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ROCKWOOD SCHOOL

DISTRICT

BAND CURRICULUM GRADES 6 – 12

“We do whatever it takes to ensure all students realize their potential”

Approved by Rockwood School District Board of Education May 11, 2006

Revised February, 2008 Revised November 21, 2009

Revised March 10, 2010

1

Index

Rockwood School District Mission Statement ..............................................................4

Rockwood School District Learner Expectations ..........................................................5

Differentiation ................................................................................................................6

Basis and Essential Skills / Equity in Band/ MSIP Codes .............................................7

Data Driven Teaching Learning Model .........................................................................8

Band Rationale ...............................................................................................................9

Band Goals for Graduates ............................................................................................10

Implementation Guidelines .........................................................................................11

Expectations for Band Performance ............................................................................12

Care of Band Instruments .......................…………………………………………….12

Core Conceptual Objectives for Grades 6-12 .........………………………………….13

Band Scope and Sequence ...........................................................................................14

Middle School Band Curriculum .................................................................................26

Middle School Band Course Map ................................................................................27

Middle School Band Course Description Guide ..........................................................28

Grade Six Beginning Band ..........................................................................................29

Grade Seven Cadet Band .............................................................................................57

Grade Eight Concert Band ...........................................................................................78

High School Band ........................................................................................................99

High School Band Course Map .................................................................................100

High School Band Course Description Guide ...........................................................101

High School Concert Band ........................................................................................104

High School Symphonic Band ...................................................................................127

High School Jazz Band ..............................................................................................148

High School Guitar I ..................................................................................................170

High School Guitar II.................................................................................................194

Weighted Grade Advanced Placement Music Theory ...............................................218

Appendix ....................................................................................................................229

Fine Arts Resource Selection Evaluation Checklist ..................................................230

Rockwood Writing Guidelines ..................................................................................232

Missouri Show-Me Standards ....................................................................................235

Integrated Fine Arts Vocabulary ................................................................................243

Graphic Organizers ....................................................................................................252

Attendance Procedure for Secondary Music Programs .............................................264

2

ACKNOWLEDGEMENTS

The writing team gratefully acknowledges those parents, patrons, students, teachers,

and administrators who provided direction and feedback to the document at every stage

of its development.

Arts Curriculum Committee In-depth Study 2005/06

Middle School Writing Committee Band Teachers Lisa Blumhagen, Marvin Medcalf, John Menner

High School Writing Committee Band Teachers John Arata, Traci Bolton, Brad Balog, Matt Frederickson, Stan Minor, Scott Villines

Parent Review Committee Toni Disano – Marquette High School

Donna Miller – Rockwood Summit High School

Usha Natarajan – Eureka High School

Janice Serati – Rockwood South Middle School

Mary Willis – Rockwood Valley Middle School

Student Review Committee Luci Disano – Marquette High School

Shyam Natarajan – Eureka High School

Claire Serati – Rockwood South Middle School

Matt Willis – Rockwood Valley Middle School

Department of Curriculum and School Leadership Dr. Kathy Peckron – Acting Superintendent

Dr. Cheryl Venet – Coordinator of Fine Arts

Support Staff

Mary Hunt – Fine Arts Department Secretary

3

ROCKWOOD SCHOOL DISTRICT MISSION STATEMENT

All students, with support from the community, parents, and staff, will be provided a dynamic

curriculum within a safe and caring environment so they will develop the skills, abilities, and

attitudes to be lifelong learners and citizens of good character who are prepared to contribute to

an ever-changing, global society.

4

ROCKWOOD SCHOOL DISTRICT LEARNER EXPECTATIONS

ROCKWOOD STUDENTS ARE LEARNERS:

•With positive self-worth •Who demonstrate critical skills. thinking and problem-solving skills in all areas. •Who demonstrate verbal, •Who demonstrate the quantitative, cultural, and adaptability necessary for technical literacy. life in a changing world. •Who can utilize community •Who think and express resources to foster continual themselves creatively and growth and development. appreciate the creativity of others. •With skills and attitudes •Who have a broad necessary to become self- familiarity with the world directed, life-long learners. of work to develop and enhance their career potentials and opportunities. •Who understand the value of •Who understand and effort in realizing their full appreciate the elements educational, vocational, civic, and principles of the arts and personal potential. and their influence on all areas of life. •Who understand the principles •Who understand and of physical and emotional demonstrate individual, social, health and the importance of and civic responsibility, including maintaining them. a global concern, tolerance, and respect for others. •With effective skills in written •Who demonstrate individual and oral communication. and social ethics.

5

DIFFERENTIATION

The Band Department in the Rockwood School District recognizes that differentiation is an

important process that teachers use to enhance the learning of all students, building on their

individual strengths and level of knowledge. The Band Curriculum was written to facilitate the

incorporation of Differentiation strategies to enhance student learning. The Facilitating

Activities of each course provide flexibility to address the individual learning needs of all

students.

The chart below provides a comparison between the traditional classroom and the Differentiated

Classroom.

Traditional Classroom Differentiated Classroom Student differences are masked or acted

upon when problematic

Assessment is most common at the end of

learning to see ―who got it‖

A relatively narrow sense of intelligence

prevails

A single definition of excellence exists

Student interest is infrequently tapped

Relatively few learning profile options are

taken into account

Whole-class instruction dominates

Coverage of texts and curriculum guides

are the focus of learning

Mastery of facts and skills out-of-context

are the focus of learning

Single option assignments are the norm

Time is relatively inflexible

A single text prevails

Single interpretations of ideas and events

may be sought

The teacher directs student behavior

The teacher solves problems

The teacher provides whole-class standards

for grading

A single form of assessment is often used

Student differences are studied as a basis

for planning

Assessment is ongoing and diagnostic to

understand how to make instruction more

responsive to learner need

Focus on multiple forms of intelligence is

evident

Excellence is defined in large measure by

individual growth from a starting point

Students are frequently guided in making

interest-based learning choices

Many learning profile options are provided

for students

Many instructional arrangements are used

Student readiness, interest, and learning

profile shape instruction

Use of essential skills to make sense of and

understand key concepts and principles is

the focus of learning

Multi-option assignments are frequently

used

Time is used flexibly in accordance with

student need

Multiple materials are provided

Multiple perspectives on ideas and events

are routinely sought

The teacher facilitates students‘ skills at

becoming more self-reliant learners

Students help other students and the

teacher solve problems

Students work with the teacher to establish

both whole-class and individual learning

goals

Students are assessed in multiple ways

6

BASIC AND ESSENTIAL SKILLS

BASIC SKILLS Those skills which lay the basis/foundation for all future learning:

Reading

Writing

Math

Problem solving

Working with others

Analytical skills

Effective communication

ESSENTIAL SKILLS Those skills which are vital to future learning (specific to each content area):

Specific skills listed by grade level/course

Scope/sequence

Critical to mastery of the course

Equity in Teaching Band

Band teachers create a positive classroom environment in which all students are accepted and

taught mutual respect. Teachers model sensitivity to differences in race, gender, ethnicity, and

ability/disability.

Teachers use a variety of teaching styles consistent with the learning styles of the cultural and

ethnic groups represented in their classrooms. This principle is not different from the principle

of accommodating a wide variety of learning styles. Different racial, ethnic, and cultural groups

have different learning styles and competent teachers provide for these learning styles as well as

other special learning needs in multicultural settings.

MSIP CODES

In order to promote equity, the Rockwood Department of Curriculum and School Leadership

uses the following codes to identify equity, use of technology, and research skills in all

curriculum documents:

GE = Gender Equity

RE = Racial/Ethnic Equity

T = Technology Skills

R = Research/Information Processing

All content and skills of a curriculum document are classified as either

BASIC or ESSENTIAL according to the definitions set forth by the Rockwood

Curriculum and Instruction Department.

7

Departm ent of C urriculum and School Leadership

Rockw ood School D istrict 2004

8

ROCKWOOD BAND RATIONALE

The Rockwood band program provides the opportunity for students to develop the

technical performance skills, knowledge, and understanding of music necessary to make

music a part of their lives. Students will develop the critical thinking skills at every level

of band education, which will enable them to appreciate music on an independent level

throughout life. The critical thinking developed through band training will enhance the

development of thinking skills needed in other academic areas.

The band program assists students in developing knowledge of our musical heritage,

which is necessary to become a discerning listener and/or performer. Students learn to

make knowledgeable and discriminating judgments about the music that they hear.

Training received in the Rockwood band program will enable the students to feel

confident in their abilities to be a part of the community as amateur performers. They

will be prepared, should they choose music as a career, to enter a professional training

program in a college or conservatory. Aesthetic education gained throughout all levels of

participation in the program will enhance the individual‘s appreciation of the arts for life.

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ROCKWOOD BAND GOALS FOR GRADUATES

Graduates of the Rockwood Band Program will:

Recognize through aesthetic awareness that music is a part of all humanity.

Acquire skills necessary for life-long music learning and application.

Prepare and present a musically proficient performance, alone or in an ensemble.

Make knowledgeable and discriminating judgments about music.

Enjoy and appreciate musical performances within their historical and cultural context.

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IMPLEMENTATION GUIDELINES AND EXPECTATIONS

This document is externally aligned with the Missouri Show-Me Standards. There is

internal alignment between the objectives, facilitating activities, and assessments.

Teachers follow the Rockwood Data-Driven Teaching and Learning Model which is on

page 8 of this curriculum guide.

The band curriculum presents broad, recurring Core Conceptual Objectives (CCOs) along

with the specific, essential content and process skills taught at each grade or course level.

Teachers pre-assess to determine students‘ prior knowledge, and then differentiate

instruction to provide appropriate challenge for each student. The essential content and

skills are presented in student-friendly language as Learning Targets of daily instruction.

Essential Understandings place student learning in the context of life beyond schooling.

Facilitating Activities and Differentiation Suggestions offer teachers various models for

teaching the knowledge and skills. Teachers are expected to give students specific

formative feedback during the learning process. Students and teachers use Scoring

Guides to describe and improve student achievement. Required Application Level

Assessments (ALAs) provide evidence of student learning.

This is a living, changing, document that will be reviewed and revised annually. Teacher

feedback is essential to this process. Therefore, teachers are encouraged to record

observations and comments about the curriculum as well as ideas for additions and

deletions. Throughout the course of the year, teachers should document demonstrations

of each ALA to be used in the refinement of scoring guides and the development of

consistent scoring.

11

Expectations for Band Performance, Grades 6-12

Students will:

Wear appropriate concert attire as prescribed by director

Arrive promptly at designated time

Bring instruments, music and any other required equipment

Demonstrate proper concert etiquette: (HC 1E)

Be seated and ready to play

Listen to others play

Do not chew gum

Do not talk

Follow conductor‘s directions, cues, and baton (PP 2E)

Watch/listen to other players (PP 1, AP 2)

Expectations for Care of Band Instruments, Grades 6-12, GLE PP 2A

Students will handle, clean, and store the instrument by properly:

Cleaning out all condensation from body and mouthpiece of instrument

Keeping all corks, slides, valves, and other moving parts clean and lubricated

Removing from and replacing the instrument in its case

Cleaning and polishing the instrument

Keeping the instrument in good repair and playing condition with all moving parts

in good working order

12

CORE CONCEPTUAL OBJECTIVES FOR GRADES 6-12 BAND

Core Conceptual Objectives in the band curriculum remain constant for grades 6-12

while content knowledge and techniques spiral to provide continuous refinement of basic

music skills. Components of musical performance can be demonstrated at levels ranging

from novice through professional. The Scope and Sequence Chart illustrates the way in

which knowledge and technical skills build within each CCO. Teachers select music

literature that is matched to levels of proficiency as the vehicle for student growth in

reading skills and performance skills of tone-intonation, technique-articulation, and

expression-musicianship. The level of difficulty is determined by the repertoire chosen at

each grade level. Asterisks indicate alignment with Show-Me Standards for Missouri

Schools.

Core Conceptual Objectives:

I. Students will demonstrate instrumental music performance skills (expression,

technique, repertoire, imitation, group playing, improvisation, and composition) through

a varied repertoire.

GLE: PP 2A-E, PP3, PP4, grades 6-12

A. Performance Skills *FA1, FA2, G2.5, G4.6

II. Students will apply knowledge and skills to read and notate music.

GLE: EM 1A-E, grades 6-12

A. Elements of Music *FA1, FA2, G2.5, G1.5

III. Students will analyze and evaluate music and musical performances.

GLE: AP1 A-B, AP2 A-B, grades 6-12

A. Musical Forms *FA1, FA2, FA3, G1.5, G1.6, G2.5

B. Analysis: *FA2, FA3, G1.5, G1.6, G2.4, G3.1

IV. Students will make connections between music and other subject areas.

GLE: IC1 A-B, grades 6-12

A. Integration: *FA4, G1.9, G3.3

V. Students will demonstrate knowledge of music history.

GLE: HC1 A-E, grades 6-12

A. Music History: *FA5, G1.9, G3.3

13

Scope and Sequence of

Knowledge and Skills

14

Band Scope and Sequence of Knowledge and Skills for Grades 6-12

Content will be assessed at the grade level where it is indicated on this chart. It may be introduced earlier and reviewed/reinforced in

subsequent courses/grade levels.

Grade Course

6th Grade Band 7th Grade Band 8th Grade Band High School I Concert

High School Symphonic Band

I.A. Performance Skills

Utilize characteristic

position and posture

Develop characteristic

embouchure for

woodwind and brass

Use characteristic grip

for percussion

Demonstrate singing

skills in an appropriate

range

Utilize breathing skills:

Two measure phrase

without breath at

moderato in 4/4 time

demonstrating

awareness of 4 measure

phrase structure

Perform Grade 1

Literature

Tune instrument to match

a reference pitch

Use steady air speed for

woodwind and brass

Perform consistent

execution of stroke for

percussion

Demonstrate singing

skills and match pitch in

an appropriate range


Four measure phrase at

moderato in 4/4 time

without breath

demonstrating awareness

of a variety of phrase

structures

Perform Grade 1.5

Literature

Perform with steady

tone at various dynamic

levels (piano to forte)

Perform with consistent

execution of stick and

mallet placement for

percussion

Demonstrate singing

skills, match pitch in an

appropriate range with

dynamic control


Six measure phrase at

¾ time without breath

demonstrating

awareness of a variety

of phrase structures

Perform Grade 2

Literature

Manipulate pitch, tone,

and dynamics to match

and balance section on

instrument

Demonstrate proper tone

quality, pitch accuracy

and intonation through

singing in unison and in

harmony with expression

Perform Grade 3

Literature

Manipulate pitch, tone, and

dynamics to match and

balance ensemble on

instrument

Demonstrate proper tone

quality, pitch accuracy,

intonation and dynamic

contrast through singing in

unison and in harmony with

expression

Perform Grade 4 Literature

15

Grade Course



(I.A. Performance Skills Continued)

Play note patterns in

quarter notes MM=100,

scale patterns, thirds,

arpeggio, tonic triad

and dominant 7th

Perform Rhythms:

whole, half, quarter,

eighth, dotted quarter,

dotted half and

corresponding rests

Major Keys: Bb, Eb, F

Minor Keys: g

Chromatic: 1 octave

Echo five-note

combinations of half-

note and quarter-note

rhythmic and melodic

patterns of increasing

complexity on

classroom instruments


eighth notes MM=60,

scale patterns, thirds,

arpeggio, tonic triad and

dominant 7th

Perform Rhythms: Eighth

– quarter - eighth note

combinations, four

sixteenth notes, eighth

note triplets, eighth rest

on the beat, two sixteenth

- eighth note and eighth -

two sixteenth notes

combinations, duple

patterns in simple

syncopation

Major Keys: Ab, C

Minor Keys: c

Chromatic: 1.5 octave for

brasses, 2 octaves for

woodwinds

Echo half-note, quarter-

note, and eighth-note


patterns of increasing

complexity on classroom

instruments from notes of

major tonalities


sixteenth notes MM=

60, extended 6th

grade

and 7th

grade patterns

Perform Rhythms:

Quarter note triplets,

one sixteenth - one

eighth - one sixteenth

note combinations,

three eighth notes,

dotted eighth –

sixteenth and sixteenth

- eighth combinations

Major Keys: Db

Minor Keys: d, f

Chromatic: 2 octave

Echo half-note, quarter-

note, eighth-note, and

sixteenth-note rhythmic

and melodic patterns of

increasing complexity

on classroom

instruments from notes

of major and minor

tonalities


sixteenth notes MM=72

Perform Rhythm

Counting: Eighth and

Sixteenth combinations,

ties on the beat

Major Keys: G, D, A, E

Minor Keys: a, e, b, f#,

c#, b flat.

Chromatic: Full-Range

Play by ear simple

melodies (4-6 pitches) on

a melodic instrument or

simple accompaniments

on a harmonic instrument

Play note patterns in sixteenth

notes MM=88

Perform Rhythm Counting:

Sixteenth notes and rests in

compound meters

Major Keys: B, Gb

Minor Keys: g#, d#

Play by ear simple melodies

(6-8 pitches) on a melodic

instrument or simple

accompaniments on a

harmonic instrument

16

Grade Course



(I.A. Performance Skills Continued)

Create and perform a

rhythm by combining

half notes, quarter

notes, and eighth notes

Improvise simple

rhythmic variations in a

consistent style and

meter

Compose or write a

rhythm by combining

half notes, quarter

notes, and eighth notes

Perform beginning level

time signatures,

dynamics, articulations,

and tempo markings on

instrument (see

Elements of Music)

found in Grade 1

Literature


rhythmic variation on a

melody

Improvise simple

rhythmic variations in a

consistent meter with

varying style

Compose or write a

rhythmic variation on a

melody

Perform intermediate

level time signatures,


and tempo marking on

instrument (see Elements

of Music) found in Grade

1.5 Literature


two measure melody

Improvise simple


variations in a

consistent style and

meter

Compose or write a two

measure melody within

given guidelines

Express, interpret, and

shape a musical phrase

Perform advanced level

time signatures,



instrument (see

Elements of Music)

found in Grade 2

Literature


melodic variation

Improvise simple


variations in a consistent

meter with varying style

Compose or write a

melodic variation

Use tempo to express,

interpret, shape a musical

phrase

Perform various

combinations of simple or

compound meter,

dynamics, articulations


instrument (see Elements

of Music) found in Grade

3 Literature

Create and perform a melody

and melodic variation based

upon a given harmony

Compose or write a melody

based upon a given harmony

Use note emphasis and note

length to interpret a musical

phrase

Perform various combinations

of simple or compound meter,

dynamics, articulations (at

faster tempos), and tempo

markings on instrument (see

Elements of Music) found in

Grade 4 Literature

17

Grade Course



II.A. Elements of Music

Interpret standard

duration and meter in

4/4, ¾, 2/4 time

signatures

Apply standard

symbols, terms, and

notation to musical

performance:

Dynamics: p, mf, f,

diminuendo/

decrescendo, crescendo

Articulations:

Accent, staccato,

characteristic tonal note

attacks, slurs

Tempo Markings:

Andante, moderato,

allegro, ritardando,

maestoso

Symbols and Terms:

Bar line, bass clef,

breath mark, duet,

double bar line,

fermata, flat, ledger

line, measure repeat,

multiple measure rests,

sharp, staff, tie, treble

clef, solo, soli, trio, tutti

Interpret standard

duration and meter in 6/8

time signature

Apply standard symbols,

terms, and notation to

musical performance:

Dynamics: pp, mp, ff,

subito, fp

Articulations: Legato,

clean note releases, tenuto

Tempo Markings:

Andantino, rallentando,

accelerando, Tempo I, a

tempo

Symbols and Terms:

Divisi, trill, cesura, z2, 2x

only

Interpret standard

duration and meter in

cut time and 2/2 time

signatures

Apply standard

symbols, terms, and

notation to musical

performance:

Dynamics: Sfp

Articulations:

Marcato, sforzando

Tempo Markings:

Lento, Vivace,

Allargando

Symbols and Terms:

Grace notes, 8va

Interpret standard

duration and meter in 3/8,

12/8, and duple time

signatures such as 5/4 and

6/4


terms, and notation to

musical performance:

Articulations:

Articulated slurs,

sixteenth note slur/tongue

combination, multiple

tonguing

Tempo Markings:

Grave, Allegretto, Presto,

Tempo Primo, Adagio

Symbols and Terms:

Tacet, segue, con sordino,

tremolo, rubato

Interpret standard duration and

meter in asymmetrical time

signatures, such as 5/8, 7/8


terms, and notation to musical

performance:

Articulations: All at faster

tempos

Tempo Markings: Largo,

stringendo

Symbols and Terms:

Mordents, turn

18

Grade Course



Identify musical forms

used in ensemble

repertoire:

First and second

endings, D.C. al fine,

D.S. al fine, repeat sign,

theme and variations,

AB (binary), ABA

(ternary) form


used in ensemble

repertoire:

Coda, D.S. al coda/Fine


used in ensemble

repertoire:

AABA song form,

fugue


used in ensemble

repertoire:

Sonata, rondo,

symphonic, jazz

Identify musical forms used in

ensemble repertoire:

Opera, ballet, musical theatre,

cantata, canon

III. B. Analysis

Use sixth grade music

terminology and

form/composition

techniques to describe,

analyze, interpret, and

evaluate an excerpt or

piece of music

Differentiate among

unison and octave

Use seventh grade music

terminology and

form/composition




piece of music

Differentiate among

intervals of unison,

perfect fifth, and octave

Use eighth grade music

terminology and

form/composition




piece of music

Differentiate among

intervals of perfect

fourth, minor third and

Major third

Use Concert Band music

terminology and

form/composition



evaluate a recorded

excerpt or piece of music

Differentiate among

diatonic intervals to the

octave

Use Symphonic Band music

terminology and

form/composition techniques

to describe, analyze, interpret,

and evaluate a recorded


Differentiate among chromatic

intervals to the octave

III. A. Musical Forms

19

Grade Course



IV. A. Integration Connect note values

and time signatures in

music to fractions in

math

Explain the importance

of group participation,

perseverance, and

commitment in musical

and non-musical

settings within class

Connect music to other

arts and world cultures

Explain the importance of

group participation,

perseverance, and


and non-musical settings

within school

Connect American

March and Jazz music

to other arts and

American History

Explain the importance

of group participation,

perseverance, and


and non-musical

settings outside of

school

Connect music to science

in sound production (air

speed and frequency) and

technology (development

of instruments), and other

arts

List several skills learned

in ensembles and relate

them to those skills

needed in areas such as

the work force, church or

community group, and

other school groups

Connect the narrative function

of art and literature to the

communication of an idea in

Program Music

Explain how the roles of

creators, performers, and

others involved in the

production and presentation of

the arts are similar to and

different from those skills

needed in various vocations

V. A. Music History Identify characteristics

and context of Folk

music examples

Compare and contrast a

variety of music and

music-related vocations

and avocations

Identify characteristics

and context of Choral

Music

Spiritual,

Ritual, and /or

Ceremonial music

from various cultures

Describe the function of

music in various settings

and cultural events


and context of

American cultural

influences on

March

Jazz

Identify genre and style

from various historical

periods through

listening to selected

repertoire


and context of American

and British march styles.

Conclude possible origin

and/or historical period of

an aural example

Cite well-known

performers specific to

student‘s instrument

Identify characteristics of

early wind band literature (ex.

Grainger, Holst, Hindemith,

Persichetti, Reed, Grundman,

Erickson, Milhaud) and

contemporary wind band

literature (ex. Gillingham,

Ticheli, Stamp, Maslanka,

Melillo, Reineke)

Cite well-known composers

specific to student‘s

instrument

20

Weighted Grade Music Theory CCO CCO I. A. Performance Skills

CCO II. A. Elements of Music CCO III. A. Musical Forms CCO III. B. Analysis

CCO V. A. Music History

Knowledge Improvisation

Error Detection

Sight-singing

Figured Bass realization

Melody Harmonization

Dictation

Error Detection

Sight-singing

Dictation

Literature-Based Listening

Score Study

Figured Bass Realization

Melody Harmonization

Score Study

Historical composition techniques

Literature Based Listening

21

Jazz Band Scope and Sequence

Grade Course

High School Jazz Band


Manipulate standard pitch, tone, and dynamics along with altered qualities (subtone,

ghost, vibrato, and muted) to match and balance ensemble on instrument

Demonstrate singing skills (proper tone quality, pitch accuracy, intonation) and match

pitch in an appropriate range

Develop technique through performance of Grade 3-4 literature utilizing:

Full range on instruments

All major keys, all melodic minor, and modal

Rhythm counting: Double dotted note, sextuplets, duplets, mixed meter patterns

Multiple tonguing and articulations

Alternate fingerings

Proper technique and idiomatic patterns required for playing auxiliary

percussion instruments

Use note emphasis and note length to interpret a musical phrase

Play by ear simple melodies or phrases of increasing complexity, on a melodic

instrument or simple accompaniments on a harmonic instrument

Create and perform a melody or variation based upon a given harmony

Improvise harmonized accompaniment parts

Compose or write music using notation (whole, half, quarter, eighth and sixteenth notes

along with corresponding rests)

Perform various combinations of simple or compound meter, dynamics, articulations and

(faster) tempo markings on instrument (see Elements of Music)


Apply standard symbols, terms, and notation to musical performance:

Time Signatures: All compound duple and compound triple, and mixed meter

Dynamics: All dynamic levels (see Band 6-12 Elements of Music)

Jazz Articulations: Bite, ride, glisses, falls, doits, lip trills, scoops, ghost,

subtone, muting marks

Tempos: All tempo ranges and styles (see Band 6-12 Elements of Music)

III.A. Musical Forms

Identify musical forms used in ensemble repertoire, such as D.C. al fine, coda, repeat

signs, first and second endings (see Band 6-12 Musical Forms)

III. B. Analysis Use Jazz Band music terminology and form/composition techniques to describe,

analyze, interpret, and evaluate an excerpt or piece of music

IV.A. Integration

Connect Jazz music and other arts to American History and America‘s original musical

heritage

List several skills learned in jazz ensembles and relate them to those skills needed in

areas such as the work force, church or community group, and other school groups

22

Grade Course

High School Jazz Band

V.A. Music History Compare and contrast examples of jazz styles and genres: Swing, Latin, Rock, Jazz

Waltz, Funk

Compare and contrast a variety of music and music-related vocations and avocations

Cite well-known jazz performers specific to student‘s instrument

23

Guitar I and Guitar II Scope and Sequence Grade Course

High School Guitar I

High School Guitar II


Demonstrate skills through performance in the following:

Proper body/hand/finger position

Singing skills and match pitch in an appropriate range in

first position

Standard tuning of the guitar

Demonstrate basic rhythmic notation, music reading skills within

1st position and correct body/hand/finger position through

performance of literature using the following:

Rhythm patterns: Whole note, half note, quarter note,

dotted half note, eighth note and corresponding rests.

Key Signatures: C, G, D Major

1st position Chromatic Scale

Articulations: Upstroke, downstroke

Play by ear simple melodies (4-6 pitches) on a melodic instrument

or simple accompaniments on a harmonic instrument

Create and perform a rhythmic and/or melodic variation on a

melodic phrase of three to five notes

Compose or write music with whole note, half note, quarter note,

dotted quarter note and eighth note, quarter rest, whole rest, half

rest, eighth rest

Perform beginning level time signatures, dynamics, articulations,

and tempo markings on instrument (see Elements of Music)

Demonstrate skills through performance in the following:

Proper right hand position for pick style and classical

style of playing

Singing skills and match pitch in an appropriate range

with expression in first and second position

Standard tuning of the guitar

Demonstrate rhythmic notation, music reading skills within 1st

and

2nd

position and correct body/hand/finger position through

performance of literature using the following:

Rhythm patterns: Dotted quarter note, eighth rest on and

off the beat Key Signatures: A, E Major, and scales with movement

out of 1st position

Articulations: Upstroke, downstroke, rest stroke, free

stroke, hammer on/pull off

Play by ear moderately to advanced melodies (8-12 pitches) on a

melodic instrument or advanced accompaniments on a harmonic

instrument

Create and perform a melodic phrase based on a blues scale using

five to seven notes

Compose or write music based on the pitches of the blues scale

using whole note, half note, quarter note, dotted quarter note and

eighth note, quarter rest, whole rest, half rest, eighth rest

Perform intermediate level time signatures, dynamics,

articulations, and tempo markings on instrument (see Elements of

Music)

24

Grade Course




Apply standard symbols, terms, and notation to musical

performance:

Time Signatures: 4/4, 3/4, 2/4

Tempo Markings: Andante, moderato, allegro, ritardando

Symbols and terms: Bar line, measure, ledger line, tie, pick-up

note, melodic guitar tablature, treble clef, staff, chords

Apply standard symbols, terms, and notation to musical

performance:

Time Signature: 2/2 (cut time)

Tempo Markings: Lento, Largo

Symbols and terms: Slur (Hammer on/Offs)

III.A. Musical Forms

Identify musical forms used in guitar repertoire, such as repeat

signs, first and second endings

Identify musical forms used in guitar repertoire, such as D.C. al

fine, theme and variations, AB (Binary), ABA (ternary), and song

form (AABA)

III.B. Analysis:

Utilize music terminology and form/composition techniques to

describe, analyze, interpret, and evaluate an excerpt or piece of

music in the folk and rock styles

Identify phrases and musical statements

Differentiate sharp and flat intonation with unison pitches

Utilize music terminology and form/composition techniques to

describe, analyze, interpret, and evaluate an excerpt or piece of

music in the folk, rock, 12 Bar Blues, and classical styles

Identify phrases, musical statements and musical forms

Differentiate sharp and flat intonation with two pitches

IV.A. Integration

Describe physical properties involved in producing a tone and

manipulating pitch

Explain the impact of technology on the development of music

instruments

Connect the social influences of the different American cultures

through the evolution of blues, rock ‗n‘ roll, R ‗n‘ B, swing styles,

and Latin music in popular music

Compare characteristics of two or more arts within a particular

historical period or style and cite examples from various cultures

Explain how the roles of creators, performers, and others involved

in the arts resemble and differ from one another in the various arts

disciplines

25

Grade Course



V. A. Music History Compare characteristics and context of steel string acoustic, nylon

string and electric guitars

Identify music from various styles and historical periods by

comparing and contrasting selected elements of music within

pop/rock music genre

Discuss musical figures and their role as

composers/performers/innovators within pop/rock music genre

Compare characteristics and context of steel string acoustic, nylon

string and electric guitars and popular makers of various guitar

models

Identify music from various styles and historical periods by

comparing and contrasting selected elements of music within the

classical and multicultural styles

Discuss musical figures and their role as

composers/performers/innovators within the pop/rock, classical,

and multicultural styles

26

Middle School MIDDLE SCHOOL BAND

COURSE MAP

Grade 6 Grade 7 Grade 8 Beginning Band Cadet Band Concert Band

27

MIDDLE SCHOOL BAND COURSE DESCRIPTION GUIDE

SIXTH GRADE BEGINNING BAND (full year elective)

This course is designed for students interested in beginning level instruction on flute,

clarinet, oboe, saxophone, bassoon, trumpet, French horn, trombone, baritone, tuba, and

percussion instruments (orchestra bells, xylophone, snare drum, bass drum, and other

percussion accessory instruments). Students will receive instruction on tone production,

music reading skills, basic music theory, and instrument care. Attendance at all

performances is required according to the Rockwood School District Fine Arts

Attendance Guidelines for Musical Performance.

The student is expected to provide his/her own instrument, book and supplies.

SEVENTH GRADE CADET BAND (full year elective)

Prerequisite: Successful beginning band experience and/or permission of the Band

Instructor.

Cadet Band is designed for the Seventh Grade student who wishes to continue instruction

on his/her instrument. Cadet Band builds on fundamentals taught in beginning

woodwinds, brass and percussion classes. An increased emphasis will be placed on

ensemble performance skills. Attendance at all performances is required according to the

Rockwood School District Fine Arts Attendance Guidelines for Musical Performance.


EIGHTH GRADE CONCERT BAND (full year elective)

Prerequisite: Successful Cadet Band experience and/or recommendation of the Band

Instructor.

This class is designed for the Eighth Grade student who wishes to continue instruction on

his/her instrument. Concert Band builds on fundamentals taught in Cadet Band. Concert

Band is not an isolated class, but rather the commencement of a program, which

continues through Grade 12. Attendance at all performances is required according to the

Rockwood School District Fine Arts Attendance Guidelines for Musical Performance.


57

Grade Seven Cadet Band

58

Grade Seven Band CCO I.A. Performance Skills

Core Conceptual Objective I.A. Performance Skills: Students will demonstrate instrumental music

performance skills (expression, technique, repertoire, imitation, group playing, improvisation, and

composition) through a varied repertoire.

Essential Understanding Missouri State Standards Musicians produce characteristic sound, technique and articulation, and

communicate ideas/feelings and/or concepts through the performance of

music.

FA 1, FA 2, G2.5, G4.6

Content and Skills: By the end of this grade/course students

should know: By the end of this grade/course students should be able to:

How to tune an instrument to match a

reference pitch (T)

How to use steady air speed for

woodwind and brass

How to perform consistent execution of

stroke for percussion

How to sing in an appropriate range and

match pitch

How to utilize proper breathing skills

How to play Grade 1.5 literature

How to play note patterns in eighth notes

MM=60, scale patterns, thirds, arpeggio,

tonic triad and dominant 7th

(T)

How to perform rhythm patterns:

Eighth – quarter - eighth note

combinations, four sixteenth notes,

eighth note triplets, eighth rest on the

beat, two sixteenth - eighth note and

eighth - two sixteenth notes

combinations, duple patterns in simple

syncopation

How to play scales in the keys:

Major: A flat, C

Minor: c

Chromatic: 1.5 octaves for brass, 2

octaves for woodwind

How to echo half-note, quarter-note, and

eighth-note rhythmic and melodic

patterns of increasing complexity on

classroom instruments from notes of

major tonalities

Tune instrument to match a Concert Bb or F reference pitch

Use steady air speed for woodwind and brass to produce a tone.

Demonstrate consistent execution of stroke for percussion

Demonstrate singing skills and matching pitch in an appropriate

range

Play a 4 measure phrase without breath at moderato in 4/4 time

demonstrating awareness of phrase structures

Demonstrate rhythmic, melodic, and harmonic precision while

playing grade 1.5 literature

Demonstrate note patterns in eighth notes MM=60, scale

patterns, thirds, arpeggio, tonic triad and dominant 7th

.

Demonstrate rhythm patterns:

Eighth – quarter - eighth note combinations, four sixteenth

notes, eighth note triplets, eighth rest on the beat, two sixteenth -

eighth note and eighth - two sixteenth notes combinations, duple

patterns in simple syncopation

Demonstrate scales in the keys:

Major: A flat, C

Minor: c

Chromatic: 1.5 octaves for brass, 2 octaves for woodwind

Echo half-note, quarter-note, and eighth-note rhythmic and

melodic patterns of increasing complexity on classroom

instruments from notes of major tonalities

59

How to create and perform a rhythmic

variation on a melody

How to improvise simple rhythmic

variations in a consistent meter with

varying style

How to compose or write a rhythm

variation on a melody

How to perform intermediate level time

signatures, dynamics, articulations, and

tempo markings on instrument (see CCO

II. Elements of Music) through Grade

1.5 Literature

Create and perform a rhythmic variation on a melody

Improvise simple rhythmic variations in a consistent meter with

varying style

Compose or write a rhythm variation on a melody

Perform intermediate level time signatures, dynamics,

articulations, and tempo markings on instrument (see CCO II.

Elements of Music) through Grade 1.5 Literature

Unit Vocabulary: correct note fingering, correct bar on mallet percussion, single-stroke roll, multiple-

stroke roll, tuner, pitch control, timbre

Pre-Assessment: Students will match a reference pitch as demonstrated by the teacher or another student.

Perform an etude demonstrating note and rhythm patterns in above keys.

Play a four measure phrase without breath in 4/4 moderato at various dynamics.

Perform an etude demonstrating intermediate level time signatures, dynamics, articulations, and

tempo markings (see CCO II.)

Facilitating Activities: Knowledge/Comprehension Activity Strategy Assessment

Students will produce a sound on their instrument using

a reference pitch

Students will play a four measure phrase without a

breath in 4/4 moderato time with dynamics

Identify note and rhythm patterns in the above keys

Students will play intermediate level time signatures,

dynamics, articulations, and tempo markings on

instrument (see CCO II. Elements of Music) through

Grade 1.5 Literature

Demonstration

Verbal feedback from

teacher

60

Application/Analysis

Synthesis/Evaluation Activity Strategy Assessment

Students will critique themselves and peers on their

ability to modify their playing to match a reference pitch


performance of an improvised four measure phrase

using dynamics

Students will critique themselves and peers on the note

and rhythmic patterns in the above keys


performance of intermediate level time signatures,

dynamics, articulations, and tempo markings on

instrument (see CCO II. Elements of Music) through


Cooperative learning,

like-instrument

groups

Teacher/Student

Demonstration &

Cooperative Learning

Scoring guide

Scoring Guide, Verbal

Feedback

Differentiation Suggestions: Students who are having difficulty receive help from a student mentor.

Students with prior instruction can serve as models to students in their section.

Advanced students will be given supplementary materials.

Application Level Assessment CCO I.A. Performance Skills: Students will demonstrate instrumental

music performance skills (expression, technique, repertoire, imitation, group playing, improvisation, and

composition) through varied repertoire. Student Tasks: Demonstrate ability to tune instrument to match Concert B flat or F reference pitch

Use steady air speed for woodwind and brass

Demonstrate a consistent execution of stroke for percussion.

Demonstrate singing skills and matching pitch in an appropriate range

Play a 4 measure phrase without breath at moderato in 4/4 time demonstrating awareness of phrase

structures

Demonstrate rhythmic, melodic, and harmonic precision while playing grade 1.5 literature

Demonstrate note patterns in eighth notes MM=60, scale patterns, thirds, arpeggio, tonic triad and

dominant 7th

Demonstrate rhythm patterns: Eighth – quarter - eighth note combinations, four sixteenth notes, eighth note

Activity Strategy Assessment

Students will use a characteristic embouchure to produce

proper tone quality on their instrument

Students will demonstrate a four measure phrase with

rhythmic variation

Demonstrate the note and rhythmic patterns in the above

keys

Students will demonstrate intermediate level time

signatures, dynamics, articulations, and tempo markings

on instrument (see CCO II. Elements of Music) through


Teacher and student

demonstration

Teacher/Student

Demonstration

Student

demonstration

Teacher/ Student

demonstration

Scoring Guide,

individual feedback

Teacher individually

listens to students and

provides feedback

using scoring guide

Verbal feedback from

teacher

Scoring Guide, Verbal

feedback

61

triplets, eighth rest on the beat, two sixteenth - eighth note and eighth - two sixteenth notes

combinations, duple patterns in simple syncopation

Demonstrate scales in the keys: A flat, C, c, Chromatic: 1.5 octaves for brass, 2 octaves for woodwind

Echo half-note, quarter-note, and eighth-note rhythmic and melodic patterns of increasing complexity on

classroom instruments from notes of major tonalities


Improvise simple rhythmic variations in a consistent meter with varying style

Compose or write a rhythm variation on a melody

Perform intermediate level time signatures, dynamics, articulations, and tempo markings on instrument (see

CCO II. Elements of Music) through Grade 1.5 Literature

62

Scoring Guide for Seventh Grade Band, CCO I. A. - Performance Skills, Part I

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Woodwinds/Brass: Play tones that are in tune with a specific reference pitch (T)

Always matches

reference pitch by

making necessary

adjustments to

embouchure and

instrument

Consistently matches

pitch by making

adjustments to

embouchure and

instrument

Inconsistently matches

pitch by making

adjustments to

embouchure and

instrument

Makes adjustments that

move the instrument

farther from the

reference pitch

Woodwinds/Brass: Perform a characteristic sound using steady air speed

Plays a characteristic

sound using steady air

speed to produce a

centered, clear, and

focused sound in

extended registers of the

instrument



speed to produce a


focused tone in a

comfortable register of

the instrument



speed to produce a


focused tone on a limited

number of notes

Air speed is inconsistent

and does not support a

steady tone

Sound is not centered,

not clear, and not

focused on most notes

Percussion: Performs using precise execution of stroke

Always plays with

smooth and straight up

and down wrist action

Consistently plays with

smooth and straight up

and down wrist action

Plays with smooth wrist

action, but motion is too

high or too low

Plays with erratic wrist

motion or varied hand

/arm angles that severely

inhibit performance

63

Scoring Guide for Seventh Grade Band, CCO I. A. - Performance Skills, Part II

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Play eighth-note patterns MM=60: scales, thirds, arpeggios, tonic triads and dominant 7th (T)

Tempo: steady and target

tempo is exceeded

Rhythm: accurate with no

discernible mistakes

Note accuracy: accurate

with no discernible flaws


tempo is met

Rhythm: accurate with

few mistakes


with few mistakes

Tempo: unsteady

Rhythm: uneven

Note accuracy: most

notes are correct

Tempo: does not meet

target tempo and tempo is

unsteady

Rhythm: unrecognizable

Note accuracy:

unrecognizable

Perform rhythm patterns: 6/8, Eighth – quarter - eighth note combinations, four sixteenth notes, eighth note triplets, eighth rest on the beat, two sixteenth - eighth note and eighth - two sixteenth notes combinations, duple patterns in simple syncopation


tempo is exceeded






tempo is met


few mistakes


with few mistakes

Tempo: unsteady

Rhythm: uneven

Note accuracy: most

notes are correct



unsteady


Note accuracy:

unrecognizable

Perform eighth note scales in the keys of A-flat Major, C Major, and c minor Brass: Perform a 1.5 octave chromatic scale Woodwinds/Percussion: Perform a two octave chromatic scales


tempo is exceeded






tempo is met


few mistakes


with few mistakes

Tempo: unsteady

Rhythm: uneven

Note accuracy: most

notes are correct



unsteady


Note accuracy:

unrecognizable

64

Perform intermediate level time signatures, dynamics, articulations, and tempo markings on instrument (see CCO II. Elements of Music) through Grade 1.5 Literature


tempo is exceeded





Fingerings and

articulations are

coordinated.


tempo is met

Rhythm: accurate with few

mistakes


with few mistakes

Fingerings and

articulations are

frequently coordinated.

Tempo: unsteady

Rhythm: uneven

Note accuracy: most notes

are correct

Fingerings and

articulations are often

uncoordinated.



unsteady


Note accuracy:

unrecognizable

Perform a four-measure phrase in Grade 1.5 literature without breath at moderato tempo in 4/4 time demonstrating awareness of a four-measure phrase structure

Performs a three- or four-

measure phrase without

breath at moderato tempo

in 4/4 time

demonstrating awareness

of four- measure phrase

structure

Performs a two-measure

phrase without breath at

moderato tempo in 4/4

time demonstrating

awareness of four-

measure phrase structure

Takes one breath in the

middle of the phrase

Tone becomes

unsupported toward the

end of the phrase

Performs with shallow,

random breathing


Improvisations are

creative and consistent

with the given material

Improvisations are

somewhat creative and

consistent with the given

material

Improvisations are

effective, but not

consistent with the given

material

Improvisations contain

incorrect note values

65

Grade Seventh Band CCO II. A. – Elements of Music Core Conceptual Objective II. A. Elements of Music: Students will apply knowledge and skills to read

and notate music.

Essential Understanding Missouri State Standards Musicians utilize reading skills to accurately convey a composer‘s musical

ideas and intent.

FA 1, FA 2, G2.5, G1.5

Content and Skills: By the end of this grade/course

students should know: By the end of this grade/course students should be able to do:

How to interpret standard duration and

meter in 6/8 time signature

How to apply standard symbols, terms,

and notation to musical performance,

including dynamics, articulations,

tempo markings, and symbols/terms

Play music in Time Signature: 6/8

Demonstrate knowledge of dynamics: pp, mp, ff, subito, fp

Demonstrate knowledge of articulations: Legato, clean note

releases, tenuto

Demonstrate knowledge of tempo markings: Andantino,

rallentando, accelerando, Tempo I, a tempo

Demonstrate knowledge of Symbols and Terms: Divisi, trill,

cesura, Z2, 2x only

Unit Vocabulary: Time Signature: 6/8

Dynamics: pp, mp, ff, subito, fp

Articulations: Legato, clean note releases, tenuto

Tempo Markings: Andantino, rallentando, accelerando, Tempo I, a tempo

Symbols and Terms: Divisi, trill, cesura, Z2, 2x only

Pre-Assessment: Student defines music terminology related to time signatures, dynamics, articulations, tempo, and

symbols/terms.

Student counts and plays music written in 6/8 time.

Student writes music using dotted half and eighth note rhythm combinations.


Students will identify symbols and terms on their music Demonstrate Verbal & written

feedback

Application/Analysis Activity Strategy Assessment

Students will use and apply symbols and terms to their

performance

Student

Demonstration

Verbal & written

feedback


Construct an original melody using dotted and eighth

note rhythm combinations

Modeling Scoring Guide

Differentiation Suggestions: Supplemental materials can be provided for accelerated students.

66

Teachers or peer leaders can provide individual tutoring sessions.

Teachers can rotate part assignments within each section of the ensemble.

Application Level Assessment CCO II A. Elements of Music: Students will apply knowledge and skills

to read and notate music.

Student Tasks: Play music in Time Signatures: 6/8

Play repertoire with varying dynamic markings: pp, mp, ff, subito, fp

Perform music with varying articulations: Legato, clean note releases, tenuto

Demonstrate Tempo Markings: Andantino, rallentando, accelerando, Tempo I, a tempo

Use Symbols and Terms: Divisi, trill, cesura, Z2, 2x only

67

Scoring Guide for Seventh Grade Band, CCO II. A. – Elements of Music

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Time Signatures: Perform literature in 6/8

Reads and interprets time

signatures correctly 6/8

Reads time signatures

correctly, but misplaces or

lacks emphasis on strong

beats

Pauses at ends of

measures

Lacks a steady sense of

time

Unable to read and

interpret time signatures

Dynamics: Performs using dynamics to express pianissimo (pp), mezzo-piano (mp), fortissimo (ff), forte-piano (fp), and subito

Demonstrates clear

differences in volume at

dynamic changes

Demonstrates differences

in volume, but not enough

contrast between dynamic

levels

Demonstrates few

changes in volume at

dynamic levels

Does not demonstrate any

change in dynamics

Tempo Markings: Define and perform andantino, rallentando, accelerando, Tempo I, and a tempo

Reads and interprets

tempo markings correctly

and is able to maintain

steady tempo

Demonstrates knowledge

of tempo markings, but is

unable to differentiate

between categories

Unable to maintain a

steady tempo

Unable to differentiate

between tempo markings

Tempo fluctuates

dramatically

Perform articulation patterns: Legato, clean notes releases, tenuto


tempo is exceeded





Fingerings and

articulations are

coordinated.


tempo is met

Rhythm: accurate with few

mistakes


with few mistakes

Fingerings and

articulations are

frequently coordinated.

Tempo: unsteady

Rhythm: uneven

Note accuracy: most notes

are correct

Fingerings and

articulations are often

uncoordinated.



unsteady


Note accuracy:

unrecognizable

Symbols and Terms: Define and perform divisi, trill, cesura, z2, 2x only

Reads and interprets

symbols and terms

correctly in context

Demonstrates knowledge

of symbols and terms, but

some terms or symbols

are not performed in

context

Can explain the

definitions of terms, but

does not execute them

correctly while playing

Unable to read and

execute symbols and

terms

68

Grade Seven Band CCO III. A. Musical Forms

Core Conceptual Objective III. A: Musical Forms: Students will analyze and evaluate music and

musical performances.

Essential Understanding Missouri State Standards Musicians identify and analyze forms and composition techniques. FA1, FA 2, FA 3, G1.5,

G1.6, G2.5



How to identify and analyze musical

forms Identify musical forms used in ensemble repertoire:

Coda, D. S. al coda/Fine

Unit Vocabulary: Coda, D. S. al fine/Fine

Pre-Assessment: Student defines music terminology related to musical forms

Student listens to and describes musical form or structure of short etude


Students will identify Coda, D. S. al coda/Fine Modeling Written quiz


Students will analyze a piece of recorded music and

make inferences on musical form (T)

Cooperative Learning Written Quiz

Differentiation Suggestions: Supplemental materials or composition assignments can be provided for accelerated students.


Application Level Assessment CCO III A. Musical Forms: Students will identify and analyze forms

and composition techniques.

Student Task: Identify musical forms used in ensemble repertoire: Coda, D.S. al coda/Fine

69

Grade Seven Band CCO III. B. Analysis

Core Conceptual Objective III. B. Analysis: Students will analyze and evaluate music and musical

performances.

Essential Understanding Missouri State Standards Musicians analyze, evaluate, and respond to the formal, stylistic, and

aesthetic qualities of music.

FA 2, FA 3, G1.5, G2.4



How to use Grade 7 Band terminology

and form/composition techniques to

describe, analyze, interpret, and

evaluate an excerpt or piece of music

How to differentiate among intervals

of unison, perfect fifth, and octave

Use Grade 7 Band terminology and form/composition techniques

to describe, analyze, interpret and evaluate an excerpt or piece of

music

Listen to and differentiate among intervals of unison, perfect fifth,

and octave

Unit Vocabulary: perfect fifth, octave, unison

Pre-Assessment: Student defines music terminology related to music critique and interval recognition.

Student listens to and describes an excerpt or piece of music.

Student listens to and differentiates between perfect fifth, unison and octave.


Identify perfect fifth, unison and octave intervals played

on an instrument

Modeling Written quiz


Analyze a piece of recorded music by making a listening

diagram (T)

Cooperative Learning Scoring Guide


Evaluate the formal qualities of a given piece of music Cooperative Learning Written Quiz



Compare and contrast a rehearsal recording to a final performance.

Compare and contrast different arrangements of the same piece.

Application Level Assessment CCO III. B. Analysis: The student will respond to and critically analyze

music and musical performances.

Student Tasks: Use Grade 7 terminology and form/composition techniques to describe, analyze, interpret and evaluate an


Listen to and differentiate among perfect fifth, unison and octave intervals on an instrument

70

Music Criticism Worksheet

Name________________________________ Class_________________ Date:______

Using the Music Criticism Scoring Guide, write a five-paragraph critique of a musical

performance. You may take as much space as you need for each paragraph. If you are

completing this with pen/pencil, you may continue answers on the back or on another

page.

1. Introduction

2. Description

3. Analysis

4. Interpretation

5. Judgment

.

71

Music Criticism Scoring Guide Criteria

4

Advanced 3

Proficient 2

Nearly Proficient 1

Progressing Introduction Tells plan to critique. Gives

information about the work:

composer‘s name,

musician‘s name, title of

piece, when and where it

was created, how it was

used, its period, style, or

culture.

Clearly states plan to critique

another artist‘s work or to

explain the goal of a

personal piece of music

All available information

given

States plan to critique

another artist‘s work or to

explain the goal of a

personal piece of music

Most available information

given

Artist‘s work or a personal

piece mentioned

Tells artist‘s name and

title

Artist‘s name or

title of work

listed

Description Sentences that list

everything heard or seen in

the performance, including

names of instruments.

Logical, coherent, complete,

detailed description of what

is seen/heard in the

performance

Logical, coherent, complete

description of what is

seen/heard in the work

Complete description of

what is seen/heard in the

work but slightly

unorganized

Random

mention of one

or two details

seen/heard in the

work

Analysis Describes pitch, melody,

harmony, rhythm, dynamics

Considers each element to

determine which are most

important in the work

Explains, in detail, how and

where each important

element and principle is used

in the work

Considers elements to

determine which are most

important in the work

Explains how and where

each important element and

principle is used in the work

Lists elements used

Tells how or where some

elements and principles

are used in the work

Partially lists

elements

Interpretation Explain the artist‘s use of

phrasing, breathing, style,

dynamic contour and

contrast and how he/she

communicates an emotional

mood or attitude toward the

subject, narrative, social

commentary, spiritual

/religious ideas or other

purpose of the work

Clearly infers meaning of

work based upon analysis/

Clearly supports all

statements with detailed,

specific reference to musical

elements

Relates the performer‘s

choices to personal

interpretation of the

composer‘s work

Interprets the meaning of

work based upon analysis.

Supports statements with

reference to musical

elements

Connects most of the

performer‘s choices to a

general interpretation of the

composer‘s work

Suggests a meaning of the

work.

Supports statement with

reference to some musical

elements

Suggests

meaning of

work.

Judgment Evaluates the quality of the

composition

Evaluates the quality of the

performance

Evaluates the composition

on the basis of information

about the composer‘s life,

times, and intentions


performance on musician‘s

tone/intonation, technique

articulation, and

expression/musicianship.

Supports all statements with

specific, detailed reference to

the work

Evaluates the composition

on the basis of information

about the composer‘s

intentions


performance on musician‘s


articulation, and


Supports most statements

with reference to the work

Explains information

about the composer‘s life

without connecting it to

the meaning of the

composition

Discusses the musician‘s


articulation, or


Few references to the

work that support

statements

States personal

opinion

Grammar, Style Form

Free of errors

Consistently uses third

person in other artist‘s work

or first person if own piece Uses sophisticated sentence

variety, precise vocabulary References last name only

after introductory paragraph All steps of critique model in

correct order

Few minor errors in spelling or

grammar

Uses third person in other

artist‘s work or first person if

own piece Some sentence variety,

appropriate vocabulary References last name only after

introductory paragraph All steps of critique model in

correct order

Errors in grammar and

spelling without affecting

clarity

Some use of first or

second person Little sentence variety First and/or last name of

artist used throughout

essay All steps of critique model

present but out of order

Multiple grammatical

errors interfere with

content and readability Uses first, second and/or

third person First and/or last name of

artist used throughout

essay Steps of critique model

may be missing or out of

order

72

Scoring Guide for Seventh Grade Band, CCO III. B. - Analysis

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Use seventh grade music terminology and form/composition techniques to describe, analyze, interpret, and evaluate an excerpt or piece of music

Writes an insightful and

thoroughly supported

critique of an excerpt or

piece of music using

specific terminology and

examples

Writes a somewhat

insightful and somewhat

supported critique of an


using specific

terminology and examples

Writes a critique of


that occasionally uses

specific terminology and

examples

Writes an unsupported

opinion or preference

Listen to and differentiate among intervals of unison, perfect fifth, and octave

Identifies intervals with

90% accuracy


80% accuracy


70% accuracy


60% accuracy

73

Grade Seven Band CCO IV. A. Integration

Core Conceptual Objective IV. Integration: Students will make connections between music and other

subject areas.

Essential Understanding Missouri State Standards Music is a common language that transcends cultural differences. FA 4, G1.9, G3.3


students should know:

By the end of this grade/course students should be able to do:

How to connect the characteristics and

function of music in American and

African cultures

How to explain the importance of

group participation, perseverance, and

commitment in musical and non-

musical settings within school

Compare the characteristics and functions of music in American

and African culture

Describe the importance of group participation, perseverance, and

commitment in musical and non-musical settings within school

Unit Vocabulary: ceremonial, ritual, patriotic

Pre-Assessment: List the characteristics and functions of music in America.

Student explains function of group participation within school setting.


Explain and describe the role of music in American and

Africa Cultures

Lecture Written quiz


Compare and contrast American music with African

music

Cooperative Learning

Scoring Guide


Critique a musical selection that relates to various world

cultures

Class Discussion Teacher Observation



Compare American music to Asian cultures or American music to Latin American music.

Application Level Assessment CCO IV. A. Integration: The student will make connections between

music and other subject areas.

Student Task: Compare the characteristics and functions of music in American and African culture.

Explain characteristic traits necessary for musical and non-musical settings within school.

74

Scoring Guide for Seventh Grade Band, CCO IV. A. - Integration

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Compare the characteristics, instrumentation (Western vs. traditional African), and functions (ceremonies, rituals, war) of music in American and African culture

Compares, contrasts, and

analyzes characteristics and

functions of music in

American and African culture

Compares and contrasts

characteristics and functions

of music in American and

African culture

Explains characteristics and



Lists characteristics and



75

Grade Seven Band CCO V. A. Music History

Core Conceptual Objective V. A. Music History: Students will demonstrate knowledge of music history.

Essential Understanding Missouri State Standards Musicians understand and appreciate music from a variety of time periods,

styles and cultures.

FA 5, G1.9, G 3.3



How to identify characteristics and

context of Choral Music

Spiritual,

Ritual, and /or ceremonial music

from various cultures

How to describe the function of music

in various settings and cultural events

Compare and contrast characteristics and context of Choral Music

Spiritual,

Ritual, and /or ceremonial music from various cultures

Describe the function of music in various settings and cultural

events

Unit Vocabulary: Spiritual, Ritual, Ceremonial music

Pre-Assessment: Student listens to and describes examples of Spiritual, Ritual, Ceremonial music.

Discuss functions of music in various settings and cultural events.


Define music terminology related to Choral music

Define functions of music in various settings and

cultures

Lecture

Lecture, Student

Feedback

Written quiz

Written quiz


Analyze and rehearse music from a diverse historical

and cultural background

Cooperative Learning Scoring Guide


Decipher an approximate time period of a piece of music

and the cultural setting or event (when present) which

has been rehearsed or studied

Lecture/Reference

Recordings

Written Quiz



Application Level Assessment V. A. Music History: The student will demonstrate knowledge of music history.

Student Tasks Compare and contrast characteristics and context of Choral Music in various cultures including:

Spiritual functions

Ritual functions

Ceremonial functions

Understand the functions of music in various settings and cultural events.

76

Music History Reflective Writing Worksheet Name: Class: Watch or listen to two performances of music. Based on what you learned in class, complete the chart below to compare/contrast the works.

Who do you think composed Work A? When do you think it was composed? Where do you think it was composed?

Who do you think composed Work B? When do you think it was composed? Where do you think it was composed?

Which musical characteristics helped you determine the composer, time period, and place where the work was created? WHY? Work A

Work B

Explain how the composer‟s life and times influenced his/her composition

Work A

Work B

On the next page, write an essay comparing the importance of these works in the history of music. Support your opinions with information from the charts you just completed.

77

Scoring Guide for Seventh Grade Band, CCO V. A. - Music History

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Demonstrate knowledge and understanding of characteristics and contexts of Sacred or Secular Music in regards to:

Spiritual: rhythmic

syncopation, vocal

improvisation, and call &

response music is sacred

and is usually performed

with sincerity, dignity,

and passion

Ritual

Ceremonial music from

various cultures

Music‘s role in

weddings, funerals,

patriotic events,

graduation, hunting

(various settings and

cultural events)

Compares, contrasts, and

analyzes the characteristics

and contexts of Sacred or

Secular Music

Spiritual

Ritual,


various cultures

Compares and contrasts the

characteristics and contexts of

Sacred or Secular Music

Spiritual

Ritual


various cultures

Explains characteristics and

contexts of Sacred or Secular

Music

Spiritual

Ritual


various cultures

Lists characteristics and

contexts of Sacred or Secular

Music

Spiritual

Ritual


various cultures

246

DANCE MUSIC THEATRE VISUAL ARTS

Native American – dances may vary

in movement from tribe to tribe;

generally, dances affecting people in

everyday life use large groups; use

simple, repetitive steps and

music/singing; women dance for

women‘s activities, e.g., birth,

marriage, planting; men dance for

men‘s activities, e.g., coming of age,

war, hunting; dances usually tell

stories and can be narrated

simultaneously; solo work can explain

a tribal myth or tradition or carry on a

history of the tribe; solos are usually

performed with costumes and make-

up

Native American – functional music

that celebrates the cultural heritage of

the Native American; drums and rattles

are the predominant instruments that

accompany the voice; the only pure

instrumental music is for flutes and

whistles; the steady beat of the drum

does not always match the beat of the

song; there is no harmony

Native American – story

tellers/dancers may wear traditional

Regalia while performing for an

audience; Regalia may include

beadwork, feathers, and body

painting depending on region or

tribal affiliation

Native American – functional art

celebrating the cultural heritage of the

Native American; regional

characteristics: southwest (geometric,

Kachina); plains (narrative symbols);

northwest coast (animal totems)

229

Appendix

230

Fine Arts Resource Selection

Evaluation Checklist

Course:______________________________________________________

Title of Text:__________________________________________________

Publisher:____________________________________________________

Copyright:____________________________________________________

Please use the scoring guidelines to assess the following items:

Student Textbook:

1. ______ Objectives for lessons are clear.

2. ______ Objectives represent various levels of Bloom‘s.

3. ______ Includes historical/cultural information.

4. ______ Emphasizes fine arts process skills and inquiry.

5. ______ Develops problem solving and critical thinking skills.

6. ______ Performance assessments with scoring guides are provided and

match objectives.

7. ______ Makes the connection among fine arts and with core subjects,

technology, and society.

8. ______ Appropriate reading level.

9. ______ Is gender-fair, multicultural and disability aware.

Scoring Guidelines:

+ 3 = Excellent

2 = Good

1 = Poor or Not at All

NA = Not Applicable

231

10. ______ Text meets District CCOs (percent covered______%).

Overall Rating

Teacher Resources:

1. _______ Contains clearly written, easy-to-use plans.

2. _______ Includes enough background information for teacher.

3. _______ Provides extension ideas for differentiating instruction.

4. _______ Integrates writing in lessons.

5. _______ Incorporates technology in lessons (provides lesson examples, web

sites, etc.).

6. _______ Provides quality supplemental materials.

Overall Rating

Check one

_____This textbook would be a great choice.

_____This textbook should be considered.

_____I would not recommend this textbook.

Other Comments:

232

Rockwood

Writing Guidelines

While the emphasis of the Rockwood drama program is on the elements of performance and production of dramatic works,

formal writing is a portion of the class grade. At least one formal writing assignment from any of the listed categories will

be a part of the grade of each course. Below are the minimum standards for formal writing assignments:

Content:

Critiques should be based on specific criteria supported by observations referenced to the artwork.

Expository Writing should include a thesis backed by supporting details.

Form:

Critiques should follow organizational pattern as directed by the teacher. Writing will follow grade appropriate grammar,

usage, and mechanics rules per Rockwood scoring guide.

Analyses should follow organizational pattern as directed by the teacher. Writing will follow grade appropriate grammar,

usage, and mechanics rules per Rockwood scoring guide.

Expository Writing should follow multi-paragraph essay format. Students should document sources as necessary. Writing

will follow grade appropriate grammar, usage, and mechanics rules per Rockwood scoring guide.

Six-Trait Assessment for Middle School Writers* 1

EXPERIMENTING

2

EMERGING

3

DEVELOPING

4

CAPABLE

5

EXPERIENCED

IDEAS

- Attempts a story or

to make a point

- Meaning of the

general idea is recognizable

- Some ideas clear but

most still fuzzy

IDEAS

- Writing tells a story or

makes a point with some

but loses control at times

- Meaning is recognizable

with close read

- Some ideas clear but

some still fuzzy

IDEAS

- Writing tells a story or

makes a point

- Idea generally stays on

topic

- Details are present but

not completely developed

or are not strong

- Attempts commentary,

where needed

IDEAS

- Writing clearly tells

a story or makes a point

- Idea and focus stay

on topic

- Concrete details are

important and

developed

- Commentary, when

present, is true

commentary

IDEAS

- Topic is narrowed and

focused

- Presents a fresh and original

idea or complex story

- Develops the main idea with

critical concrete details which is

fully developed

- Uses strong commentary

where needed

ORGANIZATION

- Format is attempted

Beginning is attempted but

no ending (possibly “The

End”)

- Attempts at

sequencing and transitions

- Attempts transitions

ORGANIZATION

- Format is correct

some of the time

- Attempts transition

from sentence to

sentence

- Beginning works well

and attempt at ending

- Logical sequencing

- Key ideas begin to

surface

ORGANIZATION

- Format is correct most

of the time

- Transitions work to

connect sentences

- Strong beginning with

clear ending

- Easy to follow most

times

- Commentary is

connected to the concrete

detail

ORGANIZATION

- Format is correct

- Varied transitions

connect sentences

- Strong beginning

- Ending summarizes

the paragraph

- Easy to follow

- In-depth

commentary

ORGANIZATION

- Format is not needed for

organization

- Transitions connect sentence

to sentence, though to thought,

paragraph to paragraph

- Easy to follow

- Important ideas stand out

CONVENTIONS

- Uses phonetic

spelling

- Correctly spells high

frequency words some of

the time

- Uses capitals at the

beginning of sentences

- Usually uses end

punctuation correctly

- Experiments with

other punctuation

- Longer paper is one

long paragraph with run-

ons

- Attempts standard

grade-level grammar;

sometimes must be re-read

CONVENTIONS

- Transitional spelling

on less frequent words

- Correctly spells high

frequency words

- Capitals at sentences

beginnings and variable

use of other capitals

- End punctuation is

correct and other grade-

level punctuation is

attempted

- Paragraphing variable

but present

- Basic noun/pronoun

agreement

- Some run-ons and

fragments

CONVENTIONS

- Spelling is correct on

most words

- Capitals used for proper

nouns and sentence

beginnings most of the time

- Basic grade-level

punctuation, including

commas, is correct

- Indents consistently to

show paragraphs

- Shows control of

standard grammar most of

the time

- Some run-ons but few, if

any, fragments

CONVENTIONS

- Spelling is correct

- Capitals are used

for proper nouns and

sentence beginnings

- Grade-level

punctuation is correct

and complex

punctuation is

attempted

- Paragraphing is

clear

- Shows control of

standard grammar

- Few run-ons but no

fragments

CONVENTIONS

- Spelling is correct

- Capitals are correct

- Grade-level punctuation is

corrected

- Complex punctuation is often

successful

- Sentences are varied in

length, beginning, and complexity

- No run-ons or fragments

*Used with permission and modified based on the work of the Northwest Regional Educational Laboratory, Portland, Oregon

234

. Six-Trait Assessment for High School Writers

Ideas Organization Conventions Word

Choice

Sentence

Fluency

Voice

4

__Strong controlling idea based

on interesting and meaningful

thesis narrows focus __Clearly addresses topic and

provides specific and relevant concrete details and/or reasons

__Shows complexity and

freshness of thought

__Effective, insightful commentary connects concrete detail to thesis

__Effective beginning, middle, and end;

engaging introduction; strong sense of closure

__A clear, strong thesis statement governs entire essay; the writer skillfully emphasizes

important ideas

__Use paragraphing effectively

__Progresses in a logical order

__Uses effective cohesive devices (transitions,

repetition, pronouns, parallel structure) between and within paragraphs

__Successfully follows assigned format

__Contains few errors in

grammar/usage,

punctuation, capitalization,

and/or spelling

__Intentional or clever use of

atypical sentence structure __Correct pronoun/antecedent

agreement and subject/verb

agreement; consistent verb tense

__Uses precise and

vivid language

__Effective use of

writing techniques

such as imagery and

figurative language if appropriate

__Consistently avoids

redundancy

__Contains sentences

that are clear and

varied in length and

structure __Variety of sentence

beginnings __Natural rhythm,

cadence and flow

__ Shows individual

perspective; personality comes

through

__Clearly shows an

awareness of audience and

purpose

__Writer‘s enthusiasm for the

topic is evident

__Effectively uses writing

techniques (such as humor,

point of view, tone) that evoke

a strong emotional response

3 __Controlling idea based on a

meaningful thesis begins to narrow

focus

__Addresses the topic using

relevant details and/or reasons

__Shows some complexity and/or


__Strong commentary relates

concrete detail to thesis

__Clear beginning, middle and end with an

effective introduction and conclusion

__A clear thesis statement governs the entire essay; important ideas stand out

__Uses paragraphing appropriately

__Generally progresses in a logical order

__Uses cohesive devices between and within

paragraphs __Accurately follows assigned format

__May contain errors in

grammar/usage,


and/or spelling that are not

distracting to the reader

__Fragments or run-ons are rare (unless stylistic)

_Very few errors in

agreement and tense

__Uses precise

language

__Uses writing

techniques such as

imagery and/or


__Avoids redundancy


that are clear and

show some variety in length and structure

__Not all sentences

begin with the same pattern

__Sections of writing

have rhythm and flow

__ Shows some individual

perspective; personality begins

to show

__Shows an awareness of

audience and purpose

__Writer cares about topic __Uses writing techniques

(such as humor, point of

view, tone) that may evoke an emotional response

2 __Contains some sense of

direction, but may lack focus

__Addresses the topic, but relies

on generalities (lists) rather than

specifics (development)

__Limited complexity and/or


__Weak commentary

__Evidence of a beginning, middle and end

__Thesis statement attempted, but may not

govern the entire essay; some important ideas

begin to surface

__Shows evidence of paragraphing

__Inconsistency in logical order

__Inconsistent use of cohesive devices

__Attempts assigned format

__Contains errors in

grammar/usage,


and/or spelling that may be

distracting to the reader

__Some run-ons and/or

sentence fragments __Inconsistent subject/verb

agreement and or verb tense

__May use imprecise

language

__ Attempts to use

some writing

techniques such as

imagery and/or


__ Some obvious

redundancy


that are generally

clear, but lack variety

and complexity

__Some sentences begin

the same

__An occasional section of writing has rhythm

and flow

__May lack individual

perspective

__Shows some awareness of

audience and purpose

__Writer shows limited

connection to the topic

__Attempts to use some

writing techniques (humor,

point of view, tone) to evoke a

response

1 __Is difficult to follow and lacks

focus

__May address the topic, but

lacks details

__Lacks complexity and


__Attempts commentary

unsuccessfully

__Little or no evidence of a beginning,

middle, and/or end __Thesis statement unclear __Little or no evidence of paragraphing

__Does not progress in a logical order and

may digress to unrelated topics

__Lacks cohesion

__No evidence of format

__Contains repeated errors

in grammar/ usage,


and/or spelling that are

distracting

__Numerous run-ons and/or fragments

__Frequent errors with

agreement and/or tense

__Uses imprecise

language

__Shows little or no

evidence of writing

techniques such as

imagery or figurative language

__Obvious and/or

distracting redundancy


that lack variety and

clarity

__Most sentences begin

the same way

__Writing is choppy; needs rereading to

follow the meaning

__Lacks individual

perspective

__Shows little or no

awareness of audience or

purpose

__Treatment of topic is predictable

__Shows little or no evidence

of writing techniques to evoke a response

Modified based on the work of the Northwest Regional Educational Laboratory, Portland, Oregon Bold descriptor s= MAP criteria

Missouri Show-Me Standards

The Missouri Department of Elementary and Secondary Education has issued a set of standards that are intended to define

what students should learn by the time they graduate from high school. These guidelines are titled ―The Show-Me

Standards‖.

The Rockwood School District Band Curriculum is referenced to the Missouri Show-Me Standards. You will find the

references explained below.

Example from Grade Six Beginning Band:

Core Conceptual Objective I.A. Playing Skills: Tone-Intonation: Students will demonstrate knowledge of tone and

intonation through musical performance.

Essential Understanding Missouri State Standards

Musicians produce characteristic tone and accurate intonation in order to

perform high quality music.

FA 1, 2.5

FA I refers to the Content Standard for Fine Arts

Students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts

2.5 refers to the Process Standard Two

Students will acquire the knowledge and skills to communicate effectively within and beyond the classroom.

5. perform or produce works in the fine and practical arts

236

Note to Readers: What should high school graduates in Missouri know and be able to do? The Missourians who

developed these standards wrestled with that question. In the end, they agreed that ―knowing‖ and ―doing‖ are actually two

sides of the same coin. To perform well in school or on the job, one must have a good foundation of basic knowledge and

skills. Equally important, though, is the ability to use and apply one‘s knowledge in real-life situations.

These standards (73 in all) are intended to define what students should learn by the time they graduate from high

school. There are 33 ―Performance‖ standards, listed under four broad goals. There are also 40 ―knowledge‖ standards,

listed in six subject areas. Taken together, they are intended to establish higher expectations for students throughout the

Show-Me State. These standards do not represent everything a student will or should learn. However, graduates who meet

these standards should be well-prepared for further education, work, and civic responsibilities.

All Missourians are eager to ensure that graduates of Missouri‘s public schools have the knowledge, skills, and

competencies essential to leading productive, fulfilling and successful lives as they continue their education, enter the

workforce and assume their civic responsibilities. Schools need to establish high expectations that will challenge all

students to reach their maximum potential. To that end, the Outstanding Schools Act of 1993 called together master

teachers, parents, and policy-makers from around the state to create Missouri academic standards. These standards are the

work of that group.

The standards are built around the belief that the success of Missouri‘s students depends on both a solid foundation

of knowledge and skills and the ability of students to apply their knowledge and skills to the kinds of problems and

decisions they will likely encounter after they graduate.

The academic standards incorporate and strongly promote the understanding that active, hands-on learning will

benefit students of all ages. By integrating and applying basic knowledge and skills in practical and challenging ways

across all disciplines, students experience learning that is more engaging and motivating. Such learning stays in the mind

long after the tests are over and acts as a springboard to success beyond the classroom.

These standards for students are not a curriculum. Rather, the standards serve as a blueprint from which local

school districts may write challenging curriculum to help all students achieve their maximum potential. Missouri law

assures local control of education. Each school district will determine how its curriculum will be structured and the best

methods to implement that curriculum in the classroom.

Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the Code of State

Regulations, 5 CSR 50-375.100.

KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS

237

GOAL 1

Students in Missouri public schools will acquire the knowledge and skills to gather, analyze, and apply information

and ideas.

Students will demonstrate within and integrate across all content areas the ability to

1. develop questions and ideas to initiate and refine research

2. conduct research to answer questions and evaluate information and ideas

3. design and conduct field and laboratory investigations to study nature and society

4. use technological tools and other resources to locate, select, and organize information

5. comprehend and evaluate written, visual, and oral presentations and works

6. discover and evaluate patterns and relationships in information, ideas, and structures

7. evaluate the accuracy of information and the reliability of its sources

8. organize data, information, and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation

9. identify, analyze, and compare the institutions, traditions, and art forms of past and present societies

10. apply acquired information, ideas, and skills to different contexts as students, workers, citizens, and consumers

GOAL 2

Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and

beyond the classroom.


1. plan and make written, oral, and visual presentations for a variety of purposes and audiences

2. review and revise communications to improve accuracy and clarity

3. exchange information, questions, and ideas while recognizing the perspectives of others

4. present perceptions and ideas regarding works of the arts, humanities, and sciences

5. perform or produce works in the fine and practical arts

6. apply communication techniques to the job search and to the workplace

7. use technological tools to exchange information and ideas

238

GOAL 3

Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.


1. identify problems and define their scope and elements

2. develop and apply strategies based on ways others have prevented or solved problems

3. develop and apply strategies based on one‘s own experience in preventing or solving problems

4. evaluate the processes used in recognizing and solving problems

5. reason inductively from a set of specific facts and deductively from general premises

6. examine problems and proposed solutions from multiple perspectives

7. evaluate the extent to which a strategy addresses the problem

8. assess costs, benefits, and other consequences of proposed solutions

GOAL 4

Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible

members of society.


1. explain reasoning and identify information used to support decisions

2. understand and apply the rights and responsibilities of citizenship in Missouri and the United States

3. analyze the duties and responsibilities of individuals in societies

4. recognize and practice honesty and integrity in academic work and in the workplace

5. develop, monitor, and revise plans of action to meet deadlines and accomplish goals

6. identify tasks that require a coordinated effort and work with others to complete those tasks

7. identify and apply practices that preserve and enhance the safety and health of self and others

8. explore, prepare for, and seek educational and job opportunities

239

Missouri students must build a solid foundation of factual knowledge and basic skills in the traditional content areas. The

statements listed here represent such a foundation in reading, writing, mathematics, world and American history, forms of

government, geography, science, health/physical education, and the fine arts. This foundation of knowledge and skills

should also be incorporated into courses in vocational education and practical arts. Students should acquire this knowledge

base at various grade levels and through various courses of study. Each grade level and each course sequence should build

on the knowledge base that students have previously acquired.

These concepts and areas of study are indeed significant to success in school and in the workplace. However, they

are neither inclusive nor are they likely to remain the same over the years. We live in an age in which ―knowledge‖ grows

at an ever-increasing rate, and our expectations for students must keep up with that expanding knowledge base.

Combining what students must know and what they must be able to do may require teachers and districts to adapt

their curriculum. To assist districts in this effort, teachers from across the state are developing curriculum frameworks

show how others might balance concepts and abilities for students at the elementary, middle, and secondary levels. These

models, however, are only resources. Missouri law assures local control of education. Each district has the authority to

determine the content of its curriculum, how it will be organized, and how it will be presented.

Communication Arts

In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of

and proficiency in

1. speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)

2. reading and evaluating fiction, poetry, and drama

3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)

4. writing formally (such as reports, narratives, essays)

5. comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling,

debates, lectures, multi-media productions)

6. participating in formal and informal presentations and discussions of issues and ideas

7. identifying and evaluating relationships between language and culture

240

Mathematics

In Mathematics, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. addition, subtraction, multiplication, and division; other number sense, including numeration and estimation; and the

application of these operations and concepts in the workplace and other situations

2. geometric and spatial sense involving measurement (including length, area, volume), trigonometry, and similarity and

transformations of shapes

3. data analysis, probability, and statistics

4. patterns and relationships within and among functions and algebraic, geometric, and trigonometric concepts

5. mathematical systems (including real numbers, whole numbers, integers, fractions), geometry, and number theory

(including primes, factors, multiples)

6. discrete mathematics (such as graph theory, counting techniques, matrices)

Science

In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. properties and principles of matter and energy

2. properties and principles of force and motion

3. characteristics and interactions of living organisms

4. changes in ecosystems and interactions of organisms with their environments

5. processes (such as plate movement, water cycle, air flow) and interactions of earth‘s biosphere, atmosphere,

lithosphere, and hydrosphere

6. composition and structure of the universe and the motions of the objects within it

7. processes of scientific inquiry (such as formulating and testing hypotheses)

8. impact of science, technology, and human activity on resources and the environment

241

Social Studies

In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. principles expressed in the documents shaping constitutional democracy in the United States

2. continuity and change in the history of Missouri, the United States, and the world

3. principles and processes of governance systems

4. economic concepts (including productivity and the market system) and principles (including the laws of supply and

demand)

5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their

relationships to changes in society and environment

6. relationships of the individual and groups to institutions and cultural traditions

7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

Fine Arts

In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. process and techniques for the production, exhibition, or performance of one or more of the visual or performed

arts

2. the principles and elements of different art forms

3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater, and visual arts

4. interrelationships of visual and performing arts and the relationships of the arts to other disciplines

5. visual and performing arts in historical and cultural contexts

242

Health/Physical Education

In Health/Physical Education, students in Missouri public schools will acquire a solid foundation which includes

knowledge of

1. structures of, functions of, and relationships among human body systems

2. principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

3. diseases and methods for prevention, treatment, and control

4. principles of movement and physical fitness

5. methods used to assess health, reduce risk factors, and avoid high-risk behaviors (such as violence, tobacco, alcohol,

and other drug use)

6. consumer health issues (such as the effects of mass media and technologies on safety and health)

7. responses to emergency situations

243

Missouri Department of Elementary & Secondary Education

Integrated (Interdisciplinary/Cross Discipline) Fine Arts Vocabulary

HISTORY STRAND


STYLES:

Ballet – European style of dance;

traditionally performed en pointe by

ladies and having a story line

Folk – native dances of different

cultures

Jazz – dance with African-American

roots performed with soft sole shoes

Modern – style of dance

characterized by freedom of form and

performed barefoot

Tap – dance with African-American

roots performed with steel taps on the

dances shoes

Ballroom/Social – form of dance

used in social settings

Recreation – moving with or without

partners for the sheer enjoyment of

moving through space

Exercise – choreographed

movements designed to build up body

and maintain general health and well-

being

STYLES:

Classical Music – in its broadest sense,

refers to a style of ―art‖ music as

distinguished from folk, jazz, or popular

music

(See Historical Periods for further

definition)

Folk Music – music from a specific

culture

Folk Song – uncomplicated music that

speaks directly of everyday matters

Jazz – a style of American music

originated in the South by African-

Americans; it is characterized by strong,

prominent meter, improvisation, and

dotted or syncopated patterns

Long Ago – music from the past

Modern – music that is current;

generally, 20th

century music

Popular Style (Music) – American

music that has wide appeal, is

immediately communicative and

relatively short

STYLES:

Comedy – a funny or amusing play

with a happy ending

Improvisation – short scenes made

up on the spur of the moment

following generated guidelines

Melodrama – a serious play with

an unhappy ending; the major

characters are predictable

Musical – a play with songs

supporting the plot

Tragedy/Drama – a serious play

with an unhappy ending; major

characters are unpredictable

STYLES:

Abstract – art that exaggerates,

simplifies, or distorts reality

Fantasy – art showing imaginary or

unreal people, places or things

Realistic – art showing life as it is

Non-objective – based on elements of

art rather than on recognizable people,

places or things

Modern – 20th

century art with a focus

on abstraction

244


FUNCTIONS:

Education – dance intended to teach

Entertainment – dance intended for

audience enjoyment

Sacred – dance dealing with religious

themes

FUNCTIONS:

Accompaniment – music that adds

texture to a melody or melodies

Ceremonial – an established custom or

formal actions connected with an

occasion

Functional Music – wedding,

graduation, funeral, parade,

entertainment

Lullaby – sleep song

March – music with a steady beat

suitable for a parade or processional.

Popular Style – American music that

has wide appeal, is immediately

communicative and relatively short

Sacred – religious music

Secular –non-religious music

Spiritual – a sacred song that evolved

from the period of slavery in the U. S.

Waltz – dance in triple meter

Work Song – songs in which the text

describes the task of the worker

FUNCTIONS:

Education – theatre intended for

instruction

Entertainment – theatre intended

for audience enjoyment

Sacred – theatre dealing with

religious themes

FUNCTIONS:

Ceremonial – art serving a symbolic

function in a culture, e.g., flag

Commercial/Popular – art used for

business purposes, e.g., advertising,

fashion design, architecture, product

design, cartooning

Expressive – art that conveys

emotion or feeling

Formalism – art for art‘s sake

Functional – decorated objects for

everyday use, e.g., pottery, jewelry,

fibers

Representational – art

showing real life Sacred – art dealing with religious

themes

245


TRADITIONAL CULTURES:

Asian/Chinese – usually ceremonial;

used during theatrical productions;

uses mime and head and eye

movements; generally, tells a story or

depicts activities in everyday life

African – movements generally low

and grounded, using body

contractions, foot stamping,

percussive and swinging head and

arm movements; always rhythmic,

often energetic; ceremonial; religious

and secular events occurring in

everyday life; may use

costumes/masks


Asian – representational, stylized sound

images of people and nature;

identifiable sound characteristics

include artisan-made acoustical bamboo

and string instruments and drums,

pentatonic scales, narrow melodic

range, and a bright and nasal vocal

quality

African – functional music that is

participatory; instruments include a

variety of bells, drums, and rattles;

characterized by percussive and

polyrhythmic sounds that often use

improvisation


Asian – characters wear white and

elaborately patterned makeup along

with colorful embroidered robes to

perform stylized plays with stories

of long ago, or about family life

African – actors wear carved

masks and perform rituals based on

everyday activities


Asian – superior craftsmanship,

representational, stylized images of

people and nature created to match an

ideal; narrative depiction of history

and culture; may emphasize line and

flat areas of color

African – ceremonial and functional

objects; handmade with natural

materials; masks/sculptures show

exaggerated, stylized features of

people and animals, jewelry and

printed cloth use bright, bold,

geometric designs

246


Native American – dances may vary

in movement from tribe to tribe;

generally, dances affecting people in

everyday life use large groups; use

simple, repetitive steps and

music/singing; women dance for

women‘s activities, e.g., birth,

marriage, planting; men dance for

men‘s activities, e.g., coming of age,

war, hunting; dances usually tell

stories and can be narrated

simultaneously; solo work can explain

a tribal myth or tradition or carry on a

history of the tribe; solos are usually

performed with costumes and make-

up

Native American – functional music

that celebrates the cultural heritage of

the Native American; drums and rattles

are the predominant instruments that

accompany the voice; the only pure

instrumental music is for flutes and

whistles; the steady beat of the drum

does not always match the beat of the

song; there is no harmony

Native American – story

tellers/dancers may wear traditional

Regalia while performing for an

audience; Regalia may include

beadwork, feathers, and body

painting depending on region or

tribal affiliation

Native American – functional art

celebrating the cultural heritage of the

Native American; regional

characteristics: southwest (geometric,

Kachina); plains (narrative symbols);

northwest coast (animal totems)

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