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 the context of a given tonality (major and minor) and meter (duple and triple). Collaboration, Teamwork, and Leadership CD (if 2. Organize and develop artistic ideas and work. Pitch - higher/mid dle/lower Do, Re, Mi, Fa, So, La Use standard notation to combine, sequence, and document personal ideas. CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 3. Refine and complete artistic work. How does this music make you feel? How would you reflect on the piece of music? Convey expressive intent for a piece after performing. *ral responses starting and finishing a reading/writin g. Cross-Cultural Understanding and Interpersonal Communicatio n CD (if 4. Select, analyze, and interpret artistic work for presentation. Tone Color - pitched/un pitched instruments interest in, analyze and explain purpose of varied musical selections. Communicatio n and Media Fluency CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 5. Develop and refine artistic techniques and work for presentation. Form - AB, ABA, Rondo Canons/pol yphony Dynamics - crescendo/ decrescend o/accents Rehearse, identify and apply strategies to address performance and challenges in music CD (if 6. Convey meaning through the presentation of artistic work. The Music Man a l Demonstrat ions Perform music with accuracy and expression. View music performed with accuracy and expression. Relate performance to presenting in other classes and media performances. Communicatio n and Media Fluency CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 7. Perceive and analyze artistic work. Dynamics - accent Tempo - Ritardando/ Accelerando /Fermata Describe how specific music concepts are used to support a specific purpose in music. CD (if 8. Interpret intent and meaning in artistic work. Beat vs. Rhythm - with and without s Rhythm - 16 th notes/whol e notes knowledge of music concepts. *ral Demonstration CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music 9. Apply criteria to evaluate artistic work. Musicals Families - Brass, Woodwind,, Strings, Keyboards Apply personal and expressive preferences in the evaluation of music for specific purposes. starting and finishing a reading/writin g. Communicatio n and Media Fluency CD (if 10. Synthesize and relate knowledge and personal experiences to make art. Dynamics - forte, piano, crescendo, decrescend o Tone Color/Timb re - All instruments understanding of expressive qualities (such as dynamics, timbre and tempo) and how creators use them to convey expressive CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 3 rd Grade Music intent. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Formations /Dancing - line dance/circl e dance/part ners of 2-4 understanding of relationships between music and other arts. Relate performance to presenting in other classes and media performances. Collaboration, Teamwork, and Leadership CD (if for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 1. Generate and conceptualize artistic ideas and work. Tonality - major/mino r/modal Meter - duple/triple /6/8 Generate musical patterns and ideas within the context of a given tonality (major and minor) and meter (duple and triple). Collaboration, Teamwork, and Leadership 2. Organize and develop artistic ideas and work. Pitch - light vs. heavy voice All solfeggio syllables Major Scale/Major Chords Use standard notation to combine, sequence, and document personal ideas. for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 3. Refine and complete artistic work. How does this music make you feel? How would you reflect on the piece of music? Convey expressive intent for a piece after performing. *ral Responses starting and finishing a reading/writi ng. Cross- Cultural Understandi ng and Interpersona l Communicati on 4. Select, analyze, and interpret artistic work for presentation. Tone Color - pitched/un pitched instruments interest in, analyze and explain purpose of varied musical selections. Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 5. Develop and refine artistic techniques and work for presentation. Form - AB, ABA, Rondo, Sonata 2-part Harmony, Polyphony Rehearse, identify and apply strategies to address performance and challenges in music Dynamics - staccato/leg ato 6. Convey meaning through the presentation of artistic work. Presentatio n of musicals and various performanc es. a l Perform music with accuracy and expression. View music performed with accuracy and expression. Relate performance to presenting in other classes and media performances. Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music Demonstrat ions 7. Perceive and analyze artistic work. Tempo - Allegro, Largo, Moderato, etc. Describe how specific music concepts are used to support a specific purpose in music. 8. Interpret intent and meaning in artistic work. Beat vs. Rhythm - with and without s Rhythm - 16 th note combinations knowledge of music concepts. *ral Demonstration for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 9. Apply criteria to evaluate artistic work. Musicals Families - Brass, Woodwind,, Strings, Keyboards Apply personal and expressive preferences in the evaluation of music for specific purposes. starting and finishing a reading/writi ng. Communicati on and Media Fluency 10. Synthesize and relate knowledge and personal experiences to make art. Dynamics - forte, piano, crescendo, decrescend o Tone Color/Timb re - All instruments understanding of expressive qualities (such as dynamics, timbre and tempo) and how creators use them to convey expressive intent. for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 4th Grade Music 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Formations /Dancing - line dance/circl e dance/part ners of 2-4 understanding of relationships between music and other arts. Relate performance to presenting in other classes and media performances. Collaboration, Teamwork, and Leadership for ELL, Special Education, Title I, and Gifted Board approval date:_january 22, 2015_
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard 1. Generate and conceptualize artistic ideas and work. Tonality - major/mino r/modal Meter - simple, compound, mixed meter Generate musical patterns and ideas within the context of a given tonality (major and minor) and meter (duple and triple). Collaboration, Teamwork, and Leadership 2. Organize and develop artistic ideas and work. Pitch - light, vs. heavy voice Major, minor scales, Chords, Intervals Use standard notation to combine, sequence, and document personal ideas. for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard 3. Refine and complete artistic work. How does this music make you feel? How would you reflect on the piece of music? Convey expressive intent for a piece after performing. *ral Responses starting and finishing a reading/writi ng. Cross- Cultural Understandi ng and Interpersona l Communicati on 4. Select, analyze, and interpret artistic work for presentation. Tone Color - pitched/un pitched instruments Timbre interest in, analyze and explain purpose of varied musical selections. Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard 5. Develop and refine artistic techniques and work for presentation. Form - Fugue, Rondo, Sonata 3-part Harmony, Polyphony, Fugue Rehearse, identify and apply strategies to address performance and challenges in music Dynamics - staccato/leg ato 6. Convey meaning through the presentation of artistic work. Bobby McFerrin biography a l Demonstrat View music performed with accuracy and expression. Relate performance to presenting in other classes and media Communicati on and Media Fluency for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard ions performances. 7. Perceive and analyze artistic work. Tempo - Allegro, Largo, Moderato, etc. Describe how specific music concepts are used to support a specific purpose in music. 8. Interpret intent and meaning in artistic work. Rhythm - Syncopation, 16 th note combinatio ns Rhythms in various knowledge of music concepts. *ral Demonstration for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard meter 9. Apply criteria to evaluate artistic work. Families - Brass, Woodwind,, Strings, Keyboards Apply personal and expressive preferences in the evaluation of music for specific purposes. starting and finishing a reading/writi ng. Communicati on and Media Fluency Vocal/instr umental listening 10. Synthesize and relate knowledge and personal Dynamics - all dynamic markings understanding of expressive qualities (such as for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015
DISCIPLINE: Arts Standards GRADE LEVEL/COURSE: 5th Grade Music Anchor Standard experiences to make art. Tone Color/Timb re - All instruments dynamics, timbre and tempo) and how creators use them to convey expressive intent. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Formations Dancing - line dance, circle dance, partners of 2-4 understanding of relationships between music and other arts. Relate performance to presenting in other classes and media performances. Collaboration, Teamwork, and Leadership for ELL, Special Education, Title I, and Gifted Board approval date: January 22, 2015