PA Big Ideas and National Standards Artistic Processes. National Standards/Artistic Processes/Enduring Understandings
|
|
- Lee Simpson
- 5 years ago
- Views:
Transcription
1 PA Big Ideas National Stards Artistic Processes 1. The skills, techniques, elements principles of the arts can be learned, studied, refined, practiced 2. Artists use tools resources as well as their own experiences skills to create art 3. The arts provide a medium to underst exchange ideas 4. Humans have expressed experiences ideas through the arts throughout time across cultures 5. There are formal informal processes used to assess the quality of works in the arts 6. People use both aesthetic critical processes to assess the quality of works in the arts 1. Creating, Performing, Responding, Connecting 2. Creating, Connecting 3. Creating, Performing, Responding, Connecting 4. Creating, Performing, Connecting 5. Performing, Responding, Connecting 6. Performing, Responding, Connecting The creative ideas, concepts, feelings that influence musicians work emerge from a variety of sources National Stards/Artistic Processes/Enduring Understings Creating Performing Responding Connecting Performers interest in knowledge of Individuals selection of musical musical works, understing of their own works is influenced by their technical skill, the context for a interests, experiences, performance influence the selection of understing, purposes repertoire Musicians connect their personal interests, experiences, ideas, knowledge to creating, performing, responding Musicians creative choices are influenced by their own experiences skills to create art Musicians evaluate refine their work through openness to new ideas, persistence, the application of appropriate criteria Musicians presentation of creative work is the culmination of a process of creation communication Analyzing creators context how they manipulate elements of music provides insight into their intent informs performances Performers make interpretive decisions based on their understing of context expressive intent To express their musical ideas, musicians analyze, evaluate, refine their performance over time through openness to new ideas, persistence, the application of appropriate criteria Musicians judge performances based on criteria that vary across time, place, cultures Response to music is informed by analyzing context (social, cultural historical) how creators performers manipulate the elements of music Through their use of elements structures of music, creators performers provide clues to their expressive intent The personal evaluation of musical works performances are informed by analysis, interpretation, established criteria Understing connections to varied contexts daily life enhances musicians creating, performing responding
2 Grades By the end of high school, students will, at the appropriate developmental level demonstrate the following competencies answer these essential questions PA Competencies PA Essential Questions PA Stards Lesson Plan Assessment Demonstrate the ability to independently create, Why is it important to be able to recreate, rehearse, perform musical works create, recreate, perform, explain why this is important music independently? G H Identify post-graduation opportunities to be part of the musical community as audience members, amateur musicians, or professional musicians Collaborate with others to create a musical work using contemporary technologies. Explain similarities between works in dance, music, theatre, visual arts in various cultural historical contexts. Analyze their own performances compositions make judgments about their own works as compared with those of other performers composers. Analyze the ways in which a musicians use of rhythm, melody, harmony, form, texture, expressive qualities influence an audiences response to the music. How why do people continue to engage in music after graduation? As technology has changed, how has it changed the way we make music? How why do works in the different arts disciplines share characteristics? How do musicians compare their work to the work of others? What decisions do musicians make to influence the way people experience their work? J K E B C
3 Artistic Process Creating: Conceiving developing new artistic ideas work National Core Arts Anchor Stards #1 Generate conceptualize Music Process Compone nts Imagine 2014 National Core Music Stards PA Stards A A MU:Cr1.1.H.5a MU:Cr1.1.H.8a MU:Cr1.1.H.Ia MU:Cr1.1.H.IIa MU:Cr1.1.H.llla A C C G 1994 National Stards #2 Organize develop artistic ideas work Plan Make MU:Cr2.1.H.5a MU:Cr2.1.H.8a MU:Cr2.1.H.la MU:Cr2.1.H.lla MU:Cr2.1.H.IIa A A J J K K J K #3 Refine complete Evaluate Refine MU:Cr3.1.H.5a MU:Cr3.1.H.8a MU:Cr3.1.H.la MU:Cr3.1.H.lla MU:Cr3.1.H.llla
4 Present MU:Cr3.2.H.5a MU:Cr3.2.H.8a MU:Cr3.2.H.la MU:Cr3.2.H.lla MU:Cr3.2.H.llla A A C C E E D J K Performing: Realizing artistic ideas work through interpretation presentation #4 Analyze, interpret, select artistic work for presentation Select MU:Pr4.1.H.5a MU:Pr4.1.H.8a MU:Pr4.1.H.Ia MU:Pr4.1.H.IIa MU:Pr4.1.H.IIIa C C D F F
5 Analyze MU:Pr4.2.H.5a MU:Pr4.2.H.8a MU:Pr4.2.H.Ia MU:Pr4.2.H.IIa MU:Pr4.2.H.IIIa Interpret MU:Pr4.3.H.5a MU:Pr4.3.H.8a MU:Pr4.3.H.Ia MU:Pr4.3.H.IIa MU:Pr4.3.H.IIIa D F B J J J L F F B I 7 9
6 #5 Develop refine for presentation Rehearse, Evaluate, Refine MU:Pr5.1.H.5a MU:Pr5.1.H.8a MU:Pr5.1.HIa MU:Pr5.1.HIIa MU:Pr5.1.H.IIIa G G G B Responding: Understing evaluating how the arts convey meaning #6 Convey meaning through the presentation of artistic work #7 Perceive analyze Present MU:Pr6.1.H.5a MU:Pr6.1.H.8a MU:Pr6.1.H.Ia MU:Pr6.1.H.IIa MU:Pr6.1.H.IIIa Select MU:Re7.1.H.5a MU:Re7.1.H.8a MU:Re7.1.H.Ia MU:Re7.1.H.IIa MU:Re7.1.H.IIIa C C C C C E E 6 7 9
7 I #8 Interpret intent meaning in Analyze MU:Re7.2.H.5a MU:Re7.2.H.8a MU:Re7.2.H.Ia MU:Re7.2.H.IIa MU:Re7.2.H.IIIa Interpret MU:Re8.1.H.5a MU:Re8.1.H.8a MU:Re8.1.H.Ia MU:Re8.1.H.IIa MU:Re8.1.H.IIIa B B D D F J A C C F D
8 #9 Apply criteria to evaluate Evaluate MU:Re9.1.H.5a MU:Re9.1.H.8a MU:Re9.1.H.Ia MU:Re9.1.H.IIa MU:Re9.1.H.IIIa E E D D D E Connecting: Relating artistic ideas work with personal meaning external context #10 Synthesize relate knowledge experiences to make art MU:Cn10.0.H.5a MU:Cn10.0.H.8a MU:Cn10.0.H.Ia MU:Cn10.0.H.IIa MU:Cn10.0.H.IIIa 9.1.5A A E E I I D D A A D D I B E F A B D
9 #11 Relate artistic ideas works with societal, cultural historical context to deepen understing MU:Cn11.0.H.5a MU:Cn11.0.H.8a MU:Cn11.0.H.Ia MU:Cn11.0.H.IIa MU:Cn11.0.H.IIIa E I I K K B B C C E E F F G G H H K K L L B B D D E F I K B C D E G H J K D B
PMEA Model Curriculum Framework Strand: Music Technology PA Big Ideas and National Standards Artistic Processes
PA Big Ideas and National Standards Artistic Processes 1. The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced 2. Artists use tools and resources
More informationNational Standards/Artistic Processes/Enduring Understandings
PA Big Ideas and National Standards Artistic Processes 1. The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced 2. Artists use tools and resources
More informationNational Standards/Artistic Processes/Enduring Understandings
PA Big Ideas and National Standards Artistic Processes 1. The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced 2. Artists use tools and resources
More informationNational Standards/Artistic Processes/Enduring Understandings
PA Big Ideas and National Standards Artistic Processes 1. The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced 2. Artists use tools and resources
More informationMusic Standards Grades PK-2. Anchor Standard 1. Generate and conceptualize artistic ideas and work.
Music Standards Grades PK-2 Anchor Standard 1 Generate and conceptualize artistic ideas and work. Creating The creative ideas, concepts, and feelings that influence musicians work emerge from a variety
More informationDelaware Standards for Visual & Performing Arts
Delaware s for Visual & Performing Arts Delaware Arts s by grade with their Enduring Understanding (EU), Essential Questions (EQ), and s to guide instruction. Music-Pre-Kindergarten Retrieved 6/22/2016
More informationHow to use this handout:
How to use this handout: First print out your copy of the Standards at A Glance from the www.nationalartsstandards.org website. Make sure to select your strand: visual, music, dance, etc. On the following
More informationMusic Standards PK 3
Anchor Standard 1: Creating-Generate and conceptualize artistic ideas and work. Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of
More informationIndicator 1A: Conceptualize and generate musical ideas for an artistic purpose and context, using
Creating The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources. Exposure Anchor Standard 1 Generate and conceptualize artistic ideas and work. How do
More informationKansas State Music Standards Ensembles
Kansas State Music Standards Standard 1: Creating Conceiving and developing new artistic ideas and work. Process Component Cr.1: Imagine Generate musical ideas for various purposes and contexts. Process
More informationEnduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music
Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music ASSESSMENTS Exams - given three times per year Music Theory/Music History quizzes bimonthly Sight Reading evaluations three times per
More informationKINDERGARTEN-CURRICULUM MAP
CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Imagine: Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts,
More informationStudents will know Vocabulary: genre style mood
8 th Grade Choir 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 informationLEARNING-FOCUSED TOOLBOX
Know: Understand: Do: Texture Accompaniment Thick texture Thin texture PA Music Standards: 9.1 Singing, alone and with others, a varied repertoire of music 9.2 Performing on instruments, alone and with
More informationGrade 1 General Music
Grade 1 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationMiddle School Music Curriculum Map
Middle School Music Curriculum Map 6 th Grade General Music My Theme Song Student and teacher get acquainted through a song picked by the student to describe him or her. Students present their responses
More informationDisney Broadway Magic. DISNEY PERFORMING ARTS WORKSHOPS WITH CORRESPONDING NATIONAL CORE ARTS STANDARDS (Click below to review the standards)
DISNEY PERFORMING ARTS WORKSHOPS WITH CORRESPONDING NATIONAL CORE ARTS STANDARDS (Click below to review the standards) Disney Broadway Magic Develop fundamentals, reinforce performance concepts, and fine
More informationFisk Street Primary School Curriculum. The Arts. Music
Fisk Street Primary School Curriculum The Arts Music 2013 Overview: Music R 7 In music, students will use the concepts and materials of music to compose, improvise, arrange, perform, conduct and respond
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 informationAuditions Workshop: Musical Theatre
DISNEY PERFORMING ARTS WORKSHOPS WITH CORRESPONDING NATIONAL CORE ARTS STANDARDS (Click below to review the standards) Auditions Workshop: Musical Theatre Develop fundamentals, reinforce performance concepts,
More informationStudents will be able to echo tonal patterns. echo rhythmic patterns. echo combined tonal and rhythm patterns.
5 th Grade Instrumental 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
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Concert Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodic and rhythmic ideas
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationBand Pacing Guide Novice Glendale Elementary School District Introduction to the Performing Ensembles Pacing Guide
Band-Performing Ensembles Pacing Guide Novice (Grades 5-7) Introduction to the Performing Ensembles Pacing Guide This document provides teachers with a guide to pacing music as well as resources to support
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 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 informationStudents will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise compose source expression arrangement
4 th Grade General Music 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
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 9 12 Subject: Jazz Ensemble Time: School Year as listed Core Text: Time Unit/Topic Standards Assessments 1st Quarter Arrange a melody Creating #2A Select and develop arrangements, sections,
More information5 th GRADE CHOIR. Artistic Processes Perform Respond
5 th GRADE CHOIR Chorus is an embedded component of the 5 th grade music curriculum in which all grade five students participate. The ensemble provides a culminating experience where nearly all performing
More informationTheatre Standards Grades P-12
Theatre Standards Grades P-12 Artistic Process THEATRE Anchor Standard 1 Creating Generate and conceptualize artistic ideas and work. s Theatre artists rely on intuition, curiosity, and critical inquiry.
More informationPacing Calendar. Academic Vocabulary
Pacing Calendar Duration of Unit: Unit 1 Music Unit 1 General Music Musical scores require a variety of elements and directions, used to create interest and variety. Musical reading skills can be transferred
More informationCURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12
CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Frank G. Mauriello, Interim Assistant Superintendent
More informationInterdisciplinary. Connections. Math-fractions. Art- drawing, creating. technical using language in writing, writing about details
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 6th Grade/ General Music /Statem ents Activities including Differentiation & 21 st Century Skills MU:Cr2.1.6b MU:Cr3.1.6a,b MU:Pr4.2.6a,b MU:Pr4.3.6 How do
More informationInteractive Music powered by Silver Burdett 2016
A Correlation of powered by Silver Burdett 2016 To the Grade 6 Introduction This document shows how powered by Silver Burdett with Alfred, meets the. Correlation references are to the Teacher Notes and
More informationStudents will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
1 st Grade General Music 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
More informationStudents will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
2 nd Grade General Music 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
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Intermediate Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodies and rhythmic
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 information2/22/2017. Kansas State Music Standards: Next Step Curriculum Revision. National Music Standards Comparing 1994 to 2014
Kansas State Music Standards: Next Step Curriculum Revision KMEA In Service Workshop Thursday, February 23 2:00 pm Friday, February 24 11:00 am (repeat session) Presented by: Martha Gabel Fine Arts Coordinator,
More informationMIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ CURRICULUM GUIDE DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 1. Generate and conceptualize artistic ideas and work. Tonality - major/mino r Meter - duple/triple Generate musical patterns and ideas within
More informationWest Windsor-Plainsboro Regional School District String Orchestra Grade 9
West Windsor-Plainsboro Regional School District String Orchestra Grade 9 Grade 9 Orchestra Content Area: Visual and Performing Arts Course & Grade Level: String Orchestra Grade 9 Summary and Rationale
More informationNATIONAL and KENTUCKY ACADEMIC STANDARDS in MUSIC
3 rd GRADE 2 nd MU:Cr1.1.3 a) Improvise rhythmic and melodic ideas and describe connections to specific purpose and context (i.e., personal and social). 1 st b) Generate musical ideas (i.e., rhythm and
More informationSecond Grade Art Curriculum
Second Grade Art Curriculum Second Grade Art Overview Course Description In second grade, color relationships and textural qualities are emphasized. Social and communication skills are further developed
More informationTRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut
TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut History and Influence of Rock and Roll on Society 2016 Curriculum Writing Team Justin Elkins Michael McGrath Orchestra/Theory Instructor K-12 Music Team Leader
More informationContent Area Course: Band Grade Level: Eighth Instrumental Music - Band
Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles
More informationCourse Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12
State Curriculum Unit Content Descriptors Toms River Schools C.Loeffler / P.Martin Content Area: Fine Arts - Music Course Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12 Unit Plan 1 Vocal
More informationCAEA Lesson Plan Format
LESSON TITLE: Expressive Hand Name of Presenter: Lura Wilhelm CAEA Lesson Plan Format Grade Level: Elementary MS HS University Special Needs (Please indicate grade level using these terms): Middle School
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 informationMusic. Welcome. Music Washington State Requirements Met
Welcome Washington State EALR: 1. : The student understands and applies arts knowledge and skills in music. Component: 1.1 Understands and applies music concepts and ocabulary. Grade Leel Expectation 1.1.1:
More informationEnsemble Novice DISPOSITIONS. Skills: Collaboration. Flexibility. Goal Setting. Inquisitiveness. Openness and respect for the ideas and work of others
Ensemble Novice DISPOSITIONS Collaboration Flexibility Goal Setting Inquisitiveness Openness and respect for the ideas and work of others Responsible risk-taking Self-Reflection Self-discipline and Perseverance
More informationArtistic Process: Performing Accomplished / Advanced Ensembles
Artistic Process: Performing Accomplished / Advanced Ensembles Common Anchor #4: Enduring Understandings Essential Question(s) Common Anchor #5: Enduring Understanding Essential Question(s) Common Anchor
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 informationNational Coalition for Core Arts Standards. Music Model Cornerstone Assessment: General Music Grades 3-5
National Coalition for Core Arts Standards Music Model Cornerstone Assessment: General Music Grades 3-5 Discipline: Music Artistic Processes: Perform Title: Performing: Realizing artistic ideas and work
More informationHigh School Choir Level III Curriculum Essentials Document
High School Choir Level III Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction August 2011 2 3 Introduction The Boulder Valley Secondary Curriculum provides
More informationSecond Grade: National Visual Arts Core Standards
Second Grade: National Visual Arts Core Standards Connecting #VA:Cn10.1 Process Component: Interpret Anchor Standard: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding:
More informationILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM FIELD 145: VISUAL ARTS November 2003 Illinois Licensure Testing System FIELD 145: VISUAL ARTS November 2003 Subarea I. Elements, Principles, and Expressive Features of
More informationBenchmarks: Perform alone on instruments (or with others) a varied repertoire Perform assigned part in an ensemble
URBANDALE COMMUNITY SCHOOL DISTRICT CURRICULUM FRAMEWORK OUTLINE SUBJECT: Music COURSE TITLE: Instrumental Music GRADE LEVEL: Grade 5 COURSE DESCRIPTION: Students in fifth grade instrumental music start
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 analyze the uses of elements of music. A. Can the student
More informationWest Windsor-Plainsboro Regional School District Printmaking I Grades 10-12
West Windsor-Plainsboro Regional School District Printmaking I Grades 10-12 Unit 1: Mono Prints Content Area: Visual and Performing Arts Course & Grade Level: Printmaking I, Grades 10 12 Summary and Rationale
More informationLesson 3: Practicing Repertoire. Featuring: Leo Blanco, Professor at Berklee College of Music
Lesson 3: Practicing Repertoire Featuring: Leo Blanco, Professor at Berklee College of Music This lesson will focus on developing a repertoire library. Your repertoire is a list of songs that you know
More informationCurriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze
More informationART. Fairfield. Course of Study. City School District
ART Course of Study Fairfield City School District May 21, 2015 CONTENTS Contents FOREWORD... 3 AUTHORS... 4 PHILOSOPHY... 5 GOALS... 6 SCOPE AND SEQUENCE... 7... 9 FIRST GRADE... 9 SECOND GRADE... 10
More informationMontana Content Standards for Arts Grade-by-Grade View
Montana Content Standards for Arts Grade-by-Grade View Adopted July 14, 2016 by the Montana Board of Public Education Table of Contents Introduction... 3 The Four Artistic Processes in the Montana Arts
More informationMusic In Our Schools Month General Music: 1 st Grade
Music In Our Schools Month Macalililion Children s Song Library of Congress (LOC) Link: https://www.loc.gov/item/lomaxbib000152/ Recording: Kingsville, Texas (May 1, 1939) Copyright 2018 Val Ellett. Used
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE MUSIC SUBTEST I Subtest Description This document contains the Music subject matter requirements arranged according to the domains covered by
More informationVISUAL ART CURRICULUM STANDARDS GRADES Students will understand and apply media, techniques, and processes. Course Level Expectations (CLEs)
VISUAL ART CURRICULUM STANDARDS GRADES 9-12 Standard 1.0 Media, Techniques and Processes Students will understand and apply media, techniques, and processes. 1.1 Demonstrate the use of knowledge and technical
More informationMusic In Our Schools Month General Music: 1 st Grade
Here Comes Uncle Jesse Children s Song LOC Link: https://www.loc.gov/item/lomaxbib000270/ Library of Congress (LOC) Teaching with Primary Sources Copyright 2018 Val Ellett. Used by permission. Lesson by
More informationMaryland Fine Art Standards for Early Learners Based on the National Core Art Standards MUSIC: CREATING. CREATING: Process Components:
MUSIC: CREATING Words found in the Glossary are CREATING: Process Components: highlighted in yellow. Imagine: Generate musical ideas for various purposes and contexts. Plan and Make: Select and develop
More informationTRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut
TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut Concert Choir High School Music 2016 (Last revision date: 2008) Curriculum Writing Team Michael McGrath Anne Tornillo Jonathan S. Budd, Ph.D. K-12 Music Team
More informationHigh School Jazz Band 3 (N77) Curriculum Essentials Document
High School Jazz Band 3 (N77) Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction February 2012 Introduction The Boulder Valley Secondary Music Curriculum
More informationLITTLE KIDS ROCK LESSON ALESSIA CARA S HERE : PERSPECTIVES ON FUN, PEER PRESSURE, AND ANXIETY
ALESSIA CARA S HERE : PERSPECTIVES ON FUN, PEER PRESSURE, AND ANXIETY OVERVIEW ESSENTIAL QUESTION In what ways does Alessia Cara s Here defy popular music conventions, and what does the song say about
More informationPRIMARY ARTS AND HUMANITIES
Back to Table of Contents Kentucky Department of Education PRIMARY ARTS AND HUMANITIES Kentucky Core Academic Standards English Language Arts - Primary 6 Kentucky Core Academic Standards Arts and Humanities
More informationOKLAHOMA SUBJECT AREA TESTS (OSAT )
CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 003: VOCAL/GENERAL MUSIC September 2010 Subarea Range of Competencies I. Listening Skills 0001 0003 II.
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 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 informationA Correlation of. Interactive Music. powered by Silver Burdett. To the. Grade 3
A Correlation of Interactive Music powered by Silver Burdett 2016 To the Mississippi College and Career Readiness Grade 3 Introduction This document shows how Silver Burdett meets the Mississippi College
More informationLITTLE KIDS ROCK LESSON MEMORY, HOPE, AND CHARLIE PUTH S SEE YOU AGAIN
MEMORY, HOPE, AND CHARLIE PUTH S SEE YOU AGAIN OVERVIEW ESSENTIAL QUESTION How does music help us remember people we are close to, or those we have lost? OVERVIEW In the final scene of the film Furious
More informationNational Coalition for Core Arts Standards. Music Model Cornerstone Assessment: General Music Grade 2
National Coalition for Core Arts Standards Music Model Cornerstone Assessment: General Music Grade 2 Discipline: Music Artistic Processes: Perform Title: Performing: Realizing artistic ideas and work through
More informationChorus Responding Unit, Proficient Level
Chorus Responding Unit, Proficient Level A Curriculum Project of the National Association for Music Education (NAfME) and the Library of Congress of the United States (LOC) Teaching with Primary Sources
More informationBenchmark A: Identify and perform dances from a variety of cultures of past and present society.
Historical, Cultural and Social Contexts Students understand dance forms and styles from a diverse range of cultural environments of past and present society. They know the contributions of significant
More informationLEARNING-FOCUSED TOOLBOX
Know: Understand: Do: Native Amreican Hispanic African Carribean Chinese Irish Folk Song Current popular music Classical music Jazz PA Music Standards: 9.1 Singing, alone and with others, a varied repertoire
More informationSMCPS Course Syllabus
SMCPS Course Syllabus Course: High School Band Course Number: 187123, 188123, 188113 Dates Covered: 2015-2016 Course Duration: Year Long Text Resources: used throughout the course Teacher chosen band literature
More information6-8 Unit 1, Art, Elements and Principles of Art
6-8 Unit 1, Art, Elements and Principles of Art Content Area: Art Course(s): Art Time Period: September Length: 10 weeks Status: Published Enduring Understanding Art is created using the principles of
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 informationOKLAHOMA SUBJECT AREA TESTS (OSAT )
CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 001: INSTRUMENTAL/GENERAL MUSIC September 2010 Subarea Range of Competencies I. Listening Skills 0001
More informationMINNESOTA ACADEMIC STANDARDS - ARTS
MINNESOTA ACADEMIC STANDARDS - ARTS Strand I: Artistic Foundations Standard 1: Demonstrate knowledge of the foundation of the art area. 1. Describe the elements of music including melody, rhythm, harmony,
More informationWest Windsor-Plainsboro Regional School District Art Elective Grade 7
West Windsor-Plainsboro Regional School District Art Elective Grade 7 Unit 1: Communication Logo Content Area: Visual and Performing Arts Course & Grade Level: Art Elective, Grade 7 Summary and Rationale
More informationMUSIC GRADE K - 2 CURRICULUM
MUSIC GRADE K - 2 CURRICULUM Middle Township Public Schools 216 S. Main Street Cape May Court House, NJ 08210 Born On Date: January 22, 2015 DISCIPLINE: Music GRADE LEVEL/COURSE: Kindergarten Activities,
More informationMusic In Our Schools Month General Music: 1 st Grade
All Around the Green Apple Tree Children s Game Song LOC Link: https://www.loc.gov/item/lomaxbib000271/ Recording: Burkeville, Texas (May 16, 1939) Lesson by Sara Allen, Avery Elementary School, Dedham,
More informationMusic Curriculum. Grade 8: Unit Three. 1 P a g e
Music Curriculum Grade 8: Unit Three 1 P a g e Course Description The goal of Unit Three is to learn how performers interpret the directions of composers to create musical meaning for an audience. Music
More information9 th -12 th Grade 2008 Minnesota Arts Strands & Standards Dance, Media Arts, Music, Theater, & Visual Arts
9 th -12 th Grade 2008 Minnesota Arts Strands & Standards Dance, Media Arts, Music, Theater, & Visual Arts STRAND STANDARD 9.1 Artistic Foundations 9.2 Artistic Process: Create or Make 9.3 Artistic Process:
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 information2 nd Grade Visual Arts Curriculum Essentials Document
2 nd Grade Visual Arts Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction February 2012 Introduction The Boulder Valley Elementary Visual Arts Curriculum
More informationPrerequisites: Audition and teacher approval. Basic musicianship and sight-reading ability.
High School Course Description for Chamber Choir Course Title: Chamber Choir Course Number: VPA107/108 Curricular Area: Visual and Performing Arts Length: One year Grade Level: 9-12 Prerequisites: Audition
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 informationSummit Public Schools Summit, New Jersey Grade Level 1 / Content Area: Visual Arts
Summit Public Schools Summit, New Jersey Grade Level 1 / Content Area: Visual Arts Curriculum Course Description: The first grade visual art curriculum provides experiences for students to explore their
More informationWest Windsor-Plainsboro Regional School District Band Curriculum Grade 11
West Windsor-Plainsboro Regional School District Band Curriculum Grade 11 Page 1 of 6 Grade 11 Ensemble Content Area: Visual and Performing Arts Course & Grade Level: Band Grade 11 Summary and Rationale
More informationElementary Strings Grade 4
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 informationArtistic Process: Performing Proficient Ensembles
Artistic Process: Performing Proficient Ensembles Common Anchor #4: Enduring Understandings Essential Question(s) Common Anchor #5: Enduring Understanding Essential Question(s) Common Anchor #6: Enduring
More information