1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, 1.d - sing music written in two and three parts Students Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Major and Minor Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic low sol on the staff. Sharp Flat Read Natural patterns using high Key Signature do, la, sol, mi, re, Bass Clef do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs Pitch High Low Repeating Upward Downward Treble Clef Staff Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Pitched and Non-Pitched Instruments

2 of 96 5/6/2014 8:18 AM who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on 4.a - compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.b - arrange simple pieces for voices or instruments other than those for which the pieces were written 4.c - use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Identify compositions as written in major or minor. Identify compositions as written in major or minor.

3 of 96 5/6/2014 8:18 AM 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.c - compare, in several cultures of the world, functions music serves, roles of musicians,7 and conditions under which music is typically performed Meter Reinforcement Unit is ongoing throughout the school year.

4 of 96 5/6/2014 8:18 AM What is inflection? How does inflection affect the way you speak? How does inflection affect the steady beat of a song? 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, Strong and Weak Beats Accent Mark Meter in 2 Meter in 3 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Strong Beat Weak Beat Accent Beat Time Signature 2/4 3/4 4/4 6/8 2/2 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Pitched and Non-Pitched Instruments 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on notation to record their musical ideas and the musical ideas of others

erformanceplus - Maps of 96 5/6/2014 8:18 AM Recorder Unit is ongoing throughout the school year. What do you need to know to play and instrument? What do you already know about the recorder? What do you need to know to play the recorder well? 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing Hand and Finger Postion Breathing and Tone Articulation Notes: D' C' B A G F E D C Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Staff Tone Dynamics Articulation Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Varied Recorder Method/Song Books Including (but not limited to): The Complete Recorder Resource Kit The Children's Music Workshop Recorder Series Personal Recorder Repertoire

6 of 96 5/6/2014 8:18 AM 7.b - evaluate the 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 Rhythm Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? How would you create new rhythmic values that are longer or shorter in length? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Note Value: Sixteenth Notes Note Value: Sixteenth/Eighth Note Combinations Rhythmic Ostinato Patterns Note Value: Dotted Eighth/Sixteenth Note Combinations Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Quarter Note Half Note Whole Note Eighth Note Sixteenth Note Quarter Rest Half Rest Whole Rest Eighth Rest Sixteenth Rest Ostinato Eighth/Sixteenth Note Combinations Dotted Rhythms Tied Rhythms Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Pitched and Non-Pitched Instruments *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns.

7 of 96 5/6/2014 8:18 AM 3.a - improvise simple harmonic accompaniments variations on notation to record their musical ideas and the musical ideas of others 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Vocal Technique Unit is ongoing throughout the school year. What does good singing sound like when singing alone and with a group? What does good singing look and feel like when singing alone and with a group? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Group Blend Discover how to blend his/her voice with those Speaking Voice Singing Voice Whispering Voice singing other vocal Calling Voice parts. Posture Discover how to blend his/her voice with those singing other vocal parts.

8 of 96 5/6/2014 8:18 AM *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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

9 of 96 5/6/2014 8:18 AM improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Expressive Elements Unit is ongoing throughout the school year. What things make loud and soft sounds? What things make fast and slow sounds? 1.b - sing *expressively, with appropriate dynamics, phrasing, and interpretation 1.e - sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2.c - perform Mezzo piano, mezzo expressively a varied forte, pianissimo, repertoire of music fortissimo 2.e - perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 5.c - identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing symbols to notate pitch, and dynamics in simple patterns presented by the teacher 6.c - use appropriate in explaining music, music notation, music instruments and voices, and music performances 6.e - respond through purposeful movement4 to selected prominent music characteristics5 or to specific music events6 while listening to music Loud/Soft Discriminate and respond to Fast/Slow loud and soft through Forte/Piano movement, playing, singing, Crescendo/Decrescendo and discussion. Accent Accelerando/Ritardando Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Loud Soft Fast Slow Forte Piano Crescendo Decrescendo Accent Accelerando Ritardando Mezzo piano Mezzo forte Pianissimo Fortissimo Discriminate and respond to loud and soft through movement, playing, singing, and discussion. Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Spotlight On MusicText Book Series Varied Materials that Incorporate Gross Motor Skills Development Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012

10 of 96 5/6/2014 8:18 AM composition. 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Major and Minor Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic low sol on the staff. Sharp Flat Read Natural patterns using high Key Signature do, la, sol, mi, re, Bass Clef do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Pitch High Low Repeating Upward Downward Treble Clef Staff Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Identify compositions as written in major or minor. Pitched and Non-Pitched Instruments 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control Identify compositions as written in major or minor. 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of

11 of 96 5/6/2014 8:18 AM difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on 4.a - compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.b - arrange simple pieces for voices or instruments other than those for which the pieces were written 4.c - use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others

12 of 96 5/6/2014 8:18 AM 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.c - compare, in several cultures of the world, functions music serves, roles of musicians,7 and conditions under which music is typically performed Meter Reinforcement Unit is ongoing throughout the school year. What is inflection? How does inflection affect the way you speak? How does inflection affect the steady beat of a song? 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, Strong and Weak Beats Accent Mark Meter in 2 Meter in 3 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Strong Beat Weak Beat Accent Beat Time Signature 2/4 3/4 4/4 6/8 2/2 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Pitched and Non-Pitched Instruments Time Signature (I) 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.e - Students who participate in an instrumental

erformanceplus - Maps 3 of 96 5/6/2014 8:18 AM ensemble or class perform with difficulty of 3, on a including some solos variations on notation to record their musical ideas and the musical ideas of others Recorder Unit is ongoing throughout the school year. What do you need to know to play and instrument? What do you already know about the recorder? What do you need to know to play the recorder well? 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on Hand and Finger Postion Breathing and Tone Articulation Notes: D' C' B A G F E D C Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Staff Tone Dynamics Articulation Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Varied Recorder Method/Song Books Including (but not limited to): The Complete Recorder Resource Kit The Children's Music Workshop Recorder Series Personal Recorder Repertoire 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012

14 of 96 5/6/2014 8:18 AM a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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 Rhythm Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? How would you create new rhythmic values that are longer or shorter in length? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Note Value: Sixteenth Notes Note Value: Sixteenth/Eighth Note Combinations Rhythmic Ostinato Patterns Note Value: Dotted Eighth/Sixteenth Note Combinations Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Quarter Note Half Note Whole Note Eighth Note Sixteenth Note Quarter Rest Half Rest Whole Rest Eighth Rest Sixteenth Rest Ostinato Eighth/Sixteenth Note Combinations Dotted Rhythms Tied Rhythms Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Pitched and Non-Pitched Instruments 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 *, Identify sixteenth notes and sixteenth/eighth Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations.

15 of 96 5/6/2014 8:18 AM 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on notation to record their musical ideas and the musical ideas of others note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns.

16 of 96 5/6/2014 8:18 AM 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Vocal Technique Unit is ongoing throughout the school year. What does good singing sound like when singing alone and with a group? What does good singing look and feel like when singing alone and with a group? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Group Blend Discover how to blend his/her voice with those Speaking Voice Singing Voice Whispering Voice singing other vocal Calling Voice parts. Posture Discover how to blend his/her voice with those singing other vocal parts. 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 3.a - improvise simple harmonic accompaniments variations on

17 of 96 5/6/2014 8:18 AM 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Expressive Elements Unit is ongoing throughout the school year.

18 of 96 5/6/2014 8:18 AM What things make loud and soft sounds? What things make fast and slow sounds? 1.b - sing *expressively, with appropriate dynamics, phrasing, and interpretation 1.e - sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2.c - perform Mezzo piano, mezzo expressively a varied forte, pianissimo, repertoire of music fortissimo 2.e - perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 5.c - identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing symbols to notate pitch, and dynamics in simple patterns presented by the teacher 6.c - use appropriate in explaining music, music notation, music instruments and voices, and music performances 6.e - respond through purposeful movement4 to selected prominent music characteristics5 or to specific music events6 while listening to music Loud/Soft Discriminate and respond to Fast/Slow loud and soft through Forte/Piano movement, playing, singing, Crescendo/Decrescendo and discussion. Accent Accelerando/Ritardando Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Loud Soft Fast Slow Forte Piano Crescendo Decrescendo Accent Accelerando Ritardando Mezzo piano Mezzo forte Pianissimo Fortissimo Discriminate and respond to loud and soft through movement, playing, singing, and discussion. Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Spotlight On MusicText Book Series Varied Materials that Incorporate Gross Motor Skills Development 9/9/2012 9/9/2012 9/9/2013 Written Assignments 9/9/2012 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9.a - describe distinguishing characteristics of representative music from a variety of cultures6

19 of 96 5/6/2014 8:18 AM 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Major and Minor Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic low sol on the staff. Sharp Flat Read Natural patterns using high Key Signature do, la, sol, mi, re, Bass Clef do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Pitch High Low Repeating Upward Downward Treble Clef Staff Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Perform simple ostinato patterns with given songs. Perform with classmates songs in round. Perform with classmates partner songs. Discover qualities that distinguish a composition as major or minor. Identify compositions as written in major or minor. Pitched and Non-Pitched Instruments 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control Identify compositions as written in major or minor. 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos

20 of 96 5/6/2014 8:18 AM variations on 4.a - compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance 4.b - arrange simple pieces for voices or instruments other than those for which the pieces were written 4.c - use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging 5.b - read at sight simple melodies in both the treble and bass clefs notation to record their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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

21 of 96 5/6/2014 8:18 AM suggestions for improvement 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary 9.c - compare, in several cultures of the world, functions music serves, roles of musicians,7 and conditions under which music is typically performed Meter Reinforcement Unit is ongoing throughout the school year. What is inflection? How does inflection affect the way you speak? How does inflection affect the steady beat of a song? 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a *, Strong and Weak Beats Accent Mark Meter in 2 Meter in 3 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Strong Beat Weak Beat Accent Beat Time Signature 2/4 3/4 4/4 6/8 2/2 Group beats according to the placement of the accent marks. Identify meter of selected songs as either meter in 2 or meter in 3. Pitched and Non-Pitched Instruments 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos variations on

22 of 96 5/6/2014 8:18 AM notation to record their musical ideas and the musical ideas of others Recorder Unit is ongoing throughout the school year. What do you need to know to play and instrument? What do you already know about the recorder? What do you need to know to play the recorder well? 2.a - perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments Hand and Finger Postion Breathing and Tone Articulation Notes: D' C' B A G F E D C Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Staff Tone Dynamics Articulation Maintain proper hand position, finger position, breathing, tone and articulation during recorder performance. Perform simple songs using D' C' B A G F E D C fingerings. Create and perform simple ostinato patterns using D' C' B A G F E D C fingerings. Varied Recorder Method/Song Books Including (but not limited to): The Complete Recorder Resource Kit The Children's Music Workshop Recorder Series Personal Recorder Repertoire Skin and Bones (R)

23 of 96 5/6/2014 8:18 AM variations on 5.b - read at sight simple melodies in both the treble and bass clefs 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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 Rhythm Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? How would you create new rhythmic values that are longer or shorter in length? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Note Value: Sixteenth Notes Note Value: Sixteenth/Eighth Note Combinations Rhythmic Ostinato Patterns Note Value: Dotted Eighth/Sixteenth Note Combinations Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Quarter Note Half Note Whole Note Eighth Note Sixteenth Note Quarter Rest Half Rest Whole Rest Eighth Rest Sixteenth Rest Ostinato Eighth/Sixteenth Note Combinations Dotted Rhythms Tied Rhythms Reinforce notation for sixteenth notes and sixteenth/eighth note combinations. Perform patterns incorporating sixteenth notes and sixteenth/eighth note combinations through echo and reading. Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Pitched and Non-Pitched Instruments *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 2.a - perform on at least one instrument1 accurately and Identify sixteenth notes and sixteenth/eighth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating Perform simple ostinato patterns incorporating sixteenth notes and sixteenth/eighth note combinations. Identify notation for dotted eighth/sixteenth note combinations. Perform patterns incorporating dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various

24 of 96 5/6/2014 8:18 AM independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2.b - perform with technical accuracy on at least one string, wind, percussion, or *classroom instrument a repertoire of difficulty of 2, on a scale of 1 to 6 2.c - perform music, 2.d - play by ear simple melodies on a instrument and simple accompaniments on a harmonic instrument 2.e - Students who participate in an instrumental ensemble or class perform with difficulty of 3, on a including some solos 3.a - improvise simple harmonic accompaniments variations on notation to record their musical ideas and the musical ideas of others dotted eighth/sixteenth note combinations through echo and reading. Identify dotted eighth/sixteenth note combinations within prerecorded music, song material and speech patterns. Perform simple ostinato patterns incorporating dotted eighth/sixteenth note combinations. Combine and layer various ostinato patterns. ostinato patterns.

25 of 96 5/6/2014 8:18 AM 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Vocal Technique Unit is ongoing throughout the school year. What does good singing sound like when singing alone and with a group? What does good singing look and feel like when singing alone and with a group? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Group Blend Discover how to blend his/her voice with those Speaking Voice Singing Voice Whispering Voice singing other vocal Calling Voice parts. Posture Discover how to blend his/her voice with those singing other vocal parts. *, 1.d - sing music written in two and three parts Students who participate in a choral ensemble 1.e - sing with vocal literature with a level of difficulty of 3, on a 3.a - improvise simple harmonic accompaniments variations on 5.b - read at sight simple melodies in both the treble and bass clefs notation to record

26 of 96 5/6/2014 8:18 AM their musical ideas and the musical ideas of others 7.a - develop criteria for evaluating the effectiveness of music performances and compositions and apply the criteria in their personal listening and performing 7.b - evaluate the 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 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Expressive Elements Unit is ongoing throughout the school year. What things make loud and soft sounds? What things make fast and slow sounds? 1.b - sing *expressively, with appropriate dynamics, phrasing, and interpretation 1.e - sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2.c - perform Mezzo piano, mezzo expressively a varied forte, pianissimo, repertoire of music fortissimo 2.e - perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 5.c - identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Loud/Soft Discriminate and respond to Fast/Slow loud and soft through Forte/Piano movement, playing, singing, Crescendo/Decrescendo and discussion. Accent Accelerando/Ritardando Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and Loud Soft Fast Slow Forte Piano Crescendo Decrescendo Accent Accelerando Ritardando Mezzo piano Mezzo forte Pianissimo Fortissimo Discriminate and respond to loud and soft through movement, playing, singing, and discussion. Discrininate and respond to fast and slow through movement, playing, singing, and discussion. identify and demonstrate forte and piano. and demonstrate crescendo and decrescendo. identify and demonstrate accent. identify and demonstrate accelerando and ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. Spotlight On MusicText Book Series Varied Materials that Incorporate Gross Motor Skills Development

27 of 96 5/6/2014 8:18 AM symbols to notate pitch, and dynamics in simple patterns presented by the teacher 6.c - use appropriate in explaining music, music notation, music instruments and voices, and music performances ritardano. identify and demonstrate mezzo piano, mezzo forte, pianissimo, and fortissimo. 6.e - respond through purposeful movement4 to selected prominent music characteristics5 or to specific music events6 while listening to music Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized? How can music be organized? What is a theme? Rondo Form *, Theme and Variations 1.d - sing music written in two and three parts Students who participate in a choral ensemble How many different ways can you present a 2.c - perform music theme?, Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. AA AB ABA ABC Phrase Verse Refrain Introduction Coda D.S. D.C. Fine First Ending Second Ending Repeat Sign Interlude Label similar and contrasting sections with letters A, B and C to create Rondo Form (ABACA). Identify form in musical compositions. Develop ways to vary a theme and relate them to a given composition. Pitched and Non-Pitched Instruments 9.a - describe distinguishing characteristics of representative music from a variety of cultures6 9.b - classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high- characteristic) musical works and explain the characteristics that cause each work to be considered exemplary Melody Unit is ongoing throughout the school year. How do we communicate with others? How is music communicated from one person to another? Does all music sound the same? 1.a - sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles 1.b - sing with * * repertoire of vocal literature with a *level of difficulty of 2, on a Reinforce DO' - LA - SOL - MI - RE - DO - LA, - SOL, Melodic Patterns Melodic Ostinato Patterns Songs in Round Partner Songs Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Pitch High Low Repeating Upward Downward Treble Clef Staff Locate the Step relative positions of Octave high do, la, sol, mi, Skip re, do, low la and Pentatonic Perform patterns through echo using the tone syllables high do, la, sol, mi, re, do, low la and low sol. Locate the relative positions of high do, la, sol, mi, re, do, low la and low sol on the staff. Read patterns using high do, la, sol, mi, re, do, low la and low sol from the staff. Pitched and Non-Pitched Instruments