2015-2016 1302000 - M/J BAND 1

CURRICULUM MAPS

Grades 6-8

Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate

with the knowledge, skills, and values necessary to be successful contributors to our democratic society.

The School District of Volusia County

 

The School Board of Volusia County 

Mrs. Linda Costello, Chairman Mrs. Ida Wright, Vice‐Chairman 

Mrs. Linda Cuthbert Dr. John Hill 

Mrs. Melody Johnson  

Superintendent of Schools Mr. James T. Russell 

 

Chief Academic Officer Ms. Teresa Marcks   

 

Executive Director K‐12 Curriculum Ms. Barbara Head 

 Performing Arts Specialist Dr. Monty Musgrave 

 

Interpreting the Curriculum Maps  Measurement Topic:  The overarching organizational structure used to group content/concepts within the curriculum map  

Pacing: The recommended time period within the year for instruction related to the essential questions to occur 

Essential Questions:  The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics:  

A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding  E. Measurable: able to be assessed  

 Concepts/Content:  A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions 

Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions 

Benchmarks:  The Sunshine State Next Generation Standards aligned with the learning targets and skills (see next page) 

Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions 

Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions 

Assessment:  A list of district‐required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes.  

************************************************************* The curriculum maps for vocal music are divided into five sections, which align with the Big Ideas of the NGSSS:  C – Critical Thinking and Reflection; S – Skills, Techniques, and Processes; O – Organizational Structure; H – Historical and Global Connections; F – Innovation, Technology, and the Future. It is common practice that many or most of the Big ideas,, and the concepts associated with them, are taught simultaneously in every lesson (hence the ‘Spiral Curriculum”). The purpose of delineation into separate sections is for assessment purposes. Teachers are encouraged to use most or all of the maps simultaneously. Further, the lessons provided in each map (which align with the Organizing Principles) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.  

NEXT GENERATION SUNSHINE STATE STANDARDS USERS’ GUIDE  

FOR ALL USERS: 

A coding system is used in all curriculum guides to identify NGSSS and Course Content Statements. 

Benchmark Code: 

For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. 

For example: 

     

                        MU.68.C.1.1 

 

                     Content Area        Grade Level     Big Idea      Enduring Understanding      Benchmark 

Big Ideas 

C – Critical Thinking and Reflection S – Skills, Techniques, and Processes O – Organizational Structure H – Historical and Global Connections F – Innovation, Technology, and the Future        The first two letters of the code identify the content area (e.g., MU for music).  The next number(s) identify the grade level.  The next letter (C, S, O, H, or F) identifies the big idea.  The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.   

 

INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 1 Grade 6‐8 

MEASUREMENT  TOPIC: 

Introduction to Performance Fundamentals Pacing: 1st nine‐weeks 

MAP ‐ 1

ESSENTIAL QUESTIONS: Does the student…  

Produce a characteristic tone on their instrument?                          Read basic notation?  Demonstrate pitch discrimination?  Demonstrate appropriate carriage and posture?  Demonstrate proper care and assembly of instruments? 

 

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future  

CONCEPTS /CONTENT  LEARNING TARGETS/SKILLS  BENCHMARKS  KEY TERMINOLOGY 

Tone 

Intonation 

Pitch 

Rhythm 

Pulse 

Articulation 

Releases 

Balance 

Blend 

Instrument Maintenance 

Notes 

 

 

  

Demonstrate knowledge of the staff lines and spaces  Demonstrate proper assembly and maintenance of their instrument   Demonstrate correct embouchure (wind instrument) or grip (percussion)  Demonstrate the ability to perform with a steady beat  Produce a 10 second pitch on mouthpiece only and instrument  Demonstrate how to read a fingering chart  Independently perform the concert pitches of G, F, Eb, D, C, Bb*  Perform exercises and songs containing the above concert pitches using the 

basic note and rest values of whole, half, and quarter  Begin notes on wind instruments using a “t” or “d” syllable, without 

noticeable movement on chin, jaw, or throat  Release notes on wind instruments without altering pitch or tone  Differentiate between “in tune” and “out of tune” pitches and how to make 

appropriate adjustments  Perform a daily warm‐up routine consisting of descending long tones  

    

*Any time a new pitch is introduced on a wind instrument, percussionists are expected to perform these notes on mallet instruments as well as timpani.  

 

MU.68.C.1.1MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.5 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.4 MU.68.S.3.6 MU.68.F.3.1 MU.68.F.3.2 

IntonationStaff Ledger Lines Clef Tempo Meter Whole Note/Rest Half Note/Rest Quarter Note/Rest Time Signature Bar Line Measure Parts of Instrument Pitch Embouchure Tone Fingering Chart Articulation Ensemble Phrasing Blend Melody  

 

 INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 1 Grade 6‐8 

MEASUREMENT  TOPIC: 

Applying Performance Fundamentals  PACING: 2ND Nine Weeks 

MAP – 2

ESSENTIAL QUESTIONS: Does the student… 

Demonstrate knowledge of, and perform major scales with arpeggios?   Perform music using expressive elements?  Demonstrate refinement of tone quality and intonation?  Demonstrate increased proficiency in sight‐reading? 

 

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future  

CONCEPTS /CONTENT  LEARNING TARGETS/SKILLS  BENCHMARKS  KEY TERMINOLOGY 

Tone 

Pitch 

Rhythm 

Articulation 

Harmony 

Melody 

Form 

Dynamics 

Style 

 

 

Perform concert F and Bb scales and arpeggios with various articulations and rhythmic patterns 

Perform selected exercises at sight  Perform music and/or exercises using pick up notes  Perform music and/or exercises in 3/4 and 2/4 time  Understand and perform ties and slurs  Demonstrate knowledge of key signatures  Demonstrate knowledge of the order of sharps and flats  Demonstrate function of sharps, flats, and naturals   Perform paired eighth notes and dotted half notes with corresponding 

rests  Perform music and/or exercises that incorporate crescendo, decrescendo 

and appropriate symbols  Perform music and/or exercises using 1st and 2nd Endings and D.C. al Fine  Perform a daily warm‐up routine consisting of descending long tones using 

the F and/or Bb scales  Percussion students demonstrate ability to perform flam, flam tap, and 

paradiddle  Perform music in various tempos and styles  Perform Winter Concert music 

 *Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment. 

MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1 

 

TieSlur Key Signature Sharp Flat Natural Accidental Crescendo Decrescendo Scale Arpeggio Whole‐step Half‐step Octave Round Pick up Note 1st & 2nd Ending D.C. al Fine Fine Flam Flam Tap Paradiddle Measure Repeats Allegro Moderato Andante Legato Marcato  

INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 1 Grade 6‐8 

 

MEASUREMENT  TOPIC: 

Developing Musical and Ensemble Concepts PACING: 3RD Nine Weeks 

MAP – 3 

ESSENTIAL QUESTIONS: Does the student… 

Demonstrate knowledge of and perform major scales and arpeggios?  Perform music with expressive elements?  Demonstrate refinement of tone quality?  Demonstrate increased proficiency in sight‐reading?  Demonstrate knowledge of ensemble concepts? 

 

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future  

CONCEPTS /CONTENT  LEARNING TARGETS/SKILLS  BENCHMARKS  KEY TERMINOLOGY 

Tone 

Pitch 

Rhythm 

Articulation 

Harmony 

Melody 

Form 

Dynamics 

Style 

Enharmonics 

Phrase  

 

Perform the concert F, Bb, Ab, G, and C major scales with arpeggios  Demonstrate the ability to perform dotted quarter – eighth note patterns  Perform syncopated rhythms  Understand and identify enharmonic tones  Demonstrate the ability to use appropriate chromatic fingerings  Demonstrate the ability to perform a lip slur  Percussion students demonstrate ability to perform flam, flam tap, flam 

accent, paradiddle, flam paradiddle, and multiple bounce roll  Perform long tone warm ups using various scales  Discern between melody and accompaniment  Perform musical passages using appropriate expression markings  Perform selected exercises at sight 

         *Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.   

MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.4 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.4 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1 

 

SyncopationSubdivision Dotted Quarter Note/Rest Eighth Note/Rest Enharmonic Lip Slur Flam Accent Flam Paradiddle Multiple Bounce Roll Up Beat Piano Mezzo Piano Mezzo Forte Forte Phrase Fermata Waltz March  

 

 INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 1 

Grade 6‐8 MEASUREMENT  TOPIC: 

  Applying Musical and Ensemble Concepts PACING: 4TH Nine Weeks 

MAP – 4 

ESSENTIAL QUESTIONS: Does the student… 

Demonstrate knowledge of and perform major scales and arpeggios?  Demonstrate knowledge of the chromatic scale?  Demonstrate increased proficiency in music reading?  Perform music with expressive elements?  Demonstrate refinement of tone quality?  Respond appropriately to the gestures of the conductor?  

 

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future  

CONCEPTS /CONTENT  LEARNING TARGETS/SKILLS  BENCHMARKS  KEY TERMINOLOGY 

Tone 

Pitch 

Rhythm 

Articulation 

Harmony 

Melody 

Form 

Dynamics 

Style 

Chromatics 

 

Perform concert G, C, F, Bb, Eb, Ab, and Db major scales and arpeggios  Perform a chromatic scale one octave  Demonstrate the Concert F scale two octaves (exception: tenor saxophone 

and oboe will perform Concert  C scale in place of Concert F)  Demonstrate transposition to concert pitch  Demonstrate knowledge of sixteenth note patterns  Understand the concepts of blend, balance, and sonority  Perform the Level 1 Premier Rhythms (attached)  Perform music with multiple parts and harmonies (non‐unison)  Demonstrate the ability to start, stop, and alter tempo and dynamics at the 

conductor’s command  Perform Spring Concert music  Perform selected exercises at sight 

       *Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.    

MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.4 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.4 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1 MU.68.F.3.2 

Chromatic ScaleTransposition Sixteenth Notes Blend Balance Sonority Harmony  

 

 

 

 

 

INSTURMENTAL MUSIC CURRICULUM MAP – BAND 1 Grade 6‐8 

    

   

 Suggested Resources Teaching Music Through Performance in Band Best Music for Young Band Music for Concert Band  

  Suggested Assessments Performance Observation Peer Critique Attached performance assessments 

  

 Links to Educational websites  Florida Music Education Association www.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy‐center.org/educators.aspx Florida Dept. of Education (standards) www.fldoe.org Florida Bandmasters Association http://flmusiced.org/fba/dnn/ MS Band Director http://www.msbanddirector.com/ Wind Repertory Library http://www.windrep.org/ Band Director http://www.banddirector.com/ National Association for Music Education http://www.nafme.org/ Vic Firth Percussion http://www.vicfirth.com/education/bdpsg/ J.W. Pepper http://www.jwpepper.com/Concert_Band_Music_Directors_Resources_Band_Texts.list   

ASSESSMENT RUBRIC   

4Points(Advanced)

Ascoreoffourisaresponseinwhichthestudentdemonstratesathoroughunderstandingofthemusicconceptsand/orproceduresembodiedinthetask.Thestudenthasrespondedcorrectlytothetask,usedmusicallysoundprocedures,andprovidedclearandcompleteexplanationsandinterpretations.

3Points

(Proficient)

Ascoreofthreeisaresponseinwhichthestudentdemonstratesanunderstandingofthemusicconceptsand/orproceduresembodiedinthetask.Thestudents’responsetothetaskisessentiallycorrectwiththemusicalproceduresusedandtheexplanationsandinterpretationsprovideddemonstratinganessentialbutlessthanthoroughunderstanding.The responsemay contain minor flaws that reflect inattentive execution of musical procedures or indications of somemisunderstanding of theunderlyingmusicconceptsand/orprocedures.

2Points(Basic)

A scoreof two indicates that the studenthasdemonstratedonlyapartialunderstandingof themusic conceptsand/orproceduresembodiedinthetask.Althoughthestudentmayhaveusedthecorrectapproachtoobtainingasolutionormayhaveprovidedacorrectsolution,thestudents’worklacksanessentialunderstandingoftheunderlyingmusicconcepts.

1Point

(Emerging)

Ascoreofone indicates that thestudenthasdemonstratedavery limitedunderstandingof themusicconceptsand/orproceduresembodiedinthetask.Thestudents’responseisincompleteandexhibitsmanyflaws.Althoughthestudents’responsehasaddressedsomeoftheconditionsofthetask,thestudentreachedaninadequateconclusionand/orprovidedreasoningthatwasfaultyorincomplete.Theresponseexhibitsmanyflawsormaybeincomplete.

0Points

Ascoreofzeroindicatesthatthestudenthasprovidedacompletelyincorrectornon‐interpretableresponseornoresponseatall.

 

Course Number: 1302000 Course Path: Section: Grades PreK to 12 Education Courses » Grade Group: Grades 6 to 8 Education Courses » Subject: Music » SubSubject: Music Performance - Band » Course Title: M/J Band 1 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J BAND 1 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students with little or no instrumental experience develop foundational instrumental technique, foundational music literacy, and aesthetic musical awareness through rehearsal, performance, and study of high-quality band literature. Instrumentalists work on the fundamentals of music notation, sound production, instrument care and maintenance, and personal and group rehearsal strategies. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts.

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

MU.68.C.1.1 Develop strategies for listening to unfamiliar musical works. Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth.

MU.68.C.2.1 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.

MU.68.C.2.2 Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or h lSKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and

professionals benefit from working to improve and maintain skills over time.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

MU.68.S.1.1 Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions. MU.68.S.1.3 Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing. MU.68.S.1.4 Sing or play melodies by ear with support from the teacher and/or peers. Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

MU.68.S.2.2 Transfer performance techniques from familiar to unfamiliar pieces.

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

MU.68.S.3.1 Sing and/or play age-appropriate repertoire expressively.

MU.68.S.3.2 Demonstrate proper vocal or instrumental technique. MU.68.S.3.3 Sight-read standard exercises and simple repertoire.

MU.68.S.3.4 Compare written notation to aural examples and analyze for accuracy of rhythm and pitch. MU.68.S.3.6 Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders.

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

MU.68.O.3.1 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.

MU.68.O.3.2 Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works.

HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time.

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

MU.68.H.1.2 Identify the works of representative composers within a specific style or time period.

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

MU.68.H.2.3 Classify the literature being studied by genre, style, and/or time period.

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

MU.68.H.3.1 Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies.

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

MU.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.

Additional Required Benchmarks:

LACC.6.SL.1                   Comprehension and Collaboration LACC.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. LACC.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes

to a topic, text, or issue under study. LACC.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims

that are not. LACC.6.SL.2 Presentation of Knowledge and Ideas LACC.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main

ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.LACC.68.RST.2 Craft and Structure

LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. LACC.68.WHST.3 Research to Build and Present Knowledge

LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

MACC.K12.MP Mathematical Practices MACC.K12.MP.5 Use appropriate tools strategically. MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.