Music Curriculum. Adopted by the Colchester Board of Education

Music Curriculum Adopted by the Colchester Board of Education November 9, 2010

COLCHESTER MUSIC CURRICULUM PHILOSOPHY Colchester Music Educators believe music exalts the human spirit and is an integral part of history and culture. Through musical experiences of the highest possible quality, music instruction develops student skills in self-discipline, creativity, and expressiveness. Music education helps students succeed in all aspects of education and provides a sense of community. The study of music makes special contributions to a students creative development. Music knowledge and performance increases critical thinking skills, concentration, selfdiscipline, self-expression, and self-esteem. Music experiences engage and affect students personalities, providing insight to themselves and humanity, and enhancing their self-worth. MISSION Music is essential to the expression of human experience and plays a key role in the daily lives of citizens in our society; therefore, all students deserve a high-quality, comprehensive music education. An understanding of music as well as the ability to participate in creating and performing music are essential attributes of an educated person. Research shows that students educated through the arts achieve at higher levels in other areas of the curriculum and in their adult lives. Colchester s mission is to ensure quality music education for all students.

PROGRAM GOALS The Music Department seeks to provide students with: A balanced, comprehensive and sequential program of music instruction. An opportunity to explore and develop musical abilities. The finest possible education in music. An equal opportunity for every child to study music. Opportunities to sing, compose, improvise, listen to music and play at least one instrument. Opportunities to use technology in the creation of electronic music products, including multimedia. Listening experiences that include the study of music from diverse periods, styles, forms and cultures. The ability to analyze music with discrimination and make relevant critical judgments about music and performance. By the end of 12 th grade, all students should be broadly educated in music and have the opportunity to attain in-depth learning in music. They should be able to demonstrate knowledge and skills in the following areas that comprise both our National and State Standards in Music. Singing, alone and with others, a varied repertoire of music Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations, and accompaniments Composing and arranging music within specified guidelines Reading and notating music Listening to, analyzing and describing music Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture Based on the Connecticut State Department of Education Music Standards

MUSIC: Essential CURRICULUM GUIDE

MUSIC: ESSENTIAL CURRICULUM In kindergarten, and grades one and two, students are introduced to a variety of musical styles, as well as media s and music s relationship to the world. Students have an opportunity to participate in a school performance. By the end of kindergarten, we expect students to be able to: Sing high and low sounds and learn to match pitch. Sing independently and within a group. Play simple rhythms on a variety of instruments By the end of first grade we expect students to be able to: Sing independently. Sing and play simple rhythmic patterns independently and within a group. Begin to identify musical symbols. Begin to discover musical styles. Engage in appropriate audience behavior at performances. Echo rhythmic and melodic patterns. Continue to explore a variety of pitched and non pitched instruments. By the end of second grade, we expect students to be able to: Sing independently on pitch with appropriate posture. Sing and play simple rhythmic and melodic patterns independently and within a group. Begin to read simple rhythmic notation. Identify basic music symbols. Listen to and describe characteristics within a variety of musical styles. Echo simple rhythmic and melodic patterns. Continue to explore a variety of pitched and non pitched instruments.

In third grade, students are introduced to a variety of musical styles, media and music s relationship to the world and other disciplines. General Music By the end of third grade, we expect students to be able to: Perform a varied repertoire of music by singing and playing instruments, including the recorder. Create music through improvising melodies. Read and notate music. Listen to and respond to music in a variety of ways. Chorus By the end of third grade, we expect choral students to be able to: Use previous knowledge and be part of a larger musical group. Sing on pitch a varied repertoire of songs. Sing in rhythm maintaining a steady tempo. Sing in a group blending with others, matching dynamic levels and respond to cues of the conductor. Use appropriate musical terms. In grade 4 students will perform a varied repertoire of music by singing and playing instruments. Students will create music through improvising melodies, read and notate music, and listen to, analyze and describe music. General Music By the end of fourth grade we expect students to be able to: Perform a varied repertoire of music by singing and playing instruments. Create music through improvising melodies. Read and notate music. Listen to, analyze, and describe music. Intermediate Band Grade 4 By the end of fourth grade we expect students in band to be able to: Use specific instrumental skills. Recognize instrument tendencies, construction, proper position, posture, embouchure and beginning notes (names). Percussion students will learn about the different instruments, necessary equipment and accessories. Understand their role individually, in their sections, and in the large group. Begin to correct mistakes in note errors and basic counting rhythms. Make adjustments from directions of the conductor.

Chorus Grade 4 By the end of fourth grade we expect students in chorus to be able to: Use previous knowledge and be part of a larger musical group. Sing on pitch a varied repertoire of songs. Sing on pitch and in rhythm maintaining a steady tempo. Sing in a group blending with others, matching dynamic levels and respond to clues of the conductor. Use appropriate musical terms. In grade 5 students will perform a varied repertoire of music by singing and playing instruments. They will create music through improvising melodies and accompaniments and compose music in a variety of styles. Students will read and notate music, listen to, analyze and describe music. General Music By the end of fifth grade, we expect students to be able to: Perform a varied repertoire of music by singing and playing instruments. Create music through improvising melodies and accompaniments. Compose music in a variety of styles. Read and notate music. Listen to, analyze, and describe music. Intermediate Band Grade 5 By the end of fifth grade we expect students in band to know and be able to: Develop specific instrument skills such as instrument tendencies, construction, proper position, posture, embouchure and beginning notes (names). [Percussion students will learn about the different instruments, necessary equipment accessories for them.] Understand their role individually, in their sections, and in the large group. Correct mistakes in note errors and basic counting rhythms. Make adjustments from directions of the conductor. Chorus Grade 5 By the end of fifth grade we expect students in chorus to know and be able to: Use previous knowledge and be part of a larger musical group. Sing alone and in various groups reading notations and in pitch a varied repertoire of songs. Sing independently on pitch and in rhythm maintaining a steady tempo. Sing in a group blending with others, matching dynamic levels and respond to cues of the conductor. Use appropriate musical terms. Use notation to communicate music.

General Music Students in sixth grade participate in a variety of musical activities, including singing, keyboard activities, and basic music theory. They are encouraged to explore the lives and music of various composers.. Middle School Choral Middle school choral students will be grouped by grade level. They will begin developing their ensemble skills, improve their vocal production and learn to read music faster and with more detail. These skills will begin developing self-discipline and self-expression through their participation in the WJJMS choral program. By the end of sixth grade, we expect students to be able to demonstrate skills by performing: Basic musical notation. Basic soltege: do-sol in several keys. Sounds with breath support, in their vocal range with the correct pitch. Do their part understanding their role individually, by section, and group. Music in response to conductor/director s gestures in tune, articulation, and dynamics. Middle School Instrumental Middle school instrumentalists will be grouped by grade level. They will begin developing their skills in self discipline, creativity and self expressions, through basic study of their instrument and participation in the WJJMS Band program. By the end of sixth grade we expect students to be able to: Demonstrate instrumental skills by performing Major scales, Chromatic scales, and articulated and basic slur passages; Rhythms up to 4 sixteenths Demonstrate percussion skills by identifying proper technique on battery and pitched instruments. Demonstrate proper breathing and posture. Demonstrate proper rehearsal etiquette and their individual, section, and group role in the band. Demonstrate the proper response/ adjustments to conductor/director s demands of time, articulation, style and dynamics.

General Music Students in the seventh grade study beginning guitar. They learn to play short songs and basic chords. In addition, they explore music notation and theory. Middle School Choral Middle school choral students will be grouped by grade level. They will begin developing their ensemble skills, improve their vocal production and learn to read music faster and with more detail. These skills will begin developing self-discipline and self-expression through their participation in the WJJMS choral program. At the end of seventh grade, we expect choral students to be able to: Demonstrate skills by performing. Read basic musical notation. Perform basic soltege: do-sol in several keys. Create sounds with breath support, in their vauge and the correct pitch. Do their part understanding its role individually, by section, and group. Respond to conductor/director s gestures in tune, articulation, and dynamics. Middle School Instrumental At the end of seventh grade, we expect band students to be able to: Demonstrate instrumental skills by performing: Major scales, Chromatic scales, articulated and basic slur passages, and rhythms up to 4 sixteenths. Demonstrate percussion skills by identifying proper technique on battery and pitched instruments. Demonstrate proper breathing and posture. Demonstrate proper rehearsal etiquette and their individual, section, and group roll in the band. Demonstrate the proper response/ adjustments to conductor/director s demands of time, articulation, style and dynamics. General Music Students in the eighth grade further their knowledge of music and theory through the use of percussion and non-percussion instruments Middle School Choral Middle school choral students will be grouped by grade level. They will begin developing their ensemble skills, improve their vocal production and learn to read music faster and with more detail. These skills will begin developing self-discipline and self-expression through their participation in the WJJMS choral program. Students at the end of eighth grade chorus are expected to: Demonstrate skills by performing the following: Basic musical notation Basic soltege: do-sol in several keys Their part, understanding their role individually, by section, and group Respond to conductor/director s gestures in tune, articulation, and dynamics.

Middle School Instrumental Middle school instrumentalists will begin developing their skills in self discipline, creativity and self expressions, through basic study of their instrument and participation in the WJJMS Band program. Students at the end of eighth grade band are expected to: Demonstrate instrumental skills by performing : Major scales Chromatic scale Articulated Rhythms (up to 4 sixteenth) simple and compound Percussion students will demonstrate percussion skills by identifying proper technique on battery and pitched instruments. Demonstrate proper breathing and posture. Demonstrate proper rehearsal etiquette and their individual, section, and group role in the band. Demonstrate proper responses to conductor s instruction (rhythmic, articulations, style, or dynamics).

Music helps students succeed in all aspects of education. High school band and chorus offer students musical opportunities, including the opportunity to develop skills in selfdiscipline, creativity and self-expression through study of their instrument and participation in the music program at Bacon Academy. They will perform, analyze and use their skills in musical presentations. By the end of grade 12, we expect band students to be able to do the following at various levels of technical proficiency: Make a characteristic sound on their instrument (percussion students on pitched and non-pitched instruments). Identify and define markings and terms in music studied. Demonstrate knowledge of band fundamentals by performing and describing (both written and oral) these elements of music: balance and blend, musicality and intonation. Explore the intrinsic value of compositions. By the end of grade 12, we expect choir students to be able to do the following at various levels of technical proficiency: Sing the assigned choir literature. Demonstrate knowledge of choral fundamentals by performing and describing (both written and oral) these elements of music: balance and blend, musicality and intonation. Identify and define markings and terms in music studied. Express proper vocal production. Express themselves using varied musical styles. We expect music technology students to be able to: We expect music fundamentals students to be able to: Identify by sight and sound: scales, intervals, chords, triads, and simple compound rhythms.

Colchester Public Schools Standards for Music Content Standard 1: Students will sing a varied repertoire of music K 5 Students a. sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo b. sing expressively, with appropriate dynamics, phrasing and interpretation 6 8 Students a. sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 9 12 Students a. sing with expression and technical accuracy a large and varied repertoire of vocal literature up to a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory c. sing from memory a varied repertoire of songs representing genres and styles from diverse cultures d. sing ostinatos, partner songs and rounds b. sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory c. sing music representing diverse genres and cultures, with expression appropriate for the work being performed d. sing music written in two and three parts b. sing music ensemble music for up to four parts, with and without accompaniment c. demonstrate well-developed ensemble skills d. sing in small ensembles with one student on a part e. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor e. Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 2: Students will perform on instruments, alone and with others, a varied repertoire of music K 5 Students a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo 6 8 Students a. perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath 9 12 Students b. perform easy rhythmic, melodic patterns accurately and independently on rhythmic, melodic instruments c. perform expressively a varied repertoire of music representing diverse genres and styles d. echo short rhythms and melodic patterns e. perform in groups, matching dynamic levels, and responding to the cues of a conductor f. perform independent instrumental parts while other students sing or play contrasting parts b. perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book c. perform music representing diverse genres and cultures, with expression appropriate for the work being performed d. play by ear simple melodies on a melodic instrument e. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty a. perform with expression and technical accuracy a large and varied repertoire of instrumental literature up to difficulty level of 4, on a scale of 1 to 6 b. perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills c. perform in small ensembles with one student on a part Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 3: Students will improvise melodies, variations and accompaniments K 5 Students a. improvise "answers" in the same style to given rhythmic and melodic phrases b. improvise simple rhythmic and melodic ostinato accompaniments c. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies d. improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds 6 8 Students a. improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys b. improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality c. students who participate in jazz ensembles a.. 9 12 Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys b. improvise original melodies over given chord progressions, each in a consistent style, meter and tonality c. improvise stylistically appropriate harmonizing parts Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 4: Students will compose and arrange music K 5 Students 6 8 Students 9 12 Students a. create and arrange music to accompany readings or dramatizations b. create and arrange short songs within specified guidelines c. use a variety of sound sources when composing a. compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance b. arrange simple pieces for voices or instruments other than those for which the pieces were written c. use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging a. compose music in varying styles, demonstrating creativity in using the elements of music for expressive effect b. compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 5: Students will read and notate music K 5 Students a. read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures b. use a system to read simple pitch notation in the treble clef in major keys c. identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing d. use standard symbols to notate rhythm, pitch and dynamics in simple patterns presented by the teacher 6 8 Students a. read whole, half, quarter, eighth, sixteenth and dotted notes and rests b. read at sight simple melodies in the treble, bass clefs c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression and interpret them correctly when performing d. use standard notation to record their musical ideas and the musical ideas of others e. students in a performing ensemble or class will, in addition, sightread, accurately and expressively, music up to a difficulty level of 2, on a scale of 1 to 6 9 12 Students a. Understand and demonstrate whole, half, quarter, eighth, sixteenth and dotted notes and rests b. demonstrate the ability to read vocal score of up to four staves by describing how the elements of music are used c. sightread, accurately and expressively, music with a difficulty level up to 3, on a scale of 1 to 6 (solfege for vocal) d. use standard and other appropriate notational systems to record their musical ideas and the musical ideas of others Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 6: Students will listen to, analyze and describe music K 5 Students a. identify simple music forms when presented aurally b. move in response to, answer questions about, and describe aural examples of music of various styles representing diverse cultures c. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices e. respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music 6 8 Students a. describe specific music events in a given aural example, using appropriate terminology b. analyze the uses of elements of music in aural examples representing diverse genres and cultures c. demonstrate knowledge of the basic principles of meter, rhythm, tonality, and chords in their analyses of music 9 12 Students a. analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices b. demonstrate extensive knowledge of the technical vocabulary of music c. identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 7: Students will evaluate music and music performances K 5 Students a. devise criteria for evaluating performances and compositions 6 8 Students a. develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 9 12 Students a. evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music b. explain, using appropriate music terminology, their personal preferences for specific musical works and styles b. evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement b. evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models c. Reflection Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 8: Students will make connections between music, other disciplines and daily life K 5 Students a. identify similarities and differences in the meanings of common terms used in the various arts b. identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated 6 8 Students a. compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions or ideas into works of art b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music c. identify a variety of music-related careers 9 12 Students a. explain how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples b. compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures c. explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated d. apply music skills and understandings to solve musical problems Based on the Connecticut State Department of Education Music Standards

Colchester Public Schools Content Standard 9: Students will understand music in relation to history and culture K 5 Students a. identify by genre or style aural examples of music from various historical periods and cultures b. describe in simple terms how elements of music are used in music examples from various cultures of the world c. identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use d. identify and describe roles of musicians in various music settings and cultures e. demonstrate audience behavior appropriate for the context and style of music performed 6 8 Students a. describe distinguishing characteristics of representative music genres and styles from a variety of cultures b. classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary c. compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed 9 12 Students a. understand different styles of music b. identify styles of American music genres c. identify representative individuals who have contributed to different roles in music Based on the Connecticut State Department of Education Music Standards

The Arts Curriculum Framework Glossary for Music Standards Alla breve. The *meter signature C (with a vertical slash through the C) indicating the equivalent of 2/2 time. Articulation. In performance, the characteristics of attack and decay of tones and the manner and extent to which tones in sequence are connected or disconnected (such as legato, staccato, and marcato). Classroom instruments. Instruments typically used in the general music classroom, including, for example, recorder-type instruments, chorded zithers, mallet instruments, simple percussion instruments, *fretted instruments, keyboard instruments, and electronic instruments. Diction. The *articulation or pronunciation of words when singing, including both vowel and consonant sounds. Dynamic levels, dynamics. Degrees of loudness. Elements of music. Pitch, *rhythm, *harmony, *dynamics, *timbre, *texture, *form. Expression, expressive, expressively. With appropriate *dynamics, phrasing, *style, and interpretation and appropriate variations in dynamics and tempo. Form. The overall structural organization of a music composition (e.g., AB, ABA, call and response, rondo, theme and variations, sonata-allegro) and the interrelationships of music events within the overall structure. Fretted instruments. Instruments with frets (strips of material across the fingerboard allowing the strings to be stopped at predetermined locations), such as guitar, ukulele, mountain dulcimer, and sitar. Genre. A type or category of music (e.g., sonata, opera, oratorio, art song, gospel, suite, jazz, madrigal, march, work song, lullaby, barbershop, Dixieland). Harmony. The chordal or vertical combination of pitches. Intonation. The degree to which pitch is accurately produced in performance, such as among the players in an ensemble. Level of difficulty. For purposes of these standards, music is classified into six levels of difficulty: Connecticut State Department of Education

The Arts Curriculum Framework Level 1 Very easy. Easy keys, *meters, and rhythms; limited ranges. Level 2 Easy. May include changes of tempo, key, and meter; modest ranges. Level 3 Moderately easy. Contains moderate technical demands, expanded ranges, and varied interpretive requirements. Level 4 Moderately difficult. Requires well-developed *technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys. Level 5 Difficult. Requires advanced technical and interpretive skills; contains key signatures with numerous sharps or flats, unusual meters, complex rhythms, subtle *dynamic requirements. Level 6 Very difficult. Suitable for musically mature students of exceptional competence. (Adapted with permission from NYSSMA Manual, Edition XXIII, published by the New York State School Music Association, 1991.) Meter. The grouping in which a succession of rhythmic pulses or beats is organized; indicated by a *meter signature at the beginning of a musical work or section. Meter signature. An indicator of the *meter of a musical work, usually presented in the form of a fraction, the denominator of which indicates the unit of measurement and the numerator of which indicates the number of units that make up a measure. MIDI (Musical Instrument Digital Interface). Standard specifications that enable electronic instruments such as the synthesizer, sampler, sequencer, and drum machine from any manufacturer to communicate with one another and with computers. Ostinato. A short musical pattern (rhythm, melodic phrase, or bass line) that is repeated consistently throughout a composition. Rhythm. The durations in time of a series of musical notes. Staves. Plural of staff (the five parallel lines on which music is written). Style. The distinctive or characteristic manner in which the *elements of music are treated. In practice, the term may be applied to, for example, composers (the style of Copland), periods (Baroque style), media (keyboard style), nations (French style), Connecticut State Department of Education

The Arts Curriculum Framework *forms or types of composition (fugal style, contrapuntal style), or *genres (operatic style, bluegrass style). Technical accuracy, technical skills. The ability to perform with appropriate *timbre, *intonation, and *diction/*articulation, and correct pitches and *rhythms. Texture. The manner in which musical lines or notes are interwoven in a section or work. Timbre. The character or quality of a sound that distinguishes one sound source (such as instrument or voice) from another. Tonality. The harmonic relationship of tones with respect to a definite center or point of rest; fundamental to much of Western music from ca. 1600. Connecticut State Department of Education

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 1: Students will sing, alone and with others, a varied repertoire of music 8Performance Standard Exploration / Application Assessments a. sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo b. sing expressively, with appropriate dynamics, phrasing and interpretation c. sing from memory a varied repertoire of songs representing genres and styles from diverse cultures d. sing ostinatos, partner songs and rounds e. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor Sing Songs (i.e. seasonal; holidays; folk; representing different style, from different countries) 1) in large and small groups 2) independently 3) by rote 4) using big books, textbooks, charts, packets, Smartboard 5) singing games Teacher observation of student participation and singing

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade K-2 General Music CONTNENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music Performance Standard Exploration / Application Assessments a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo b. perform easy rhythmic and melodic patterns accurately and independently on instruments c. perform expressively a varied repertoire of music representing diverse genres and styles d. echo short rhythms and melodic patterns e. perform in groups, matching dynamic levels, and responding to the cues of a conductor f. perform independent instrumental parts while other students sing or play contrasting parts - Keep steady beat patterns, while listening and or singing simple songs. - Play given rhythmic pattern on a variety of classroom percussion instruments, i.e. Xylophone, rhythm band, Orff instruments - Body percussion - Play obstinate patterns on instruments - Steady and unsteady beats on drums Teacher observation of student participation and singing pre-post tests on rhythmic notation

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 3: Students will improvise melodies, variations and accomplishments. Performance Standard Exploration / Application Assessments a. improvise "answers" in the same style to given rhythmic and melodic phrases b. improvise simple rhythmic and melodic ostinato accompaniments c. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies Improvise 1) musical sentences (phrases) 2) answers on a varieaty of instruments i.e xylophones, sticks Self assessment Teacher observation

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 4: Students will compose and arrange music. Performance Standard Exploration / Application Assessments a. create and arrange music to accompany readings or dramatizations b. create and arrange short songs within specified guidelines c. use a variety of sound sources when composing - Compose easy songs ABA patterns AABA, AB Question and answer patterns on percussion instruments - Add instrumental settings to poems and short stories. - compose own music on computers Self assessment Teacher assessment

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 5: Students will read and notate music. Performance Standard Exploration / Application Assessments a. read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures b. use a system to read simple pitch notation in the treble clef in major keys c. identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing d. use standard symbols to notate rhythm, pitch and dynamics in simple patterns - begin note reading play simple patterns on xylophones outline pitch concept while reading a simple song pattern. - practice writing notes - practice addition while adding up the beats homework worksheets written pre & post tests during class observation

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 6: Students will listen to, analyze and describe music Performance Standard Exploration / Application Assessments a. identify simple music forms when presented aurally d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices form in music Listen to and discuss a variety of music. class discussion

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 7: Students will evaluate music and music performances STATE Performance STANDARD: Standard Exploration / Application Assessments a. devise criteria for evaluating performances and compositions b. explain, using appropriate music terminology, their personal preferences for specific musical works and styles Attend: assemblies, musical plays, and concerts discussion

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 8: Students will make connections between music, other disciplines and daily life. Performance Standard Exploration / Application Assessments a. identify similarities and differences in the meanings of common terms used in the various arts b. identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated - form in music Relate the concept to 1) art form 2) pattern blocks in math 3) Science concepts of sound - Integrate theme units with the music classroom of that of the general classroom i.e animals, insects, countries discussion

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 9: Students will understand music in relation to history and culture. Performance Standard Exploration / Application Assessments c. identify and describe roles of musicians in various music settings and cultures Listening and singing Patriotic Songs History: 1) Composers, i.e Mozart 2) Rock & Roll 3) Opera Discussion worksheets

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 1: Students will sing a varied repertoire of music Performance Standard Exploration / Application Assessments a. Sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo. b. Sing expressively, with appropriate dynamics, phrasing and interpretation c. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. d. Sing ostinaos, partner songs and rounds. e. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. Songs from books. Songs by rote. Singing games. Songs representing different styles. Lyrics on Smartboard. Classroom observation.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 2: Students will perform on instruments, alone, and with others, a varied repertoire of music Performance Standard Exploration / Application Assessments a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. b. Perform easy rhythmic, melodic patterns accurately and independently on rhythmic, melodic instruments. c. Perform expressively a varied repertoire of music representing diverse genres and styles. d. Echo short rhythms and melodic patterns. e. Perform in groups, matching dynamic levels, and responding to the cues of a conductor. f. Perform independent instrumental parts while other students sing or play contrasting parts. Students use classroom percussion instruments. 3 rd grade students learn the recorder. Students play a variety of instruments (i.e. xylophone and drums). Teacher and students self assess.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 3: Students will improvise melodies, variations and accompaniments Performance Standard Exploration / Application Assessments a. Improvise "answers" in the same style to given rhythmic and melodic phrases. b. Improvise simple rhythmic and melodic ostinato accompaniments. c. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. Improvise melodies on xylophones. Improvise melodic answers on recorders and xylophones. Create eight-beat rhythmic answers. Improvise on rhythmic instruments. Self assessment and teacher observation. CONTENT STANDARD 4: Students will compose and arrange music Performance Standard Exploration / Application Assessments a. Create and arrange music to accompany readings or dramatizations. b. Create and arrange short songs within specified guidelines. c. Use a variety of sound sources when composing. Compose easy song on xylophone. Question and answer patterns on percussion instruments. Add percussion instruments to poem and short stories. Self assessment Occasional performance at a Town Meeting.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 5: Students will read and notate music Performance Standard Exploration / Application Assessments a. Read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures. b. Use a system to read simple pitch notation in the treble clef in major keys. c. Identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing. d. Use standard symbols to notate rhythm, pitch and dynamics in simple patterns presented by the teacher. Start to read notes while playing the recorder. Practice writing notes. Learn egbdf and face in treble clef. Work sheets.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 6: Students will listen to, analyze and describe music Performance Standard Exploration / Application Assessments a. Identify simple music forms when presented aurally. b. Move in response to, answer questions about, and describe aural examples of music of various styles representing diverse cultures. Listen to and talk about music. Move to the music. Self assessment. c. Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. d. Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices. e. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. Write about the music they have heard.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 7: Students will evaluate music and music performances Performance Standard Exploration / Application Assessments a. Devise criteria for evaluating performances and compositions. b. Explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Attend Town Meetings. Attend Concerts. Discussion Discussion CONTENT STANDARD 8: Students will make connections between music, other disciplines and daily life Performance Standard Exploration / Application Assessments a. Identify similarities and differences in the meanings of common terms used in the various arts. Integrate other subject areas with music. i.e. dance / PE/art/music unit b. Identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated. Picturing America Discuss similarities.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 9: Students will understand music in relation to history and culture Performance Standard Exploration / Application Assessments a. Identify by genre or style aural examples of music from various historical periods and cultures. Listen to and sing patriotic songs. Quiz Worksheets b. Describe in simple terms how elements of music are used in music examples from various cultures of the world. c. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. d. identify and describe roles of musicians in various music settings and cultures Songs from different historical periods i.e. Jazz, Rock & Roll, Classical.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 4 Band CONTENT STANDARD 2: Students will perform on instruments, alone, and with others, a varied repertoire of music Performance Standard Exploration / Application Assessments a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. Activities 1) Modeling for sound and pitch. 2) Use of rhythm charts to learn basic note values & rests played and sung. 1) By listening to their performance. b. Perform easy rhythmic and melodic patterns accurately and independently on instruments. d. Echo short rhythms and melodic patterns. e. Perform in groups, matching dynamic levels, and responding to the cues of a conductor. 1) By using the rhythmic charts. 1) By using the rhythmic charts with basic 5 notes. 1) Using the charts, have the students watch you conduct 1,2,3,4. 1) Have them play together and as a group. 1) Have them play together and a group. 1) Have the students play and sing basic note values as you conduct.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 4 Band CONTENT STANDARD 5: Students will read and notate music Performance Standard Exploration / Application Assessments a. Read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures. b. Use a system to read simple pitch notation in the treble clef in major keys. c. Identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing. d. Use standard symbols to notate rhythm, pitch and dynamics in simple patterns presented by the teacher. 1) Modeling, playing and singing on the rhythm charts. 1) Teach the students basic scale and and arpeggios. Arpeggio played together is the chord. 1) Point out each new symbol as it is introduced. 1) Drill on basic concepts. 1) Accurate playing of the chords together and as a group. 1) Have students play scale, arpeggio & scale. 1) Drill the students on the terms. 1) Drill the students on the symbols.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 5 Band CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music Performance Standard Exploration / Application Assessments a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. b. Perform easy rhythmic and melodic patterns accurately and independently on instruments. 1) Teacher will model, and the students will perform together, singularly and be asked to compare. 1) Teacher will begin Band rehearsal with scales on the rhythm charts. 1) Students will be able to produce pitch and rhythm. 1) Students will be able to play the charts together and solo.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 6 Band CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music Performance Standard Exploration / Application Assessments a. Perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath. 1) Demonstration / modeling of proper posture. 2) Demonstration / modeling of proper hand position. 3) Demonstration / modeling of proper breathing. 1) Informal observation. 2) Stand directly from seated position. 3) Informal observation. 4) Length of time that a note can be held. b. Perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book. 1) Demonstration / modeling of dynamics. 2) Notes and rhythms in lesson books and band music. 1) Informal and graded assessment (Smartmusic). 2) Self assessment, informal teaching assessment, Smartmusic, festival clinicians. c. Perform music representing diverse genres and cultures, with expression appropriate for the work being performed. e. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty. 1) Programming music for a concert. 1) Band rehearsals and concert performance. 2) Band music. Grade 1 1 1/2 1) Feedback from music colleagues. 2) Festival clinicians comments 1) Concert performances. 2) Festival Adjudications.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 6 Band CONTENT STANDARD 3: Students will improvise melodies, variations and accompaniments Performance Standard Exploration / Application Assessments c. Students will participate in jazz ensembles. 1) All students who participate in the jazz program will be asked to improvise, starting with rhythmic variations of one note, moving to multiple notes and eventually scales. 1) Informal observations. 2) Festival clinicians.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 7 Band CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music Performance Standard Exploration / Application Assessments a. Perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath. b. Perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book. c. Play by ear simple melodies on a melodic instrument. e. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty. 1) 7 th grade students will learn to play simple melodies on the guitar, using first position. 2) Students will learn proper hand position and posture while playing. 3) Students are given the opportunity to perform selections from the lesson books alone or in groups. 1) Students will perform using the correct fingerings and accurate rhythms of the repertoire of the lesson book. 1) Students will be given a beginning pitch and asked to figure out easy songs, such as Yankee Doodle and Twinkle, Twinkle Little Star. 1) Students will perform from the lesson book at their own level and pace. 1) Students demonstrate their mastery of the assigned musical selections by performing for the teacher. 1) Students demonstrate their mastery of the assigned musical selections by performing for the teacher. 1) Self, peer, and teacher evaluation. 1) Self and teach assessment.