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 the uses of elements of music in given aural examples? When listening to orchestral selections, the student will: * identify the melody * identify the beats of the measures * identify moments of key change * identify and describe changes in dynamic level * mirror unique rhythmic figures 1
Curriculum Standard Two: The student will read and notate music. 1. The student will score simple music. A. Can the student identify and define standard notation of pitch, rhythm, dynamic, tempo, articulation, and expression? On an orchestral score for his/her own instrument, the student will: * name the notes for all lines and spaces * identify accidentals, and tell how long they last * identify specific bowing articulations * identify and define specific dynamic markings * identify tempo markings * identify left hand fingerings and position shifts 2
Curriculum Standard Three: The student will perform on instruments a varied repertoire of music. 1. The student will play music written in two or three parts and simple accompaniments by ear on his/her own instrument. A. Can the student play pieces written for two or three parts, including piano accompaniment? B. Can the student play a simple melody by ear? The student will play his/her part correctly, while the piano and other instruments play different parts. The student will identify whether he/she is playing the melody or the harmony. After 6-8 weeks of instruction, the student will play a simple tune by ear. 3
Curriculum Standard Four: The student will improvise melodies, variations, and accompaniments. 1. The student will improvise simple melodic embellishments and simple rhythmic and melodic variations. 2. The student will devise simple harmonic accompaniments. A. Can the student take a given melody and sing or play improvised melodic embellishments and rhythmic and melodic variations? A. Can the student take a given chord structure and realize a simple harmonic accompaniment to a melody using his/her instrument? After listening to a basic pulse, the student will replicate the pulse. After listening to a basic pulse, the student will embellish the pulse rhythmically. The student will improvise an accompaniment from a basic pulse. The student will suggest a variation of a basic melody. 4
Curriculum Standard Five: The student will compose and arrange music. 1. The student will compose short pieces of music. A. Given specific guidelines, can the student write a short composition that successfully utilizes musical elements to express: unity and variety, tension and release, and balance? Using standard notation, the student will: * compose a 4 measure piece for his/her own instrument * vary the composition, using dynamic markings and alternate bowing 5
Curriculum Standard Six: The student will develop knowledge and skills necessary to understand and perform music from all parts of the world. 1. The student will analyze music in aural examples representing diverse genres and cultures. A. Can the student analyze the uses of elements of music in aural examples from various genres and cultures, citing similarities and differences? The student will listen to recorded examples and identify music from various cultures as being non-western in origin, and tell why the music sounds unique. The student will identify various genres of Western music, such as jazz, classical, rock, and blues. 6
Curriculum Standard Seven: The student will develop knowledge and understanding of the relationship of music to history and culture. 1. The student will identify aural examples of music from various historical periods. 2. The student will identify the role that music plays in his/her own society. A. Can the student identify and categorize, by genre and style, the music from varied historical periods? A. Can the student identify various uses of music in his/her daily experiences and describe characteristics that make certain music suitable for each use? B. Can the student describe and demonstrate the proper use of music in a variety of cultural settings? The student will be able to hear, identify, and categorize aural examples of music from various historical periods. The student will complete a written study of the roles that music plays in his/her daily lives. The student will determine the appropriate use for a particular music. The student will identify characteristics of style in his/her own repertoire, and assign each work to the appropriate genre. 7
Curriculum Standard Eight: The student will apply knowledge, skills, and understanding to make critical judgments about and determine the quality of music experiences and performances. 1. The student will evaluate the quality and effectiveness of music compositions and performances. A. Can the student develop and continue to refine criteria for evaluating the quality and effectiveness of music compositions and performances and then apply those criteria in his/her own listening and performing? The students will increasingly take on more responsibility in evaluating his/her own rehearsals and performances towards the goal of refining his/her own musical skills. 8