Performing Arts Final, All Grades. Mount Holly Township Public Schools. Office of the Superintendent. 330 Levis Drive. Mt.

Performing Arts 2012 Mount Holly Township Public Schools Final, All Grades Mount Holly Township Public Schools Office of the Superintendent 330 Levis Drive Mt. Holly, NJ 08060

Mount Holly Township Public Schools Performing Arts Core Curriculum Standards 2012 Mount Holly Township Public Schools Office of the Superintendent 330 Levis Drive Mount Holly, NJ 08060

The Public Schools of Mount Holly Township Burlington County New Jersey Philosophy The performing arts department at the Mount Holly Township schools are designed to increase feelings of accomplishment and selfesteem in all children through the acquisition of skills necessary to perform, create, and thoughtfully evaluate works of art and experiences both on a personal level and part of a large organization. Classroom activities are specifically designed to foster creativity, communication, independent and critical thinking skills in the learner. The Mount Holly Performing Arts Curriculum is based on the New Jersey Core Curriculum Standards for Visual and Performing Arts as follows: Standard 1.1: The Creative Process Standard 1.2: History of the Arts and Culture Standard 1.3: Performance Standard 1.4: Aesthetic Responses and Critique Methodologies. The vocal, instrumental, theater, and dance facets of the total performing arts program offer a wide variety of hands on experiences to enrich the learners educational experience through additional performance opportunities. At every grade level, the general goal of the performing arts program is to develop each student s independent technique through a hands on class situation or performance ensemble experience.

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Arts Education in the 21 st Century Creativity is a driving force in the 21st century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth... This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce.... Those countries that produce the most important new products and services can capture a premium in world markets... (2007, National Center on Education and the Economy) Experience with and knowledge of the arts is an essential component of the P 12 curriculum in the 21st century. As the state of New Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow:

Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment. Intent and Spirit of the Visual and Performing Arts Standards The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the National Standards for Arts Education. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are offered throughout the P 12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout their P 12 education.

The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end of fifth grade, using the vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students choosing one of the four arts disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of specialization, be able to: Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods. Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and understandings in artmaking, history, culture, and analysis in any artsrelated project.

Visual and Performing Arts List of Standards 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, THEATRE, AND VISUAL ART. 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. 1.3 (PERFORMANCE): ALL STUDENTS WILL SYNTHESIZE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES THAT ARE APPROPRIATE TO CREATING, PERFORMING, AND/OR PRESENTING WORKS OF ART IN DANCE, MUSIC, THEATRE, AND VISUAL ART. 1.4 (AESTHETIC RESPONSES & CRITIQUE METHODOLOGIES): ALL STUDENTS WILL DEMONSTRATE AND APPLY AN UNDERSTANDING OF ARTS PHILOSOPHIES, JUDGMENT, AND ANALYSIS TO WORKS OF ART IN DANCE, MUSIC, THEATRE, AND VISUAL ART.

PERFORMING ARTS ELEMENTS Rhythm: Melody: Harmony: The way duration is organized in a piece of music using beat, no beat, long and short sounds, meter, accents, no accents, tempo, syncopation, and so on. A line of single tones that move upward, downward, or repeat. Two or more different tones sounding at the same time. Tone Color: The unique difference or timbre of sounds. Form: The overall plan of a piece of music. Expressive Qualities: Tempo Dynamics Mood The speed of the beat. The different levels of loudness and softness of sound. The feeling that a piece of music gives. History/Culture: An exploration of music through various time periods and cultures. Dance: Theater: A series of movements that match the speed and rhythm of a piece of music. A dramatic representation of art which includes the elements of plot, character, and action.

Rhythm Can you keep the beat with your feet? Can you echo this rhythmic pattern? (Teacher claps a rhythmic pattern using only quarter notes and eighth notes.) KINDERGARTEN Knowledge, Skills, and Instructional Objectives Perform simple rhythmic patterns. Respond to cues of conductor. Reinforce movement and performance of a steady beat. Experience duple and triple meter. Identify long and short sounds. Various percussion instruments (jingle bells, maracas) Textbook Students will begin to demonstrate Basic Music Competency by moving to a steady beat, at various tempos, in both duple and triple meter. Students will be able to clap simple rhythms composed of quarter and eighth notes after hearing them. Beat (steady vs. not steady) Long vs. short sounds Echo rhythmic patterns which the teacher first demonstrates. Use as many visual prompts as possible during instruction, (stand up, sit down, move left/right). March to a variety of songs with varying tempos/meters (organized). Demonstrate purpose movement while music is playing (improvised). Vocalize every day actions on a non-sense syllable (throwing a ball). Rhythmic exercises will enhance critical thinking skills. Improvisation movement will allow for innovation and creativity. Performance Evaluation.

Melody What high sounds do you hear? What low sounds do you hear? How will you move to show the melody? Recognize and identify home tone. Identify high and low sounds. Respond to melodic contour through movement. Students will be able to distinguish and indentify the difference between high and low sounds. Students will be able to produce high and low sounds. Students will be able to show purposeful movement, which reflects the direction of a melody. High vs. low sounds Melody Dramatize a story using high and low sounds. Identify environmental sounds as high or low. Demonstrate purposeful movement in response to melodic contour. Sing ascending/descending melodic patterns. Melodic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Vocal improvisation will allow for innovation and creativity. Performance evaluation.

Harmony 1.3 - Performance How many people are singing? Experience harmonic contexts. Various listening exercises, (solo vs. group). Students will be able to distinguish between solo and ensemble performances. Solo Group Harmonic exercises will enhance critical thinking skills. Listening exercises will improve communication skills.

Tone Color 1.4 Aesthetic Responses & Critique Methodologies Am I using my speaking or singing voice? What different sounds did you hear while sitting outside? Recognize and utilize the difference between speaking and singing voices. Observe and respond to sounds in nature. Sing with proper vocal technique. Identify different timbres of classroom instruments. Students will be able to distinguish when the teacher is using his/her speaking vs. singing voice. Students will be able to identify what sounds they hear after sitting outside and hypothesis what element in nature produced each sound. Speaking vs. singing voice Listening games that require students to distinguish between speaking vs. singing voice. Listening exercises that require students to describe the sounds they hear (instruments, nature). Listening exercises will enhance critical thinking and problem solving skills. Listening exercises will improve communication skills. Teach observation.

Form Can you use your body to show me how the music moves? Students will be able to identify same/different phrases and reflect each through movement. Students will be able to sing the answer during a call & response. Demonstrate proper phrasing and identify same/different phrases through movement and vocalization. Creating movement to show the difference between different phrases. Singing echo songs. Call & response Echo Movement activities will enhance critical thinking and problem solving skills. Echo songs will improve communication skills. Performance evaluation.

Expressive Qualities 1.4 Aesthetic Responses & Critique Methodologies Was I singing soft or loud? Was this song fast or slow? Can you make you body movements match this song? Students will be able to distinguish the difference between soft vs. loud sounds. Students will be able to distinguish the difference between fast and slow songs. Students will be able to express a variety of dynamics and tempo through their movements. Identify and perform dynamics including soft and loud. Identify and perform tempos including fast and slow. Demonstrate tempo, dynamics, and mood through movement and performance. Critique visual and aural performances and perform self-evaluation. Loud vs. soft Fast vs. slow Perform songs that vary between soft/loud. Perform songs that vary between fast/slow. Movement exercises that reflect differences in loud/soft and fast/slow. Listening map that allows students to predict dynamic contrasts. It is to be expected that not all students will be able to distinguish between soft/loud, fast/slow songs. Students who are struggling will be paired with students who are excelling. Analyzing soft/loud and fast/slow songs will enhance critical thinking and problem solving skills. Listening exercises will improve communication skills. Movement exercises will promote creativity. Self-reflection & peer critique. Performance evaluation.

History/Culture 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies Can you guess where this song comes from? Students will experience songs from a variety of locations and time periods. Experience music from Baroque, Classical, and Romantic periods through movement and listening. Experience a variety of world music. Singing folk songs from different cultures/countries. Listening to songs from Baroque, Classical, and Romantic periods. Folk songs Listening activities will enhance critical thinking, problem solving, and communication skills. Singing and listening activities will also raise global awareness.

Dance Can you describe how time, space, and energy relate to dance? Can you move your upper and lower body together/independently? Can you demonstrate jumping? Skipping? Walking? Identify basic terms such as: time, space, and energy. Upper and lower body coordination. Pedestrian movements. Scarves, sticks, beanbags, dots, etc. TV, DVD player, Promethean board Text books Students will be able to describe how time, space, and energy are related to dance. Students will be able to move their upper and lower bodies together/independently. Students will be able to demonstrate jumping, skipping, walking, etc. Time Space Energy Jump Skip Walk Upper body Lower body Arms Legs Songs/games that ask the students to jump, skip, walk, etc. Dances that integrate simultaneous upper and lower body movement. Participating in various dances will promote creativity and innovation. Moving together as a class will promote collaboration and teamwork. Performance evaluation.

Theater Can you identify the main characters in this play? Can you act out the role of a baby? Firefighter? Mom/dad? Etc. Can you participate in dramatic play? Identify basic terms such as: character, costume, setting, stage, and actor. Act out familiar roles observed through life experiences. Participate with others in dramatic play. Listen to stories and dramatic performances. Various props TV, DVD player, Promethean board Text books Students will be able to identify the main characters in a given play. Students will be able to act out a given role. Students will be able to participate in dramatic play. Character Costume Setting Stage Actor Storytelling Games/activities that promote dramatic play. Listening to/watching stories that require students to identify main characters/setting. Participating in various acting scenarios will promote creativity and innovation. Acting together in a group will promote collaboration and teamwork. Identifying main characters/setting enhances critical thinking skills and cross-cultural understanding. Performance evaluation.

Rhythm Can you clap this rhythm? (Rhythm written on the board containing quarter notes, eighth notes, and quarter rests.) Can you create your own rhythmic pattern using any mixture of quarter notes, eighth notes, and quarter rests? FIRST GRADE Students will be able to clap simple rhythms composed of quarter notes, eighth notes, and quarter rests after reading them. Students will be able to improvise their own rhythmic patterns using any mixture of quarter notes, eighth notes, and quarter rests. Read, play, sing, and create simple patterns using quarter notes, eighth notes, and quarter rests. Respond to cues of a conductor. Reinforce movement and performance to steady beat. Demonstrate duple and triple meter. Improvise short rhythmic patterns. Various instruments (jingle bells, maracas) Rhythm Steady beat Quarter note Eighth note Quarter rest Students will clap rhythmic patterns that are written on the board. Demonstrate purposeful movement to a steady beat. Distinguish if sound clips show an example of a steady beat or not steady beat. Rhythmic exercises will enhance critical thinking skills. Improvisation movement will allow for innovation and creativity. Performance evaluation.

Melody Can you show me where the resting tone is with your hand? Echo and identify melodic patterns using solfege syllables. Improvise short melodic patterns. Recognize and identify home tone. Introduce treble clef staff. Movement activities that reflect upward and downward movement. Listening exercises where students will identify the resting tone. Students will be able to identify the resting tone when the teacher sings a short melodic pattern. Resting tone Upward vs. downward movement (in relation to melodic contour). It is to be expected that not all students will be able to identify the resting tone. Students who are unable to will be partnered with students who are excelling. Melodic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Vocal improvisation will allow for innovation and creativity. Performance evaluation.

Harmony Is there more than one rhythm happening at once? Experience and recognize a harmonic context. Play polyrhythms in two parts. Various listening activities (solo vs. group). Performing polyrhythms in two parts. Students will be able to detect that there are multiple rhythms happening at once and be able to play both parts. Duet Harmonic exercises will enhance critical thinking skills. Listening exercises will improve communication skills.

Tone Color 1.4 Aesthetic Responses & Critique Methodologies What instrument is this? Students will be able to name classroom instruments by sight and sound. Introduce individual instruments and their characteristics as well as instrument families. Understanding between head and chest voice. Recognize different vocal and instrumental timbres. Sing with proper vocal technique. Drum Maracas Tambourine Bells Piano Keyboard Woodblock Students will have the opportunity to play various classroom percussion instruments in order to learn more about them. Listening exercises will enhance critical thinking and problem solving skills. Performing on various percussion instruments will promote innovation/creativity.

Form 1.3 - Performance Can you identify the answer or response in this song? Play, sing, and identify call and response, phrase repetition, AB, and ABA. Demonstrate proper phrasing through movement and performance. Students will be able to distinguish between the call and answer sections of a call & response. Students will be able to identify when phrase repetition occurs in a song. Call Answer Phrase Repetition Performing call & response and identifying where the answer occurs. Creating movement to show the difference between different phrases. Listening exercises that will require students to pinpoint repetitive phrases. Movement activities will enhance critical thinking and problem solving skills. Listening activities will improve communication skills.

Expressive Qualities 1.4 Aesthetic Responses & Critique Methodologies Raise your hand when you hear the tempo in this song change. Raise your hand when you hear the dynamics in this song change. Students will be able to identify when the tempo of a song changes. Students will be able to identify when the dynamics in a song change. Indentify and perform dynamics including soft and loud. Identify and perform tempos including fast and slow. Demonstrate tempo, dynamics, and mood through movement and performance. Critique visual and aural performances and perform self-evaluation. Tempo Dynamics Recommended Instructional Activities Perform/listen to songs that vary between soft/loud. Perform/listen to songs that vary between fast/slow. Movement exercises that reflect differences in loud/soft and fast/slow. Analyzing soft/loud and fast/slow songs will enhance critical thinking and problem solving skills. Listening exercises will improve communication skills. Movement exercises will promote creativity. Self-reflection & peer critique.

History/Culture 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies What instrument plays Peter? ( Peter & the Wolf ) Experience music from Baroque, Classical, and Romantic periods. Experience a variety of world music. Study the music of Prokofiev and Tchaikovsky. DVD of Peter & the Wolf TV and DVD player Students will be able to identify which instruments are used for each character in Peter & the Wolf. Program music Prokofiev Tchaikovsky View the movie Peter & the Wolf and discuss what instrument portrays each character. Singing folk songs from different cultures/countries. Listening to songs from Baroque, Classical, and Romantic periods. Watching Peter & the Wolf and various listening activities will enhance critical thinking, problem solving, and communication skills. Singing and listening activities will also raise global awareness.

Dance Can you describe how time, space, energy, and balance relate to dance? Can you balance on one foot? Can you demonstrate this situation through movement? Identify basic terms such as: time, space, energy, and balance. Balance on each foot. Pantomime. Scarves, sticks, beanbags, dots, etc. TV, DVD player, Promethean board Text books Students will be able to describe how time, space, energy, and balance are related to dance. Students will be able to balance on one foot. Students will be able to demonstrate a given situation through movement. Balance Acting Songs/games that ask the students to jump, skip, walk, etc. Dances that integrate simultaneous upper/lower body movement and balance. Participating in various dances will promote creativity and innovation. Moving together as a class will promote collaboration and teamwork. Performance evaluation.

Theater Can you describe the plot of this story? Can you create a scene with your classmates and act it out? Students will be able to describe the plot of a given story. Students will be able to create a scene with their classmates and act it out. Identify basic terms such as: character, costume, setting, stage, actor, plot, action, and script. Use imagination to make up new roles and act them out. Participate with others in dramatic play for an extended period of time. Listen to stories and dramatic performances. Various props TV, DVD player, Promethean board Text books Plot Action Script Games/activities that promote dramatic play. Listening to/watching stories that require students to identify main characters/setting and describe the plot. Participating in various acting scenarios will promote creativity and innovation. Acting together in a group will promote collaboration and teamwork. Identifying main characters/setting enhances critical thinking skills and cross-cultural understanding. Performance evaluation.

Rhythm Can you clap this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and quarter rests.) Can you count this rhythm? (Rhythm written on the board containing half notes, quarter notes, and quarter rests.) SECOND GRADE Students will be able to clap simple rhythms composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and quarter rests. Students will be able to count simple rhythms composed of half notes, quarter notes, and quarter rests. Read, play, sing, and create simple patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and quarter rests. Introduce rhythm counting with half notes, quarter notes, and quarter rests. Respond to cues of a conductor. Demonstrate duple and triple meter. Reinforce movement and performance to steady beat. Various instruments (jingle bells, maracas) Textbook Whole note Half note Sixteenth note Du Read/play rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and quarter rests. Count rhythmic patterns containing half notes, quarter notes, and quarter rests. Demonstrate purposeful movement to a steady beat. Rhythmic exercises will enhance critical thinking skills. Improvisation movement will allow for innovation and creativity. Performance evaluation. Written evaluation.

Melody Can you tell me if this pattern moves by skips or steps? Introduce steps, skips, and repeats between notes. Echo and identify melodic patterns using solfege syllables. Improvise short melodic patterns. Recognize and identify home tone in major and harmonic minor. Reinforce treble clef staff. Textbook Students will be able to identify the difference between skips, steps, and repeats in a melody. Skip Step Repeat Staff Treble clef Solfege (Do, Me, Sol, La) Listening exercises that require the students to identify stepwise motion, skips, and/or repeats. Visual aids to introduce the staff and treble clef. Koday is used along with solfege syllables to create melodic patterns. Melodic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Vocal improvisation will allow for innovation and creativity. Written evaluation.

Harmony What is it called when people sing the same song but start at different times? Play, sing, and indentify ostinatos. Introduce rounds. Play polyrhythms in two parts. Textbook Listening/performing rounds and ostinatos. Performing polyrhythms in two parts. Students will be able to determine if each song is an example of an ostinato or round. Ostinato Round Harmonic exercises will enhance critical thinking skills. Listening exercises will improve communication skills.

Tone Color 1.4 Aesthetic Responses & Critique Methodologies What instrument is this? Recognize individual instruments and their characteristics. Understanding between head and chest voice. Recognize different vocal and instrumental timbres. Sing with proper vocal technique. Pictures of different instruments in the orchestra Students will be able to identify instruments by sight and sound. Flute Oboe Clarinet Saxophone Piccolo Trumpet Trombone Tuba Violin Viola Cello Bass Guitar Banjo Piano Snare Drum Timpani Cymbals Triangle Bass Drum Pictures and audio examples of each instrument will be shown while discussing the instrument. Listening exercises will enhance critical thinking and problem solving skills. Performing on various percussion instruments will promote innovation/creativity.

Form Is this song an example of call and response? Where does the repeat sign take us back to? Students will be able to identify the call and response section of a song. Students will be able to determine the repeated section of a song. Play, sing, and identify call and response, phrase repetition, repeat signs, AB, and ABA. Demonstrate proper phrasing through movement and performance. Repeat sign AB (form) ABA (form) Performing call & response and identifying where the answer occurs. Listening exercises that will require students to identify song forms (AB vs. ABA). Performing will enhance critical thinking and problem solving skills. Listening activities will improve communication skills.

Expressive Qualities 1.4 Aesthetic Responses & Critique Methodologies Is the dynamics in this example piano or forte? Is the tempo in this example allegro or largo? Can you express the tempo/dynamics of this song through movement? Identify and perform dynamics including piano and forte. Identify and perform tempos including allegro and largo. Demonstrate tempo and dynamics through movement and performance. Critique visual and aural performances and perform self-evaluation. Students will be able to distinguish if the musical example is being played at piano or forte. Students will be able to distinguish if the tempo of the musical example is allegro or largo. Students will be able to demonstrate tempo/dynamics through movement. Piano Forte Allegro Largo Perform/listen to songs that vary between piano/forte. Perform/listen to songs that vary between allegro/largo. Movement exercises that reflect differences in piano/forte and allegro/largo. Analyzing piano/forte and allegro/largo songs will enhance critical thinking and problem solving skills. Listening exercises will improve communication skills. Movement exercises will promote creativity. Self-reflection & peer critique. Performance evaluation.

History/Culture 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies What other cultures have influenced traditional American music? Can you summarize the story of the Magic Flute? Experience music from Baroque, Classical, and Romantic periods. Experience world music, specifically traditional American music. Study the music of Mozart. DVD of The Magic Flute TV and DVD player Students will be able to determine what other cultures have influenced traditional American music. Students will be able to give a brief summary of the Magic Flute. Opera Mozart View the opera The Magic Flute and discuss the plot of the story. Singing folk songs from different cultures/countries. Listening to songs from Baroque, Classical, and Romantic periods. Watching The Magic Flute and various listening activities will enhance critical thinking, problem solving, and communication skills. Singing and listening activities will also raise global awareness. Written evaluation.

Dance 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies Can you convey various emotions through movement (with/without music)? Can you improvise movements to music? Can you demonstrate proper use of personal space? Can you critique this group s performance of the Nutcracker? Who were some of the people who had to work together to create the Nutcracker ballet? Students will be able to convey various emotions through movement. Students will be able to improvise movements to music. Students will be able to demonstrate proper use of personal space. Students will be able to use basic dance terms to critique a performance of the Nutcracker. Students will be able to identify some of the people who needed to work together in order to create the Nutcracker ballet. Identify basic terms such as: time, space, energy, balance, and personal space. Conveying emotions through dance. Improvisation. Experience dance from various historical periods Scarves, sticks, beanbags, dots, etc. TV, DVD player, Promethean board Text books Personal space Improvise Emotions Critique Choreographer Composer Ballet Ballerina Set Scenery Stage Lighting Costumes Songs/games that ask the students to jump, skip, walk, improvise, etc. Dances that integrate simultaneous upper/lower body movement and balance. Dances to music that evokes different emotions. Watch the Nutcracker.

Participating in various dances will promote creativity and innovation. Moving together as a class will promote collaboration and teamwork. Listening/performance activities will enhance critical thinking skills and interpersonal communication. Performance evaluation. Written evaluation.

Theater 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies Can you describe the theme of this story? Can you create a fantasy scene with your classmates and act it out? Can you critique various dramatic performances using appropriate vocabulary? Students will be able to describe the theme of a given story. Students will be able to create a fantasy scene with their classmates and act it out. Students will be able to critique various dramatic performances using appropriate vocabulary. Identify basic terms such as: character, costume, setting, stage, actor, plot, action, script, drama, theme, and spectacle. Use imagination to make up new roles and act them out. Differentiate between fantasy/pretend play and real events. Participate with others in dramatic play for an extended period of time. Listen/critique stories and dramatic performances. Various props TV, DVD player, Promethean board Text books Drama Theme Spectacle Fantasy/pretend play Real events Critique Games/activities that enforce fantasy/pretend play vs. real events. Listening to/watching stories that require students to identify the theme. Critique various dramatic performances. Participating in various acting scenarios will promote creativity and innovation. Acting together in a group will promote collaboration and teamwork. Critique and identifying main characters/setting enhances critical thinking skills and cross-cultural understanding. Performance evaluation. Written evaluation.

Rhythm Can you clap this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests.) Can you count this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, whole rests, half rests, and quarter rests.) Is this rhythm straight or syncopated? THIRD GRADE Students will be able to clap rhythms composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. Students will be able to count rhythms composed of whole notes, half notes, quarter notes, eighth notes, whole rests, half rests, and quarter rests. Students will be able to identify if the rhythm they heard is in straight time or syncopated. Read, play, sing, and create simple patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. Utilize rhythm counting with whole notes, half notes, quarter notes, eighth notes, whole rests, half rests, and quarter rests. Recognize and perform syncopated rhythms. Introduce duple and triple conducting patterns. Improvise short rhythmic patterns. Various instruments (jingle bells, maracas) Textbook Whole rest Half rest Eighth rest Du De Straight time Syncopation Read/play rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests. And eighth rests. Count rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, whole rests, half rests, and quarter rests. Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or syncopated. Rhythmic exercises will enhance critical thinking skills. Improvisation movement will allow for innovation and creativity.

Performance evaluation. Written evaluation. Melody Can you sing/play a major scale? Can you improvise in the treble clef? Can you recognize musical symbols? Recognize and perform steps, skips, leaps, and repeats between notes. Sing and play major scale. Perform simple melodies from written notation. Improvise short melodic patterns. Reinforce treble clef staff. Introduce musical symbols such as sharp, flat, and natural signs. Textbook Students will be able to sing/play a major scale. Students will be able to improvise in the treble clef. Students will be able to recognize musical symbols (ex. Sharp, flat, and natural signs). Whole step Half step Sharp Flat Listening exercises that require the students to identify melodic motion of whole steps vs. half steps. Visual aids to introduce the use of sharps and flats in the treble clef. Students will sight-read music to broaden their skills of upward and downward motion. Melodic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Vocal improvisation will allow for innovation and creativity. Performance evaluation. Written evaluation.

Harmony Can you recognize an ostinatio? Can you sing in a round? Students will be able to aurally identify an ostinato. Students will be able to sing in a round. Play, sing, and identify ostinatos, counter melodies, and rounds. Ostinato Round Counter Melody Textbook Listening/performing rounds, ostinatos, and counter melodies. Harmonic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Performance evaluation.

Tone Color 1.4 Aesthetic Responses & Critique Methodologies Can you identify this instrument? (After hearing it) Can you tell me if I m using my head or chest voice? Students will be able to identify an instrument after hearing it. Students will be able to identify if the teacher is using his/her head or chest voice. Recognize, by sight and sound, individual orchestral instruments and their characteristics. Develop a smooth transition between head and chest voice. Pictures and sound clips of different instruments in the orchestra Head voice Chest voice Tone color Pictures and audio examples of each instrument will be shown while discussing the instrument. Teacher will demonstrate the difference between head and chest voice and instruct students on how to do the same. Listening exercises will enhance critical thinking and problem solving skills. Singing in head vs. chest voice will promote innovation/creativity.

Form Can you create a road map for this song (ex. Songs with repeats signs, D. C. al fine)? Students will be able to create a road map for songs with repeat signs, D.C. al fine, and other various musical symbols. Play, sing, and identify call and response, repeat signs, AB, ABA, and D.C. al fine. D.C. al fine Listening exercises that will require students follow different musical symbols (repeats, D. C. al fine, etc). Students will create a road map explaining how to follow along with a song that uses repeats and D. C. al fine. Performing will enhance critical thinking and problem solving skills. Listening activities will improve communication skills. Road mapping will enhance student s organizational skills. Written evaluation. Expressive Qualities 1.4 Aesthetic Responses & Critique Methodologies Is the dynamics in this example piano, mezzo piano, mezzo forte, or forte? Is the tempo in this example allegro, moderato, or largo? Can you express the tempo/dynamics of this Students will be able to distinguish if the musical example is being played at piano, mezzo piano, mezzo forte, or forte. Students will be able to distinguish if the tempo of the musical example is allegro, moderato, or largo.

song through movement? Can you write a critique about what you re listening to? Students will be able to demonstrate tempo/dynamics/mood through movement. Students will be able to write a critique in their song journal when asked to. Identify and perform dynamics including piano, mezzo piano, forte, and mezzo forte. Identify and perform tempos including allegro, moderato, and largo. Demonstrate and discuss tempo, dynamics, and mood through performance. Critique visual and aural performances and perform self-evaluation. Mezzo piano Mezzo forte Moderato Mood Critique Perform/listen to songs that vary between piano, mezzo piano, mezzo forte, and forte. Perform/listen to songs that vary between allegro, moderato, and largo. Movement exercises that reflect differences in piano, mezzo piano, mezzo forte, forte and allegro, moderato, and largo. Song journals will be used to critique different performances. Critique exercises, as well as analyzing music at various tempi and dynamics, will enhance critical thinking and problem solving skills. Listening exercises will improve communication skills. Movement exercises will promote creativity. Self-reflection & peer critique. Written evaluation Performance evaluation.

History/Culture 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies Can you identify key events in the life of Beethoven? How did Beethoven s hearing loss have an affect on his music? Experience music from Baroque, Classical, and Romantic periods. Study the music of Beethoven. Experience world music, specifically the history of Western music. DVD of Beethoven Lives Upstairs TV and DVD player Students will be able to identify key events in the life of Beethoven. Students will be able to describe how Beethoven s hearing loss affected his music. Beethoven Western music View the movie Beethoven Lives Upstairs and discuss the impact of Beethoven s hearing loss upon his life/music. Listen to Beethoven s music and discuss the imagery portrayed through it. Singing folk songs from different cultures/countries. Listening to songs from Baroque, Classical, and Romantic periods. Watching Beethoven Lives Upstairs and various listening activities will enhance critical thinking, problem solving, and communication skills. Singing and listening activities will also raise global awareness.

Dance Can you show proper technique in a choreographed dance? Can you improvise to various accompaniments? Students will be able to show proper technique in a choreographed dance. Students will be able to improvise to various accompaniments (ex. sound, spoken text, silence). Identify basic terms such as: choreography, accompaniment, weight center, and range of motion. Conveying emotions through dance. Line/partner dancing, improvisation. Scarves, sticks, beanbags, dots, etc. TV, DVD player, Promethean board Text books Choreography Accompaniment Weight center Range of motion Line dancing Partner dancing Songs/games that ask the students to show full range of motion. Dances that help students demonstrate proper technique. Choreographed line/partner dances. Participating in various dances will promote creativity and innovation. Moving together as a class will promote collaboration and teamwork. Listening/performance activities will enhance critical thinking skills and interpersonal communication. Performance evaluation.

Theater Can you describe how the lighting plays a role in setting the mood for this scene? Can you demonstrate various emotions through your voice (ex. happy, angry, sad). Students will be able to describe how the lighting plays a role in setting the mood for a given scene. Students will be able to demonstrate various emotions with their voice. Identify basic terms such as: sound, lighting, props, and set. Use voice to convey different moods/emotions. Understand how technical theater elements enhance a play s setting, mood, and theme. Various props TV, DVD player, Promethean board Text books Sound Lighting Props Set Mood Games/activities that allow students to express different emotions through acting. Critique various technical theatrical element choices. Participating in various acting scenarios will promote creativity and innovation. Acting together in a group will promote collaboration and teamwork. Critique and identifying main characters/setting enhances critical thinking skills and cross-cultural understanding. Performance evaluation.

Rhythm Can you clap this rhythm? (Rhythm written on the board, in both duple and triple meter, containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests.) Can you count this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests.) Is this rhythm straight or syncopated? FOURTH GRADE Students will be able to clap rhythms, in both duple and triple meter, composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. Students will be able to count rhythms composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests. Students will be able to identify if the rhythm they heard is in straight time or syncopated. Read, sing, play, and create patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests in duple and triple meter. Utilize rhythm counting with whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests. Recognize and identify syncopation. Reinforce duple and triple conducting patterns. Various instruments (maracas, hand drums) Textbook Duple meter Triple meter Du-Ta-De-Ta Read/play rhythmic patterns, in both duple and triple meter, containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. Count rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests. Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or syncopated. Rhythmic exercises will enhance critical thinking skills. Improvisation movement will allow for innovation and creativity.

Performance evaluation. Written evaluation. Melody Can you sing/play a minor scale? Can you improvise in the treble clef? Can you recognize musical symbols? Recognize and perform skips, steps, leaps, and repeats between notes. Explore minor tonalities through listening activities. Compare and contrast major and minor tonalities. Reinforce musical symbols such as sharp, flat, and natural signs. Textbook Students will be able to sing/play a minor scale. Students will be able to improvise in the treble clef. Students will be able to recognize musical symbols (ex. Sharp, flat, and natural signs). Whole step Half step Sharp Flat Minor scale Listening exercises that require the students to identify melodic motion of whole steps vs. half steps. Visual aids to introduce the use of sharps and flats in the treble clef. Students will sight-read music to broaden their skills of upward and downward motion. Listening exercises that will require students to differentiate between minor and major tonalities. Melodic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Vocal improvisation will allow for innovation and creativity. Performance evaluation. Written evaluation.

Harmony Can you recognize/perform a partner song? Can you differentiate between the melody vs. harmony in this song? Students will be able to recognize/perform a partner song. Students will be able to distinguish melody vs. harmony in a given song. Play, sing, and identify ostinatos, counter melodies, rounds, and partner songs. Partner song Harmony Textbook Listening/performing rounds, ostinatos, counter melodies, and partner songs. It is to be expected that not all students will be able to distinguish between ostinatos, rounds, counter melodies, and partner songs. Students who are unable to will be partnered with students who are excelling. Harmonic exercises will enhance critical thinking skills. Listening exercises will improve communication skills. Performance evaluation.

Tone Color 1.4 Aesthetic Responses & Critique Methodologies Can you identify the parts of the body that are used for vocal production? Can you identify the four voice parts? Identify soprano, alto, tenor, and bass voice types. Describe vocal timbre in relation to music styles. Study the anatomy of vocal production. Review instrument timbres. Develop a smooth transition between head and chest voice. Pictures displaying the anatomy of vocal production. Sounds clips of different voice types. Students will be able to identify the lungs, diaphragm, and larynx. Students will be able to identify the four voice parts (soprano, alto, tenor, and bass). Soprano Alto Tenor Bass Lungs Diaphragm Larynx Pictures displaying the anatomy of vocal production will be used to explain vocal production. Students will experience the different voice parts by listening to various sound clips. Listening exercises will enhance critical thinking and problem solving skills. Learning about the anatomy of vocal production will give students a better understand of one way we communicate. Written evaluation.

Form Can you create a road map for this song (ex. Songs with repeats signs, D. C. al fine, coda)? Play, sing, and identify call and response, AB, ABA, D.C. al fine, and coda. Students will be able to create a road map for songs with repeat signs, D.C. al fine, coda, and other various musical symbols. Coda Listening exercises that will require students follow different musical symbols (repeats, D. C. al fine, coda, etc). Students will create a road map explaining how to follow along with a song that uses repeats and D. C. al fine, coda. Performing will enhance critical thinking and problem solving skills. Listening activities will improve communication skills. Road mapping will enhance student s organizational skills. Written evaluation. Performance evaluation.

Expressive Qualities 1.4 Aesthetic Responses & Critique Methodologies Can you identify where the forte piano occurs in this song? Can you identify the tempo of this song? Can you critique yourself performing at different dynamic levels? Students will be able to identify where a forte piano occurs in a given song. Students will be able to identify the tempo of a given song. Students will be able to critique their performance of various dynamics. Identify and perform dynamics including piano, mezzo piano, forte, mezzo forte, and forte piano. Identify and perform tempos including allegro, moderato, largo, and maestoso. Demonstrate and discuss tempo, dynamics, and mood through performance. Critique visual and aural performances and perform self-evaluation. Forte piano Maestoso Self critique Perform/listen to songs that vary between different dynamics. Perform/listen to songs that vary between different tempi. Movement exercises that reflect various tempi and dynamics. Song journals will be used to critique different performances. Self-evaluation will also be used to critique performances. Critique exercises, as well as analyzing music at various tempi and dynamics, will enhance critical thinking and problem solving skills. Listening exercises will improve communication skills. Movement exercises will promote creativity. Self-reflection & peer critique. Performance evaluation.

History/Culture 1.2 History of the Arts and Culture 1.4 Aesthetic Responses & Critique Methodologies What major style of music originated in America? What are some of the major components found in jazz music? Experience music from Baroque, Classical, and Romantic periods. Experience world music, specifically the history of Western music. Experience jazz music and various composers/performers from that genre. Excerpts from the Wynton Marsalis Jazz Curriculum TV and DVD player Students will be able to identify jazz as one of the major music styles that originated in America. Students will be able to define various jazz related terms (ex. Syncopation, solo, improvisation, and rhythm section). Jazz Syncopation Solo Improvisation Rhythm section Listen/watch different jazz performances and identify the different elements of jazz. Singing folk songs from different cultures/countries. Listening to songs from Baroque, Classical, and Romantic periods. Watching/listening to various jazz clips will enhance critical thinking, problem solving, and communication skills. Singing and listening activities will also raise global awareness.