North Knox K-12 Music Curriculum April, 1999 Program Outcomes Possess basic music literacy. Appreciate music and be able to evaluate music and history and music and other arts. Understand the interrelationship between music and history and music and other arts. Understand and appreciate music as an expression of many cultures. Be able to function positively as an individual in a large group. Appreciate and participate in the creative process to express emotions and feelings. Understand the importance of and display concert audience etiquette. Strive to display music performance skills. Development facilitated by Ten Sigma
Exploring Music - Kindergarten 1. [Expression:] Be able to hear and make loud and soft sounds. A. Be able to tell loud and soft sounds apart. B. Be able to make loud and soft sounds when singing, clapping, stomping, and playing class instruments. C. Be able to whisper, speak, sing, and call with the correct loudness. 2. [Melody:] Be able to hear and make high and low tones. A. Be able to tell high and low tones apart. B. Be able to speak with high and low tones. C. Be able to produce high and low tones on classroom instruments. D. Be able to hear when tones are getting higher or lower. 3. [Rhythm:] Be able to hear and make a steady beat, long and short sounds, and fast and slow tempos. A. Be able to hear a steady beat. B. Be able to speak with high and low tones. C. Be able to tell long and short sounds apart. D. Be able to tell fast and slow tempos apart. 4. [Form:] Be able to hear and make echo and tell sections apart. A. Be able to hear echo. B. Be able to make and echo by calling singing, and playing class instruments. C. Be able to move your body to show you hear different sections. 5. [Harmony:] Know when music has accompaniment. 6. [History/Style:] Enjoy many kinds of music and from many countries within cultural and historical context. A. Be able to say what you think of the music you hear. B. Be able to move your body to the music you hear. 7. [Audience/performance skills:] Be able to take care of equipment and be a good audience. A. Be able to play class instruments correctly and use them for no other purpose. B. Be able to put instruments away in the correct way. C. Be able to listen quietly and pay attention to performances. D. Know when and how to clap at a performance. 8. [Tone Color:] Be able to identify instruments. A. Be able to identify instruments by sound. B. Identify characters in a story by listening to "Program Music" piece by using a classroom instrument to represent each character. 9. [Careers:] Be able to identify careers available in music. A. Know that a musician performs music. B. Know a person can teach music. NK Music - page 2
Exploring Music - Grade 1 1. [Expression/rhythm:] Be able to show the difference between loud and soft and between fast and slow. A. Be able to hear the difference between loud/soft and fast/slow mixes of sounds. B. Be able to play class instruments in mixes of loud/soft and fast/slow sounds. C. Be able to clap and stomp mixes of loud/soft and fast/slow sounds. D. Be able to sing and talk to show mixes of loud/soft and fast/slow sounds. 2. [Tone Color:] Be able to hear high from low and different kinds of sounds. A. Be able to tell the difference between high and low voices and/or instruments. B. Be able to tell the difference between voices and between many instruments. C. Know different instruments make sounds in different ways. 3. [Melody:] Know that music is a series of sounds called notes. A. Be able to echo a series of sounds on a class instrument. B. Be able to play instruments to make higher and higher or lower and lower sounds. C. Know the musical staff and the names of its parts. D. Be able to do easy singing on correct pitches. E. Be able to determine melodic direction. 4. [Rhythm:] Be able to hear and make steady, strong, and silent beats. A. Be able to hear and make steady beat by clapping and stomping and playing instruments. B. Be able to hear and make strong beat by clapping and stomping and playing instruments in meter of 2 and 3. C. Be able to follow a beat silently. D. Be able to produce a steady beat verses the rhythm of the words of a song. 5. [Form:] Know the difference between same and different. A. Be able to tell when pictures, sounds, and movements are the same or different. B. Be able to make a same or different movement. C. Be able to make same or different sounds with your voice or with instruments. D. Be able to say how sounds are the same or different. E. Be able know forms AB and ABA. F. Be able to know a 3-note pitch pattern of steps or skips. 6. [Harmony:] Be able to play accompaniment. A. Be able to tell when music has accompaniment. B. Be able to play classroom instruments while others sing and while singing simple songs. 7. [History/style:] Enjoy different kinds of music. A. Be able to say what you think about many styles of music. B. Know simple music of {nations and cultures being studied in other subjects]. C. Know the relationship between music and other art forms. NK Music - page 3
8. [Audience/performance skills:] Be able to take care of equipment and be a good audience. A. Be able to take care of class equipment and use them only as they are supposed to be used. B. Be able to put class equipment away correctly. C. Be able to pay attention quietly when others perform. D. Be able to clap at the right time and in the right way when others perform. E. Try to sing and pla6y instruments well with others. F. Be able to perform music of American culture. G. Know that a ballad tells a story. H. Be able to perform appropriately to music (i.e., march) I. Be able to listen and become aware of illustrative music from movies, etc. 10. [Careers:] Be able to identify careers in the music field. A. Be able to know the term by definition of a musician. B. Be able to know the term by definition of a composer. NK Music - page 4
Exploring Music - Grade 2 1. [Expression:] Be able to hear cresc4ento and decrescendo, accents, and changes in dynamics. A. Be able to hear crescendo and decrescendo in music. B. Be able to say how you react to crescendo and decrescendo in music. C. Be able to use body movement to show your reaction to crescendo and decrescendo. D. Be able to hear changes in dynamics and react with movement. E. Be able to hear accents and know the symbols which represent these terms. F. Know terms piano and forte and the symbols which represent these terms. 2. [Tone Color:] Know families of instruments and the four different voices. A. Know the many way musical sounds are made. B. Know by sight and sound wind, string, and percussion instruments. C. Know if class instruments are wind string, or percussion instruments. E. Be able to hear the difference between bass, tenor, alto, soprano, children, men and women's voices. 3. [Melody:] Know the intervals of the treble clef. A. Continue the education of the intervals of step, leap, or repeat and the symbols: B. Know and be able to draw the treble clef and a staff. C. Be able to try to sing the basic intervals of steps, skips, and repeated tones. D. Be able to sing with enthusiasm simple patterns and songs. E. Be able to identify and sing high and low pitches and distinguish between the two. F. Be able to aurally distinguish between major and minor keys in music. 4. [Rhythm:] Be able to hear and make patterns of sounds. A. Be able to tell a repeated pattern in music, pictures, dance, and other places. B. Be able to sing ostinato patterns. C. Know easy meters, notes, and rest. D. Be able to hear and react to tempos. E. Be able to make your own sound patterns with your voice and on instruments. F. Be able to distinguish between music having a steady beat and no beat. G. Know the difference between even and uneven rhythms. H. Be able to distinguish meters of 2 and 3 by sight and sound. I. Be able to identify tempos and changes of tempos. 5. [Form:] Know that music has form. A. Be able to hear the difference between AB and ABA forms. B. Be able to hear the separate sections of AB and ABA forms. C. Identify D. C. al fine, repeat signs, and1st and 2nd endings. D. Know the difference between an introduction and a coda. 6. [Harmony:] Be able to hear and make easy kinds of harmony. A. Be able to hear and sing rounds. B. Be able to hear the difference between songs with and without accompaniment. NK Music - page 5
7. [History/style:] Be able to participate in patriotic, folk, and ethnic music. A. Be able to hear, sing, and dance to [kinds of folk and ethnic music related to other subjects]. B. Know about and be able to sing national songs, such as Star-Spangled Banner" and "America the Beautiful". C. Know about [1-3 major composers chosen to be multi-cultural and gender fair] and some of their famous music and share your feelings about their music. 8. [Audience/performance skills:] Be able to take care of equipment and be a good audience. A. Be able to take care of class equipment and use them only as they are supposed to be used. B. Be able to put class equipment away correctly. C. Be able to pay attention quietly when others perform. D. Be able to clap at the right time and in the right way when others perform. E. Try to sing and play instruments well with others. 9. [Careers:] Be able to identify careers in music. A. Know and define the term "conductor" and discuss ways conductors communicate to other musicians. NK Music - page 6
Exploring Music - Grade 3 1. [Expression:] Understand the purpose of dynamics in music. A. Know dynamic markings (f, mf, mp, p, pp). B. Be able to react to dynamic markings by singing and playing and with movement. C. Know the difference between staccato and legato. D. Identify and respond to fermata. E. Identify and respond to accent marks). 2. [Tone color:] Be able to hear timbre in instruments and voices. A. Know the different ways musical sounds are made and be able to hear the difference between them. B. Know by sight and sound members of the families of instrumental timbre. C. Know the names and be able to hear the difference between bass, tenor, alto, and soprano voices. 3. [Melody:] Understand the treble clef and improve your ability to sing on pitch. A. Be able to draw the treble scale and name the lines and spaces. B. Try to sing basic intervals. C. Be able to see how simple songs are written on the treble clef. D. Be able to sing and play steps, skips, and repeats. E. Aurally identify scales of major, minor, and pentatonic tonality. 4. [Rhythm:] Understand values of notes in basic patterns and meters in 2's and 3's. A. Be able to clap to music played in 2's and 3's. B. Be able to sing and clap in 2's and 3's. C. Know eighth, quarter, half, dotted half, and whole notes and rests. D. Be able to react to these notes in 3/4 and 4/4 meters and in rhythmic patterns. E. Know the difference between even and uneven rhythm patterns. F. Know and be able to perform ostinatos. 5. [Form:] Be able to recognize musical phrase form and repeated patterns. A. Be able to identify repeated phrases. B. Be able to say/write letters to identify forms. C. Be able to identify solo and chorus, rounds, canons, call and response, rondo, and partner songs. 6. [Harmony:] understand how sounds are combined or layered. A. Be able to tell the difference between layered and non-layered music with chords. B. Be able to sing and play rounds. NK Music - page 7
7. [History/style:] Be able to participate in folk music, ethnic music, and historically-important music. A. Be able to identify, sing, and dance to [kinds of folk and ethnic music related to other subjects]. B. Be able to identify, sing, and know the place of historically significant songs. C. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of their famous compositions of [1-3 major composers chosen to be multiculture gender fair]. 8. [Audience/performance skills:] Be able to take care of equipment, be a good audience, and be a good group member. A. Be able to use classroom equipment/materials with care and for proper purpose only. B. Be able to properly return equipment/materials to where they are stored. C. Be able to show quiet and appreciative attention to the performance of others. D. Be able to express appreciation for performance with proper clapping and with compliments. E. Be able to work for good group singing, playing, and performing. F. Be able to critique individual and class performances. 9. [Careers:] Be able to identify careers and career terminology in the field of music. A. Know and be able to define the following terms: 1. Professional Musician 2. Soloist 3. Orchestral Member 4. Band Member 5. Folk Performer NK Music - page 8
Exploring Music - Grade 4 1. Expression: Understand dynamic contrast. A. Be able to sing and play patterns with different dynamics. B. Be able to explain clearly the effect of dynamic contrast. C. Know and understand the meaning of the symbols pp, mf, mp, and ff. 2. Tone color: Understand timbre in instruments and voices. A. Know the meaning of timbre. B. Be able to identify instruments by sight and sound. C. Be able to identify by sound all voice timbres. 3. Melody: Understand key tonal center and the treble and bass clefs. A. Be able to determine by sound if a key tonal center is present. B. Be able to explain clearly the feeling differences between tonal and atonal. C. Be able to read and play notes on staff and be able to draw and names parts of the staff. D. Be able to identify by sight and sound certain intervals. E. Identify and understand the use of sharp, flat, and natural. 4. Rhythm: Understand the basic notes and the basic elements of tempo. A. Know sixteenth, eighth, quarter, half, dotted half, and whole notes. B. Know sixteenth, eighth, quarter, half, dotted half, and whole rests. C. Be able to read and react to these notes in 3/4, 4/4, 6/8 and Common time meters and in rhythmic patterns. D. Be able to sing or play rhythmic patterns with tempo markings. E. Be able to hear and react with movement to tempo changes. F. Be able to create rhythmic patterns with tempo markings. G. Be able to define accelerando, ritard, lento, allegro, and presto tempo markings. H. Be able to determine aurally if music has syncopation. 5. Form: Understand musical phrase form. A. Be able to identify repeated phrases and say and write letters to indicate forms. B. Be able to recognize rondo form (ABACA) and identify the separate phrases. C. Be able to identify AABA form. D. Be able to identify countermelody, descants, and partner songs. E. Be able to identify theme and variations. 6. Harmony: Be able to make harmony using different methods. A. Be able to sing in rounds. B. Be able to sing and/or play ostinato patterns with a melody. C. Be able to sing and/or play descant and pattern songs. NK Music - page 9
7. History/style: Understand some styles of music and how they originated. A. Be able to identify by ear some basic examples of the styles. B. Be able to explain how the styles originated. C. Be able to explain with a clear basis a reaction to or evaluation of the style. D. Be able to say in simple musical terms how the styles are different. E. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of their famous compositions of [1-3 major composers chosen to be multiculture gender fair]. F. Know how music contributes to the heritage of the people of Indiana. 8. Audience/performance skills: Be able to take care of equipment, be a good audience, and be a good group member. A. Be able to use and store classroom equipment/materials properly. B. Be able to show quiet and appreciative attention to the performance of others. C. Be able to express appreciation for performance with proper clapping and with compliments. D. Be able to work for good group singing, playing, and performing, including practice and basic rehearsal etiquette. 9. Careers: Be able to define careers available in music. A. Define skills needed to compose music. NK Music - page 10
Exploring Music - Grade 5 1. Expression/performance: Understand how major and minor modes affect music. A. Be able to distinguish between major and minor modes. B. Be able to respond with movement and with clear words to major and minor modes. C Be able to know and define pp, p, mp, mf, f, ff, crescendo, and decrescendo. 2. Tone Color: Understand the difference between orchestras and bands. A. Be able to identify instruments by sight and sound. B. Know the difference between the composition of an orchestra and a band and be able to hear the difference. 3. Melody/harmony: Understand the relationship of note placement on the grand staff. A. Be able to draw the grand staff and name the parts. B. Be able to read and play notes on staff. 4. Rhythm: Understand note values and their corresponding rests. A. Be able to read notated rhythms. B. Be able to write notes and rests. C. Be able to complete written measures using rhythmic notation. D. Be able to use movement to demonstrate time values. E. Introduce the concepts of a tie and a slur. 5. Form: Understand musical form. A. Be able to identify and respond to themes and variations. B. Be able to notate form. C. Be able to identify, notate, respond with movement to various forms. D. Be able to identify opera as a form (aria, recitative, overture, chorus, ensemble, etc.). E. Know the forms of the rondo and fugue. F. Be able to define American musical theater. 6. History/style: Possess a basic knowledge and appreciation of American music. {This assumes the students are studying American history.} A. Know major sources of American music. B. Be able to name and identify major forms of expression of American music (jazz, gospel, rock, folk, etc.). C. Know the origins and development of these expressive forms. D. Be able to explain with a clear basis a reaction to and evaluation of these expressive forms. E. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of their famous compositions of [3-6 major American composers chosen to be multi-culture gender fair]. NK Music - page 11
7. Audience/performance skills: Be able to take care of equipment, be a good audience, and be a good group member. A. Be able to use and store classroom equipment/materials properly. B. Be able to show quiet and appreciative attention to the performance of others. C. Be able to express appreciation for performance with proper clapping and with compliments. D. Be able to work for good group singing, playing, and performing, including practice and basic rehearsal etiquette. E. Be able to use correct posture for singing, playing, and breathing. 9. Careers: Be able to identify careers in music. A. Understand the various ways arrangers can modify a song. B. Learn how a librettist composes words for songs. NK Music - page 12
Exploring Music - Grade 6 1. Expressive/performance: Be able to use all the components of music to make a quality expressive performance. A. Be able to follow words and notes together in a musical score. B. Be able to sight read simply multi-part vocal music. C. Be able to explain the feeling/mood of a performance piece and strive to express it. D. Be able to work together to improve effort and to create a quality performance integrating other expressive elements, such as drama, movement, and costume. E. Know the markings pp, p, mp, mf, f, fs, crescendo, and decrescendo. 2. Tone color: Understand the composition of a choir. A. Be able to name and identify by ear the voices of the choir. B. Be able to track a voice's line in a multi-part selection. C. Be able to identify by sight and sound 5 Latin-American instruments. D. Be able to identify by sight and sound major electronic instruments. 3. Melody/harmony: Understand major key signatures in treble clef, major scale, and major triads. A. Be able to write and sing a major scale. B. Define monophonic, homophonic, and polyphonic harmonies. 4. Rhythm: Understand the function of time signature and note values in simple meter. A. Be able to verbally and in writing interpret 2/4, 3/4, 4/4, 5/4, C (Common time), (Cut time), and 6/8. B. Be able to sin duple and triple meter. C. Be able to identify meter changes in performed music. D. Be able to read notes on the grand staff. 5. Form: Understand musical phrase form, especially rondo. A. Be able to identify repeated phrases and say/write letters to indicate forms. B. Be able to recognize rondo form (ABACA) and identify the separate phrases. C. Be able to identify AABA form in folk and pop music and identify the separate phrases. D. Be able to recognize 12-bar blues and the fugue. 6. History/style: Understand, sing, and/or play music of [various musical styles]. A. Know the name and historical origins of the styles. B. Be able to explain the feeling, mood, and impact of the music. C. Be able to suggest in simple musical terms how the styles are different, (at least 4 styles). D. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of their famous compositions of [1-3 major composers chosen to be multiculture gender fair]. NK Music - page 13
7. Audience/performance skills: Be able to take care of equipment, be a good audience and be a good group member. A. Be able to use and store classroom equipment/materials properly. B. Be able to show quiet and appreciative attention to the performance of others. C. Be able to express appreciation for performance with proper clapping and with compliments. D. Be able to apply strategies to work towards ensemble singing/playing/performing, including basic rehearsal etiquette and practice. E. Be able to use correct posture for singing, playing, and breathing during performance. F. Be able to strive to sing in tune. 9. Careers: Educate students in knowing what careers in music are available. A. Be able to know what career opportunities are available to musicians. B. Be able to know the process to get information about careers available in the music field. NK Music - page 14
MUSIC VOCABULARY The following words should be recognized by students by the end of the indicated grade year. This vocabulary will help students have a progressive music education upon which they can build year after year. Grade 1 Grade 2 accompany accents accompaniment AB, ABA beat autoharp bells band blow brass composer child's voice echo coda fast dotted notes hand drum duple meter high D. C. al Fine hit eighth note lullaby endings low even and uneven rhythms maracas forte march half note melody introduction musician line note pluck man's voice pitch orchestra rhythm percussion sandblocks phrase skip piano slow quarter note solo quarter rest steady beat refrain step space note tambourine staff tempo strings triangle ties treble clef triple meter verse woman s voice woodwind NK Music - page 15
Grade 3 Grade 4 accent marks accelerando call and response allegro canons counter melody chords dynamics chorus descant crescendo fortissimo decrescendo harmony fermata instruments (all common orchestral) flat folk strings intervals (2nd, 3rd, 5th, octave) form glockenspiel lento half note key signatures half steps mezzo forte (mf) instruments (3 from each family) mezzo piano (mp) musical heritage letter names of staff natural sign keyboard partner song major pianissimo (pp) measure presto metallophone ritardando meter syncopation minor synthesizer octave theme and variation ostinato unison patterns pentatonic rondo rounds scale sharp whole note whole step xylophone NK Music - page 16
Grade 5 Grade 6 American Musical Theater alto arranger bass common time changing voice cut time conduct dotted half note cultures quarter note electronic instruments eighth note homophonic fugue intervals (major, minor, perfect) improvise legato melodic contour librettist melodic phrase opera monophonic parallel harmony polyphonic staccato sonata symphony soprano tonality tenor texture triplets vocal NK Music - page 17
Vocal Music - Grades 7-8 1. Be able to demonstrate correct breathing and in-tune singing. A. Be able to sing from the diaphragm. B. Be able to use correct seated and standing posture. C. Know when singing flat or sharp. D. Be able to strive to sing in tune. 2. Be able to enunciate words clearly. A. Be able to pronounce words with correct vowels and clear consonants. B. Be able to sing to make meaning clear. 3. Possess a performance knowledge of basic music signs and terms. A. Be able to sight read for and explain dynamics. B. Be able to sight read for and explain rests, notes, and duration, rhythm, and tempo. C. Be able to sight read for and explain miscellaneous markings. D. Be able to sight read for and explain form. 4. Be able to use proper rehearsal etiquette to work daily to meet performance expectations and to increase skills in music. A. Be able to develop and maintain a regular practice schedule. B. Be able to work to sing in tune and to blend wit others. C. Be able to follow conducting and verbal directions in rehearsal. D. Be able to be a positive member of the choral group (avoid disruptive behaviors, encourage and support others, stay on task, work to take pleasure from quality effort). E. Be able to correctly evaluate individual effort and group performance and be able to develop and use strategies to improve, 5. Be able to appreciate music from different periods and cultures. A. Know the origins, development, and special traits of the music. B. Know famous composers and be able to identify their most prominent works on hearing. C. Be able to distinguish between clear examples of music from different periods and cultures. D. Be able to give a clearly based and musically-literate evaluation of and response to musical selections. 6. Be able to meet performance expectations. A. Be able to perform for expressiveness. B. Be able to perform for balance and blend. C. Be able to perform for phrasing. D. Be able to perform for technique. E. Know and be able to use performance etiquette. F. Be able to respond to conducting. G. Be able to be independent in selection, rehearsal, and performance of music. H. Know how to select music. I. Be able and willing to use music for community service. J. Know how to be a discriminating listener. NK Music - page 18
7. Be able to show an awareness of career capabilities and aesthetic qualities of choral music. A. Be able to use your skills in your leisure time. B. Know that music arouses a wide variety of emotions during a performance. C. Know the careers and music-related careers, availability of jobs, qualifications, and necessary training or education for these jobs. NK Music - page 19
High School Choral Music - Chorus and Choir Chorus Grades 9-12 This year long course places emphasis on the development of basic vocal skills and fundamental musical concepts specifically aimed at reading music in parts. A winter and spring concert is mandatory. This course is acceptable for the Fine Arts portion of the Honors Diploma. Choir Grades 10-12 This year long course emphasizes all styles and difficulty levels of choral music. Class participation in all choral concerts is mandatory. More advanced musical concepts will be emphasized. 1. Continue to develop basic skills of tone production. A. Demonstrate appropriate singing posture and correct breath support. B. Demonstrate correct tone production and resonance with particular attention to a free vocal quality in all parts of the vocal range. 2. Continue to develop basic skills in diction and technique. A. Produce pure and unified vowel sounds and clearly articulated consonants. B. Demonstrate accurate attacks and releases. 3. Continue to develop intonation skills. A. Match pitches and sing a melodic line in tune. B. Sing a part accurately and adjust to the vertical structure to produce a finely tuned chord. 4. Continue to develop skills in reading music. A. Use a systematic counting method. B. Recognize and sing, at sight, rhythmic and tonal patterns as they occur in a vocal line. C. Define and apply through performance standard notation, dynamic and articulation markings, and musical terms. D. Develop sight-reading skills by performing a variety of music. E. Demonstrate an understanding of the differences between simple and compound meters recognizing the conducting patterns of each. G. Demonstrate an understanding of major and minor key signatures. 5. Recognize, visually and aurally, what is heard in performances and in listening activities. A. Perform or write dictated rhythmic and tonal patterns from aural and visual examples. B. Identify and construct arpeggios and major, minor, chromatic, and modal scales. C. Demonstrate an understanding of key center by singing the tonic and the starting tone of selected songs in several major and minor keys. D. Sing melodic intervals and patterns using solfege, note names, or numbers. NK Music - page 20
6. Increase understanding of harmonic movement, chord construction, and key changes. A. Recognize key changes within a song, both visually and aurally. B. Recognize the function of tonic (I), subdominant (IV), and dominant (V) chords. C. Identify and construct I, IV, and V chords in selected key signatures. D. Build major, minor, diminished, and augmented chords from a given pitch. 7. Continue to develop skills in the recognition of horizontal and vertical organization known as form. A. Recognize, visually and aurally, elements of a melodic line, such as motive, sequence, phrase, and cadence. B. Identify and define characteristics of different forms of music, such as opera, oratorio, cantata, musical comedy, symphony, concerto, theme and variation, sonata, fugue, and rondo. 8. Continue to recognize and interpret expressive markings. A. Decide on the appropriate utilization of expressive techniques for music studied. B. Understand the use of vibrato as an expressive element. C. Demonstrate expressive techniques during rehearsals and performances. 9. Expand abilities to identify timbral changes within specific categories of sound. A. Recognize the differences among soprano, alto, tenor, and bass and understand the changing voice in both boys and girls. B. Recognize the various tone colors of voices, traditional and avant garde instruments, and electronic synthesizers. 10. Expand interpretive skills. A. Define musical symbols and accurately interpret them in performances. B. Demonstrate an understanding of dynamic contrasts, various articulations and tempo changes, and the variety of expression each creates in music. C. Demonstrate an understanding of vocal styles and textures. 11. Expand understanding of balance and blend. A. Control the individual voice in relation to others to achieve the desired group sound related to dynamics, vibrato, and blend. B. Identify appropriate balance within an ensemble when heard. 12. Perform a wide variety of literature. A. Sing music of many styles, forms, and periods, such as sacred, secular, popular, classical, and traditional. B. Sing music of other cultures using languages other than English. C. Perform solo and small ensemble literature. D. Experience being accompanied by piano, small ensemble, band, or orchestra, on standard solo repertoire. 13. Expand skills in evaluation. A. Evaluate individual and group performances and rehearsals making suggestions for improvement. B. Evaluate the quality of music performed based on the development of objective criteria. NK Music - page 21
14. Expand skills in self-improvement. A. Recognize the value of individual practice and private instruction. B. Maintain proper care of the voice. C. Bring necessary supplies to rehearsals and performances. D. Attend concerts and clinics of school, college, or professional quality through field trips or guest appearances. 15. Explore choreography, creative movement, and staging. A. Demonstrate stage movement, blocking, or choreography appropriate to the music studied. 16. Expand an understanding of the role of music as an avocation and career. A. Prepare for fulfilling use of leisure time by developing good listening skills in music. B. Discover that music arouses a wide range of intellectual challenges and varied emotions. C. Demonstrate knowledge of performance opportunities both in school and after graduation. D. Become aware of music careers and music-related careers, availability of jobs, qualifications, and necessary training or education. E. Explore music careers by listening to guest speakers and taking field trips. F. Become aware of the psychological impact and effect of music on an individual and on society through such avenues as mass media. NK Music - page 22
Instrumental Music - Grades 5-12 Beginning Band - Grade 5 Through learning opportunities in beginning band, the student will: 1. Develop basic skills in tone production. 2. Develop basic skills in technique. 3. Develop basic music reading skills. 4. Begin to recognize basic expressive markings. 5. Recognize sounds and specific instrument families. 6. Develop good practice habits and skills in self improvement. 7. Begin to understand proper performance etiquette. Elementary Band - Grade 6 Through learning opportunities in elementary band, the student will: 1. Continue to develop basic skills in tone production. 2. Continue to develop basic skills in technique. 3. Continue to develop basic music reading skills. 4. Recognize more advanced expressive markings. 5. Develop basic intonation skills. 6. Demonstrate an awareness of simultaneous sounds and key changes. 7. Identify basic elements of form. 8. Develop an understanding of the role of music as a career. Jr. High Band - Grades 7-8 Through learning opportunities in junior high band, the student will: 1. Continue to develop skills in tone production. 2. Continue to develop skills in technique. 3. Continue to develop music reading skills. 4. Continue to develop intonation skills. 5. Recognize and interpret expressive marks. 6. Recognize key changes both visually and aurally. 7. Identify the need to change timbral sounds within instrumental families. 8. Develop interpretive skills. 9. Demonstrate understanding of balance and blend. 10. Perform a variety of literature. 11. Continue to develop skills in self evaluation and improvement. 12. Continue to understand the role of music as a career choice. NK Music - page 23
High School Band - Grades 9-12 This year long course is a combination of concert and marching bands. Emphasis is placed on development of musicianship through progressive technical studies and more difficult compositions. This course is acceptable for the Fine Arts requirement of the Honors Diploma. Through learning opportunities in high school band, the student will: 1. Continue to develop skills in tone production. 2. Continue to develop skills in technique. 3. Continue to develop music reading skills. 4. Continue to develop intonation skills. 5. Increase understanding of key changes. 6. Develop skills in the recognition of form. 7. Continue to recognize and interpret expressive marks. 8. Continue to expand interpretive skills. 9. Perform a wide variety of literature. 10. Develop improvisational skills. 11. Develop basic conducting skills. 12. Continue to develop skills in evaluation and self improvement. 13. Continue to recognize instruments by their sounds. 14. Develop an appreciation of the different genres of music. 15. Continue to develop an understanding of the role of music as a career choice. NK Music - page 24