music curriculum - colchester · 09/11/2010 · colchester music curriculum. philosophy....

Music Curriculum

Adopted by the Colchester Board of Education

November 9, 2010

COLCHESTER MUSIC CURRICULUM PHILOSOPHY Colchester Music Educators believe music exalts the human spirit and is an integral part of history and culture. Through musical experiences of the highest possible quality, music instruction develops student skills in self-discipline, creativity, and expressiveness. Music education helps students succeed in all aspects of education and provides a sense of community. The study of music makes special contributions to a students’ creative development. Music knowledge and performance increases critical thinking skills, concentration, self-discipline, self-expression, and self-esteem. Music experiences engage and affect students’ personalities, providing insight to themselves and humanity, and enhancing their self-worth.

MISSION Music is essential to the expression of human experience and plays a key role in the daily lives of citizens in our society; therefore, all students deserve a high-quality, comprehensive music education. An understanding of music as well as the ability to participate in creating and performing music are essential attributes of an educated person. Research shows that students educated through the arts achieve at higher levels in other areas of the curriculum and in their adult lives. Colchester’s mission is to ensure quality music education for all students.

PROGRAM GOALS The Music Department seeks to provide students with:

• A balanced, comprehensive and sequential program of music instruction. • An opportunity to explore and develop musical abilities. • The finest possible education in music. • An equal opportunity for every child to study music. • Opportunities to sing, compose, improvise, listen to music and play at least one

instrument. • Opportunities to use technology in the creation of electronic music products,

including multimedia. • Listening experiences that include the study of music from diverse periods, styles,

forms and cultures. • The ability to analyze music with discrimination and make relevant critical

judgments about music and performance.

By the end of 12th grade, all students should be broadly educated in music and have the opportunity to attain in-depth learning in music. They should be able to demonstrate knowledge and skills in the following areas that comprise both our National and State Standards in Music.

• Singing, alone and with others, a varied repertoire of music

• Performing on instruments, alone and with others, a varied repertoire of music

• Improvising melodies, variations, and accompaniments

• Composing and arranging music within specified guidelines

• Reading and notating music

• Listening to, analyzing and describing music

• Evaluating music and music performances

• Understanding relationships between music, the other arts, and disciplines outside the arts

• Understanding music in relation to history and culture Based on the Connecticut State Department of Education Music Standards

MUSIC: ESSEntIal CURRICUlUM GUIDE

MUSIC: ESSENTIAL CURRICULUM In kindergarten, and grades one and two, students are introduced to a variety of musical styles, as well as media’s and music’s relationship to the world. Students have an opportunity to participate in a school performance. By the end of kindergarten, we expect students to be able to: Sing high and low sounds and learn to match pitch. Sing independently and within a group. Play simple rhythms on a variety of instruments

By the end of first grade we expect students to be able to: Sing independently. Sing and play simple rhythmic patterns independently and within a group. Begin to identify musical symbols. Begin to discover musical styles. Engage in appropriate audience behavior at performances. Echo rhythmic and melodic patterns. Continue to explore a variety of pitched and non pitched instruments.

By the end of second grade, we expect students to be able to: Sing independently on pitch with appropriate posture. Sing and play simple rhythmic and melodic patterns independently and within a group. Begin to read simple rhythmic notation. Identify basic music symbols. Listen to and describe characteristics within a variety of musical styles. Echo simple rhythmic and melodic patterns. Continue to explore a variety of pitched and non pitched instruments.

In third grade, students are introduced to a variety of musical styles, media and music’s relationship to the world and other disciplines.

General Music By the end of third grade, we expect students to be able to: Perform a varied repertoire of music by singing and playing instruments, including the recorder. Create music through improvising melodies. Read and notate music. Listen to and respond to music in a variety of ways. Chorus By the end of third grade, we expect choral students to be able to: Use previous knowledge and be part of a larger musical group. Sing on pitch a varied repertoire of songs. Sing in rhythm maintaining a steady tempo. Sing in a group blending with others, matching dynamic levels and respond to cues of the conductor. Use appropriate musical terms.

In grade 4 students will perform a varied repertoire of music by singing and playing instruments. Students will create music through improvising melodies, read and notate music, and listen to, analyze and describe music. General Music By the end of fourth grade we expect students to be able to: Perform a varied repertoire of music by singing and playing instruments. Create music through improvising melodies. Read and notate music. Listen to, analyze, and describe music. Intermediate Band Grade 4 By the end of fourth grade we expect students in band to be able to: Use specific instrumental skills. Recognize instrument tendencies, construction, proper position, posture, embouchure and beginning notes (names). Percussion students will learn about the different instruments, necessary equipment and accessories. Understand their role individually, in their sections, and in the large group. Begin to correct mistakes in note errors and basic counting rhythms. Make adjustments from directions of the conductor.

Chorus Grade 4 By the end of fourth grade we expect students in chorus to be able to: Use previous knowledge and be part of a larger musical group. Sing on pitch a varied repertoire of songs. Sing on pitch and in rhythm maintaining a steady tempo. Sing in a group blending with others, matching dynamic levels and respond to clues of the conductor. Use appropriate musical terms.

In grade 5 students will perform a varied repertoire of music by singing and playing instruments. They will create music through improvising melodies and accompaniments and compose music in a variety of styles. Students will read and notate music, listen to, analyze and describe music.

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

General Music

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

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

General Music Students in the eighth grade further their knowledge of music and theory through the use of percussion and non-percussion instruments Middle School Choral Middle school choral students will be grouped by grade level. They will begin developing their ensemble skills, improve their vocal production and learn to read music faster and with more detail. These skills will begin developing self-discipline and self-expression through their participation in the WJJMS choral program. Students at the end of eighth grade chorus are expected to: Demonstrate skills by performing the following: Basic musical notation Basic soltege: do-sol in several keys Their part, understanding their role individually, by section, and group Respond to conductor/director’s gestures in tune, articulation, and dynamics.

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

Music helps students succeed in all aspects of education. High school band and chorus offer students musical opportunities, including the opportunity to develop skills in self-discipline, creativity and self-expression through study of their instrument and participation in the music program at Bacon Academy. They will perform, analyze and use their skills in musical presentations.

By the end of grade 12, we expect band students to be able to do the following at various levels of technical proficiency: Make a characteristic sound on their instrument (percussion students on pitched and non-pitched instruments). Identify and define markings and terms in music studied. Demonstrate knowledge of band fundamentals by performing and describing (both written and oral) these elements of music: balance and blend, musicality and intonation. Explore the intrinsic value of compositions. By the end of grade 12, we expect choir students to be able to do the following at various levels of technical proficiency: Sing the assigned choir literature. Demonstrate knowledge of choral fundamentals by performing and describing (both written and oral) these elements of music: balance and blend, musicality and intonation. Identify and define markings and terms in music studied. Express proper vocal production . Express themselves using varied musical styles. We expect music technology students to be able to: We expect music fundamentals students to be able to: Identify by sight and sound: scales, intervals, chords, triads, and simple compound rhythms.

Colchester Public Schools

Based on the Connecticut State Department of Education Music Standards

Standards for Music

Content Standard 1: Students will sing a varied repertoire of music K — 5 Students a. sing independently, on pitch and in rhythm,

with appropriate timbre, diction and posture, and maintain a steady tempo

b. sing expressively, with appropriate dynamics,

phrasing and interpretation c. sing from memory a varied repertoire of songs

representing genres and styles from diverse cultures

d. sing ostinatos, partner songs and rounds e. sing in groups, blending vocal timbres,

matching dynamic levels, and responding to the cues of a conductor

6 — 8 Students

a. sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

b. sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory

c. sing music representing diverse genres and cultures, with expression appropriate for the work being performed

d. sing music written in two and three parts

e. Students who participate in a choral ensemble or

class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory

9 — 12 Students

a. sing with expression and technical accuracy a

large and varied repertoire of vocal literature up to a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory

b. sing music ensemble music for up to four parts, with and without accompaniment

c. demonstrate well-developed ensemble skills

d. sing in small ensembles with one student on a part



Content Standard 2: Students will perform on instruments, alone and with others, a varied repertoire of music K —5 Students a. perform on pitch, in rhythm, with appropriate

dynamics and timbre, and maintain a steady tempo

b. perform easy rhythmic, melodic patterns

accurately and independently on rhythmic, melodic instruments

c. perform expressively a varied repertoire of

music representing diverse genres and styles d. echo short rhythms and melodic patterns e. perform in groups, matching dynamic levels,

and responding to the cues of a conductor f. perform independent instrumental parts while

other students sing or play contrasting parts

6 — 8 Students a. perform on at least one instrument accurately and

independently, alone and in small and large ensembles, with good posture, good playing position, and good breath

b. perform with expression and technical accuracy on

at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book

c. perform music representing diverse genres and

cultures, with expression appropriate for the work being performed

d. play by ear simple melodies on a melodic

instrument e. Students who participate in an instrumental

ensemble or class will, in addition, perform with expression and technical accuracy a

varied repertoire of instrumental literature with increasing difficulty

9 — 12 Students a. perform with expression and technical accuracy a

large and varied repertoire of instrumental literature up to difficulty level of 4, on a scale of 1 to 6

b. perform an appropriate part in an ensemble,

demonstrating well-developed ensemble skills c. perform in small ensembles with one student on a

part



Content Standard 3: Students will improvise melodies, variations and accompaniments K — 5 Students a. improvise "answers" in the same style to given

rhythmic and melodic phrases b. improvise simple rhythmic and melodic

ostinato accompaniments c. improvise simple rhythmic variations and

simple melodic embellishments on familiar melodies

d. improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds

6 — 8 Students

a. improvise melodic embellishments and simple

rhythmic and melodic variations on given pentatonic melodies and melodies in major keys

b. improvise short melodies, unaccompanied and over

given rhythmic accompaniments, each in a consistent style, meter and tonality

c. students who participate in jazz ensembles

9 — 12 Students

a.. improvise rhythmic and melodic variations on given

pentatonic melodies and melodies in major and minor keys

b. improvise original melodies over given chord

progressions, each in a consistent style, meter and tonality

c. improvise stylistically appropriate harmonizing

parts



Content Standard 4: Students will compose and arrange music K — 5 Students a. create and arrange music to accompany

readings or dramatizations b. create and arrange short songs within

specified guidelines

c. use a variety of sound sources when

composing

6 — 8 Students

a. compose short pieces within specified guidelines,

demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance

b. arrange simple pieces for voices or instruments

other than those for which the pieces were written c. use a variety of traditional and nontraditional sound

sources and electronic media when composing and arranging

9 — 12 Students

a. compose music in varying styles, demonstrating

creativity in using the elements of music for expressive effect

b. compose and arrange music for voices and various

acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources



Content Standard 5: Students will read and notate music K —5 Students a. read whole, half, dotted half, quarter and

eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures

b. use a system to read simple pitch notation in

the treble clef in major keys c. identify symbols and traditional terms referring

to dynamics, tempo and articulation and interpret them correctly when performing

d. use standard symbols to notate rhythm, pitch

and dynamics in simple patterns presented by the teacher

6 — 8 Students

a. read whole, half, quarter, eighth, sixteenth and dotted notes and rests

b. read at sight simple melodies in the treble, bass

clefs c. identify and define standard notation symbols for

pitch, rhythm, dynamics, tempo, articulation and expression and interpret them correctly when performing

d. use standard notation to record their musical ideas

and the musical ideas of others e. students in a performing ensemble or class will, in

addition, sightread, accurately and expressively, music up to a difficulty level of 2, on a scale of 1 to 6

9 — 12 Students

a. Understand and demonstrate whole, half, quarter, eighth, sixteenth and dotted notes and rests

b. demonstrate the ability to read vocal score of up to four staves by describing how the elements of music are used

c. sightread, accurately and expressively, music with

a difficulty level up to 3, on a scale of 1 to 6 (solfege for vocal)

d. use standard and other appropriate notational

systems to record their musical ideas and the musical ideas of others



Content Standard 6: Students will listen to, analyze and describe music

K —5 Students a. identify simple music forms when presented

aurally b. move in response to, answer questions about,

and describe aural examples of music of various styles representing diverse cultures

c. use appropriate terminology in explaining

music, music notation, music instruments and voices, and music performances

d. identify the sounds of a variety of instruments,

including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices

e. respond through purposeful movement to

selected prominent music characteristics or to specific music events while listening to music

6 — 8 Students

a. describe specific music events in a given aural

example, using appropriate terminology b. analyze the uses of elements of music in aural

examples representing diverse genres and cultures c. demonstrate knowledge of the basic principles of

meter, rhythm, tonality, and chords in their analyses of music

9 — 12 Students

a. analyze aural examples of a varied repertoire of

music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices

b. demonstrate extensive knowledge of the technical

vocabulary of music c. identify and explain compositional devices and

techniques used to provide unity and variety and tension and release in a musical work



Content Standard 7: Students will evaluate music and music performances K — 5 Students a. devise criteria for evaluating performances

and compositions b. explain, using appropriate music terminology,

their personal preferences for specific musical works and styles

6 — 8 Students

a. develop criteria for evaluating the quality and

effectiveness of music performances and compositions and apply the criteria in their personal listening and performing

b. evaluate the quality and effectiveness of their own

and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

9 — 12 Students

a. evolve specific criteria for making informed, critical

evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music

b. evaluate a performance, composition, arrangement

or improvisation by comparing it to similar or exemplary models

c. Reflection



Content Standard 8: Students will make connections between music, other disciplines and daily life K — 5 Students a. identify similarities and differences in the

meanings of common terms used in the various arts

b. identify ways in which the principles and

subject matter of music and other disciplines taught in the school are interrelated

6 — 8 Students

a. compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions or ideas into works of art

b. describe ways in which the principles and subject

matter of other disciplines taught in the school are interrelated with those of music

c. identify a variety of music-related careers

9 — 12 Students

a. explain how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples

b. compare characteristics of two or more arts within a

particular historical period or style and cite examples from various cultures

c. explain ways in which the principles and subject

matter of music and various disciplines outside the arts are interrelated

d. apply music skills and understandings to solve

musical problems



Content Standard 9: Students will understand music in relation to history and culture K — 5 Students a. identify by genre or style aural examples of

music from various historical periods and cultures

b. describe in simple terms how elements of

music are used in music examples from various cultures of the world

c. identify various uses of music in their daily

experiences and describe characteristics that make certain music suitable for each use

d. identify and describe roles of musicians in

various music settings and cultures e. demonstrate audience behavior appropriate

for the context and style of music performed

6 — 8 Students

a. describe distinguishing characteristics of representative music genres and styles from a variety of cultures

b. classify by genre and style (and, if applicable, by

historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary

c. compare, in several cultures of the world, functions

music serves, roles of musicians, and conditions under which music is typically performed

9 — 12 Students

a. understand different styles of music b. identify styles of American music genres c. identify representative individuals who have

contributed to different roles in music

The Arts Curriculum Framework

Connecticut State Department of Education

Glossary for Music Standards

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



Level 1—Very easy. Easy keys, *meters, and rhythms; limited ranges. Level 2—Easy. May include changes of tempo, key, and meter; modest ranges. Level 3—Moderately easy. Contains moderate technical demands, expanded ranges, and varied interpretive requirements. Level 4—Moderately difficult. Requires well-developed *technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys. Level 5—Difficult. Requires advanced technical and interpretive skills; contains key signatures with numerous sharps or flats, unusual meters, complex rhythms, subtle *dynamic requirements. Level 6—Very difficult. Suitable for musically mature students of exceptional competence. (Adapted with permission from NYSSMA Manual, Edition XXIII, published by the New York State School Music Association, 1991.)

Meter. The grouping in which a succession of rhythmic pulses or beats is organized; indicated by a *meter signature at the beginning of a musical work or section. Meter signature. An indicator of the *meter of a musical work, usually presented in the form of a fraction, the denominator of which indicates the unit of measurement and the numerator of which indicates the number of units that make up a measure. MIDI (Musical Instrument Digital Interface). Standard specifications that enable electronic instruments such as the synthesizer, sampler, sequencer, and drum machine from any manufacturer to communicate with one another and with computers. Ostinato. A short musical pattern (rhythm, melodic phrase, or bass line) that is repeated consistently throughout a composition. Rhythm. The durations in time of a series of musical notes. Staves. Plural of staff (the five parallel lines on which music is written). Style. The distinctive or characteristic manner in which the *elements of music are treated. In practice, the term may be applied to, for example, composers (the style of Copland), periods (Baroque style), media (keyboard style), nations (French style),



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

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 1: Students will sing, alone and with others, a varied repertoire of music

8Performance Standard Exploration / Application Assessments

a. sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo

b. sing expressively, with

appropriate dynamics, phrasing and interpretation

c. sing from memory a varied

repertoire of songs representing genres and styles from diverse cultures

d. sing ostinatos, partner songs

and rounds e. sing in groups, blending

vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Sing Songs (i.e. seasonal; holidays; folk; representing different style, from different countries) 1) in large and small groups 2) independently 3) by rote 4) using big books, textbooks, charts, packets, Smartboard 5) singing games

Teacher observation of student participation and singing

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade K-2 General Music CONTNENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music

Performance Standard Exploration / Application Assessments

a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

b. perform easy rhythmic and

melodic patterns accurately and independently on instruments

c. perform expressively a

varied repertoire of music representing diverse genres and styles

d. echo short rhythms and

melodic patterns e. perform in groups, matching

dynamic levels, and responding to the cues of a conductor

f. perform independent

instrumental parts while other students sing or play contrasting parts

- Keep steady beat patterns, while listening and or singing simple songs.

- Play given rhythmic pattern on a variety of classroom percussion instruments, i.e. Xylophone, rhythm band, Orff instruments

- Body percussion - Play obstinate patterns on instruments - Steady and unsteady beats on drums

Teacher observation of student participation and singing pre-post tests on rhythmic notation

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 3: Students will improvise melodies, variations and accomplishments.


a. improvise "answers" in the same style to given rhythmic and melodic phrases

b. improvise simple rhythmic

and melodic ostinato accompaniments

c. improvise simple rhythmic

variations and simple melodic embellishments on familiar melodies

Improvise 1) musical “sentences” (phrases) 2) “answers”

on a varieaty of instruments i.e xylophones, sticks

Self assessment Teacher observation

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 4: Students will compose and arrange music.


a. create and arrange music to accompany readings or dramatizations

b. create and arrange short

songs within specified guidelines

c. use a variety of sound

sources when composing

- Compose easy “songs” ABA patterns AABA, AB Question and answer patterns on percussion instruments

- Add instrumental settings to poems and short stories.

- “compose own music” on computers

Self assessment Teacher assessment

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 5: Students will read and notate music.


a. read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures

b. use a system to read simple

pitch notation in the treble clef in major keys

c. identify symbols and

traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing

d. use standard symbols to notate rhythm, pitch and dynamics in simple patterns

- begin note reading play simple patterns on xylophones outline ”pitch” concept while reading a simple song pattern.

- practice writing notes - practice addition while “adding up the beats”

homework worksheets written pre & post tests during class observation

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 6: Students will listen to, analyze and describe music


a. identify simple music forms when presented aurally

d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices

“form” in music Listen to and discuss a variety of music.

class discussion

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 7: Students will evaluate music and music performances STATE STANDARD:


a. devise criteria for evaluating

performances and compositions

b. explain, using appropriate

music terminology, their personal preferences for specific musical works and styles

Attend: assemblies, musical plays, and concerts

discussion

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 8: Students will make connections between music, other disciplines and daily life.


a. identify similarities and

differences in the meanings of common terms used in the various arts

b. identify ways in which the

principles and subject matter of music and other disciplines taught in the school are interrelated

- “form” in music

Relate the concept to 1) art form 2) pattern blocks in math 3) Science concepts of sound

- Integrate theme units with the music classroom

of that of the general classroom i.e animals, insects, countries

discussion

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grades K-2 General Music CONTENT STANDARD 9: Students will understand music in relation to history and culture.


c. identify and describe roles

of musicians in various music settings and cultures

Listening and singing Patriotic Songs History: 1) Composers, i.e Mozart 2) Rock & Roll 3) Opera

Discussion worksheets

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 1: Students will sing a varied repertoire of music


a. Sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.

b. Sing expressively, with appropriate dynamics, phrasing and interpretation

c. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures .

d. Sing ostinaos, partner songs and rounds.

e. Sing in groups, blending vocal

timbres, matching dynamic levels, and responding to the cues of a conductor.

Songs from books. Songs by rote. Singing games. Songs representing different styles. Lyrics on Smartboard.

Classroom observation.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 2: Students will perform on instruments, alone, and with others, a varied repertoire of music


a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

b. Perform easy rhythmic,

melodic patterns accurately and independently on rhythmic, melodic instruments.

c. Perform expressively a varied repertoire of music representing diverse genres and styles.

d. Echo short rhythms and melodic patterns.

e. Perform in groups, matching dynamic levels, and responding to the cues of a conductor.

f. Perform independent instrumental parts while other students sing or play contrasting parts.

Students use classroom percussion instruments. 3rd grade students learn the recorder. Students play a variety of instruments (i.e. xylophone and drums).

Teacher and students self assess.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 3: Students will improvise melodies, variations and accompaniments CONTENT STANDARD 4: Students will compose and arrange music


a. Create and arrange music to accompany readings or dramatizations.

b. Create and arrange short songs

within specified guidelines. c. Use a variety of sound sources

when composing.

Compose easy song on xylophone. Question and answer patterns on percussion instruments. Add percussion instruments to poem and short stories.

Self assessment Occasional performance at a Town Meeting.


a. Improvise "answers" in the same style to given rhythmic and melodic phrases.

b. Improvise simple rhythmic and melodic ostinato accompaniments.

c. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies .

Improvise melodies on xylophones. Improvise melodic answers on recorders and xylophones. Create eight-beat rhythmic answers. Improvise on rhythmic instruments.

Self assessment and teacher observation.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 5: Students will read and notate music


a. Read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures.

b. Use a system to read simple

pitch notation in the treble clef in major keys.

c. Identify symbols and

traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing .

d. Use standard symbols to notate

rhythm, pitch and dynamics in simple patterns presented by the teacher .

Start to read notes while playing the recorder. Practice writing notes. Learn egbdf and face in treble clef.

Work sheets.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 6: Students will listen to, analyze and describe music


a. Identify simple music forms when presented aurally.

b. Move in response to, answer

questions about, and describe aural examples of music of various styles representing diverse cultures.

c. Use appropriate terminology in

explaining music, music notation, music instruments and voices, and music performances.

d. Identify the sounds of a variety

of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

e. Respond through purposeful

movement to selected prominent music characteristics or to specific music events while listening to music.

Listen to and talk about music. Move to the music. Write about the music they have heard.

Self assessment.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music CONTENT STANDARD 7: Students will evaluate music and music performances

CONTENT STANDARD 8: Students will make connections between music, other disciplines and daily life


a. Devise criteria for evaluating performances and compositions.

b. Explain, using appropriate

music terminology, their personal preferences for specific musical works and styles.

Attend Town Meetings. Attend Concerts. Discussion

Discussion


a. Identify similarities and differences in the meanings of common terms used in the various arts.

b. Identify ways in which the

principles and subject matter of music and other disciplines taught in the school are interrelated.

Integrate other subject areas with music. i.e. – dance / PE/art/music unit Picturing America Discuss similarities.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 3-4-5 General Music

CONTENT STANDARD 9: Students will understand music in relation to history and culture


a. Identify by genre or style aural examples of music from various historical periods and cultures.

b. Describe in simple terms how

elements of music are used in music examples from various cultures of the world.

c. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

d. identify and describe roles of

musicians in various music settings and cultures

Listen to and sing patriotic songs. Songs from different historical periods – i.e. Jazz, Rock & Roll, Classical.

Quiz Worksheets

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 4 Band CONTENT STANDARD 2: Students will perform on instruments, alone, and with others, a varied repertoire of music



b. Perform easy rhythmic and

melodic patterns accurately and independently on instruments.

d. Echo short rhythms and

melodic patterns. e. Perform in groups, matching

dynamic levels, and responding to the cues of a conductor.

Activities 1) Modeling for sound and pitch. 2) Use of rhythm charts to learn basic note values & rests played and sung. 1) By using the rhythmic charts. 1) By using the rhythmic charts with basic 5 notes. 1) Using the charts, have the students watch you conduct 1,2,3,4.

1) By listening to their performance. 1) Have them play together and as a group. 1) Have them play together and a group. 1) Have the students play and sing basic note values as you conduct.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 4 Band

CONTENT STANDARD 5: Students will read and notate music


a. Read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4 and 4/4 meter signatures.

b. Use a system to read

simple pitch notation in the treble clef in major keys.

c. Identify symbols and

traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.

d. Use standard symbols to

notate rhythm, pitch and dynamics in simple patterns presented by the teacher.

1) Modeling, playing and singing on the rhythm charts. 1) Teach the students basic scale and and arpeggios. Arpeggio played together is the chord. 1) Point out each new symbol as it is introduced. 1) Drill on basic concepts.

1) Accurate playing of the chords together and as a group. 1) Have students play scale, arpeggio & scale. 1) Drill the students on the terms. 1) Drill the students on the symbols.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 5 Band CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music



b. Perform easy rhythmic and

melodic patterns accurately and independently on instruments.

1) Teacher will model, and the students will perform together, singularly and be asked to compare. 1) Teacher will begin Band rehearsal with scales on the rhythm charts.

1) Students will be able to produce pitch and rhythm. 1) Students will be able to play the charts together and solo.



a. Perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath.

b. Perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book.

c. Perform music representing

diverse genres and cultures, with expression appropriate for the work being performed.

e. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty.

1) Demonstration / modeling of proper posture.

2) Demonstration / modeling of proper hand position. 3) Demonstration / modeling of proper breathing. 1) Demonstration / modeling of dynamics. 2) Notes and rhythms in lesson books and band music. 1) Programming music for a concert. 1) Band rehearsals and concert performance. 2) Band music. Grade 1 – 1 1/2

1) Informal observation. 2) Stand directly from seated position. 3) Informal observation. 4) Length of time that a note can be held. 1) Informal and graded assessment (Smartmusic). 2) Self assessment, informal

teaching assessment, Smartmusic, festival clinicians. 1) Feedback from music colleagues. 2) Festival clinicians comments 1) Concert performances. 2) Festival Adjudications.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 6 Band CONTENT STANDARD 3: Students will improvise melodies, variations and accompaniments


c. Students will participate in jazz ensembles.

1) All students who participate in the jazz program will be asked to improvise, starting with rhythmic variations of one note, moving to multiple notes and eventually scales.

1) Informal observations. 2) Festival clinicians.


CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music


a. Perform on at least one instrument

accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath.

b. Perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book.

c. Play by ear simple melodies on a melodic instrument.

e. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty.

1) 7th grade students will learn to play simple melodies on the guitar, using first position.

2) Students will learn proper hand position and posture while playing.

3) Students are given the opportunity to perform selections from the lesson books alone or in groups.

1) Students will perform using the correct fingerings and accurate rhythms of the repertoire of the lesson book.

1) Students will be given a beginning

pitch and asked to figure out easy songs, such as Yankee Doodle and Twinkle, Twinkle Little Star.

1) Students will perform from the lesson book at their own level and pace.

1) Students demonstrate their mastery of the assigned musical selections by performing for the teacher.

1) Students demonstrate their mastery

of the assigned musical selections by performing for the teacher.

1) Self, peer, and teacher evaluation. 1) Self and teach assessment.


CONTENT STANDARD 5: Students will read and notate music


a. Read whole, half, quarter, eighth, sixteenth and dotted notes and rests.

c. Identify and define standard

notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression and interpret them correctly when performing.

1) Students will learn note values through lectures, visual charts, auditory experiences and performance.

1) Students will read and perform treble

clef basic notation. 1) Students are encouraged to perform at

a steady tempo.

1) Performance and written tests. 1) Performance and written tests.


CONTENT STANDARD 7: Students will evaluate music and music performances


a. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

b. Evaluate the quality and

effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

1) Students with prior knowledge, who are advanced on the guitar, will explore advanced composition and have peer evaluation.

1) Peer assessment.


CONTENT STANDARD 8: Students will make connections between music, other disciplines and daily life


b. Describe ways in which the

principles and subject matter of other disciplines taught in the school are interrelated with those of music

1) Students will make the connections

between music and math. They will also experience the skill building discipline of learning to play a musical instrument.

1) Self awareness.




b. Perform with expression and

technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book.

c. Perform music representing

diverse genres and cultures, with expression appropriate for the work being performed.

d. Play by ear simple melodies on a

melodic instrument e. Students who participate in an

instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty.

1) Demonstrate/Model of proper posture. 2) Demonstrate/Model proper hand position. 3) Demonstrate/model

• hiss • put hand on belly

1) Demonstrate/model of dynamics 2) Notes and rhythms in lesson books and band repertoire. 1) Programming music of diverse genres. 1) Play by ear assignment. 1) Echo/model in band. 1) Rehearsals, concerts.

1) Informal observation. 2) Stand directly from seated playing position. 3) Stand directly from seated playing position. 4) Length of time a note can be held (long note). 1) Informal and graded assessment on SmartMusic. 2) Self assessment, informal

teacher’s assessment, SmartMusic, festival clinicians.

1) Festivals, coworkers. 1) Smart Music. 2) Informal assessment. 1) Performances & festival

adjudications. 2) Self assessment.


Content Standard 3: Students will improvise melodies, variations and accompaniments


c. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality.

1) Students in the Jazz program will be asked to improvise rhythm on one note and then expand to multiple notes, scales, and melodies.

Informal. self

CONTENT STANDARD 3: Students will improvise melodies, variations and accompaniments


c. Students who participate in jazz ensembles will improvise short melodies, unaccompanied and over given rhythmic accompaniments in a consistent style, meter, and tonality.

1) Students in the Jazz program will be asked to improvise rhythm on one note and then expand to multiple notes, scales, and melodies.

1) Informal, self assessment.

COLHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 6 -8 General Music CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music



b. Perform with expression and

technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature from lesson book.

d. Play by ear simple melodies on a

melodic instrument. . e. Students who participate in an

instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with increasing difficulty.

1) 7th grade students will learn to play simple melodies on the guitar, using first position.

2) Students will learn proper hand position and posture while playing.

3) Students are given the opportunity

to perform selections from the lesson books alone or in groups.

1) Students will perform using the

correct fingerings and accurate rhythms of the repertoire of the lesson book.

1) Students will be given a beginning

pitch and asked to figure out easy songs such as Yankee Doodle and Twinkle, Twinkle Little Star.

1) Students will perform the lesson

book at their own level and pace.

Students demonstrate their mastery of the assigned musical selections by performing for the teacher. Students demonstrate their mastery of the assigned musical selections by performing for the teacher. Self, peer and teacher evaluations. Self and teacher assessment.

COLHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 6 -8 General Music

Content Standard 5: Students will read and notate music


a. read whole, half, quarter, eighth, sixteenth and dotted notes and rests.

c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression and interpret them correctly when performing.

1) Students will learn note values through lectures, visual charts, auditory experiences and performance.

1) Students will read and perform

treble clef basic notation.

2) Students are encourages to perform at a steady tempo.

Performance and written tests. Performance and written tests.


Content Standard 6: Students will listen to, analyze and describe music


a. Describe specific music events in a given aural example, using appropriate terminology.

b. Analyze the uses of elements of

music in aural examples representing diverse genres and cultures.

c. Demonstrate knowledge of the

basic principles of meter, rhythm, tonality, and chords in their analyses of music.

Students will listen to music and describe specific examples of music using terminology, such as temp, dynamics, form, & instrumentation

Teacher and self assessment


Content Standard 7: Students will evaluate music and music performances


a. Develop criteria for evaluating the

quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

b. Evaluate the quality and

effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

1) Students with prior knowledge, who are advanced on the guitar, will explore one advanced composition and have peer evaluation.

Peer


Content Standard 8: Students will make connections between music, other disciplines and daily life


b. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

1) Students will make the connections between music and math. They will also experience the skill building discipline of learning to play a musical instrument.

Self awareness.

Content Standard 9: Students will understand music in relation to history and culture


a. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures .

c. Compare, in several cultures of

the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

1) Students will listen, read, and sing about music from difference music genres and cultures.

1) Students will read about popular music throughout the decades and listen to important musicians and pieces that correspond to the various time periods. Students will also read about and discuss the advancement of music technology throughout the decades.

Teacher and self assessment. Teacher and self assessment.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 9-12 Band CONTENT STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music


a. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature up to difficulty level of 4, on a scale of 1 to 6.

b. Perform an appropriate part in an

ensemble, demonstrating well-developed ensemble skills.

c. Perform in small ensembles with

one student on a part.

1) Control of instrument technique • Articulation • Timbre • Pitch intonation 2) Musical Elements • Pitch • Rhythm 1) Perform an appropriate part in an ensemble, demonstrating well- developed ensemble skills. 1) Perform an appropriate part in an ensemble, demonstrating well- developed ensemble skills.

1) Individual / ENS 2) Oral / Visual recording & live

assessment. 1) Performance evaluation and self

evaluation. 1) Performance evaluation.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 9-12 Jazz Band CONTENT STANDARD 3: Students will improvise melodies, variations and accompaniments

Performance Standard

Exploration / Application Assessments

Students who participate in Jazz ensembles will:

a. Improvise rhythmic and melodic

variations on given pentatonic melodies and melodies in major and minor keys.

b. Improvise original melodies over

given chord progressions, each in a consistent style, meter and tonality.

1) Call & response. 2) Rhythmic variations. 3) Sequencing. 4) Phrase shape. 5) Major / Minor keys.

1) Encourage Trying. 2) Fundamentals Training. 3) Playing”Inside” – with technique.

1) Jazz Band Students • Individual recording / Audition Assessment.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 9 – 12 Music Technology & Fundamentals

CONTENT STANDARD 4: Students will compose and arrange music


a. Compose music in varying styles, demonstrating creativity in using the elements of music for expressive effect.

Music Technology

Music Fundamentals

a. Compose music in varying styles,

demonstrating creativity in using the elements of music for expressive effect.

1) Creatively, in varying styles using Sibelius and garage band. 1) Using principals of harmony to compose music.

1) Self assessment. 2) Using a rubric. 1) Self assessment. 2) Using a rubric.

COLCHESTER PUBLIC SCHOOLS MUSIC CURRICULUM Grade 9 – 12 Chorus

CONTENT STANDARD 1: Students will sing a varied repertoire of music


a. Sing with expression and technical accuracy a large and varied repertoire of vocal literature up to a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory.

b. Sing music ensemble music for up

to four parts, with and without accompaniment.

1) Lyrical Text • Diction • Annunciation

2) Quality of Tone. 3) Dynamics. 4) Vowel shape. 5) Memorization (Repetition and drill). 6) Technical Accuracy

• Musical elements • Pitch • Rhythm

7) Understanding of vocal instrument. 1) Balance / blend

• within section • among sections

2) Listen / Adjust • Pitch

- with self - others - accompaniment

1) Individual / Ensemble. 2) Oral – visual recording & live assessments. 3) Individual / Ensemble. 4) Oral – visual recording & live assessments. 5) Individual / Ensemble. 6) Oral – visual recording & live. assessments. 1) Individual / Ensemble 2) Oral – visual recording & live assessments.


c. Demonstrate well-developed ensemble skills

d. Sing in small ensembles with one

student on a part.

1) Balance / blend • within section • among sections

2) Listen / Adjust

• Pitch - with self - others - accompaniment

1) Balance / blend • within section • among sections

2) Listen / Adjust

• Pitch - with self - others - accompaniment

1) Individual / Ensemble 2) Oral – visual recording & live assessments. 1) Individual / Ensemble 2) Oral – visual recording & live assessments.

Colchester Public Schools Curriculum Map for Music Name: Coyle

Here’s what I am teaching in grade _4__ band chorus general music music technology Semester I Topics

Canvas Gr 4 Organize and schedule grade 4 band Hand position

Lessons Seated

Band starts post Thanksgiving

Band from the Ed Suite Book sound production

Resources used

Instrumentals & books

Concerts

none

Skills

Learning the basics of playing their instruments Band starts

Assessment Playing assigned sections during lessons

Interdisciplinary

none


Semester II Topics

Rhythm Grade 4 Band music begins for spring concert

Tone, pitch A few 4th graders will join the Gr. 5 Jazz band

Individual improvement Ensemble

Resources

Music catalogs – Publishers C.D. to fit group

Additional readings/ activities

Skills

Students must play 5 note scale

Assessments


Here’s what I am teaching in grade _5__ band chorus general music music technology Semester I Topics

Four to five pieces for holiday concert Hand position

Gr. 5 Band begins in Aug. Gr. 4 starts in late Sept.

Embouchure

sound production

Resources used

Ed Sueta Book & band music

Recordings when available

Concerts

Monthly Town Meetings and holiday concerts

Skills

b flat scale concept for all instruments Percussion rolls & flares

Matching pitch – keeping steady beats

Assessment Individual performance during lessons and required lesson calendars

Interdisciplinary

Monthly Town Meetings


Semester II Topics

Rhythm Band Jazz Band begins Solo ensemble concert

Tone, pitch Band pieces must be slightly more difficult Jazz beginning Jazz requires stronger skills

Individual improvement March – Solo ensemble students perform by themselves or in duets and small groups

Ensemble April – Prepare for jazz festival and concerts

Resources

New music semester II Recording of pieces when available


Sections perform in monthly Town Meetings

Skills

Greater flexibility on their instrument

Assessments

Performance assessment

Colchester Public Schools Curriculum Map for Music Name: Gowdy

Here’s what I am teaching in grade _6___ band chorus general music music technology Semester I Topics

Rhythm

Notes

Musicianship

Smartmusic

Resources used

Band music, lesson books

Concerts

December

Skills

simple rhythms

Up to one octave

Dynamics, breath marks, articulations

Assessment Teacher observation Smartmusic

Balance and blend Successful use of program

Interdisciplinary


Semester II Topics

Rhythm

Notes

Festival performance

Resources

lesson book band music


March concert May concert Adjudication Festival

Wind ensemble Jazz ensemble

Skills

dotted quarter notes Time signatures – 3 4

Accidentals, key signatures

Ensemble playing

Assessments

Smartmusic Smartmusic Adjucator


Here’s what I am teaching in grade __7__ band chorus general music music technology Semester I Topics

Rhythm

Notes

Musicianship

Smartmusic

Resources used

Band music lesson book

Concerts

December

Skills

Review

Beyond an octave

Dynamics, breath marks, articulations

Assessment Teacher observation Smartmusic

Interdisciplinary


Semester II Topics

Rhythm

Notes

Festival performance

Resources

lesson book band music


March concert

May concert

Adjudication Festival

Skills

Syncopation

more key signatures

Ensemble playing

Assessments Smartmusic

Colchester Public Schools Curriculum Map for Music Name: Kessler

Here’s what I am teaching in High School Music Fundamentals Semester I Topics

Note reading Rhythm reading Scales, intervals, triads, chords

Resources used

Sibelius worksheets workbook sheets

Tests/Quizzes

Skills

Identify above concepts by listening, writing by sight

Assessment Tests, quizzes, assignments

Interdisciplinary


Semester II Topics

Pep Band

Concert Band

Jazz Band

Marching Band

Resources New Book Individual skill level demand

The Patriotic Medley

Interdisciplinary

Community

Concerts

Basketball Girls/Boys

Memorial Day Parade

Skills

Perform @ gym

Physical ability Memorization Marching skill Elements of music demanded

Assessments

Attendance Performance Rehearsal video

Colchester Public Schools Curriculum Map for Music Name: Kerr

Here’s what I am teaching in High School- Choirs_ band chorus general music music technology Semester I Topics

Choir / all

Solo literature

Resources used

Music for ensemble Solos

Concerts

December

November audition

Skills

Elements of music demanded of selection

Identified weaknesses

Assessment Performance of selection individually informally in rehearsal and formal performance

• Audition • Audition sheet

Interdisciplinary

• Communication • Part of

community

• Communication • Artistic expression


Semester II Topics

Choir All

Resources

Concerts

March June - Pops


Skills

Assessments


Here’s what I am teaching in High School Wind Ensemble/Jazz Band____ band chorus

general music music technology Semester I Topics

Pep Band

Concert Band

Jazz Band

Solo Literature

Resources used

Pep Band Folio Music for ensemble Music for ensemble Solos

Concerts

Football games Pep Rallies

October / Holiday

October / Festivals

November Audition

Skills

Perform in ensemble outside

elements of music demanded of selection

October / Festivals

elements of music demanded of selection

Assessment Attendance

Performance of selection individually informally in rehearsal and for real performance

October / Festivals

• Audition • Audition sheet

Interdisciplinary

Community support (School support)

• Communication • Part of community

October / Festivals

• Communication • Artistic expression


Semester II Topics

Pep Band

Concert Band

Jazz Band

Marching Band

Resources

New Book Individual skill level demand

The Patriotic Medley

Interdisciplinary

Community

Concerts

Basketball Girls/Boys

Memorial Day Parade

Skills

Perform @ gym

Physical Ability Memorization Marching skill Elements of music demanded

Assessments

Attendance Performance Rehearsal video


Here’s what I am teaching in grade___ band chorus general music Music Technology Semester I Topics

Auditorium events

Music assignments

Video assignment

Resources used

Mics sound board Lighting Mac computer

Mac computer Software Mics and cords

Mac computer Software Mics-cords Video & photo

Concerts

Must record all ensemble events: each student must attend at least one

Skills

Use and knowledge of programs/software and sound engineer

Use and knowledge of programs/software and personal creativity

Use and knowledge of programs/software and personal creativity

Assessment Final recording and production of CD

Rubric and personal assessment

Rubric and personal assessment

Interdisciplinary


Semester II Topics

Resources


Skills

Assessments

School: WJJMS/Band

To meet Music Program Delivery Standards, we…

Have Need/Need to Know Staffing 1.0

Technology 5 Smartmusic Stations 9 Smartmusic Stations Smartboard in the Band Room More electrical outlets 1 mac station 4 computers

Instructional Resources

1 bassoon 2 base clarinets 2 tenor saxophones 4 baritone saxophones

2 flutes 2 trombones 2 clarinets 1 tuba 2 oboes 1 trumpet 4 French horns 1 tenor sax 2 baritones

Curriculum

Differentiated Instruction

Smartmusic is great for differentiated instruction

Instructional Strategies

Professional Growth/Development

Home-School Connections

Learning Environment

Assessment

School: WJJMS/General Music &Chorus


Have Need/Need to Know Staffing 1.8

Technology

very old PC 10 keyboards

3 Smart Boards 30 Mac computers (15 each classroom) Computer speakers 15 Keyboards & 3 projectors printer for computer recording device midi cables for all the keyboards 30 head phones & splitters


16 guitars 2 replacements each year

Curriculum






Assessment

School: JJIS/Chorus & General Music


Have Need/Need to Know Staffing 1.0 .2 for general music

Technology Smartboard Computer

new software recording equipment


need music choral music for chorus

Curriculum Silver Burdett 2000 Spotlight on Music by Macmillan for grades 3-5


xylophones more xylophones



more music oriented professional development


Concerts Town Meetings


Nice music room! air conditioner working correctly

Assessment

School: JJIS/Band


Have Need/Need to Know Staffing 1.0 .5 instrumental some days

Technology 0 recording equipment


We have not been getting music (band arrangements)

Curriculum A new instrument a year 1 new instrument a year Repair budget needs increasing




More music related oferrings


Concerts Town Meetings


The air conditioner/heating unit is faulty

Assessment

School: Bacon Academy


Have Need/Need to Know Staffing

2.4 Piano accompanist 1 Full Time – 3 tech classes Choir assistance

Technology 10 More Apple Computers


20+ year instruments 1 bsn digital piano 1 bcl 2 Tubas

Curriculum Have 2001 Upgrades to software Lab license


2 Bands 3 Chorus

2 Jazz Band

Pep Band


Theme concerts Interdisciplinary


Block scheduling strategies


Parents group SmartMusic at H.S.


Great Place T Keep great place

Assessment

Festivals SmartMusic More festival opportunity

School: CES/General Music


Have Need/Need to Know

Staffing

.8 1.0

Technology Smartboard laptop stereo

Adventures in Music Land (identification of sound/instruments)

Cloud 9 Music (pitch & rythym) recording device need a remote music software

stage sound microphones update stereo system


classroom percussion need to replace

Curriculum Silver Burdett Spotlight on Music Macmillan 2008


Orff Instruments World Culture Instruments

purchase more



Music PD opportunities


Performances


nice room bigger performance area

Assessment

School: WJJMS/General Music


Have Need/Need to Know Staffing 1 ½ Band

2 General Music /Choral Para Accompanist to accompany middle/high school teacher Music Technology

Technology

very old PC 10 keyboards

3 Smart Boards 30 Mac computers (15 each classroom) computer speakers 15 Keyboards & 3 projectors printer for computer recording device midi cables for all the keyboards


2 guitars 2 replacements each year

Curriculum






Assessment

CES Music Vocabulary

actor

applause

audience

beat

body sound

clapping

chorus

dance

echo

eighth note

form

guitar

half note

instruments

loudness

lullaby

march

measure

melody

music

musician

partner song

pattern

piano

pitch

quarter note

rest

rhythm

sing

song

skipping

stage

snapping

staff

story

strum

swaying

symbol for note

voice

whole note

JJIS Music Vocabulary

accent

alto

alto sax

arrangement

art song

band instrument

bass

bass clef

blues

cello

baritone horn

classical music

classroom instruments

clarinet

compose

composer

conductor

cue

diminuendo

Dixieland music

dotted note

drum machine

duet

dynamics

echo

eighth note

electronic instrument

electronic sound

elements of music

embellishment

flat

flute

flute

folk

forte

French horn

fretted instrument

gospel music

guitar

half note

harmony

intervals

jazz

key signature

keyboard

keyboard instruments

legato

levels of difficulty

major key

march

measure

minor key

musical phrase

musical piece

musical staff

notation

orchestra conductor

orchestral instrument

patriotic song

percussion instrument

pitch

posture

quarter note

recorder

repeat

rest

rhythmic variation

rock music

round

(alto, baritone, soprano

tenor) saxophone

scale

sharp

sixteenth note

skipping

snapping

soprano

staccato

staff

standard notation

string instrument

symbol for articulation

tenor

tie

time signature

treble clef

trombone

trumpet

ukulele

viola

violin

whole note

work song

WJJMS Music Vocabulary

Grade 6

A B A form scroll absolute music sharp accidental sixteenth note ballad space bar line staff bass style beatlemania syncopation bow technique bridge theme and variation chin rest time signature chorus transpose clef triple meter composition unison counter melody whole note crooner rosin disco saddle double reed

duet eight track entertainer expression finale folk song fugue half note harmony improvisation intonation legato lyricist major scale melodic embellishment melodic phrase meter change motown musical natural nut opera payola performing arts pianist playing by ear pop presto quarter note range record player release


Grade 7

A B form septet accelerando sight read alto soprano ballet spirituals barbershop quartet standing ovation bass clef suite big band synthesizer brass tenor canon tied note chord tonality classical treble clef coda troubadour concert master variation cover artist whole step damper refrain dotted half note rhythm double sharp round dynamic change scat singing eighth note

euphonium falsetto fingerboard form genre half step harpsichord improvise jazz libretto lyrics measure melodic instrument melody metronome music in four parts musical expression neck octave orchestra pentatonic phrase pickup note playing position prejudice program music quartet recitative


Grade 8

a capella presentation accent sextet audience etiquette single reed band sousaphone baritone staccato baton strings blues symphonic bravo-Brava tail piece celesta theme choreographer timbre clavichord tone cluster composer trio concert mistress tuning pegs crescendo weak beat decrescendo wind instrument double flat promenade down beat quintet dynamic level record ensemble rehearsal exhibition rondo fanfare rhythmic ostanato flat score fret

grand staff harmonic horse hair interval keyboard line madrigal medley melodic line meter minor scale music in two and three parts nationalism notation octet ostinato percussion phrasing pitch plectrum

Bacon Academy Music Vocabulary

accerlando

acoustic instrument

alla breve

allegro

andante

articulation

barbershop quartet

bass clef

blues

bow control

breathing

Broadway musical

chromatic

Chord progression

chorus

coda

composition

compositional device

compositional technique

consonance

contour

crescendo

descrecendo

dissonance

dotted quarter note

dynamic contrast

embellishment

embouchure

enharmonic

expressiveness

fermata

harmonic accompaniment

hymn

instrumentation

instrumentation

interval

intonation

inversion

jazz

keyboard

madrigal

marcato

meter

meter signature

nomenclature

oboe

opera

ostinato

pentatonic

phrase

phrasing

pitch notation

playing position

point of climax

pop

presto

quartet

range

refrain

register

release

rhythmic phrase

rubato

score

sight read

staves

sticking

swing

symphonic

syncopation

tempo marking

timbre

tonality

trio

vocal literature

Quantity Item Amount Total Cost

World Instruments1 Orff 2,800.00$ 2,800.00$ 1 Remo Pecussion Drums 600.00$ 600.00$ 1 Rhythm Band Classroom 850.00$ 850.00$

Total 4,250.00$

Sound System3 Wireless Microphones 167.00$ 500.00$ 4 Microphones 125.00$ 500.00$ 4 Stands 37.50$ 150.00$ 2 Risers 1,100.00$ 2,200.00$

Cables 100.00$ 100.00$ Total 3,450.00$

MusicSpotlight on Music Big Book K 472.02$ 472.02$ Spotlight on Music Big Book 1 1,473.00$ 1,473.00$ Grade 2 music books (25) 64.00$ 1,600.00$

Total 3,545.02$

Total CES Music Budget 11,245.02$

Music CurriculumCES


Instruments1 Trombones 700.00$ 700.00$ 1 Clarinets 659.00$ 659.00$ 1 Flutes 659.00$ 659.00$ 1 Trumpets 659.00$ 659.00$ 1 Tenor Sax 1,800.00$ 1,800.00$ 1 Bass Guitar Amp 500.00$ 350.00$ 1 Snare Drum 239.00$ 239.00$

Instructional ResourcesMusic 900.00$ 900.00$

Total JJIS Band Budget 5,966.00$

Music CurriculumJJIS - Band


Instruments25 texts, grade 3 $64.00 1,600.00$ 25 texts, grade 4 $64.00 1,600.00$ 25 texts, grade 5 $68.00 1,700.00$ 1 Teacher CD and materials 207.00$ 207.00$ 1 Sibelius Software License: Groovy Musi 50.00$ 50.00$ 1 Classroom Percussion instruments 1,400.00$ 1,400.00$

Total JJIS General Music and Chorus 6,557.00$

Music CurriculumJJIS - Chorus and General Music


Technology4 Computers 600.00$ 2,400.00$ 4 Computer Accessories 200.00$ 800.00$ 1 Smartboard/Projector 2,000.00$ 2,000.00$

Total 5,200.00$

Instruments1 Clarinets 400.00$ 400.00$ 1 Oboes 2,000.00$ 2,000.00$ 1 Baritone euphonium 2,000.00$ 2,000.00$ 1 Trombone, bass 2,500.00$ 2,500.00$ 1 Trombone 1,500.00$ 1,500.00$ 1 Bassoons 2,500.00$ 2,500.00$ 1 Tuba 3,000.00$ 3,000.00$ 1 Timpani 4,000.00$ 4,000.00$

Total 17,900.00$

Total WJJMS Band Budget 23,100.00$

Music CurriculumWJJMS - Band


Technology1 Laptop 800.00$ 800.00$ 2 Smart Boards 1,200.00$ 2,400.00$ 2 Projectors 800.00$ 1,600.00$ 1 Computer Printers 500.00$ 500.00$ 5 Software packs 500.00$ 2,500.00$

15 Mac Computers 1,200.00$ 18,000.00$ 30 Headphones 30.00$ 900.00$ 10 Midi cables for piano keyboard 3.00$ 30.00$

Total 26,730.00$

Instruments14 Yamaha Classical Guitars 229.00$ 3,206.00$

Instructional Resources25 6th grade music textbooks 75.00$ 1,875.00$ 1 set of CDS 650.00$ 650.00$

2,525.00$ Total WJJMS General Music 32,461.00$

Music CurriculumWJJMS - General Music/Chorus


Technology5 License lab pack 500.00$ 2,500.00$ 6 Computers 1,200.00$ 7,200.00$ 1 Projector 800.00$ 3,000.00$ 1 Smart Board 1,575.00$ 2,000.00$

Total 14,700.00$

Instruments1 Bass Clarinet 8,500.00$ 8,500.00$ 1 Bassoon 4,000.00$ 4,000.00$ 2 Tuba 5,000.00$ 10,000.00$ 1 Xylophone 2,500.00$ 2,500.00$ 1 Electric Piano 3,000.00$ 3,000.00$

Total 28,000.00$

Total BA Music Budget 42,700.00$

Music CurriculumBA - Band, Chorus, Music Technology

music curriculum - colchester · 09/11/2010 · colchester music curriculum. philosophy....

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