE OF STUDY GRADES K-5 GRADE 5 2009 CORE CURRICULUM CONTENT STANDARDS Core Curriculum Content Standard: The arts strengthen our appreciation of the world as well as our ability to be creative
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 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 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 informationRiver Dell Regional School District. Visual and Performing Arts Curriculum Music
Visual and Performing Arts Curriculum Music 2015 Grades 7-12 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal
More informationCurriculum Framework for Performing Arts
Curriculum Framework for Performing Arts School: Mapleton Charter School Curricular Tool: Teacher Created Grade: K and 1 music Although skills are targeted in specific timeframes, they will be reinforced
More information7th Grade Vocal 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 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 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 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 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 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 informationBi-Borough Music Curriculum
Bi-Borough Music Curriculum 2015 Grades K-6 Mr. Matthew Wilson Superintendent Oradell Public School Ms. Megan Bozios Principal Oradell Public School Ms. Diminich-Kucharski Bi-Borough Supervisor of Curriculum
More informationARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007
ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE Department of Catholic Schools 2007 Curriculum Guidelines for Music Archdiocese of Portland, Oregon The Department of Catholic
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 informationIndiana Music Standards
A Correlation of to the Indiana Music Standards Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE).
More informationSecond 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
More informationEast Hanover Township School District Music Department General Music Curriculum Grades 1-5
East Hanover Township School District Music Department General Music Curriculum Grades 1-5 Curriculum Contributors: Randy Raab Written by: Randy Raab Board of Education Approval: April 11, 2011 TABLE OF
More informationMusic Curriculum. Grade 5: Unit One. 1 P a g e
Music Curriculum Grade 5: Unit One 1 P a g e Course Description The goal of Unit One is to build the vocabulary of students so they are able to understand what the possibilities are when they create, perform,
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 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 informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays
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 informationVersion 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment
Choir (Foundational) Item Specifications for Summative Assessment Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-101 Maintaining a steady beat with auditory assistance (e.g.,
More informationTEST SUMMARY AND FRAMEWORK TEST SUMMARY
Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator
More informationTIme Frame: 10 Lessons. Evidence:
Unit: General Music - Kindergarten Theme 1 Aesthetic Response Theme 2: Sound TIme Frame: 10 Lessons 1. What can music make you feel? 2. How can music tell a story? 3. What is sound? 4. How is music different
More informationVisual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
More 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 informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study 6 th & 7 th GRADE BAND School... Intermediate School Department... Visual & Performing Arts Length of Course... Full
More informationCONCERT ORCHESTRA AND SYMPHONIC ORCHESTRA
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT CONCERT ORCHESTRA AND SYMPHONIC ORCHESTRA Board of Education Approved 04/24/2007 Concert Orchestra
More informationElementary Strings Grade 5
The following Instrumental Music performance objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various
More informationGreenwich Music Objectives Grade 4 General Music
All students are required to take general music one hour per week. All students may elect to take band, orchestra or chorus.. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut
More informationTEST SUMMARY AND FRAMEWORK TEST SUMMARY
Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator
More informationAlexander County Schools
Alexander County Schools 2012-2013 Unit: Building with the Tools Books and Beyond (Independent Reading) Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques
More informationGreenwich Music Objectives Grade 2 General Music
All students are required to take general music one hour per week. The annotations (e.g. *6c,*1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard
More informationStrand 1: Music Literacy
Strand 1: Music Literacy The student will develop & demonstrate the ability to read and notate music. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 1a: Critical Listening Skills Aural Discrimination
More informationGeneral Music. Content Area: General Music. Course Primary Resource: Grade Level: 6
2012-2013 Ringwood General Music Curriculum Aligned to the 2009 New Jersey Core Curriculum Content s ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: General
More informationDanville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - First Quarter
STATE GOAL 25: Know the language of the arts. Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - First Quarter STATE GOAL 26: Through creating and performing,
More information