2015-2016 1301030 - M/J KEYBOARD 1
CURRICULUM MAPS
Grades 6-8
Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate
with the knowledge, skills, and values necessary to be successful contributors to our democratic society.
The School District of Volusia County
The School Board of Volusia County
Mrs. Linda Costello, Chairman Mrs. Ida Wright, Vice‐Chairman
Mrs. Linda Cuthbert Dr. John Hill
Mrs. Melody Johnson
Superintendent of Schools Mr. James T. Russell
Chief Academic Officer Ms. Teresa Marcks
Executive Director K‐12 Curriculum Ms. Barbara Head
Performing Arts Specialist Dr. Monty Musgrave
Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map
Pacing: The recommended time period within the year for instruction related to the essential questions to occur
Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics:
A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed
Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions
Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions
Benchmarks: The Sunshine State Next Generation Standards aligned with the learning targets and skills (see next page)
Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions
Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions
Assessment: A list of district‐required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes.
************************************************************* The curriculum maps for vocal music are divided into five sections, which align with the Big Ideas of the NGSSS: C – Critical Thinking and Reflection; S – Skills, Techniques, and Processes; O – Organizational Structure; H – Historical and Global Connections; F – Innovation, Technology, and the Future. It is common practice that many or most of the Big ideas,, and the concepts associated with them, are taught simultaneously in every lesson (hence the ‘Spiral Curriculum”). The purpose of delineation into separate sections is for assessment purposes. Teachers are encouraged to use most or all of the maps simultaneously. Further, the lessons provided in each map (which align with the Organizing Principles) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.
NEXT GENERATION SUNSHINE STATE STANDARDS USERS’ GUIDE
FOR ALL USERS:
A coding system is used in all curriculum guides to identify NGSSS and Course Content Statements.
Benchmark Code:
For easy reference, each strand, standard, and benchmark has been assigned a unique identification code.
For example:
MU.68.C.1.1
Content Area Grade Level Big Idea Enduring Understanding Benchmark
Big Ideas
C – Critical Thinking and Reflection S – Skills, Techniques, and Processes O – Organizational Structure H – Historical and Global Connections F – Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.
INSTRUMENTAL MUSIC CURRICULUM MAP – KEYBOARD 1 Grade 6‐8
MEASUREMENT TOPIC:
Introduction to Music Fundamentals Pacing: 1st nine‐weeks
MAP ‐ 1
ESSENTIAL QUESTIONS: Does the student…
Identify notes on the staff in treble clef? Understand and identify notes on the keyboard? Demonstrate independence between left and right hand?
BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future
CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY
Pitch
Rhythm
Pulse
Notes
Demonstrate knowledge of the staff lines and spaces Demonstrate the ability to perform with a steady beat Perform exercises and songs using the basic note and rest values of whole,
half, and quarter Perform melodies with both the left and right hands Understand the relationship between up/down on keyboard and high/low
in terms of pitch
MU.68.C.1.1MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.5 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.4 MU.68.S.3.6 MU.68.F.3.1 MU.68.F.3.2
StaffLines /spaces Treble Clef Meter Whole Note/Rest Half Note/Rest Quarter Note/Rest Time Signature Bar Line Measure Pitch Right hand Left hand
INSTRUMENTAL MUSIC CURRICULUM MAP – KEYBOARD 1 Grade 6‐8
MEASUREMENT TOPIC:
Applying Music Fundamentals PACING: 2ND Nine Weeks
MAP – 2
ESSENTIAL QUESTIONS: Does the student…
Identify notes on the staff in treble and bass clef? Understand and identify notes on the keyboard? Demonstrate independence between left and right hand?
BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future
CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY
Tone
Pitch
Rhythm
Articulation
Harmony
Melody
Form
Dynamics
Style
Perform concert F and Bb scales and arpeggios with various articulations and rhythmic patterns
Perform selected exercises at sight Perform music and/or exercises using pick up notes Perform music and/or exercises in 3/4 and 2/4 time Understand and perform ties and slurs Demonstrate knowledge of key signatures Demonstrate knowledge of the order of sharps and flats Demonstrate function of sharps, flats, and naturals Perform paired eighth notes and dotted half notes with corresponding
rests Perform music and/or exercises that incorporate crescendo, decrescendo
and appropriate symbols Perform music and/or exercises using 1st and 2nd Endings and D.C. al Fine Perform a daily warm‐up routine consisting of descending long tones using
the F and/or Bb scales Percussion students demonstrate ability to perform flam, flam tap, and
paradiddle Perform music in various tempos and styles Perform Winter Concert music
*Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.
MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1
TieSlur Key Signature Sharp Flat Natural Accidental Crescendo Decrescendo Scale Arpeggio Whole‐step Half‐step Octave Round Pick up Note 1st & 2nd Ending D.C. al Fine Fine Flam Flam Tap Paradiddle Measure Repeats Allegro Moderato Andante Legato Marcato
INSTRUMENTAL MUSIC CURRICULUM MAP – KEYBOARD 1 Grade 6‐8
MEASUREMENT TOPIC:
Developing Performance Concepts PACING: 3RD Nine Weeks
MAP – 3
ESSENTIAL QUESTIONS: Does the student…
Identify notes on the staff in treble clef? Understand and identify notes on the keyboard? Demonstrate independence between left and right hand?
BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future
CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY
Tone
Pitch
Rhythm
Articulation
Harmony
Melody
Form
Dynamics
Style
Enharmonics
Phrase
Perform the concert F, Bb, Ab, G, and C major scales with arpeggios Demonstrate the ability to perform dotted quarter – eighth note patterns Perform syncopated rhythms Understand and identify enharmonic tones Demonstrate the ability to use appropriate chromatic fingerings Demonstrate the ability to perform a lip slur Percussion students demonstrate ability to perform flam, flam tap, flam
accent, paradiddle, flam paradiddle, and multiple bounce roll Perform long tone warm ups using various scales Discern between melody and accompaniment Perform musical passages using appropriate expression markings Perform selected exercises at sight
*Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.
MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.4 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.4 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1
SyncopationSubdivision Dotted Quarter Note/Rest Eighth Note/Rest Enharmonic Lip Slur Flam Accent Flam Paradiddle Multiple Bounce Roll Up Beat Piano Mezzo Piano Mezzo Forte Forte Phrase Fermata Waltz March
INSTRUMENTAL MUSIC CURRICULUM MAP – KEYBOARD 1
Grade 6‐8 MEASUREMENT TOPIC:
Applying Performance Concepts PACING: 4TH Nine Weeks
MAP – 4
ESSENTIAL QUESTIONS: Does the student…
Identify notes on the staff in treble clef? Understand and identify notes on the keyboard? Demonstrate independence between left and right hand?
BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future
CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY
Tone
Pitch
Rhythm
Articulation
Harmony
Melody
Form
Dynamics
Style
Chromatics
Perform concert G, C, F, Bb, Eb, Ab, and Db major scales and arpeggios Perform a chromatic scale one octave Demonstrate the Concert F scale two octaves (exception: tenor saxophone
and oboe will perform Concert C scale in place of Concert F) Demonstrate transposition to concert pitch Demonstrate knowledge of sixteenth note patterns Understand the concepts of blend, balance, and sonority Perform the Level 1 Premier Rhythms (attached) Perform music with multiple parts and harmonies (non‐unison) Demonstrate the ability to start, stop, and alter tempo and dynamics at the
conductor’s command Perform Spring Concert music Perform selected exercises at sight
*Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.
MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.4 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.4 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1 MU.68.F.3.2
Chromatic ScaleTransposition Sixteenth Notes Blend Balance Sonority Harmony
INSTURMENTAL MUSIC CURRICULUM MAP – KEYBOARD 1 Grade 6‐8
Suggested Resources Alfred Alfred's Basic Piano Course Lesson Book Hal Leonard Absolute Beginners Piano Suggested Assessments Performance Observation Peer Critique Attached performance assessments Music Theory assessments
Links to Educational websites Florida Music Education Association www.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy‐center.org/educators.aspx Florida Dept. of Education (standards) www.fldoe.org National Association for Music Education http://www.nafme.org/ J.W. Pepper http://www.jwpepper.com Public Domain Sheet Music http://www.zebrakeys.com/resources/ Piano Teacher Resources http://www.netrover.com/~kingskid/piano/piano.html
ASSESSMENT RUBRIC
4Points(Advanced)
Ascoreoffourisaresponseinwhichthestudentdemonstratesathoroughunderstandingofthemusicconceptsand/orproceduresembodiedinthetask.Thestudenthasrespondedcorrectlytothetask,usedmusicallysoundprocedures,andprovidedclearandcompleteexplanationsandinterpretations.
3Points
(Proficient)
Ascoreofthreeisaresponseinwhichthestudentdemonstratesanunderstandingofthemusicconceptsand/orproceduresembodiedinthetask.Thestudents’responsetothetaskisessentiallycorrectwiththemusicalproceduresusedandtheexplanationsandinterpretationsprovideddemonstratinganessentialbutlessthanthoroughunderstanding.The responsemay contain minor flaws that reflect inattentive execution of musical procedures or indications of somemisunderstanding of theunderlyingmusicconceptsand/orprocedures.
2Points(Basic)
A scoreof two indicates that the studenthasdemonstratedonlyapartialunderstandingof themusic conceptsand/orproceduresembodiedinthetask.Althoughthestudentmayhaveusedthecorrectapproachtoobtainingasolutionormayhaveprovidedacorrectsolution,thestudents’worklacksanessentialunderstandingoftheunderlyingmusicconcepts.
1Point
(Emerging)
Ascoreofone indicates that thestudenthasdemonstratedavery limitedunderstandingof themusicconceptsand/orproceduresembodiedinthetask.Thestudents’responseisincompleteandexhibitsmanyflaws.Althoughthestudents’responsehasaddressedsomeoftheconditionsofthetask,thestudentreachedaninadequateconclusionand/orprovidedreasoningthatwasfaultyorincomplete.Theresponseexhibitsmanyflawsormaybeincomplete.
0Points
Ascoreofzeroindicatesthatthestudenthasprovidedacompletelyincorrectornon‐interpretableresponseornoresponseatall.