Eighth Grade Music Curriculum Guide Iredell-Statesville Schools

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1 Eighth Grade Music Curriculum Guide Iredell-Statesville Schools

2 Table of Contents Purpose and Use of Document...3 College and Career Readiness Anchor Standards for Reading...4 College and Career Readiness Anchor Standards for Writing...5 Semester and Year at a Glance Musical Literacy Unpacking Musical Response Unpacking...11 Contextual Relevancy Unpacking...12 Essential Musical Literacy Vocabulary...13 Essential Musical Response Vocabulary...13 Essential Contextual Relevancy Vocabulary

3 Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. 3

4 Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 4

5 College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Taken from Common Core Standards ( 5

6 8 th Grade Music Essential Standards Semester at a Glance & Year at a Glance Goals beginning 1st Semester, 1st Quarter & continued through last quarter Standard Essential Standard The student will 8ML1.1 Use characteristic tone and consistent pitch when performing music alone and collaboratively, in small and large ensembles, using a variety of music Demonstrate consistent pitch in solo and/or group settings on a variety of music 8ML1.2 8ML1.3 8ML2.1 8ML2.2 8MR1.1 Integrate the fundamental techniques (such as posture, playing position, breath control, fingerings, and bow/stick control) necessary to sing and/or play an instrument Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of music with technical accuracy Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter signatures Interpret, through instrument and/or voice, standard notation symbols in two different clefs, using extended staves Interpret the gestures of a conductor when singing or playing an instrument Demonstrate the proper techniques needed when singing and/or playing an instrument Identify and demonstrate measures in musical scores where expressive elements occur in a diverse repertoire of music Identify and demonstrate measures in musical scores, with varying time signatures, and different note and rest values Play a multi-instrumental song or sing a 2-3 part song that exhibits multiple clefts, demonstrating developing range, and standard musical notation for pitch Vocally and/or instrumentally demonstrate understanding of meter, dynamics, and phrasing indicated by responding to the conductor s gestures in a performance and/or practice setting 6

7 Goals beginning 1st Semester, 2 nd Quarter & continued through last quarter Standard Essential Standard The student will 8ML2.3 Use standard notation symbols for pitch, Notate music using symbols of pitch, rhythm, dynamics, tempo, articulation, rhythm, dynamics, tempo, and expression to notate musical ideas articulation, and expression to demonstrate understanding of 8MR1.2 8MR1.3 Identify principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions using appropriate music terminology in analyses of music Evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music standard musical notation evaluate music exhibiting different meters, rhythms, tonalities, intervals, and harmonic progressions using a rubric that encompasses appropriate music terminology Use rubric(s) to critique tone quality, intonation, blend/balance, technique, musical effect, interpretation, and diction on individual, group, and recorded performances Participate in discussions on their rubric scores regarding the quality of recorded and live performances Goals beginning 2nd Semester, 3rd Quarter & continued through last quarter Standard Essential Standard The student will 8CR1.1 Understand the role of music in North Carolina and the United States in relation to history and geography Discuss and/or perform music that demonstrates the role of music in North Carolina and the United States in relation to history and geography 8CR1.2 Understand the relationships between music and concepts from other areas Describe and/perform music that relates and aids other core subject areas 8ML3.2 Construct short pieces within specified guidelines using a variety of traditional and non-traditional sound, notational, and 21st century technological sources Construct short pieces of music to demonstrate understanding of varying styles and/or forms utilizing a variety of sources and following guidelines outlined by the teacher 7

8 Goals beginning 2 nd Semester, 4 th Quarter Standard Essential Standard The student will 8ML3.1 Produce simple rhythmic and melodic improvisations on pentatonic or blues Improvise melodic ideas using pentatonic and/or blues scales, scale, pentatonic melodies and/or pentatonic melodies, and/or melodies melodies in major keys in major keys vocally and/or 8CR1.3 Understand laws regarding the proper access, use, and protection of music instrumentally Demonstrate understanding of copyright use, laws, regarding proper access, use, and protection of music through discussion, written assignment(s), and/or oral presentations 8

9 Essential Standard 8.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression 8.ML.2 Interpret the sound and symbol systems of music 8 th Grade Musical Literacy Clarifying Objectives 8ML1.1 Use characteristic tone and consistent pitch when performing music alone and collaboratively, in small and large ensembles, using a variety of music 8ML1.2 Use the fundamental techniques (such as posture, playing position, breath control, fingerings, and bow/stick control) necessary to sing and/or play an instrument 8ML1.3 Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of music with technical accuracy 7ML2.1 Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures 8ML2.2 Interpret, through instrument and/or voice, standard notation symbols in two different clefs, using extended staves Performance Evidences o Student will demonstrate consistent pitch in solo and/or group settings on variety of music o Student will demonstrate the proper techniques needed when singing and/or playing an instrument o Student will identify and demonstrate examples in musical scores where expressive elements occur in a diverse repertoire of music o Student will identify and demonstrate measures in musical scores, with varying time signatures, and different note and rest values o Students will identify pitches in treble and bass clef, including ledger lines, through note naming o Student will perform (through a multiinstrumental work or a 2-3 part vocal piece) appropriate works that exhibit multiple clefs and a developing range 8ML2.3 Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate musical ideas o Student notate music using symbols of pitch, rhythm, dynamics, tempo, articulation, and expression to demonstrate understanding of standard musical notation 9

10 8.ML.3 Create music using a variety of sound and notational sources 8ML3.1 Produce simple rhythmic and melodic improvisations on pentatonic or blues scales, pentatonic melodies, and/or melodies in major keys 8ML3.2 Construct short pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique), using a variety of traditional and non-traditional sound, notational, and 21 st century technological sources o Student will improvise melodic ideas using pentatonic and/or blues scales, pentatonic melodies, and/or melodies in major keys vocally and/or instrumentally o Student will construct short pieces of music to demonstrate understanding of varying styles and/or forms utilizing a variety of sources and following guidelines outlined by the teacher o 10

11 Essential Standard 8.MR.1 Understand the interacting elements to respond to music and music performances. 8 th Grade Musical Response Clarifying Objectives 8MR1.1 Interpret the gestures of a conductor when singing or playing an instrument 8MR1.2 Identify principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions using appropriate music terminology in analyses of music 8MR1.3 Evaluate performances, compositions, and musical ideas using a specified set of criteria (such as tone quality, intonation, blend/balance, technique, musical effect, interpretation, and diction) Performance Evidences o Student will vocally and/or instrumentally demonstrate understanding of meter, dynamics and phrasing indicated by responding to the conductor s gestures in a performance and/or practice setting o Student will evaluate music exhibiting different meters, rhythms, tonalities, intervals, chords, and harmonic progressions using a rubric that encompasses appropriate music terminology o Student will use rubric(s) to critique tone quality, intonation, blend/balance, technique, musical effect, interpretation, and diction on individual, group, and recorded performances o Student will participate in discussions on their rubric scores regarding the quality of a variety of recorded and live performances o _RubricStageJAN2012FINAL.pdf o mance%20adjudication/mpa%20adjudi cation%20forms.pdf 11

12 Essential Standard 8.CR.1 Understand global, interdisciplinary, and 21st century connections with music. 8 th Grade Contextual Relevancy Clarifying Objectives 8CR.1.1 Understand the role of music in North Carolina and the United States in relation to history and geography 8CR.1.2 Understand the relationships between music and concepts from other areas. 8CR.1.3 Understand laws regarding the proper access, use, and protection of music Performance Evidences o Student will discuss and/or perform music that demonstrates the role of music in North Carolina and the United States in relation to history and geography o Student will describe how music relates and aids other core subject areas o Student will demonstrate understanding of copyright use, laws regarding proper access, use, and protection of music through discussion, written assignments, and/or oral presentations The ISS Curriculum Guide is adapted from NC DPI / 12

13 8 th Grade Musical Literacy Vocabulary It is assumed that words from the previous years will be used in following years, but are NOT included on the list. Essential Standard 8 th Vocabulary ML.1 ML.2 ML.3 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression Interpret the sound and symbol systems of music Create music using a variety of sound and notational sources Bass Collaboration Diminish Diminuendo fp-forte Piano Orchestra Resonance Root Scale Tenor 3/8 meter AB ABA Alla Breve meter Articulation Call and Response Flat Key Minor Range Sharp Embellishment Texture Transpose 8 th Grade Musical Response Vocabulary MR.1 Essential Standard Understand the interacting elements to respond to music and music performances. Chord Critique Harmonic Progression Interpret Intervals 8 th Vocabulary 13

14 8 th Grade Contextual Relevancy Vocabulary CR.1 Essential Standard Understand global, interdisciplinary, and 21st century connections with music. Blues Scale Copyright Pentatonic Scale 8 th Vocabulary 14

Table of Contents...2. Purpose and Use of. Documents College and Career Readiness Anchor Standards for Reading.4

Table of Contents...2. Purpose and Use of. Documents College and Career Readiness Anchor Standards for Reading.4 Table of Contents...2 Purpose and Use of Documents... 3 College and Career Readiness Anchor Standards for Reading.4 College and Career Readiness Anchor Standards for Writing.. 5 Beginning Theatre Arts