K-12 Grade Music Course Curriculum - 1.cdn.edl.io · K-12 Grade Music Course Curriculum An Outline...

YANKTON SCHOOL DISTRICT 63-3 Yankton, South Dakota

2010

K-12 Grade Music Course Curriculum

An Outline of the:

DISTRICT MISSION AND BELIEF STATEMENTS

NATIONAL STANDARDS FOR ARTS EDUCATION

CONTENT AREA PHILOSOPHY

COURSE OBJECTIVES

UNIT OBJECTIVES

GOALS, RATIONALES, AND INDICATORS

INSTRUCTIONAL DELIVERY

INSTRUCTIONAL MATERIALS

ASSESSMENT CRITERIA

ASSESSMENT METHODS

EVALUATION PLAN AND GRADING GUIDELINES

REPORTING OF PROGRESS

Revised April 2010

Statement of Non-Discrimination

The Yankton School District #63-3 does not discriminate on the basis of race, national origin, sex, disability, age, or religion in admission or access to or treatment or employment in its programs and activities. Any person having inquiries concerning the District’s compliance with Title IX, Section 504, or the American With Disabilities Act (ADA) is directed to contact Joyce Wentworth, Director of Student Services, 1900 Ferdig Avenue, Yankton, SD 57078, telephone number: (605) 665-3999, who has been designated by the Yankton School District School Board to coordinate the District’s efforts to comply with the regulations implementing these sections, or the U.S. Department of Education, Office of Civil Rights, 8930 Ward Parkway, Suite 2037, Kansas City, Missouri 64114, telephone number: (816) 268-0550; TDD number: (800) 437-0833; E-mail: [email protected]; or fax number: (816) 823-1404.

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TABLE OF CONTENTS

MISSION AND BELIEFS OF THE YANKTON SCHOOL DISTRICT ................................ 3

THE NATIONAL STANDARDS FOR ARTS EDUCATION ............................................... 4

MUSIC MISSION STATEMENT ........................................................................................ 5

PHILOSOPHY OF MUSIC................................................................................................. 5

ELEMENTARY GENERAL MUSIC ................................................................................... 6

FOURTH GRADE ORCHESTRA .................................................................................... 21

FIFTH GRADE ORCHESTRA ......................................................................................... 26

SIXTH GRADE ORCHESTRA......................................................................................... 31

FIFTH GRADE BAND ..................................................................................................... 36

SIXTH GRADE BAND ..................................................................................................... 41

MIDDLE SCHOOL ORCHESTRA ................................................................................... 47

MIDDLE SCHOOL CHOIR .............................................................................................. 59

GOALS, RATIONALES, AND INDICATORS OF HIGH SCHOOL MUSIC ..................... 69

ADVANCED PLACEMENT MUSIC THEORY CLASS.................................................... 86

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MISSION AND BELIEFS OF THE YANKTON SCHOOL DISTRICT MISSION STATEMENT: To optimize student potential for success in a global society. BELIEF STATEMENTS:

1. High standards are essential for all students and school personnel.

2. Education is a partnership among the community, parents, students, and school personnel.

3. The school system is responsible for providing a physically, emotionally, and

educationally safe place to learn.

4. Learning is enhanced by a positive and supportive atmosphere, which fosters creativity, self-esteem, and student success.

5. Teaching requires the recognition of each student’s learning style and the use of

traditional and futuristic methods, which make learning interesting and individualized.

6. Ethical values including integrity, compassion, courage, commitment,

responsibility, and appreciation of diversity are integral to the learning process.

7. Students are capable of making their own decisions, with proper guidance, and are responsible for their actions.

8. Education must support lifelong learning by teaching students how to access

information to survive and flourish in a global society. PHILOSOPHY OF THE YANKTON SCHOOL DISTRICT: The Yankton School District 63-3 believes in the value and dignity of life. Recognizing that variance exists in the background and ability of individuals, the District, through its educational program, endeavors to meet individual student needs and strive to provide and maintain a program conducive to self-improvement.

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CREDITS

THE NATIONAL STANDARDS FOR ARTS EDUCATION

Are parts of the Goals 2000: Educate America Art following a bi-partisan education reform effort spanning two administrators. They join efforts with the other academic disciplines: English, math, science, history, geography, civics and foreign language.

Are guidelines describing what every U.S. school child from kindergarten through

grade12 should know and be able to do in music, dance, theatre and visual arts.

Are parts of the overall education reform effort involving the development of world-class academic standards for children.

Officially recognize that comprehensive, sequential programs in music and the

other arts are an essential part of the education of every child.

Were developed through grants totaling one million dollars from the U.S. Department of Education, the National Endowment for the Arts and the National Endowment for the Humanities. The Music Educators National Conference administered the grants.

Were drafted by the Consortium of National Arts Education Associations.

Were used as a source and checklist in developing the following music curriculum.

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MUSIC MISSION STATEMENT

To provide all students with a rich, multi-sensory environment through the disciplines of music, whereby students develop a global awareness of their musical heritage and are challenged to discover their own uniqueness and self-worth. PHILOSOPHY OF MUSIC Music is fundamental to existence. It is an art, a subject area, a discipline, a field of knowledge and an area of activities, which is unique and cannot be duplicated by any other discipline or subject area. Music contributes to the student’s intellectual, emotional, physical development; it uniquely connects knowledge and the aesthetic experience. Music enhances and adds dimension to the quality of life. Every child deserves the right to develop his/her music potential through a balanced, comprehensive and sequential music program. To accomplish this goal, it is our responsibility, as professional music educators, to provide learning experiences that will meet the needs of our students’ personal and social development. This process should be one of guiding and motivating to allow the student to eagerly seek goals through an inward desire. We must guide them in developing judgment, attitudes, patterns of thought, and actions that will create them into responsible adults in a global society. As a result of music instruction, individual and group performances contribute to increased personal satisfaction and a sense of accomplishment that positively affects every aspect of life. We believe music:

is a “basic” subject worthy of in-depth study. performance ensembles are “laboratory” classes in music. is acknowledged as a separate intelligence and therefore is another way of

learning. inspires creativity. promotes lifetime learning. provides lifetime aesthetic opportunities and experiences. provides emotional outlets. encourages imagination. promotes individuality. provides a team-work setting. gives students a sense of accomplishment and self-satisfaction. is a “Universal Language”.

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ELEMENTARY GENERAL MUSIC

Grades JrK.-4

Course Objectives 1. The student will sing, alone and with others, a varied repertoire of music. 2. The student will perform on instruments, alone and with others, a varied repertoire of

music. 3. The student will improvise melodies, provide variations and accompaniment. 4. The student will compose and arrange music within specified guidelines. 5. The student will read and notate music.

6. The student will listen to, analyze and describe music.

7. The student will evaluate music and music performances. 8. The student will understand relationships among music, the other arts, and disciplines

outside the arts. 9. The student will understand music in relation to history and culture.

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Course Objectives Grades JrK-4

I. Singing

A. Unit Objectives

1. The student will sing independently. 2. The student will sing expressively. 3. The student will sing many songs from memory. 4. The student will sing harmony. 5. The student will sing in groups.

B. Subject Headings

1. Sing independently

a. On pitch b. In rhythm c. With appropriate timbre d. Use correct diction e. Proper posture f. Maintain a steady tempo

2. Sing expressively a. Use appropriate dynamics b. Follow musical phrasing c. Give interpretation

3. Sing many songs from memory

a. Use a wide repertoire of songs b. Sing songs from diverse cultures

(1) Songs of different cultures (2) Songs of different styles

4. Sing Harmony

a. Ostinatos b. Partner songs c. Rounds

5. Sing in groups

a. Blend vocal timbres b. Match dynamic levels c. Respond to cues from a conductor

II. Perform on Instruments

A. Unit Objectives

1. The student will perform and maintain a steady tempo.

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2. The student will perform easy patterns on classroom instruments. 3. The student will perform expressively. 4. The student will echo patterns. 5. The student will perform in groups. 6. The student will perform independent parts.

B. Subject Headings

1. Steady tempo

a. On pitch b. With correct rhythm c. With appropriate dynamics d. With appropriate timbre

2. Classroom instrument patterns

a. Easy rhythmic patterns b. Easy melodic patterns c. Easy harmonic patterns

3. Perform expressively

a. Perform a wide repertoire of music b. Perform diverse styles of music

4. Echo patterns

a. Echo short rhythmic patterns b. Echo short melodic patterns

5. Perform in groups

a. Blending instrumental timbres b. Matching dynamic levels c. Responding to cues of a conductor

6. Perform independent parts

a. Perform while others sing b. Perform while others play a contrasting part

III. Improvise Melodies

A. Unit Objectives

1. The student will improvise “answers”. 2. The student will improvise ostinato accompaniment. 3. The student will improvise variations. 4. The student will improvise short songs and instrumental pieces.

B. Subject Headings

1. Improvise answers

a. Improvise answers in the same style to a given rhythm b. Improvise answers in the same style to a melodic phrase

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2. Improvise accompaniment a. Improvise simple rhythmic ostinato accompaniments b. Improvise simple melodic ostinato accompaniments

3. Improvise variations

a. Improvise simple rhythmic variations on familiar melodies b. Improvise simple melodic embellishments on familiar melodies

4. Improvise short songs and instrumental pieces

a. Use traditional sounds found in the classroom (1) Woods, metal, membrane and rattle (2) Barred instruments

b. Use nontraditional sounds (1) Body sounds (2) Electronic sounds

IV. Composing and Arranging Music

A. Unit Objectives

1. The student will compose music within specified guidelines. 2. The student will arrange music within specified guidelines.

B. Subject Headings

1. Create music within specified guidelines

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

2. Create and arrange short songs 3. Create and arrange short instrumental pieces

a. Create within specified guidelines b. Use a variety of sound sources

V. Reading and Notating Music

A. Unit Objectives

1. The student will read music. 2. The student will notate music.

B. Subject Headings

1. Reading music notes and rests

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

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

c. Use a system (syllables, numbers, letters) to read simple pitch notation in the treble clef in major keys

d. Identify and interpret symbols and traditional terms

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(1) Dynamics (2) Tempo (3) Articulation

2. Notating music

a. Use standard symbols to notate meter, rhythm, pitch and dynamics b. Notate simple patterns presented by the teacher

VI. Listening To, Analyzing, and Describing Music

A. Unit Objectives

1. The student will identify music forms. 2. The student will demonstrate and describe aural examples of music. 3. The student will use appropriate music terminology. 4. The student will identify instrumental and vocal sounds. 5. The student will respond appropriately to music.

B. Subject Headings

1. Identify music forms

a. Visually recognize simple music forms, AB, ABA, and ABACADA b. Aurally recognize simple music forms

2. Demonstrate perceptible skills relating to music

a. By moving b. By answering questions about the music c. By relating various styles from diverse cultures

3. Use of appropriate terminology

a. In explaining music b. In music notation c. In music instruments and voices d. In music performances

4. Instrumental and vocal sound identification

a. Identify many orchestra and band instruments b. Identify instruments from various cultures c. Identify voices

(1) Children’s (2) Adult, male and female

5. Respond appropriately to music

a. Use purposeful movement to prominent music characteristics while listening b. Use correct movement during specific music events while listening

VII. Evaluating Music and Music Performance

A. Unit Objectives

1. The student will devise criteria for evaluating.

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2. The student will explain their preferences.

B. Subject Headings

1. Devise evaluating criteria a. Criteria for performances b. Criteria for compositions

2. Explaining their preferences

a. Use appropriate music terminology b. State specific musical works and styles

VIII. Understanding Relationships Among Music, the Other Arts, and Disciplines Outside

the Arts A. Unit Objectives

1. The students will identify common terms used in the various arts. 2. The student will identify ways other disciplines are interrelated to music.

B. Subject Headings

1. Identify common terms

a. Recognize similarities in term meanings used in the various arts b. Recognize differences in common term meanings found in the various arts

2. Recognizing the relationship of music to other subject material

a. Identify how the same principles of other disciplines are related to music b. Recognize how other subject material taught in school relates to music

IX. Understanding Music in Relation to History and Culture

A. Unit Objectives

1. The student will identify aural examples of music by style. 2. The student will describe music from other cultures. 3. The student will identify and describe music in their daily life. 4. The student will identify and describe the roles of musicians. 5. The student will demonstrate appropriate audience behavior.

B. Subject Headings

1. Identify music by style

a. Identify the style of music from a historical period b. Identify the style of music relating to a culture

2. Describing music from other cultures

a. Use simple music terms for description b. Describe how the elements of music are used by other cultures

3. Identify and describe music in daily experiences

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a. Identify various uses of music in daily life b. Describe characteristics that make certain music suitable for each use

4. Identify and describe the role of musicians

a. Identify and describe the role of musicians in various music settings b. Identify and describe the role of musicians in various cultures

5. Demonstrate appropriate audience behavior

a. Show correct audience behavior for the context of the music performed b. Show appropriate audience behavior for the style of music performed

ELEMENTARY MUSIC

Student Evaluation Plan and Grading Plan

Junior Kindergarten and Kindergarten

The following symbols are used for reporting achievement and progress.

S – Curriculum standards met I – Skill is emerging

N – Not demonstrating skill X – Not assessed at this time

Standard for grading

Nine Weeks Grade

A. Understands and applies musical skills for the grade level listed in the curriculum.

B. Works cooperatively with others 1. * - Acceptable 2. ^ - Needs improvement

C. Classroom participation/effort 1. * - Acceptable 2. ^ - Needs improvement

Grades 1-5

The following symbols are used for reporting curriculum achievement and progress. E – Exceeds the standard S – Curriculum standards met I – Skill emerging N – Not demonstrating skill X – Not assessed at this time

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Standard for grading

Nine Weeks Grade D. Understands and applies musical skills for the grade level listed in the

curriculum. E. Shows growth in music appreciation. F. Works cooperatively with others

1. * - Acceptable 2. ^ - Needs improvement

G. Classroom participation/effort 1. * - Acceptable 2. ^ - Needs improvement


Course Objectives Grades 5-6

1. The student will sing, alone and with others, a varied repertoire of music. 2. The student will perform on instruments, alone and with others, a varied repertoire

of music. 3. The student will improvise melodies, provide variation, and accompaniment. 4. The student will compose and arrange music within specified guidelines. 5. The student will read and notate music. 6. The student will listen to, analyze and describe music. 7. The student will evaluate music and music performances.

8. The student will understand relationships among music, the other arts, and

disciplines outside the arts.

9. The student will understand music in relation to history and culture.

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Grades 5-6

Course Objectives

I. Singing

A. Unit Objectives

1. The student will sing alone and in small and large ensembles. 2. The student will sing with expression and technical accuracy. 3. The student will sing music representing diverse cultures. 4. The student will sing in harmony parts.

B. Subject Headings

1. Singing alone or with others

a. On pitch b. In rhythm c. With appropriate timbre d. Use proper diction e. Proper posture f. Maintain a steady tempo g. Sing accurately throughout singing range h. Sing with good breath control in singing range

2. Sing expressively and with technical accuracy a. Use appropriate dynamics b. Follow musical phrasing c. Give interpretation d. Perform from memory e. Sing vocal literature with a level of 2, on a scale of 6

3. Singing a variety of music a. Sing music representing diverse genres and cultures b. Sing with expression appropriate for the work being performed

4. Sing in Harmony

a. Ostinatos b. Partner songs c. Canons d. Music written in two and three parts

5. Sing in groups

a. Blend vocal timbres b. Match dynamic levels

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c. Respond to cues from a conductor d. Sing with expression e. Sing a wide repertoire of music literature

(1) Perform a level of 3 on a difficulty scale of 1 to 6 (2) Sing some songs from memory

II. Perform on Instruments

A. Unit Objectives

1. The student will perform on at least one instrument accurately and independently, alone or in small groups.

2. The student will perform instrumental literature with a level of difficulty of 2 on a scale of 6.

3. The student will perform music of diverse cultures. 4. The student will play by ear simple melodies and harmonies.

B. Subject Headings

1. Performing on an instrument, alone or in a small group

a. Perform with accuracy (1) Correct notes (2) Indicated rhythms (3) Appropriate dynamics and timbre

b. Perform independently c. Use good posture and playing position d. Use good breath, bow and stick control

2. Performing level 2 of difficulty

a. Perform with expression a level of 2, on a difficulty scale of 1 to 6, on a string, wind, percussion or classroom instrument (1) Follow musical dynamics and phrasing (2) Give interpretation

b. Perform with technical accuracy a level of 2 on a difficulty scale of 1 to 6, on a string, wind, percussion or classroom instrument (1) Correct notes (2) Accurate rhythms (3) Appropriate tempo

3. Performing diverse styles of music

a. Play a wide repertoire of music b. Use expression appropriate for the work

4. Playing by ear

a. Play simple melodies on a melodic instrument b. Play simple accompaniments on a harmonic instrument

III. Improvise Melodies, Provide Variations and Accompaniment

A. Unit Objectives

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1. The student will improvise short melodies, unaccompanied and over given

rhythmic accompaniments. 2. The student will improvise simple rhythmic and melodic variations. 3. The student will improvise accompaniments.

B. Subject Headings

1. Improvising short melodies

a. Use traditional and nontraditional classroom instruments b. Use consistent style c. Maintain meter d. Use same tonality

2. Improvise simple melodic and rhythmic variations

a. Create melodic embellishments b. Use rhythmic and melodic variations on pentatonic melodies c. Use rhythmic and melodic variations in major keys

3. Improvising accompaniments

a. Improvise simple rhythmic ostinato accompaniments b. Improvise simple melodic ostinato accompaniments c. Improvise simple harmonic accompaniments

IV. Composing and Arranging Music

A. Unit Objectives

1. The student will compose short pieces with specified guidelines. 2. The student will arrange simple pieces. 3. The student will use a variety of sound sources.

B. Subject Headings

1. Create music within specified guidelines a. Create and arrange music to accompany readings b. Create and arrange music to accompany dramatizations c. Demonstrate how elements of music are used to create affect

(1) Unity and variety (2) Tension and release (3) Balance

2. Arranging simple pieces of music, with specified guidelines

a. Arrange for voices b. Arrange for instruments

3. Using a variety of sound sources

a. Use traditional and nontraditional sounds b. Use electronic media

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V. Reading and Notating Music

A. Unit Objectives

1. The student will read music rhythmic note values, dotted notes, and rests in various time signatures.

2. The student will read melodic notes. 3. The student will identify and define standard notation symbols. 4. The student will develop sight-reading skills.

B. Subject Headings

1. Reading rhythmic and melodic note values

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

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

2. Sight read, simple melodies in treble and bass clef 3. Identify and define notation symbols for

a. Pitch b. Rhythm c. Dynamics d. Tempo e. Articulation f. Expression

4. Use notation to record their ideas

a. To record ideas of others b. To notate patterns presented by the teacher

5. Sight read, accurately and expressively, music with difficulty level of 2, on a

scale of 1 to 6 VI. Listening To, Analyzing, and Describing Music

A. Unit Objectives

1. The student will describe music events. 2. The student will analyze the use of elements in music. 3. The student will demonstrate knowledge of basic principles of music.

B. Subject Headings

1. Describe specific music events

a. In a given aural example b. Using appropriate terminology

2. Analyze the use of music elements in

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a. Aural examples b. Diverse genres and cultures

3. Demonstrate knowledge of music principles in

a. Meter b. Rhythm c. Tonality d. Intervals e. Chords f. Harmonic progressions

VII. Evaluating Music and Music Performance

A. Unit Objectives

1. The student will develop and apply criteria for music evaluation and performance.

2. The student will apply specific criteria and offer constructive criticism.

B. Subject Headings

1. Develop and apply criteria for evaluating music performance and composition a. Evaluate the quality b. Evaluate the effectiveness c. Apply to their personal listening d. Apply to their performing

2. Evaluate the quality of their own and others’ music

a. As in performances b. Compositions c. Arrangements d. Improvisations e. Offer constructive suggestions for improvement

VIII. Understanding Relationships Among Music, the Other Arts, and Disciplines Outside

the Arts

A. Unit Objectives

1. The student will compare how two art forms portray similar events in an art form.

2. The student will describe ways other school disciplines are interrelated to music.

B. Subject Headings

1. Compare characteristic materials of two or more art forms in similar situations found in art forms a. Sound in music b. Visual stimuli in visual arts c. Movement in dance

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d. Human interrelationships in theatre e. Similar events f. Scenes g. Emotions h. Ideas

2. Describing other disciplines as interrelated to music

a. Describe the principles of other disciplines b. Describe the subject matter of other disciplines

IX. Understanding Music in Relation to History and Culture

A. Unit Objectives

1. The student will describe a variety of cultures. 2. The student will classify and explain exemplary music works. 3. The student will compare the functions of music in world cultures.

B. Subject Headings

1. Describing various cultures by

a. Selecting distinguishing characteristics b. Using representative music genres and styles

2. Classify by genre and style and explain exemplary music works

a. Historical period b. Composer c. Title d. High Quality e. Characteristic

3. Comparing world functions of music

a. Use several cultures b. Relate the functions music serves c. Role of musicians d. Conditions under which music is typically performed

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GRADE 6

Student Evaluation Plan and Grading Plan

Guidelines A B C D F

Understands and applies

musical skills

Consistently understands and applies skills

Usually understands and applies skills

Frequently understands and applies skills

Occasionally understands and applies skills

Never understands and applies skills

Shows growth in music

appreciation

Consistently shows growth in music appreciation

Usually shows growth in music appreciation

Frequently shows growth in music appreciation

Occasionally shows growth in music appreciation

Never shows growth in music appreciation

Works cooperatively with others

Consistently cooperates with others

Usually cooperates with others

Frequently cooperates with others

Occasionally cooperates with others

Never cooperates with others

Effort

Consistently participates in classroom activities

Usually participates in classroom activities

Frequently participates in classroom activities

Occasionally participates in classroom activities

Never participates in classroom activities

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FOURTH GRADE ORCHESTRA

Course Objectives

1. The student will demonstrate proper care of the instrument. 2. The student will demonstrate correct bow posture, speed and technique for fine tone

quality. 3. The student will demonstrate correct instrument posture for left hand facility. 4. The student will demonstrate understanding of finger patterns and scales. 5. The student will demonstrate understanding of rhythm and bowing technique. 6. The student will demonstrate ear training skills. 7. The student will demonstrate understanding of music reading and vocabulary. 8. The student will demonstrate understanding of music theory and music history. 9. The student will demonstrate rehearsal skills.

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Course Outline

I. String Instruments

A. Unit Objectives

1. The student will demonstrate proper care of the instrument. 2. The student will demonstrate correct bow posture, speed and technique

for fine tone quality. 3. The student will demonstrate correct instrument posture for left hand

facility. 4. The student will demonstrate understanding of finger patterns and scales. 5. The student will demonstrate understanding of rhythm and bowing

technique. 6. The student will demonstrate ear training skills. 7. The student will demonstrate understanding of music reading and

vocabulary. 8. The student will demonstrate understanding of music theory and music

history. 9. The student will demonstrate appropriate rehearsal procedure.

B. Subject Headings 1. Care of the Instrument a. Cleaning

b. Bow adjustment c. Bow rosining

2. Tone Quality a. Demonstrates correct bow hold with bent thumb and curved fingers. b. Demonstrates ability to draw straight bow. c. Uses proper contact point between bridge and fingerboard. d. Varies bow speed. 3. Instrument and left hand postures

a. Violin and Viola – Instrument is supported by jaw and shoulder, left wrist is straight and relaxed, fingers are curved and approaching the fingerboard at an appropriate angle.

b. Cello – Instrument is supported by contact with chest and knees, left wrist is straight and relaxed, elbow is lower than wrist, fingers are curved and approaching the fingerboard at an appropriate angle.

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c. Bass – Instrument is supported on upper bout by contact with left hip bone, left wrist is straight and relaxed, elbow is lower than wrist, fingers are curved and approaching the fingerboard at an appropriate angle.

4. Rhythm and bowing a. Demonstrates:

Detache Staccato Two note slurs Hooked bows with even rhythms Bow lifts Right hand pizzicato Rhythms using eighth, quarter, half, dotted half and whole notes, and corresponding rests.

b. Imitates bowing exercises. 5. Finger Patterns and Scales a. Plays one octave scales: Violin – G, D, A Viola & Cello – C, G, D Bass – D, A b. Plays finger patterns: Violin & viola – 0 1 23 4 ; 0 12 3 4 Cello – 0 1 34 ; 0 12 4 Bass – 0 1 4; 0 12; third position on G string 6. Ear Training a. Imitates simple rhythmic patterns. b. Imitates simple melodic patterns. c. Learns several songs by rote. d. Sings intervals, melodies and scales. e. Matches pitches. 7. Music Reading and Vocabulary a. Names parts of the instrument and bow. b. Reads the notes of the D major scale. c. Reads rhythmic studies using eighth, quarter and half notes. d. Defines vocabulary in method book. 8. Music Theory and Music History a. Names note names of the D major scale. b. Demonstrates C natural, low A. c. Identifies note values of eighth, quarter, half whole notes. d. Uses a counting system for note values. e. Identifies composers of music being learned. 9. Rehearsal procedure

a. Shows attentiveness to the teacher. b. Demonstrates respect for and cooperation with fellow orchestra

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members.

c. Quickly assembles instrument and warms up

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Evaluation & Grading Guidelines

Guidelines O G S N U

Technique

Consistently accurate in

reading, playing, and fingerings

Usually accurate in

reading, playing and fingerings

Occasionally inaccurate in


Frequently inaccurate in


Consistently inaccurate in


Intonation Consistently

plays all notes in tune

Usually plays all notes in

tune

Occasionally plays notes out of tune

Frequently plays notes out of tune

Consistently plays notes out of tune

Tone Quality

Consistently plays with a full rich tone

Usually plays with a full rich

tone

Occasionally plays with a weak tone

Frequently plays with a weak tone

Consistently plays with a weak tone

Rhythm

Consistently plays

rhythms accurately

Usually plays rhythms

accurately

Occasionally plays wrong

rhythms

Frequently plays wrong

rhythms

Consistently plays wrong

rhythms

Bowing Consistently

accurate bowing

Usually accurate bowing

Occasionally inaccurate

bowing

Frequently inaccurate

bowing

Consistently inaccurate

bowing

Practice Consistently prepared for

lesson

Usually prepared for

lesson

Occasionally not prepared

for lesson

Frequently not prepared

for lesson

Consistently not prepared

for lesson

Music Reading

Consistently accurate reading

Usually accurate reading


reading


reading


reading

Posture Consistently

demonstrates good posture

Usually demonstrates good posture

Occasionally demonstrates poor posture

Frequently demonstrates poor posture

Consistently demonstrates poor posture

Attitude

Consistently demonstrates

positive attitude

Usually demonstrates

positive attitude

Occasionally demonstrates poor attitude

Frequently demonstrates poor attitude

Consistently demonstrates poor attitude

Equipment Care

Consistently demonstrates good care of music and equipment

Usually demonstrates good care of music and equipment

Occasionally demonstrates lack of care

for music and equipment

Frequently demonstrates lack of care


Consistently demonstrates lack of care


Attendance at lessons, orchestra rehearsals, and performances in which the fourth grade

orchestra performs is mandatory.

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FIFTH GRADE ORCHESTRA

Course Objectives



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Outline

I. String Instruments

A. Unit Objectives







B. Subject Headings 1. Care of the instrument

a. Cleaning b. Bow adjustment c. Bow rosining

2. Tone Quality a. Demonstrates correct bow hold with bent thumb and curved fingers. b. Demonstrates ability to draw straight bow. c. Uses proper contact point between bridge and fingerboard.

d. Varies bow speed. e. Plays forte and piano dynamic levels with good tone. f. Experiments with basic vibrato motion. g. Demonstrates proper tone production on all four strings.

3. Instrument and left hand postures a. Violin and viola – Instrument is supported by jaw and shoulder, left wrist is straight and relaxed, fingers are curved and approaching the fingerboard at an appropriate angle.


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Detache Staccato Two, three and four note slurs Hooked bows with even and uneven rhythms Bow lifts Right and left hand pizzicato Rhythms using sixteenth, eighth, quarter, dotted quarter, half, dotted half and whole notes, and corresponding rests Simple double stops with open strings and fingering both lower and higher string

b. Imitates bowing exercises. 5. Finger Patterns and Scales a. Plays two octave scales: Violin – G, D Viola & Cello – C, G Bass – G, D b. Plays finger patterns: Violin & viola – 0 1 23 4 ; 0 12 3 4 ; 0 1 2 34 ; 01 2 3 4 Cello – 0 1 34 ; 0 12 4 ; forward and backward extensions Bass – 0 1 4; 0 12; third position on G string; 1/2 position 6. Ear Training

a. Imitates more complex rhythmic patterns and bowing motions, including string crossings

b. Imitates and sings more complex melodic patterns. c. Learns several songs by rote. d. Sings intervals, melodies and scales.

e. Matches pitches. f. Tunes each string with fine tuners.

7. Music Reading and Vocabulary a. Names parts of the instrument and bow. b. Reads the notes on all four strings in keys of C, D and G. c. Reads rhythmic studies in 2/4, 3/4 & 4/4 time signatures. d. Defines vocabulary in method book. 8. Music Theory and Music History a. Names note names of notes on all four strings in keys of C, D, and G b. Recognizes key signatures of music being learned.

29

c. Identifies note values of eighth, quarter, half, whole notes and dotted quarter and half notes.

d. Uses a counting system for note values e. Identifies composers of music being learned 9. Rehearsal procedure

a. Shows attentiveness to the teacher. b. Demonstrates respect for and cooperation with fellow orchestra

members c. Quickly assembles instrument and warms up

30

FIFTH GRADE ORCHESTRA



Technique



Usually accurate in











tune




Tone Quality



tone




Rhythm

Consistently plays

rhythms accurately


accurately


rhythms


rhythms


rhythms

Bowing Consistently

accurate bowing



bowing


bowing


bowing


lesson


lesson


for lesson


for lesson


for lesson

Music Reading




reading


reading


reading







Attitude


positive attitude


positive attitude




Equipment Care









Attendance at lessons, orchestra rehearsals, and performances in which the fifth grade


31

SIXTH GRADE ORCHESTRA

Course Objectives



32


Course Outline I. String Instruments

A. Unit Objectives







B. Subject Headings 1. Care of the instrument

a. Cleaning b. Bow adjustment c. Bow rosining

2. Tone Quality a. Demonstrates correct bow hold with bent thumb and curved fingers. b. Demonstrates ability to draw straight bow c. Uses proper contact point between bridge and fingerboard.

d. Varies bow speed e. Demonstrates proper tone production on all four strings. f. Demonstrates basic vibrato motion. g. Performs crescendo, diminuendo and other dynamic markings with good

tone. h. Broadens dynamic range to include fortissimo and pianissimo with good

tone.

3. Instrument and left hand postures a. Violin and viola – Instrument is supported by jaw and shoulder, left wrist is straight and relaxed, fingers are curved and approaching the fingerboard at an appropriate angle.

33




Detache Staccato Spiccato Accent, martele Two, three and four note slurs Hooked bows with even and uneven rhythms Bow lifts Right and left hand pizzicato Rhythms using sixteenth, eighth, quarter, dotted quarter, half, dotted half and whole notes, and corresponding rests. Rhythms using 6/8 time signature Simple double stops with open strings and fingering either lower or higher string

b. Imitates bowing exercises. 5. Finger Patterns and Scales a. Plays two octave scales Violin – C, G, D Viola & Cello – C, G, D Bass – C, G, D b. Plays finger patterns Violin & viola – 0 1 23 4 ; 0 12 3 4 ; 0 1 2 34 ; 01 2 3 4 Cello – 0 1 34 ; 0 12 4 ; forward and backward extensions Bass – 0 1 4; 0 12; third position on G string; 1/2 position c. Plays familiar melodies in higher positions. 6. Ear Training

a. Imitates more complex rhythmic patterns and bowing motions, including string crossings.

b. Imitates and sings more complex melodic patterns. c. Learns several songs by rote. d. Sings intervals, melodies and scales.

e. Matches pitches. f. Tunes each string with fine tuners. g. Distinguishes major and minor intervals aurally.

7. Music Reading and Vocabulary a. Names parts of the instrument and bow. b. Reads the notes on all four strings in keys of C, D and G. c. Reads rhythmic studies in 2/4, 3/4, 4/4 and 6/8 time signatures.

34

d. Defines vocabulary in music being learned. 8. Music Theory and Music History a. Names note names of notes on all four strings in keys of C, D, and G. b. Recognizes key signatures of music being learned.

c. Identifies note values of eighth, quarter, half, whole notes and dotted quarter and half notes.

d. Uses a counting system for note values. e. Identifies composers of music being learned. f. Identifies composers Bach, Beethoven, Mozart. g. Identifies simple musical forms. h. Creates simple arrangements of familiar songs.

9. Rehearsal procedure a. Shows attentiveness to the teacher.

b. Demonstrates respect for and cooperation with fellow orchestra members

c. Quickly assembles instrument and warms up

35




Technique



Usually accurate in











tune




Tone Quality



tone




Rhythm

Consistently plays

rhythms accurately


accurately


rhythms


rhythms


rhythms

Bowing Consistently

accurate bowing



bowing


bowing


bowing


lesson


lesson


for lesson


for lesson


for lesson

Music Reading




reading


reading


reading







Attitude


positive attitude


positive attitude




Equipment Care









Attendance at lessons, orchestra rehearsals, and performances in which the sixth grade


36

FIFTH GRADE BAND

Course Objectives

1. The student will demonstrate basic performance skills. 2. The student will demonstrate basic ensemble skills. 3. The student will demonstrate basic knowledge of music terms and music styles. 4. The student will demonstrate basic proper care of their instrument.

FIFTH GRADE BAND

Course Outline

I. WIND INSTRUMENTS A. Unit Objective

1. The student will demonstrate good practice habits. 2. The student will demonstrate good tone quality. 3. The student will demonstrate basic knowledge of fingering. 4. The student will demonstrate basic articulation skills. 5. The student will demonstrate basic scale skills. 6. The student will demonstrate basic music reading skills. 7. The student will demonstrate basic tuning procedures skills. 8. The student will demonstrate basic knowledge of musical styles. 9. The student will demonstrate basic ensemble performance skills.

10. The student will demonstrate basic knowledge of musical terms. 11. The student will demonstrate proper care of their instrument. 12. The student will demonstrate responsibility to the ensemble.

B. Subject Headings

1. Practice habits a. Consistent daily practice b. Warm-up c. Tone development d. Technique development e. Music reading development f. Expressive elements

2. The student will demonstrate good tone quality

a. Tone concept b. Embouchure c. Reeds, effects of

37

d. Body posture e. Instrument posture f. Breath support g. Breath control h. Control of tone at various dynamic levels

3. Fingerings and slide positions

a. Regular b. Alternate c. Chromatic d. Hand and finger positions

4. Articulation skills

a. Legato b. Staccato c. Detached d. Slur e. Accent f. Marcato

5. Scale skills

a. Major b. Minor c. Chromatic

6. Music reading skills

a. Time signatures b. Key signatures c. Note names d. Note values e. Rest names f. Rest values g. Clef signs h. Rhythmic patterns I. Intervals j. Dynamics k. Phrasing

7. Tuning procedures

a. Sensitivity of pitch b. Electronic tuners c. Beats d. Unison

8. Musical styles a. Classical b. March c. Rock

9. Ensemble performance skills

a. Blend

38

b. Balance c. Attacks d. Releases e. Intonation

10. Musical Terms a. Terms in performance music b. Terms in method book

11. Care of Instruments

a. Cleaning b. Polishing c. Mouthpiece brush d. Swab-woodwinds e. Cork grease-woodwinds f. Valve oil-brass g. Slide oil and cleaner-brass

12. Responsibility to ensemble

a. Promptness b. Attendance c. Attitude d. Conduct e. Respect of equipment f. Preparation of music g. Respect for members

II. PERCUSSION INSTRUMENTS

A. Unit Objectives

1. The student will demonstrate characteristic tone quality. 2. The student will demonstrate basic knowledge of stick and mallet grips. 3. The student will demonstrate basic performance skill of rudiments. 4. The student will demonstrate basic performance skill on the bass drum. 5. The student will demonstrate basic performance skill on accessory instruments. 6. Percussion instrument unit objectives also include wind instrument unit

objectives 1, 6, 7, 8, 9, 10, 11, and 12 as previously listed.

B. Subject Headings

1. Tone quality a. Snare head tension b. Batter head tension c. Snare tension d. Stick and mallet technique e. Tone concept f. Control at various dynamic levels g. Mallets and sticks

39

2. Stick and mallet grips a. Traditional b. Matched

3. Rudimental skills

a. Steady Beat b. Open to closed to open

4. Bass Drum

a. Playing area b. Style c. Rolls

5. Accessory instruments

a. As needed in performance music b. Maracas c. Cymbals d. Triangles e. Claves f. Cowbells g. Suspended cymbals h. Wood block

40

FIFTH GRADE BAND


Item/Rating Guidelines

Outstanding O

Good G

Improving S

Needs Improvement

N

UnsatisfactoryU

Technique



Usually accurate in











tune



Consistently plays notes out

of tune

Tone Quality



tone




Rhythm

Consistently plays

rhythms accurately


accurately


rhythms


rhythms


rhythms

Articulation Consistently

accurate articulation

Usually accurate

articulation

Occasionally inaccurate articulation

Frequently inaccurate articulation

Consistently inaccurate articulation


lesson


lesson


for lesson


for lesson


for lesson

Music Reading




reading


reading


reading







Attitude


positive attitude


positive attitude




Equipment Care







Consistently demonstrates lack of care for

music and equipment

Attendance at lessons, band rehearsals, and concerts in which the fifth grade band performs is mandatory.

41

SIXTH GRADE BAND

Course Objectives

1. The student will demonstrate increased performance skills.

2. The student will demonstrate increased ensemble skills.

3. The student will demonstrate increased knowledge of music terms and music styles.

4. The student will demonstrate proper care of their instrument.

5. The student will demonstrate marching band fundamentals.

42

SIXTH GRADE BAND

COURSE OUTLINE I. WIND INSTRUMENTS

A. Unit Objectives

1. The student will demonstrate good practice habits. 2. The student will demonstrate good tone quality. 3. The student will demonstrate increased knowledge of fingering and slide

positions. 4. The student will demonstrate increased articulation skills. 5. The student will demonstrate increased scale skills. 6. The student will demonstrate increased music reading skills. 7. The student will demonstrate increased tuning procedures skills. 8. The student will demonstrate increased knowledge of musical styles. 9. The student will demonstrate increased ensemble performance skills.

10. The student will demonstrate increased knowledge of musical terms. 11. The student will demonstrate proper care of their instrument. 12. The student will demonstrate responsibility to the ensemble. 13. The student will demonstrate marching band fundamentals.

B. Subject Headings

1. Practice habits

a. Consistent daily practice b. Warm-up c. Tone development d. Technique development e. Music reading development f. Expressive elements


a. Tone concept b. Embouchure c. Reeds, effect of d. Body posture

e. Instrument posture f. Breath support g. Breath control h. Control of tone at various dynamic levels

3. Fingerings and slide positions

a. Regular b. Alternate

c. Chromatic d. Hand and finger positions

43

4. Articulation skills a. Legato b. Staccato c. Detached d. Slur e. Accent f. Maracot

5. Scale Skills a. Major b. Minor c. Chromatic

6. Music reading skills a. Time signatures b. Key signatures c. Note names d. Note values e. Rest names f. Rest values g. Clef signs h. Rhythmic patterns i. Intervals j. Dynamics k. Phrasing

7. Tuning procedures a. Sensitivity of pitch b. Electronic tuners c. Beats d. Unison

8. Musical Styles

a. Contemporary b. March c. Rock d. Swing e. Classical


a. Blend b. Balance c. Attacks d. Releases e. Intonation f. Expressive elements

44

10. Musical Terms a. Terms in performance music b. Terms in method book


a. Cleaning b. Polishing c. Mouthpiece brush d. Swab-woodwinds e. Bore oil-woodwinds f. Key oil-woodwinds g. Cork grease-woodwinds h. Valve oil-brass I. Slide oil and cleaner-brass



13. Marching band fundamentals

a. Fall in b. Attention c. At ease d. Parade rest e. About face f. Right face g. Left face h. Forward March I. In Step J. Halt k. Turns I. Counter march m. Guide right n. File position and guide o. Left & right column turns

45

II. PERCUSSION INSTRUMENTS

A. Unit Objectives

1. The student will demonstrate characteristic tone quality. 2. The student will demonstrate increased knowledge of stick and mallet grips. 3. The student will demonstrate increased performance skill of rudiments. 4. The student will demonstrate increased performance skill on the bass drum. 5. The student will demonstrate increased performance skill on accessory

instruments. 6. Percussion instrument unit objectives also include wind instrument unit

objectives 1,6, 7, 8, 9, 10, 11, 12, and 13 as previously listed.

B. Subject Headings

1. Tone quality a. Snare head tension b. Batter head tension c. Snare tension d. Stick and mallet technique e. Tone concept f. Control at various dynamic levels g. Mallets and sticks

2. Stick and mallet grips

a. Traditional b. Modern match snare


a. Open to closed to open b. Fast

4. Bass Drum

a. Playing area b. Style c. Rolls


a. Castanets b. Maracas c. Cymbals d. Triangles e. Claves f. Guiro g. Cowbells h. Suspended cymbals i. Vibra slap j. Slap stick k. Tempo blocks I. Wood block

46

SIXTH GRADE BAND


Item/Rating Guidelines

Outstanding A

Good B

Improving C

Needs Improvement

D

UnsatisfactoryF

Technique



Usually accurate in











tune




of tune

Tone Quality



tone




Rhythm

Consistently plays

rhythms accurately


accurately


rhythms


rhythms


rhythms



Usually accurate

articulation





lesson


lesson


for lesson


for lesson


for lesson

Music Reading




reading


reading


reading







Attitude


positive attitude


positive attitude




Equipment Care








music and equipment

Attendance at lessons, band rehearsals, and concerts in which the sixth grade band performs is mandatory.

47

MIDDLE SCHOOL ORCHESTRA

Course Objectives

1. The student will demonstrate proper care of the instrument.

2. The student will demonstrate correct bowing, fine tone quality, and technique.

3. The student will demonstrate understanding of musical notation and scales.

4. The student will demonstrate understanding of musical terms, theory, and style.

5. The student will demonstrate ensemble performance skills and respect for fellow

orchestra students.

48


Course Outline

String Instruments

A. Unit Objectives

1. The student will demonstrate proper care of the instrument. 2. The student will demonstrate good practice habits. 3. The student will demonstrate good tone quality. 4. The student will demonstrate knowledge of finger positions. 5. The student will demonstrate bowing skills. 6. The student will demonstrate scale skills. 7. The student will demonstrate music reading skills. 8. The student will demonstrate tuning procedures. 9. The student will demonstrate knowledge of musical terms.

10. The student will demonstrate knowledge of musical styles. 11. The student will demonstrate ensemble performance skills. 12. The student will demonstrate responsibility to the ensemble.

B. Subject Headings

1. Care of instrument

a. Cleaning b. Bow adjustment c. String adjustment d. String replacement

2. Practice habits

a. Consistent daily practice b. Warm-up c. Tone development d. Technique development e. Expressive elements

3. Tone quality a. Bow speed b. Bow position c. Body posture d. Instrument position e. Tone control f. Vibrato

4. Finger and hand positions

a. Whole and half steps b. Third position

49

5. Bowing skills

a. Detached b. Staccato - on string c. Hooked d. Spiccato

6. Scale skills


7. Music reading skills

a. Time signatures b. Key signatures c. Note names d. Note values e. Rest names f. Rest values g. Nuances h. Rhythmic patterns i. Intervals j. Dynamics k. Ornaments I. Phrasing

8. Tuning procedures

a. Sensitivity to pitch b. Strobe c. Beats d. Unison e. Octave f. Interval g. Tuning mechanics

9. Musical terms

a. All-State Orchestra terms list b. Terms in performance music

10. Musical Styles

a. Baroque b. Renaissance c. Classical d. Romantic e. Contemporary


a. Attacks b. Releases c. Blend d. Balance e. Intonation

50

f. Expressive elements 12. Responsibility to ensemble

a. Promptness b. Attendance c. Attitude d. Conduct e. Respect for equipment f. Preparation of music g. Respect for ensemble members

51



Guidelines A B C D F

Technique



Usually accurate in










Usually plays all notes in tune

Occasionally plays notes out

of tune

Frequently plays notes out

of tune


of tune

Tone Quality

Consistently plays with a full

rich tone


tone




Rhythm Consistently

plays rhythms accurately


accurately


rhythms


rhythms


rhythms

Bowing Consistently

accurate bowing



bowing


bowing


bowing


lesson


lesson

Occasionally not prepared for

lesson

Frequently not prepared for

lesson

Consistently not prepared for

lesson

Music Reading




reading


reading


reading







Attitude Consistently

demonstrates positive attitude


positive attitude




Equipment Care



Occasionally demonstrates lack of care for

music and equipment

Frequently demonstrates lack of care for

music and equipment


music and equipment

I. Semester Grade a. First Nine Weeks 50% b. Second Nine Weeks 50% II. Nine Weeks Grade

a. 10% on each of the above grading guidelines

Attendance at lessons, orchestra rehearsals, and performances in which the middle school orchestra performs is mandatory.

52

MIDDLE SCHOOL BAND

Course Objectives 1. The student will demonstrate increased performance skills. 2. The student will demonstrate increased ensemble skills. 3. The student will demonstrate increased knowledge of music styles, of music terms,

and of their instrument. 4. The student will demonstrate proper care of their instrument. 5. The student will demonstrate marching band fundamentals. 6. The jazz band student will demonstrate jazz band fundamentals.

53

MIDDLE SCHOOL BAND

Course Outline I. Wind Instruments

A. Unit Objectives

1. The student will demonstrate good practice habits. 2. The student will demonstrate good tone quality. 3. The student will demonstrate increased knowledge of fingering and slide

positions. 4. The student will demonstrate increased articulation skills. 5. The student will demonstrate increased scale skills. 6. The student will demonstrate increased music reading skills. 7. The student will demonstrate increased tuning procedures skills. 8. The student will demonstrate increased knowledge of musical styles. 9. The student will demonstrate increased ensemble performance skills.

10. The student will demonstrate increased knowledge of musical terms. 11. The student will demonstrate proper care of their instrument. 12. The student will demonstrate responsibility to the ensemble. 13. The student will demonstrate marching band fundamentals.

B. Subject Headings

1. Practice habits

a. Consistent daily practice b. Warm-up c. Tone development d. Technique development e. Music reading development f. Expressive elements


a. Tone concept b. Embouchure c. Reeds, effect of d. Body posture e. Instrument posture f. Breath support g. Breath control h. Control of tone at various dynamic levels i. Vibrato

54

3. Fingerings and slide positions a. Regular b. Alternate c. Chromatic d. Trill e. Hand and finger positions

4. Articulation skills

a. Legato b. Staccato c. Detached d. Slur e. Accent f. Marcato

5. Scale skills


d. Modal

6. Music reading skills a. Time signatures b. Key signatures c. Note names d. Note values e. Rest names f. Rest values g. Clef signs h. Rhythmic patterns i. Intervals j. Dynamics k. Ornaments I. Phrasing

m. Nuances

7. Tuning procedures a. Sensitivity of pitch b. Electronic tuners c. Beats d. Unison

e. Octave f. Interval

8. Musical styles

a. Baroque b. Renaissance c. Classical

55

d. Romantic e. Contemporary f. Jazz g. Rock


a. Blend b. Balance c. Attacks d. Releases e. Intonation f. Expressive elements

10. Musical Terms

a. All-State band terms list b. Terms in performance music


a. Cleaning b. Polishing c. Mouthpiece brush d. Swab-woodwinds e. Bore oil-woodwinds f. Key oil-woodwinds g. Cork grease-woodwinds h. Valve oil-brass i. Slide oil and cleaner-brass



13. Marching band fundamentals

a. Fall in b. Attention c. At ease d. Parade rest e. About face f. Right face g. Left face h. Forward March i. In Step j. Halt k. Counter march I. Guide right

56

m. File position and guide n. Left & right column turns o. Diagonals

II. Percussion Instruments

A. Unit Objectives

1. The student will demonstrate characteristic tone quality. 2. The student will demonstrate increased knowledge of stick and mallet grips. 3. The student will demonstrate increased performance skill of rudiments. 4. The student will demonstrate increased performance technique on the tympani. 5. The student will demonstrate increased performance skill on mallet

instruments. 6. The student will demonstrate increased performance skill on the bass drum. 7. The student will demonstrate increased performance skill on accessory

instruments. 8. Percussion instrument unit objectives also include wind instrument unit

objectives 1,6, 7, 8, 9, 10, 11, 1 2, and 1 3 as previously listed.

B. Subject Headings 1. Tone quality

a. Snare head tension b. Batter head tension c. Snare tension d. Stick and mallet technique e. Tone concept f. Control at various dynamic levels g. Mallets and sticks

2. Stick and mallet grips

a. Traditional b. Modern match snare


a. Open to closed to open b. Fast

4. Tympani

a. Tune by pitch pipe b. Tune by interval c. Roll-single stroke d. Playing area e. Accent technique

5. Mallet Instruments

a. Major scales b. Chromatic Scales c. Roll

57

6. Bass Drum a. Playing area b. Style c. Rolls


a. Castanets b. Maracas c. Cymbals d. Finger Cymbals e. Bongos f. Triangles g. Claves h. Guiro I. Cowbells j. Syspended cymbals k. Vibra slap I. Cabasa

m. Slap stick n. Gong o. Tempo blocks p. Wood block

Ill. JAZZ BAND A. Unit Objectives

1. The jazz band student will demonstrate jazz band styles 2. The jazz band student will demonstrate jazz band articulations

B. Subject Headings 1. Jazz band styles

a. Swing b. Rock c. Latin d. Ballad e. Jazz waltz

2. Jazz band articulations

a. Slur b. Heavy accent - less than full value c. Heavy accent - full value d. Heavy accent - short as possible e. Staccato f. Legato g. Short gliss up h. Short gliss down I. Long gliss up j. Long gliss down

58

MIDDLE SCHOOL BAND


Guidelines Outstanding

A Satisfactory

B Improving

C

Needs Improvement

D

UnsatisfactoryF

Technique



Usually accurate in











tune


Frequently plays notes out

of tune


of tune

Tone Quality



tone




Rhythm Consistently

plays rhythms accurately


accurately


rhythms


rhythms


rhythms



Usually accurate

articulation





lesson


lesson


for lesson

Frequently not prepared for

lesson

Consistently not prepared for

lesson

Music Reading




reading


reading


reading







Attitude


positive attitude


positive attitude




Equipment Care





Frequently demonstrates lack of care for

music and equipment


music and equipment

I. Semester Grade A. First Nine Weeks 50% B. Second Nine Weeks 50%

II. Nine Weeks Grade 10% on each of the above grading guidelines

Attendance at lessons, band rehearsals, and performances in which the middle school band performs is mandatory.

59

MIDDLE SCHOOL CHOIR

Course Objectives

1. The student will perform a diverse range of quality choral repertoire appropriate in range and tessitura to the-adolescent voice.

2. The student will demonstrate musical literacy via sight-singing, improvising,

composing, notating, listening to, analyzing, evaluating, and describing music.

3. The student will demonstrate an understanding of the relationship of choral music to the other arts and disciplines outside the arts.

4. The student will demonstrate an understanding of choral music in relation to history

and culture, including multi-cultural understanding.

5. The student will demonstrate an increased aesthetic sensitivity to the musical phrase via the use of dynamics and other forms of musical expression.

6. The student will demonstrate age-appropriate vocal tone quality/focus, articulation,

and diction.

7. The student will demonstrate the ability to tune the voice with increasing sensitivity to pitch.

8. The student will demonstrate the behaviors necessary to successfully create a

musical product with a group of his/her peers.

60

MIDDLE SCHOOL CHOIR

Course Outline

I. Sixth Grade Choir

A. Unit Objectives

1. The student will sing alone and with others, a varied repertoire of music. 2. The student will improvise melodies, variations, and accompaniments. 3. The student will compose and arrange music within specified guidelines. 4. The student will read and notate music. 5. The student will listen to, analyze and describe music. 6. The student will evaluate music and music performances. 7. The student will understand the relationships between music, the other arts

and disciplines outside the arts. 8. The student will understand music in relation to history and culture. 9. The student will demonstrate elements of good tone quality.

10. The student will demonstrate acceptable and appropriate articulation and diction skills.

11. The student will demonstrate accurate intonation. 12. The student will demonstrate increasingly sensitive ensemble performance

skills. 13. The student will demonstrate responsibility, care and concern for the

ensemble.

B. Subject Headings

1. Singing alone and with others, a varied repertoire of music a. Sing accurately and with good breath control throughout their singing

ranges, alone and in small and large ensembles b. Sing with expression and technical accuracy a repertoire of vocal

literature with a level of difficulty of 1 on a scale of 1 to 6, including some songs performed from memory

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

d. Sing music written in two and three parts e. As an ensemble, sing with expression and technical accuracy a varied

repertoire of vocal literature with a level of difficulty of 1, on a scale of 1 to 6, including some songs performed from memory

2. Improvising melodies, variations and accompaniments

a. Student will improvise simple harmonic accompaniments. b. Student will improvise melodic embellishments and simple rhythmic and

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

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

61

3. Composing and arranging music within specified guidelines a. Students will compose short pieces within specified guidelines,

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

b. Students will arrange simple pieces for voices other than those for which the pieces were written.

4. Reading and notating music

a. Students will read whole, half, quarter, eighth, sixteenth, dotted notes and rests in 2/4, 3/4, 4/4, 6/8 3/8, and alla breve meter signatures.

b. Students will read at sight simple melodies in both the treble and bass clefs.

c. Students will identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

d. Students will use standard notation to record their musical ideas and the musical ideas of others.

e. Students within the choral ensemble as a whole will sight-read, accurately and expressively, music with a level of difficulty of 1, on a scale of 1 to 6.

5. Listening to, analyzing, and describing music

a. Students will describe specific music events in a given aural example, using appropriate terminology.

b. Student will analyze the uses of elements of music in aural examples representing diverse genres and cultures.

c. Students will demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

6. Evaluating music and music performances

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

b. Students will evaluate the quality and effectiveness of their own and others’ performances compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

7. Understanding relationships between music, the other arts, and disciplines

outside the arts a. Students will compare in two or more arts how the characteristic

materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human inter-relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.

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

62

8. Understanding music in relation to history and culture

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

b. Students will classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary c. Students will compare, in several cultures of the world, functions music

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

9. Elements of good tone quality

a. Proper posture b. Appropriate breath support c. Appropriate breath control d. Freedom from vocal tension and appropriate focus within the facial mask e. Control of tone at various dynamic levels

10. Musicianship/literacy/sight-singing skills

a. Legato b. Staccato c. Slurs d. Accents e. Final consonants f. Uniform vowels g. Rule of “R”

11. Accurate intonation

a. Sensitivity to pitch b. Ability to sing in unison c. Ability to sing in harmony, independently and with the ensemble d. Uniform vowel sounds

12. Ensemble performance skills a. Perform attacks together b. Perform releases together c. Watch director at all times d. Demonstrate appropriate musical and mental focus e. Blend f. Balance g. Dynamics h. Intonation

13. Responsibility to the ensemble a. Promptness at rehearsal classes and performances b. Attendance at rehearsal classes and performances c. Appropriate attitude/respect toward director, ensemble and accompanist willingness to accept direction and willingness to work d. Conduct/appropriate behavior

63

e. Preparation of assigned repertoire f. Respect for equipment

64

MIDDLE SCHOOL CHOIR

Course Outline II. Seventh and Eighth Grade Choir

A. Unit Objectives

1. The student will sing alone and with others, a varied repertoire of music. 2. The student will improvise melodies, variations and accompaniments. 3. The student will compose and arrange music within specified guidelines. 4. The student will read and notate music. 5. The student will listen to, analyze and describe music. 6. The student will evaluate music and music performances. 7. The student will understand the relationships between music, the other arts and

disciplines outside the arts. 8. The student will understand music in relation to history and culture. 9. The student will demonstrate elements of good tone quality.

10. The student will demonstrate acceptable and appropriate articulation and diction skills.

11. The student will demonstrate accurate intonation. 12. The student will demonstrate increasingly sensitive ensemble performance

skills. 13. The student will demonstrate responsibility, care and concern for the ensemble.

B. Subject Headings

1. Singing alone and with other, a varied repertoire of music

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

b. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6 for seventh graders, and a difficulty level of 3 on a scale of 1 to 6 for eighth graders including some songs performed from memory.

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

d. Sing music written in two and three parts e. As an ensemble, sing with expression and technical accuracy a varied

repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6 for seventh graders, and a difficulty level of 3 on a scale of 1 to 6 for eighth graders including some songs performed from memory including some songs performed from memory

2. Improvising melodies, variations and accompaniments

a. Students will improvise simple harmonic accompaniments. b. Students will improvise melodic embellishments and simple rhythmic and

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

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

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3. Composing and arranging music within specified guidelines a. Students will compose short pieces within specified guidelines,

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

b. Students will arrange simple pieces for voices other than those for which the pieces were written.

4. Reading and notating music

a. Students will read whole, half, quarter, eighth, sixteenth, dotted notes and rests in 2/4, 3/4, 4/4, 6/8 3/8, and alla breve meter signatures.

b. Students will read at sight simple melodies in both the treble and bass clefs. c. Students will identify and define standard notation symbols for pitch, rhythm,

dynamics, tempo, articulation, and expression. d. Students will use standard notation to record their musical ideas and the

musical ideas of others. e. Students within the choral ensemble as a whole will sight-read, accurately

and expressively, music with a level of difficulty of 2, on a scale of 1 to 6 for seventh graders, and a difficulty level of 3 on a scale of 1 to 6 for eighth graders.

5. Listening to, analyzing, and describing music

a. Students will describe specific music events in a given aural example, using appropriate terminology.

b. Student will analyze the uses of elements of music in aural examples representing diverse genres and cultures.

c. Students will demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

6. Evaluating music and music performances

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

b. Students will evaluate the quality and effectiveness of their own and others’ performances compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

7. Understanding relationships between music, the other arts, and disciplines

outside the arts a. Students will compare in two or more arts how the characteristic materials

of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human inter-relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.

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

8. Understanding music in relation to history and culture

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

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b. Students will classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary.

c. Students will compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

9. Elements of good tone quality

a. Proper posture b. Appropriate breath support c. Appropriate breath control d. Freedom from vocal tension and appropriate focus within the facial mask e. Control of tone at various dynamic levels

10. Musicianship/literacy/sight-singing skills

a. Legato b. Staccato c. Slurs d. Accents e. Final consonants f. Uniform vowels g. Rule of “R”

11. Accurate intonation

a. Sensitivity to pitch b. Ability to sing in unison c. Ability to sing in harmony, independently and with the ensemble d. Uniform vowel sounds


a. Perform attacks together b. Perform releases together c. Watch director at all times d. Demonstrate appropriate musical and mental focus e. Blend f. Balance g. Dynamics h. Intonation

13. Responsibility to the ensemble

a. Promptness at rehearsal classes and performances b. Attendance at rehearsal classes and performances c. Appropriate attitude/respect toward director, ensemble and accompanist;

willingness to accept direction and willingness to work d. Conduct/appropriate behavior e. Preparation of assigned repertoire f. Respect for equipment

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MIDDLE SCHOOL CHOIR


Guidelines Outstanding

A Satisfactory

B Improving

C

Needs Improvement

D

UnsatisfactoryF

Technique

Consistently accurate in reading and singing

Usually accurate in reading and singing

Occasionally inaccurate in reading and singing

Frequently inaccurate in reading and singing

Consistently inaccurate in reading and singing

Intonation

Consistently sings all pitches in tune

Usually sings all pitches in tune

Occasionally sings all pitches out of tune

Frequently sings all pitches out of tune

Consistently sings all pitches out of tune

Tone Quality Consistently sings with a full rich tone

Usually sings with a full rich tone

Occasionally sings with a weak/airy tone

Frequently sings with a weak/airy tone

Consistently sings with a weak/airy tone

Rhythm

Consistently sings rhythms accurately

Usually sings rhythms accurately

Occasionally sings rhythms inaccurately

Frequently sings rhythms inaccurately

Consistently sings rhythms inaccurately

Articulation Consistently sings text clearly

Usually sings text clearly

Occasionally sings text without clarity

Frequently sings text without clarity

Consistently sings text without clarity

Music Reading/Sight-

Singing



Occasionally inaccurate reading

Frequently inaccurate reading

Consistently inaccurate reading

Posture Consistently demonstrates good posture





Attitude

Positive benefit to choir and choir director

Proper and beneficial to the choir and director

Generally neutral, but not objectionable

Not helpful to the director or choir

Negative attitude to the director and choir

Equipment Care



Occasionally demonstrates lack of care for music and equipment

Frequently demonstrates lack of care for music and equipment

Consistently demonstrates lack of care fro music and equipment

I. Semester Grade A. First Nine Weeks 50% B. Second Nine Weeks 50% II. Nine Weeks Grade

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CONCERT ATTENDANCE EXPECTATIONS: The student will attend all scheduled concerts (one per semester) performance based evaluation. The concerts are a culminating outcome of each semester’s work and are therefore considered semester tests. Acceptable reasons for a student’s absence include illness or family emergency. The Choir Director must be notified in advance of a student’s absence. A make-up project can be assigned for concert absences. If a student is ill the day of a concert, the student will not be expected to perform on that concert in accordance with the Middle School Handbook. DROPPING/ADDING CHOIR: Middle School Choir is a graded class, therefore students desiring to drop choir may do so only after completing the first semester, according to the Yankton Middle School student handbook policy. Students moving into the district are welcome to join choir at anytime with allowances to be made at the Choir Director’s discretion in the event of an imminent concert. Students already enrolled at Middle School who desire to join the Choir at a later point in the school year may do so at the beginning of any marking period, and must first discuss this with the Choir Director. Students who demonstrate a severely negative impact on the Choir, who consistently behave inappropriately, and who pose a threat to the safety of other students, will be discussed with the Middle School Principal for possible re-scheduling.

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GOALS, RATIONALES, AND INDICATORS OF HIGH SCHOOL MUSIC The following goals and rationales reflect the music standards defined in the South Dakota Fine Arts Content Standards document. Goal #1: Students will understand and use music as a means for creative self-expression and interpersonal communication. Rationale: Music provides an outlet for creativity and self-expression. Musical performance, composition, and improvisation allow students to explore thoughts, ideas, and feelings. Through performance students develop skills in interpretation and self-expression. Integration of music with other disciplines helps students see relevance and connections among all curricular areas, strengthens their knowledge base, and increases their understanding of self and others. Indicators:

1. Students will analyze how music expresses concepts, tells stories, evokes moods or emotions, or symbolizes ideas.

2. Students will communicate personal ideas, feelings, or emotions through improvisation, composition, or performance.

3. Students will use music to communicate an understanding of themes and concepts from other disciplines.

Goal #2: Students will understand the elements and styles used in musical composition and performance. Rationale: Understanding the form and structure of music is essential to musical competence as a creator, a performer, or a listener. As students experiment with various elements and styles of music, they build a foundation for lifelong participation in music. Indicators:

1. Students will select and use appropriate vocabulary, terms, and symbols to analyze, compose, or perform music.

2. Students will analyze the elements and characteristics of music as they are used in a variety of genres and styles.

3. Students will analyze rhythm patterns, melodic phrases, and formal structures used in a variety of styles.

Goal #3: Students will understand the relationship between music and history, culture, and society. Rationale: When students are given the opportunity to study and experience music that represents other cultures and time periods, they gain a deeper understanding of their own culture and that of other peoples. Understanding the meaning of message a culture places on a particular musical form or genre provides a connection to that culture. Knowledge of the interrelationships between a people and their forms of music depends and enriches student understanding of that culture. Music provides a common language to bridge communication throughout the world.

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Indicators:

1. Students will analyze the correlation between historical events and eras and the development of various styles and forms of music.

2. Students will analyze the role of music in reflecting and influencing various aspects of society/culture.

3. Students will analyze the influence of various composers and performers on the evolution of various styles of music.

Goal #4: Students will demonstrate a capacity for critical and sensitive response to various music experiences. Rationale: By describing, analyzing, and evaluating music, students develop the ability to interpret and respond to music in technical and aesthetic terms. Students can further their understanding and appreciation of various compositions and performances when they actively engage in music and establish criteria to evaluate their own performance. Evaluation of music requires critical and sensitive response to performance. Indicators:

1. Students will evaluate the quality and effectiveness of performances and compositions using criteria appropriate for the style.

2. Students will justify musical preferences using personal aesthetic criteria. 3. Students will evaluate the technical skill and musicality of personal

performances or compositions using specific criteria.

SEQUENCE OF STANDARDS

The Yankton High School music program has defined four levels of coursework for each year of participation in orchestra, choral music, and instrumental music. Goal #1: Students will understand and use music as a means for creative self-expression and interpersonal communication.

LEVEL ONE STANDARDS: The student will: Choral/Orchestra/Band:

a. Demonstrate enjoyment in both the daily rehearsals and in the performances. b. Develop commitment to singing and/or playing well by working on

vocal/instrumental techniques during rehearsals and performances. c. Demonstrate respect for quality music by giving appropriate attention to all music

taught and discussed. d. Demonstrate respect for the skilled performance of music by listening attentively

and with increasing understanding to choral/instrumental performances. e. Demonstrate personal aesthetic response to the music performed and heard by

responding to the moods and feelings created by musical performances. f. Demonstrate commitment to his/her ensemble by alert participation in rehearsals

and performances and by showing respect to the director and fellow ensemble members.

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g. Perform accurately, independently and confidently throughout their singing and/or instrumental range alone and in a small ensemble, with good posture and good breath control.

h. Perform with a high degree of attention to the details of interpretation, focusing technical skills entirely on producing an expressive and compelling music performance.

i. Perform an appropriate part in an ensemble demonstrating well-developed ensemble skills including sensitivity to balance and blend and prompt response to the gestures of a conductor.

j. Demonstrate, by singing (Level 1-3, on a scale of 1 to 6) and/or playing (Level One) technical exercises and materials, the proficiency needed to perform increasingly demanding music.

k. Demonstrate independence in singing and/or playing music (Choral - See Goal #2, Level Two Standard, Letter "o" and/or Instrumental - Level One Music)

l. Demonstrate appropriate ensemble skills (musically fit in with, listen carefully to and adjust to his or her fellow performers) in a large ensemble setting of Level One difficulty.

m. Demonstrate appropriate ensemble skills in a small ensemble setting (duets, trios, quartets, etc.) of Level One difficulty.

n. Select and perform a solo to be presented at a concert, recital, contest and/or public or private performance of Level One difficulty.

o. Demonstrate the ability to learn music without the assistance of an instructor (sight-reading).

LEVEL TWO STANDARDS The student will: Choral/Orchestra/Band:










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j. Demonstrate, by singing (Level 2-4, on a scale of 1 to 6) and/or playing (Level Two) technical exercises and materials, the proficiency needed to perform increasingly demanding music.

k. Demonstrate independence in singing and/or playing music (Choral - See Guideline Goal #2, Level Two Standard, Letter "o" and/or Instrumental - Level Two Music)

l. Demonstrate appropriate ensemble skills (musically fit in with, listen carefully to and adjust to his or her fellow performers) in a large ensemble setting of Level Two difficulty.

m. Demonstrate appropriate ensemble skills in a small ensemble setting (duets, trios, quartets, etc.) of Level Two difficulty.

n. Select and perform a solo to be presented at a concert, recital, contest and/or public or private performance of Level Two difficulty.


LEVEL THREE STANDARDS

The student will: Choral/Orchestra/Band:










j. Demonstrate, by singing (Level 3-5, on a scale of 1 to 6) and/or playing (Level Three) technical exercises and materials, the proficiency needed to perform increasingly demanding music.

k. Demonstrate independence in singing and/or playing music (Choral - See Goal #2, Level Two Standard, Letter "o" and/or Instrumental - Level Three Music)

l. Demonstrate appropriate ensemble skills (musically fit in with, listen carefully to and adjust to his or her fellow performers) in a large ensemble setting of Level Three difficulty.

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m. Demonstrate appropriate ensemble skills in a small ensemble setting (duets, trios, quartets, etc.) of Level Three difficulty.

n. Select and perform a solo to be presented at a concert, recital, contest and/or public or private performance of Level Three difficulty.


LEVEL FOUR STANDARDS











j. Demonstrate, by singing (Level 4-6, on a scale of 1 to 6) and/or playing (Level Four) technical exercises and materials, the proficiency needed to perform increasingly demanding music.

k. Demonstrate independence in singing and/or playing music (Choral - See Goal #2, Level Two Standard, Letter "o" and/or Instrumental - Level Four Music)

l. Demonstrate appropriate ensemble skills (musically fit in with, listen carefully to and adjust to his or her fellow performers) in a large ensemble setting of Level Four difficulty.

m. Demonstrate appropriate ensemble skills in a small ensemble setting (duets, trios, quartets, etc.) of Level Four difficulty.

n. Select and perform a solo to be presented at a concert, recital, contest and/or public or private performance of Level Four difficulty.


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Goal #2: Students will understand the elements and styles used in musical composition and performance.

LEVEL ONE STANDARDS The student will: Choral:

a. Read music in standard notation with a level of difficulty of 1-3, on a scale of 1 to 6. (**Could be technology based/assessed)

b. Identify and explain the following meter signatures: 4/4, 3/4, 2/4, and 6/8 c. Identify and explain the following note values: Whole note, half note, quarter note,

eighth note, sixteenth note, and corresponding rests. d. Perform staccato and legato articulations in music of Level 1-3 difficulty. e. Perform three different dynamic levels (p, mf, f) in music of Level 1-3 difficulty. f. Perform crescendo and diminuendos in music of Level 1-3 difficulty using the three

dynamic levels listed above. g. Sing appropriate vocal warm-ups and exercises. h. Sing a tonic triad in major keys through the developed ranges of the voice. i. Sing an arpeggiated tonic triad through the developed ranges of the voice. j. Sing a chromatic pattern through the developed range of the voice. k. Sing from memory major scale patterns/exercises through the developed ranges of

the voice. l. Read nonstandard notation symbols sometimes used in 20th-Century Music. m. Sight-read music with a Level of 1-4 difficulty, on a scale of 1 to 6, in both the G

(Treble) and F (Bass) clefs, with attention to dynamics and expression. (**Could be technology based/assessed)

n. Demonstrate the ability to read a vocal score of up to four staves (or as indicated in letter "o") by describing how the elements of music are used. (**Could be technology based/assessed)

o. Sing music written in harmony, with and without accompaniment: Auditioned All Female/All Male Choruses………Two, Three-Part Harmony Auditioned Mixed Choruses:…………………Two, Three, Four-Part Harmony Non-Auditioned Choruses…Unison, Two, Three, or Four-Part Harmony

p. Sing with *expression and *technical accuracy a large and varied repertoire of vocal literature with a Level of 1-3 difficulty, including some songs from memory.

q. Recognize the vocal/technical problems inherent to singing within the current level of proficiency.

r. Sing accurately, independently and confidently throughout their singing ranges, alone and in a small ensemble, with good posture and good breath control.

s. Sing with a high degree of attention to the details of interpretation; focus their technical skills entirely on producing an expressive and compelling music performance.

t. Sing an appropriate part in an ensemble demonstrating well developed ensemble skills including sensitivity to balance and blend and prompt response to the gestures of a conductor.

u. Improvise rhythmic and melodic variations on given rhythm, pentatonic/simple melodies

v. Improvise stylistically appropriate harmonizing parts.

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Orchestra: a. Identify by name and fingering any note within the currently developed range of the

instrument. b. Recognize the mechanical and technical problems inherent to playing the

instrument within the current level of proficiency. c. Perform from memory a one octave D major scale up and down from the open D

string, adjusting intonation slips as necessary. c. Perform a short level one etude for the orchestra director. e. Identify and explain the following meter signatures: 4/4, 3/4, 2/4, 2/2 (cut time) and

6/8,and be able to identify and explain the following note values: whole note, half note, quarter note, eighth note, sixteenth note, and corresponding rests.

f. Identify the relative positions of whole steps and half steps in a major scale. g. Distinguish correctness of intonation of perfect fifths between open strings (perfect fourths for string bass). h. Perform basic staccato and legato articulations in music of level one difficulty. i. Perform music with the two basic dynamic levels of soft and loud.

Band:

a. Demonstrate proper playing posture in a performance area for their particular instrument.

b. Perform from memory, one octave chromatic scale up and down from concert B flat.

c. Perform a rudimental long roll as well as other 13 rudiments with correct techniques and speed (Percussion)

d. Perform from memory, the major concert scales of B-flat, C, E-Flat and F up and down one octave

e. Identify and explain the following key signature: 4/4, 3/4,2/4,2/2 (cut time) and 6/8 f. Identify and explain the following note values: whole, half, quarter, eighth,

sixteenth and corresponding rests. g. Play and identify by name fundamental tuning notes-Concert B flat and F for Band,

Concert A for Orchestra h. Properly perform staccato and legato articulations on an instrument of level One

difficulty. i. Demonstrate knowledge of three different dynamic levels- (p, mf, f) in music of level

one difficulty j. Demonstrate knowledge of crescendo and diminuendos in music of Level One

difficulty using the three dynamic levels listed above. k. Perform the following major scales in the concert keys of B flat, C, E flat and F

written for your instrument (concert pitch for percussion) l. Identify letter names of sharps and flats in a key signature m. Demonstrate knowledge of basic styles of music being studied. Example: ABA

LEVEL TWO STANDARDS

The student will: Choral:


b. Identify and explain the following meters: 4/4, 3/4, 2/4, 2/2(cut time), and 6/8 and 3/8.

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c. Identify and explain the following note values: whole note, half note, quarter note, eighth note, sixteenth note, and their corresponding rests in any of the above meters where they may be found in music of Level 2-4 difficulty

d. Demonstrate, as is appropriate, legato, marcato, and staccato in their singing. e. Identify letter names of sharps and flats in the key signature. f. Perform different dynamic levels (p, mf, f) in music of Level 2-4 difficulty. g. Perform crescendo and diminuendos in music of Level 2-4 difficulty. h. Demonstrate appropriate vocal warm-ups and exercises. i. Sing an arpeggiated tonic triad through the developed ranges of the voice. j. Sing a chromatic pattern through the developed range of the voice. k. Sing from memory major scale patterns/exercises through the developed ranges of

the voice. l. Sing from memory minor scale patterns/exercises through the developed ranges of

the voice. m. Write a tonic triad in any of the above major keys. n. Identify letter names of sharps and flats in the key signature. o. Read nonstandard notation symbols sometimes used in 20th- Century Music. p. Sight-read music with a level of difficulty of 2-4, on a scale of 1 to 6, in both the G


q. Demonstrate the ability to read a vocal score of up to four staves (or as indicated in "r") by describing how the elements of music are used. (**Could be technology based/assessed)

r. Sing music written in harmony, with and without accompaniment: Auditioned All Female/All Male Choruses………Two, Three-Part Harmony & Descants/Ostinatos Auditioned Mixed Choruses:…………………………Two, Three, Four-Part Harmony & Descants/Ostinatos/Split-Parts Non-Auditioned Choruses:………Unison, Two, Three, or Four-Part Harmony

s. Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 2-4, including some songs from memory.

t. Sing accurately, independently and confidently throughout their singing ranges, alone and in a small ensemble, with good posture and good breath control.

u. Sing with a high degree of attention to the details of interpretation; focus their technical skills entirely on producing an expressive and compelling music performance.

v. Sing an appropriate part in an ensemble demonstrating well developed ensemble skills including sensitivity to balance and blend and prompt response to the gestures of a conductor.

w. Improvise rhythmic and melodic variations on given rhythms, pentatonic/simple melodies.

x. Improvise stylistically appropriate harmonizing parts. Orchestra:

a. Identify by name and fingering any note within the currently developed range of the instrument.

b. Recognize the mechanical and technical problems inherent to playing the instrument within the current level of proficiency.

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c. Perform from memory a two octave D major scale up and down from the open D string, adjusting intonation slips as necessary.

d. Perform a short level two etude for the orchestra director. e. Identify, explain, and play easy repertoire in the following meter signatures: 4/4,

3/4, 2/4, 2/2 (cut time) and 6/8. f. Identify by ear the relative positions of whole steps and half steps in a major scale. g. Distinguish correctness of intonation of perfect fifths between open strings (perfect

fourths for string bass), and be able to distinguish whether any out of tune notes are too high or too low.

i. Properly perform staccato and legato articulations in music of level two difficulty. h. Perform music with the three dynamic levels of soft, medium and loud.

Band:

a. Demonstrate single grace note (flam) on different notes using selected level two music.

b. Demonstrate fast single tongue (tap) or double-tonguing (rebound) as applicable to each instrument.

c. Perform rudimental long roll and other thirteen rudiments with correct technique and speed. (Percussion)

d. Demonstrate a trill (roll) on different levels using selected level two music. e. Perform, from memory, the concert major scales of B-Flat, C, E-Flat, and A-Flat,

up and down one octave. f. Identify and explain the following meter signatures: 5/4,4/4,3/4,2/4,2/2 (cut time),

9/8, 6/8, and 3/8. g. Identify and explain the following note values: whole, half, quarter, eighth,

sixteenth, and corresponding rest in any of the above meters where they may be found in level two music.

h. Play as is appropriate, legato, marcato, and staccato tonguing as per area. i. Identify letter names of sharps and flats in the key signature j. Demonstrate knowledge of conducting patterns for 1,2,3,and 4 beats per measure

at various tempi k. Demonstrate knowledge of basic styles of music being studied- (form and

analysis)

LEVEL THREE STANDARDS The student will: Choral:


b. Identify and explain the following meters: 5/4, 4/4, 3/4, 2/4, 2/2(cut time), and 6/8 and 3/8

c. Identify and explain the following note values: whole note, half note, quarter note, eighth note, sixteenth note, and their corresponding rests in any of the above meters where they may be found in music of Level 3-5 difficulty.

d. Demonstrate, as is appropriate, legato, marcato, and staccato in their singing. e. Perform different dynamic levels (p, mf, f) in music of Level 3-5 difficulty. f. Perform crescendo and diminuendos in music of Level 3-5 difficulty. g. Sing an arpeggiated tonic triad through the developed ranges of the voice. h. Write a tonic triad in selected major keys.

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i. Identify appropriate vocal warm-up skills and exercises. j. Sing a chromatic pattern through the developed range of the voice. k. Sing from memory major scale patterns/exercises through the developed ranges of

the voice. l. Sing from memory minor scale patterns/exercises through the developed ranges of

the voice. m. Identify letter names of sharps and flats in selected key signature. n. Read nonstandard notation symbols sometimes used in 21st Century Music. o. Sight-read music with a Level 3-5 difficulty, on a scale of 1 to 6, in both the G


p. Demonstrate the ability to read a vocal score of up to four staves (or as indicated in "q") by describing how the elements of music are used. (**Could be technology based/assessed)

q. Sing music written in harmony, with and without accompaniment: Auditioned All Female/All Male Choruses…Two, Three, Four-Part Harmony & Descants/Ostinatos/Split-Parts Auditioned Mixed Choruses:…………………………Four to Eight-Part Harmony & Descants/Ostinatos/Split-Parts Non-Auditioned Choruses…Unison, Two, Three, or Four-Part Harmony

r. Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a Level 3-5 difficulty, including some songs from memory.

s. Sing accurately, independently and confidently throughout their singing ranges, alone and in a small ensemble, with good posture and good breath control.

t. Sing with a high degree of attention to the details of interpretation; focus their technical skills entirely on producing an expressive and compelling music

performance. u. Sing an appropriate part in an ensemble demonstrating well developed ensemble

skills including sensitivity to balance and blend and prompt response to the gestures of a conductor.

v. Demonstrate well-developed vocal ensemble skills with one student on a part. w. Improvise stylistically appropriate harmonizing parts in a variety of styles.

Orchestra:



c. Perform from memory two octave scales up and down in the keys of C major, G Major, D Major, F Major, and B-flat major, adjusting intonation slips as necessary.

d. Perform a short level three etude for the orchestra director. e. Identify, explain, and play level three music in the following meter signatures: 4/4,

3/4, 2/4, 2/2 (cut time) and 6/8. f. Identify the relative positions of whole steps and half steps in major and minor

scales. g. Distinguish correctness of intonation of perfect fifths between open strings (perfect fourths for string bass), and be able to make any necessary corrections. h. Properly perform staccato and legato articulations in music of level three difficulty. i. Perform music with the three dynamic levels of soft, medium and loud, including crescendos and decrescendos.

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Band: a. Demonstrate embellishments (grace notes) trills, single tongue, double tongue and

related percussion techniques. b. Play long tones through the entire developed range of your horn. c. Perform rudimental long roll and three of the basic thirteen rudiments with correct

technique and reasonable speed. d. Play a chromatic scale through the developed range of your instrument both up

and down, both tongued and slurred. e. Demonstrate from memory the concert major scales of B-flat, C, E-flat, F, A-flat,

and D-flat and G up and down 1 octave. f. Perform from memory concert minor scales g, a, d, and c in melodic form up and

down one octave. g. Perform an arpeggiated tonic triad through the developed range of the instrument

based on concert major B-Flat, C, E-flat. h. Identify and explain the following meter signatures: 5.4,4/4,3/4,2/4, 2/2, 12/8, 6/8,

and 3/8. i. Identify and explain the following note values: whole, half, quarter, eighth,

sixteenth, and their corresponding rests in the above values. j. Write a tonic triad in any of the above major keys. k. Demonstrate conducting patterns for 1,2,3, and 6 beats per measure at various

tempi. l. Perform a selection of Level Three difficulty in each of the listed meters with as

many of the note values including triplets as much as possible within the limitations of developed ability.

m. Prepare a cadenza from a solo of your choice n. Play with straight tone and vibrato (where applicable) o. Perform level three music which includes use of accidentals with major and minor

keys p. Demonstrate knowledge of styles of music being studied. (Form and analysis)


The student will: Choral:


b. Identify and explain the following meters: 5/4, 4/4, 3/4, 2/4, 2/2(cut time), and 6/8 and 3/8.

c. Identify and explain the following note values: whole note, half note, quarter note, eighth note, sixteenth note, and their corresponding rests in any of the above meters where they may be found in music of Level 4-6 difficulty.

d. Demonstrate, as is appropriate, legato, marcato, and staccato in their singing. e. Perform different dynamic levels (p, mf, f) in music of Level 4-6 difficulty. f. Perform crescendo and diminuendos in music of Level 4-6 difficulty. g. Sing an arpeggiated tonic triad through the developed ranges of the voice. h. Write a tonic triad in selected major keys. i. Evaluate appropriate vocal warm-ups and exercises. j. Sing a chromatic pattern through the developed range of the voice. k. Sing from memory major scale patterns/exercises through the developed ranges of

the voice.

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l. Sing from memory minor scale patterns/exercises through the developed ranges of the voice.

m. Identify letter names of sharps and flats in all key signatures. n. Read nonstandard notation symbols sometimes used in 21st Century Music. o. Sight-read music with a Level 4-6 difficulty, on a scale of 1 to 6, in both the G


p. Demonstrate the ability to read a vocal score of up to four staves (or as indicated in "q") by describing how the elements of music are used. (**Could be technology based/assessed)

q. Sing music written in harmony, with and without accompaniment: Auditioned All Female/All Male Choruses…Two, Three, Four-Part Harmony & Descants/Ostinatos/Split-Parts Auditioned Mixed Choruses:…………………………Four to Eight-Part Harmony & Descants/Ostinatos/Split-Parts

Non-Auditioned Choruses:………Unison, Two, Three, or Four Part Harmony r. Sing with expression and technical accuracy a large and varied repertoire of vocal

literature with a Level 4-6 difficulty, including some songs from memory. s. Sing accurately, independently and confidently throughout their singing ranges,

alone and in a small ensemble, with good posture and good breath control. t. Sing with a high degree of attention to the details of interpretation; focus their

technical skills entirely on producing an expressive and compelling music performance.

u. Sing an appropriate part in an ensemble demonstrating well developed ensemble skills including sensitivity to balance and blend and prompt response to the gestures of a conductor.

v. Demonstrate well-developed vocal ensemble skills with one student on a part. w. Improvise stylistically appropriate harmonizing parts in a variety of styles. x. Improvise original melodies over given chord progressions in a variety of styles,

each in a consistent style, meter, and tonality. Orchestra:



c. Perform from memory two octave scales up and down in the keys of C major, G Major, D Major, F Major, and B-flat major in several rhythms, adjusting intonation as necessary.

d. Perform a short level four etude for the orchestra director. e. Identify, explain and play level four music in the following meter signatures: 4/4,

3/4, 2/4, 2/2 (cut time) and 6/8. f. Identify by ear the relative positions of whole steps and half steps in major and

minor scales. g. Tune the instrument, both from a hearing and a mechanical standpoint. h. Properly perform staccato and legato articulations in music of level four difficulty. i. Perform music with the gamut of dynamic levels from pp to ff, including

crescendos and decrescendos.

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Band: a. Demonstrate single and double grace notes, trills, single and double tonguing and

related percussion techniques in music of a Level Four difficulty. b. Demonstrate proper fingerings for the extended range of your instrument. c. Perform a rudimental long roll and the other basic rudiments with correct technique

and reasonable speed. d. Play a chromatic scale through the entire developed range of your instrument,

both up and down; both tongued and slurred; both loud and soft. e. Perform from memory the concert scales of B-flat, C, E-flat, F, A-Flat, D-flat, G, G-

flat, and D up and down 1 octave. f. Perform from memory the concert minor scales of G, A, D, C, F, and B-flat in the

melodic form up and down one octave. g. Perform an arpeggiated tonic triad through the developed range on the instrument

based on the concert major scales of B-flat, C, E-flat, F, A-flat, D-flat, G, G-flat, and D and the concert minor scales G, A, D, C, F, and B-flat.

h. Identify and explain the following meter signatures: 7/4, 6/4, 5/4, 3/4, 2/4, 3/2, 2/2, 12/8, 9/8, 6/8, 5/8, and 3/8 as well as any other meters appearing in the music you perform.

i. Identify and explain the following note values, whole, half, quarter, eighth, sixteenth, thirty-second, and their corresponding rests in the above meters.

j. Perform the following process given major scales in the concert keys B-Flat, C, E-flat, F, A-flat, D-flat, G, G-flat, D and the minor keys of G, A, D, C, F, and B-flat written for your instrument.

k. Give letter names of any sharps or flats in the key signature. l. Recognize the usual clef for each of the instruments of the concert band and in the

key that it is pitched m. Demonstrate conducting patterns for 1,2,3,4,5,and 6 beats per measure at various

tempi. n. Explain/play a Level Four piece of music dealing with mixed meters o. Demonstrate the ability to play appropriate dynamics, which are not written in the

music. p. Demonstrate the proper use of vibrato, as appropriate to each instrument q. Demonstrate knowledge of music styles and history of music being played (form

and analysis) Goal #3: Students will understand the relationship between music and history, culture, and society.

LEVEL ONE STANDARDS The student will: Choral/Orchestra/Band:

a. Demonstrate in performance basic knowledge of the cultural traditions of music. b. Recognize the musical periods of history. c. Explain how elements, artistic processes and organizational principles are used in

similar and distinctive ways in the various arts and cite examples. d. Compare characteristics of two or more arts within a particular historical period or

style and cite examples from various cultures.

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e. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.

LEVEL TWO STANDARDS The student will: Choral/Orchestra/Band:

a. Demonstrate in performance basic knowledge of the cultural traditions of music. b. Define the musical periods of history. c. Classify by genre or style and by historical period or culture unfamiliar but

representative aural examples of music and explain the reasoning behind their classifications.

d. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

e. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

LEVEL THREE STANDARDS


a. Demonstrate in performance basic knowledge of the cultural traditions of music. b. Identify the musical periods of history. c. Compare the uses of characteristic elements, artistic processes, and organizational

principles among the arts in different historical periods and different cultures. d. Explain how the roles of creators, performers and others involved in the production

and presentation of the arts are similar to and different from one another in the various arts.

LEVEL FOUR STANDARDS The student will: Choral/Orchestra/Band:

a. Demonstrate in performance basic knowledge of the cultural traditions of music. b. Compare the musical periods of history. c. Identify and explain the stylistic features of a given musical work that serve to

define its aesthetic tradition and its historical or cultural context. d. Identify and describe music genres or styles that show the influence of two or more

cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the syntheses of influences.

Goal #4: Students will demonstrate a capacity for critical and sensitive response to various music experiences.

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LEVEL ONE STANDARDS The student will: Choral/Orchestra/Band:

a. Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

b. Demonstrate knowledge of the technical vocabulary of music. c. Identify and explain compositional devices and techniques used to provide unity

and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

d. Identify specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music.

e. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

LEVEL TWO STANDARDS


a. Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

b. Demonstrate extensive knowledge of the technical vocabulary of music. c. Identify and explain compositional devices and techniques used to provide unity

and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

d. Identify specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music.

e. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

LEVEL THREE STANDARDS The student will: Choral/Orchestra/Band:

a. Demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example.

b. Compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style.



a. Demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example.

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b. Compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style.

c. Analyze and describe uses of the elements of music in a given work that make it unique, interesting and expressive.

d. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

INSTRUCTIONAL DELIVERY: A Selective Listing Teacher Presentations (Demonstration, Imitation, Call-Response, Theme/Variation, Improvisation, etc.)

Cooperative Learning/Groups/Ensembles Individual/Group Modeling Audio/Visual Previews/Reviews of Performers/Performances (Cassettes, CD's, Videos, etc.)

Authentic Tasks/Performances Guest Speakers/Conductors/Performers Guest Ensemble Performances

Student Presentations/Performances Technology Integration Large/Small/Individual Group Instruction (rehearsals)

Research Process Writing Critical Thinking Processes INSTRUCTIONAL MATERIALS: A Selective Listing Piano

Electronic Keyboards Instruments-Pitched and Non-Pitched Miscellaneous Equipment (Tuner, Pitch-Pipe, etc.) Technology (Overhead, Computer, Internet, Videos, CDs, Cassettes, etc.) Instructional Activities & Games/Bulletin Boards/Visuals/Overheads Octavo/Sheet Music Songbooks Sight-Reading Text ("Melodia")

Personal Music Folders Textbooks Journals/Logs

ASSESSMENT CRITERIA: Daily Work/Rehearsals Skills Performance(s) Participation (Attendance, class behavior, etc.)

Vocabulary/Score/Sight-Reading (Technology-Based) Written Work

Journals/Learning Logs Performance Evaluations

Projects Individual Lessons (Optional)

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ASSESSMENT METHODS: Daily Work/Rehearsal Skill Observations/Evaluations Performance Attendance/Observations/Evaluations Vocabulary/Score Reading Skill Observations/Evaluations

Vocabulary/Score Reading Skill Tests (Written and/or Technology-Based Program Testing)

Sight-Reading Drill Observations/Evaluations Sight-Reading Tests (Aural and/or Technology-Based Program Testing)

Journal/Learning Logs (Written) Performance Observations/Critiques/Evaluations (Written) Quarterly Student-Self-Evaluations (Written)

Projects (Compositions/Presentations, Bulletin Boards, Research Papers, etc.) Criteria Rubric (Written)

REPORTING OF PROGRESS 96 – 100% A 94 - 95% A- 92 – 93% B+ 89 – 91% B 87 – 88% B- 85 – 86% C+ 81 – 84% C 78 – 80% C- 76 – 77% D+ 72 – 75% D 70 – 71% D- Below 70% F

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ADVANCED PLACEMENT MUSIC THEORY CLASS

Course Description: The AP Music Theory Course is designed to be the equivalent of the general music theory course usually taken during the first college year. AP Theory is designed to challenge students to extend their knowledge of music theory and the process of identifying musical structure beyond basic high school levels of music. This class is open to any high school Junior or Senior who has been a successful member of the Choral, Instrumental, or Orchestra music program in high school. Students not involved in these programs who can demonstrate a proficient knowledge of music may obtain permission to take the course. Students who wish to participate in this class should have a working knowledge of music. It is an advanced class for musicians. During the school year students will explore four main areas of music: Analysis of Music, Aural Analysis of Music, Sight Singing, and Music Dictation. At the completion of the year, students will prepare and take the National AP Exam.

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QUARTER ONE Goal One: (8% of Course) Students will review fundamental concepts of music and music theory. Supporting Knowledge Students will

1. review and discuss basic music notation. 2. be introduced to different clefs. 3. analyze the usage of accidentals and enharmonic equivalents. 4. recognize note meters. 5. determine the use of the grand staff. 6. establish success in basic music manuscript notation. 7. introduce and review major and minor scales. 8. explore the use of relative keys and parallel keys, circle of fifths. 9. construct intervals and their inversions.

Labs and Projects Music notation exercise Identify different octaves in several clefs Circle of Fifths chart project

Goal Two: (8% of Course) Students will be introduced to aural and sight singing skills. Supporting Knowledge Students will

1. explore different intervals. 2. listen to and sing melodic intervals. 3. listen with a discerning ear for different intervals. 4. participate in ear training for chords and inversions. 5. participate in sight singing chords.

Labs and Projects Sight singing of orchestra fragments Sight singing of familiar hymn tune

Goal Three: (7% of Course) Students will investigate chord structure and basic analysis of music. Supporting Knowledge Students will

1. determine the correct spelling and names of chords. 2. begin to understand identification of triads. 3. use different examples of figured bass. 4. distinguish and understand basic symbols of music analysis. 5. study and identify different types of cadences. 6. explore non-harmonic tones.

Labs and Projects Internet search of music theory sites Musical notation exercise of figured bass

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QUARTER TWO Goal Four: (7% of Course) Students will expand knowledge of aural and sight singing skills. Supporting Knowledge Students will

1. identify cadences and simple progressions. 2. identify and sing simple progressions. 3. notate simple melodic notation. 4. construct and sing simple melodies by discerning pitch and

melodic structure. Labs and Projects

Computer project using “Finale” program Notating progressions in a songbook.

Goal Five: (7 % of Course) Students will be introduced to traditional rules of voice leading. Supporting Knowledge Students will

1. pursue and justify rules of voice leading. 2. understand stylistic practices and departures. 3. explore doubling parallelism in melody and chord structure. 4. implement 6/4 chords.

Labs and Projects Voice leading project Poor example of voice leading project

Goal Six: (6% of Course) Students will explore harmonization of music notation. Supporting Knowledge Students will

1. distinguish harmonic progressions. 2. appraise and identify root relationships. 3. examine and predict basic harmonization of a melody.

Labs and Projects Harmonize a two-line melody according to basic standards. Harmonize a twelve-measure hymn tune. Harmonize an unfamiliar song using traditional techniques.

Goal Seven: (4% of Course) Students will study the dominant-seventh chord. Supporting Knowledge Students will

1. explore the seventh chord structure. 2. inspect and analyze dominant-seventh resolutions. 3. use leading tones. 4. understand seventh chords and resolutions. 5. assess the reasons for using non dominant-seventh chords and

resolutions. Labs and Projects

Dominant-seventh chords exercise from stated examples.

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QUARTER THREE Goal Eight: (8% of Course) Students will examine the history of classical music and the application of different styles according to periods in history. Supporting Knowledge Students will

1. explore the traditional Classical period and dates. 2. study the Renaissance period. 3. explore Baroque music, particularly J.S. Bach and Handel. 4. study world history during traditional classical periods of music. 5. study music history of Romantic music. 6. study music history versus political changes during classical

periods of music. 7. study the music of Leonard Bernstein.

Labs and Projects Classical music of the French Revolution American revolutionary period music Vietnam protest music Research project on computer of critical analysis of J.S.

Bach in his early years compared to later acceptance by musicians and the public.

Goal Nine: (8% of Course) Students will hone their analytical skills of changing keys through modulation. Supporting Knowledge Students will

1. examine modulation in music analysis. 2. begin using pivot chords in modulation. 3. explore additional forms of music modulation. 4. implement use of secondary dominant chords. 5. utilize secondary leading tones in music notation.

Labs and Projects Modulation of a simple American folk tune

Goal Ten: (8% of Course) Students will define use of aural and sight singing skills using additional listening and dictation skills. Supporting Knowledge Students will

1. vocalize a piece of music using transposition skills. 2. write melodic dictation. 3. dictate classical styles of music. 4. sense the musical pulse in different selections. 5. explore syncopation in music. 6. experience the accent in the pulse of music. 7. study 20th century notations of music.

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Labs and Projects

1960 musical compositions outside of the traditional thoughts and practices of the earlier years and the creation of notation and elements of sound

Selection of sight singing selections from orchestrations of Baroque and Romantic periods of music

QUARTER FOUR Goal Eleven: (5% of Course) Students will explore basic music forms. Supporting Knowledge Students will

1. discuss binary music form. 2. investigate tenary form and what it means.

Labs and Projects Six examples using identification of binary and tenary

forms

Goal Twelve: (7% of Course) Students will study and complete critical analysis of American music styles of the 19th, 20th, and 21st centuries. Supporting Knowledge Students will

1. listen to and examine American jazz styles. 2. listen to and examine blues styles. 3. listen to and discuss boogie woogie musical styles. 4. discuss the contribution of minority cultures to American music. 5. evaluate the contribution of American subculture.

Labs and Projects

Internet search project about compositions of Duke Ellington and Theolonius Monk

Goal Thirteen: (8% of Course) Students will learn to examine and analyze a classical score according to the traditional methods of music theory. Supporting Knowledge Students will

1. identify music genre. 2. predict the form of music selection. 3. decide how music is structured. 4. describe the design of the elements of melody,cadence, tempo,

texture and timbre. 5. investigate the musical shape or profile of musical tension and

release. Labs and Projects

Beethoven String Trio in E flat major Op.3

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Goal Fourteen: (4% of Course) Students will integrate music skills to expand musical note dictation. Supporting Knowledge Students will

1. discover how to listen for multiple phrases. 2. listen for the rhythmic motive or pitch motive. 3. explore the use of modes. 4. listen for the musical apex. 5. consider which count the piece begins.

Labs and Projects Musical exercise project assigned by the instructor

including basic notation and analysis of chord structure Instructional Delivery

Research Writing Critical thinking processes Student presentation Lecture Computer search Demonstrations Listening to examples

Instructional Materials

Textbook Orchestra scores Choral music scores Band music scores Computer access Music lab CD player and stereo Keyboards

Student Evaluation Plan: Quarter grade: Chapter Tests – 60% Projects, Quizzes, etc. – 40% Semester grade: Based on 50% of each quarter in

that semester Letter grade guidelines: As per Yankton High School

student handbook

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