MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM … · 2013-03-03 · MIDDLETOWN PUBLIC SCHOOLS...

Curriculum Writers: Emma Hookway and Claire Johnson

January 2013

MIDDLETOWN PUBLIC SCHOOLS

GENERAL MUSIC CURRICULUM

GRADES K-2

Aquidneck and Forest Avenue Elementary Schools

MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson

2/13/2013 Middletown Public Schools 1



he Middletown Music Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Music Curriculum Writers referenced

extensive resources to design the document that included but are not limited to:

• Best Practice, New Standards for Teaching and Learning in America’s Schools

• Classroom Instruction That Works

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Differentiated Instructional Strategies

• Educational websites

• Formative Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano

• National Art Education Association

• National Coalition for Core Arts Standards

• National Standards for Music Education

• Rhode Island K-12 GSEs for Music

• Webb’s Depth of Knowledge

The K-12 Music Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span

Expectations for Music and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested

timeline), rubrics, and checklists.

The curriculum provides learners with a sequential comprehensive education in Music through the study of National Standards for Arts Education that include:

• Singling alone and with others, a varied repertoire of music.

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

• Improvising melodies, variations, and accompaniments

• Composing and arranging music within specific guidelines

• Reading and notating music

• Listening to and analyzing, and describing music

• Evaluating music and music performances

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

• Understanding music in relation to history and culture

And through the study of Rhode Island Grade Span Expectations for Music that include:

• Artistic processes

• Cultural contexts

• Communication

• Aesthetic judgment

• Define content standards— what students should know and be able to do in Music

• Define what all students should know and be able to do by the end of each grade.

• Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12).

• Provide grade level specificity that define the skills and understandings that all students must demonstrate.

T

COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

STANDARDS FOR MUSIC

Mission Statement

The mission of the Middletown Public Schools’ Fine Arts Department

is to provide for all students a life-long appreciation of music and visual arts

which enhances their educational, cultural, and personal lives.

This purpose is accomplished through various creative opportunities and

performances at all levels.



The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and

challenging).

• Facilitates the integration of Applied Learning Standards (SCANS)

o problem solving

o communication

o critical thinking

o research

o reflection/evaluation.

• Differentiates instruction by varying the content, process, and product and implementing

• Analyzes formative assessment to direct instruction.

• Provides exemplars and rubrics.

• Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).

• Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept

map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart).

• Applies best practice of teaching music education:

o Facilitates peer and self-evaluation

o Organizes and facilitates public performances

REQUIRED COMMON ASSESSMENTS

• Formative and Summative Assessments (art work)

• Assessment Targets

SUGGESTED

• Anecdotal record effort, attendance, behavior

• Checklists (performance)

• Conferencing

• Peer assessment–performance rubric/checklist

• Performance (vocal and instrumental)

• Playing test- live using performance rubric/checklist

• Self-assessment using performance rubric/checklist

o Facilitates the integration of technology (computers, Smart Music, Yamaha M.I.E)

o Celebrates/recognizes accomplishments.

RESEARCH-BASED INSTRUCTIONAL STRATEGIES

COMMON and SUGGESTED ASSESSMENTS



Books/ supplementary

• “Music Express” (periodicals, John Jacobson)

• Interactive Music Powered by Silver Burdett (latest edition)

• Music and You (MacMillan)

• NAfME

• RIMEA

• Share the Music Textbook Series (McGraw-Hill)

• Spotlight on Music ((McGraw-Hill)

• The Music Connection (Silver Burdett)

• Trade publications

Equipment

• Chorus risers

• Dulcimers

• Hand bells

• Instruments

• Metronomes

• Orff instruments (xylophone/metalophones)

• Piano

• Recordings and recording devices

• Yamaha MIE Keyboard System

Technology

• CDs, CD player/DVD player

• Computers

• Designated sound equipment

• Digital recorders

• Flat screen TV, overhead monitors

• I-pads

• MPs Player

• Overhead projector

• Smartboard™

• Yamaha Mie

Videos and DVDs

Websites

• www.noteflight.com (music notation)

• www.audacity.sourceforge.net (recording and editing sounds)

• www.jamstudio.com (create music/songwriting)

• www.blanksheetmusic.net (staff paper)

• www.jwpepper.com (music listening)

• www.musictheory.net (theory)

• www.good-ear.com (ear training)

• www.teoria.com (theory)

• www.hobnox.com (audio tool)

• www.itunes.com

• www.finalenotepad.com (notation)

• www.artopod.com (free drum loops)

• www.smartmusic.com (practicing, accompaniment, and

assessment tool)

• www.itunesu.com (history)

• www.vicfirth.com/education (percussion technique)

• www.metronomeonline.com (practice tool)

• www.pianodox.com

• www.sheetmusicplus.com

• www.youtube.com

• www.makingmusicfun.net

• www.techteacher.com

• www.sfskids.org

• www.musicK8.com

• www.learningobjects,wesleyan.edu/vim (world instrument

music)

• www.worldmusic.nationalgeographic.com

Literature

• Choral musicals (Music K8)

Materials

• Clip boards

• Pencils

• Staff paper

• Walking board staff

Recordings

• Current artists

• DVD/VHS video library

• Music from various time periods and genres

• Professional recordings

• Textbook CD series

Sheet music

• Choral musicals

• Yamaha MIE Keyboard Music (current)

• Kodaly charts

Software

• Alfred’s Essentials of Music Theory

• Auralia

• Band-in-a-box

• Final notepad

• Garage band

• I-Tunes

• Mixcraft

• Smart Music

Community

• Navy Band

• Performances, recitals

• Philharmonic Music School

• Rhode Island State Council on the Arts

RESOURCES ELEMENTARY SCHOOL





MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

1. Singing, alone and with

others, a varied

repertoire of music

1.1. Sing independently, on

pitch and in rhythm,

with appropriate

timbre, diction, and

posture, and maintains

a steady tempo, (a)

PERFORMANCE

The student

1.1.1 Sings a varied repertoire of music from diverse cultures, including

unison songs and patterns with musical accuracy. M3 (K-2) -1a,

e.g.

• “Frere Jacques”

• “Kabuta” (grades K and 1)

• “Kuma San” (grade 2)

• “Eh Soomba Kuwaya”

1.1.2 Reads, writes, and performs rhythmic patterns using iconic or

standard notation, including:

• quarter note/rest

• eighth notes (paired)

• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.

(grade 2) M1(K-2) -1a

1.1.3 Reads, writes, and performs simple patterns of pitch using

solfege (e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do). M1(K-2) -

1c

1.1.4 Begins to identify the elements of music:

• beat – the pulse or “heartbeat” of the music

• dynamics – loud/medium/soft

• form – sections of music, e.g. AABB, ABAA, ABA

• melody- the way the note move up, down, same

• pitch

• rhythm – patterns of long and short sounds and silences,

e.g. ta sh ta sh ta ti ti ta

• tempo – how fast is the beat

• timbre/tone – appropriate singing voice, no yelling voice

o www.sfskids.org

o www.metronomeonline.com (practice tool)

1.1.5 Begins to understand accurate vocal practices:

• breathing

• posture

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.sfskids.org

• www.metronomeonline.com

(practice tool)

• www.artopod.com (free drum

loops)

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance (vocal and

instrumental)

Self-assessment using

performance checklist



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• sound production

1.1.6 Begins to sing scales and melodies using Kodaly hand signals and

solfege syllables

1.1.7 Sings on pitch and in rhythm alone and with others using a steady

tempo.


1.1.8 Performs selected materials appropriate to grade level and

appropriate to performance, e.g.

• “Rain Rain”

• “Bluebird”

• “Doggie Bone”


o www.itunes.com

1.1.9 Begins to sing with characteristic singing voice

• breath control

• intonation/matching pitch

• head voice

1.1.10 ASSESSMENT TARGET

• Begins to sing and play (together and alone) a variety of

styles and genres of music in a variety of settings. GSE

Assessment Target #3.1

1. Singing, alone and

with others, a varied

repertoire of music

1.2 Sing expressively,

with appropriate

dynamics, phrasing, and

interpretation. (b)

PERFORMANCE

The student


unison songs and patterns with musical accuracy. M3 (K-2 –

1a, e.g.


• “Kabuta” (grades K and 1)

• “Kuma San” (grades K and 1)

• “Eh Soomba Kuwaya” (grade 2)

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.musictheory.net (theory)

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

1.2.2 Begins to identify simple musical forms , e.g.,

• phrase/echo/ verse/refrain, AB, ABA

• “Shoo-fly” (grade 2)

• “This Little Night of Mine”

• “Bluebird, Bluebird” M4 (K-2 –1b

1.2.3 Begins to recognizes the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

o www.musictheory.net (theory)

1.2.4 Begins to identify and sing appropriate

• breathing

• dynamics (p,f, crescendo, diminuendo)

• head voice

• phrasing

1.2.5 ASSESSMENT TARGETS

• Chants rhythmic patterns using rhythmic mnemonics (e.g.,

word chants, rhythm syllables of ta ti-ti or du du-de).

• Echo sings/chants short rhythmic or melodic pentatonic

patterns and play short rhythmic or melodic pentatonic

patterns on pitched barred instruments GSE Assessment

Target #M.1

standard

1 Singing, alone and

with others, a varied

repertoire of music

1.3 Sing from memory a

varied repertoire of

songs representing

The student


unison songs and patterns with musical accuracy. M3 (K-2) –1a

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

genres and styles from

different cultures.

(c)

PERFORMANCE

1.3.2 Begins to identify the elements of music representing diverse

genres and cultures.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

o e.g. “Kuma San”

o e.g. “Kobuta”

o www.itunes.com

1.3.3 Sings music representing diverse genres and cultures (e.g. folk,

multi-cultural, patriotic, and holiday song)





See suggested

assessments in the

introduction and


standard

1. Singing, alone and with

others, a varied

repertoire of music

1.4 Sing ostinatos, partner

songs, and rounds. (d)

PERFORMANCE

The student


unison songs and patterns with musical accuracy. M3 (K-2 )–1a






(grade 2) M1(K-2) -1a

1.4.3 Reads, writes, and performs simple patterns in meters of

• 2/4

• 3/4 (grade 2)

• 4/4 M1( K-2) -1b

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

1.4.4 Reads, writes, and performs simple patterns of pitch using solfege,

e.g.

• so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c

1.4.4 Begins to recognize the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

1.4.5 Begins to identify

• ostinatos

• partner songs

• rounds, e.g.

o “Row, Row, Your Boat”

o “Frere Jacques”

o “I Love the Mountain” (grade 2)

� www.itunes.com

� www.artopod.com (free drum loops)

1.4.6 Sings ostinatos, partner songs, and rounds.


• Begins to chant rhythmic patterns using rhythmic

mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or

du du-de). GSE Assessment Target #1.1

• Begins to echo sing/chant short rhythmic or melodic

pentatonic patterns and play short rhythmic or melodic

pentatonic patterns on pitched barred instruments. GSE






MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE


2. Performing on

instruments, alone

and with others, a


music

2.1 Perform on pitch, in

rhythm, with

appropriate dynamics

and timbre, and

maintain a steady

tempo (a) MENC

The student






(grade 2) M1(K-2) -1a


• 2/4

• 3/4 (grade 2)

• 4/4 M1( K-2) -1b

2.1.3 Reads, writes, and performs simple patterns of pitch using solfege

e.g.


2.1.4 Plays songs, classroom instruments, and body percussion (e.g.,

drums, shakers, rhythm, sticks, barred instruments) e.g. M3 (K-2)-

1b

• triangle

• woodblocks

• xylophones

o www.artopod.com (free drum loops)

2.1.5 Recognizes the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


loops)

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist


instrumental)





MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• timbre/tone

2.1.6 Understands accurate playing practices – sticking and sound

production on classroom percussion instruments, keyboards, and

recorders, e.g.

• proper playing position/posture

2.1.7 Begins to perform on classroom instruments on pitch and in

rhythm with appropriate dynamics alone and with others using a

steady tempo, e.g.

• various percussion instruments

• keyboard

2.1.8 Begins to performs selected materials appropriate to grade level

and appropriate to performance, e.g.

• Yamaha MIE (Music in Education)Program





Assessment Target # 1.2

• Begins to sing and play (together and alone) a variety of styles

and genres of music in a variety of settings. GSE


2. Performing on

instruments, alone

and with others, a


music

2.2 Perform easy

rhythmic,

melodic, and

chordal patterns

accurately and

independently on

rhythmic,

The student






(grade 2) M1(K-2) -1a

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

melodic, and

harmonic

classroom

instruments (b)


• 2/4

• 3/4 (grade 2)

• 4/4 M1( K-2) -1b


e.g.


2.2.4 Plays songs, classroom instruments, and body percussion (e.g.,

drums, shakers, rhythm, sticks, barred instruments), e.g. M3 (K-2)-

1b

• drums

• keyboard

• triangle

• woodblocks

• xylophones


2.2.5 Recognizes the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

representing diverse genres and cultures.






• Begins to accompany their singing using body percussion

accompaniment. GSE Assessment Target #3.2



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

2. Performing on

instruments, alone

and with others, a


music. MENC

2.3 Perform

expressively a

varied

repertoire

of music

representing

diverse genres

and styles. (c)

The student






(grade 2) M1(K-2) -1a


• 2/4

• 3/4 (grade 2)

• 4/4 M1( K-2) -1b


e.g.


2.3.4 Begins to identify simple musical forms , e.g.,

• phrase/echo/ verse/refrain, AB, ABA)

• “Shoo-fly”

• “This Little Light of Mine”

• “Bluebird, Bluebird” M4 (K-2 –1b

2.3.5 Plays songs, classroom instruments, and body percussion, e.g.,

M3 (K-2)-1b

• drums

• keyboard

• triangle

• woodblocks

• xylophones



• beat

• dynamics

• form

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

2.3.7 Performs instrumental accompaniments parts.

• Simple ostinato patterns

• Basic chordal accompaniments (Orff instruments)








Assessment Target # 3.1

3. Improvising melodies,

variations, and

accompaniments

3.1 Improvise “answers” in

the same style to given

rhythmic and melodic

ostinato accompaniments

(a)

PERFORMANCE

The student

3.1.1 Improvises songs to accompany play activities.

3.1.2 Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b

3.1.3 Performs the “answer” in the same style to the given rhythmic

and melodic phrase.


• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

3.1.5 Improvises his/her own rhythmic and melodic phrase.

• rhythm instruments

• body percussion





Target Assessment #1.2

Peer assessment–

performance

rubric/checklist


instrumental)



3. Improvise melodies,

variations, and

accompaniments. MENC

3.2 Improvise simple

rhythmic and melodic

ostinato

accompaniments. (b)

The student



3.2.3 Identifies the use of music in various cultures and time periods

through discussion about the cultures represented in the school

population and beyond, e.g.

• “Frog Went a Courtin”

• “Skin and Bones” M1 (K-2)-2b


• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

3.2.5 Improvises as solo and group using pentatonic scale , e.g.

• “Hot Cross Buns”

• “Merrily We Roll Along”

• Keyboards

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Xylophones






3 Improvise melodies,

variations, and

accompaniments. MENC

3.3 Improvise simple

rhythmic variations

and simple melodic

embellishments on

familiar melodies (c)

The student


e.g.



3.3.2 Improvises as solo and group using pentatonic scale.

• classroom melodic percussion

• Orff instruments


• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

3.3.4 Uses rhythmic instruments for sound effects.

3.3.5 Improvises his/her own rhythmic and melodic embellishment to a

given song, e.g.

• “Twinkle, Twinkle Little Star”

• “Rain, Rain Go Away”

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE






4. Composing and

arranging music within

specific guidelines

4.1 Create and arrange

music to accompany

readings or

dramatizations. (a)

TOOLS

The student



e.g.



o www.noteflight.com (music notation)

4.1.3 Begins to recognize and applies elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

4.1.4 Performs composition for peers and/or others.

4.1.5 Adds instrumental sounds to illustrate a story or poem.

4.1.6 Selects music to accompany a story or poem.






TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist


instrumental)





MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Works together to present a class or school play integrating

dance, music, and art to tell a story or commemorate an

event. Assessment Target #2.2

4. Composing and

arranging music within

specific guidelines

4.2 Use a variety of

sound sources

when composing.

(c)

4.2.1. Improvises songs to accompany play activities e.g.


• “Skin and Bones” M1 (K-2)-2a

o www.noteflight.com (music notation)

4.2.2 Improvises rhythmic patterns to accompany songs. M1 (K-2)-2b

4.2.3 Begins to recognize and apply elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

4.2.4 Performs composition for peers and/or others.

4.2.5 Adds instrumental sounds to illustrate a story or poem.

4.2.6 Selects music to accompany a story or poem.

4.2.7 Uses classroom instruments, voices and body percussions to

compose songs given a beginning and an end.






TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE




5. Reading and

notating music

5.1 Read whole, half,

dotted half, quarter,

and eight notes and

rests in 2/4, 3/4, 4/4 ,

meter signatures.

(a) PERFORMANCE/

TOOLS

The student

5.1.1 Reads, writes, and performs simple rhythmic patterns using

iconic or standard notation, including:




(grade 2) M1(K-2) -1a

5.1.2 Reads, writes, and performs simple patterns in meters of 2 and 3.

M1(K-2) -1b

5.1.3 Plays songs, classroom instruments, and body percussion

(e.g., drums, shakers, rhythm, sticks, barred instruments).

M3(K-2) -1b

5.1.4 Knows elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

5.1.5 Recognizes note values:

• whole

• half

• quarter

• eighth

• quarter rest

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist


instrumental)





MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.1.6 Recognizes time signatures in:

• �

�

• �

� (grade 2)

• �

�

5.1.7 Analyzes music examples for appropriate note values and time

signatures.

• Music book series songs

• Keyboard songs


• Chants rhythmic patterns using rhythmic mnemonics (e.g.,

word chants, rhythm syllables of ta ti-ti or du du-de). GSE


• Sings and plays (together and alone) a variety of styles and

genres of music in a variety of settings. Assessment Target

#3.1

• Accompanies their singing using body percussion

accompaniment. Assessment Target #3.2

5. Reading and notating

music

5.2 Use a system (that is,

syllables, numbers, or

letters, to read simple

pitch notation in the

treble clef in major keys.

(b)

PERFORMANCE/ TOOLS

The student

5.2.1 Reads, writes, and performs

• simple patterns of pitch using solfege, e.g., so-mi, la-so-mi,

mi-re-do, la-so-mi-re-do M1(K-2) -1c

5.2.2 Begins to identify/recognize the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• rhythm

• tempo

• timbre/tone

5.2.3 Identifies lines notes and space notes on the treble clef.

5.2.4 Begins to identify names of notes on the treble staff.

5.2.5 Identifies bass clef and treble clef.


• Echo sings/chants short rhythmic or melodic pentatonic

patterns and play short rhythmic or melodic pentatonic

patterns on pitched barred instruments. GSE Assessment

Target #1.2


music

5.3 Identify symbols and

traditional terms

referring to dynamics,

tempo, and articulation

and interpret them

correctly when

performing. ( c)

PERFORMANCE/ TOOLS

The student

5.3.1 Uses age-appropriate music vocabulary to critique music, e.g.

• “I can hear a steady beat.”

• “I can hear how the music gets louder.”

• “The xylophones and drums played together.” M4(k-2) -2a

5.3.2 Uses purposeful movement and drawings to demonstrate an

awareness of the aesthetic qualities evoked by music (e.g.,

drawing or moving to show how the music sounds). M4(K-2) - 2b


• 2/4

• 3/ 4 (grade 2)

• 4/4 M1(k-2) -1b




TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.3.5 Begins to read and perform musical notation and symbols e.g.

• p, f, crescendo, diminuendo, repeat signs, D.S. al coda,

tempo

o www.makingmusicfun.net

5.3.6 Applies knowledge of musical notations and symbols to a given

rhythm/melody.


• Begins to chant rhythmic patterns using rhythmic

mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or

du du-de). GSE Assessment Target #1.1

• Begins to describe the use of musical elements, musical

form, and instrumentation using supporting illustrations,

charts, or visuals. (Responses incorporate appropriate

musical terminology by grade 4.). GSE Assessment Target

#4.1


music

5.4 Use standard symbols to

notate meter, rhythm,

pitch, and dynamics in

simple patterns

presented by the

teacher. (d)

PERFORMANCE/ TOOLS

The student






(grade 2) M1(K-2) -1a

o www.makingmusicfun.net


• 2/4

• 3/ 4 (grade 2)

• 4/4 M1(3-4) -1b




• Keyboard

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.4.4 Demonstrates understanding of rhythmic notation and

corresponding note value.




pentatonic patterns on pitched barred instruments.. GSE





6. Listening to analyzing,

and describing music

6.1 Identify simple music

forms when presented

aurally. (a)

The student

6.1.1 Identifies simple musical forms (e.g., phrase/echo/ verse/refrain,

AB, ABA). M4(K-2)-1b




• “The xylophones and drums played together.” M4(K-2) -2a

• CD’s

• www.itunes.com


awareness of the aesthetic qualities evoked by music (e.g., drawing

or moving to show how the music sounds) M4(K-2) -2b

6.1.4 Begins to know elements of music

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist


instrumental)



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

6.1.5 Identifies verse/refrain and call/response.

6.1.6 Differentiates between same and contrasting sections (e.g. ABA)

when presented aurally.

6.1.7 Analyzes simple music form e.g. AB, ABA, and AABB when

presented aurally.

6.1.8 Begins to demonstrate an understanding of simple musical forms

through various means, e.g.

• shapes

• graphics

• numbers

• actions

• purposeful movement/dance

6.1.9 Identifies like and different melodies, introduction and interludes in

a given music listening piece.


• Describes the use of musical elements, musical form, and

instrumentation using supporting illustrations, charts, or

visuals. (Responses incorporate appropriate musical

terminology by grade 4). GSE Assessment Target #4.1





6.2 Demonstrate perceptual

skills by moving, by

answering questions

about, and by describing

aural examples of music

of various styles

representing diverse

cultures. (b)

PERCEPTION

The student

6.2.1 Identifies individual timbres of instruments and voices in a variety

of music, e.g., winds, brass, bass, soprano, strings. M4 (K-2) -1c

• www.sfskids.org

6.2.2 Uses personal vocabulary to describe voices and instruments from

diverse cultures. M2 (K-2) -1a


6.2.3 Identifies and describes basic musical elements of pitch and

rhythm in selected pieces of music, e.g.

• high/low

• fast/slow

• loud/soft

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.sfskids.org

www.worldmusic.nationalgeographic.c

om

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• ascending/descending melody

• even/uneven rhythm patterns M4 (K-2) -1a

6.2.4 Begins to know the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

6.2.5 Demonstrates understanding of music changes in tempo or meter.

6.2.6 Identifies aurally example such as changes in

• dynamics

• key (e.g. major vs. minor)

• meter

• orchestration/instrumentation

• style

• tempo





musical terminology by grade 4.). GSE Assessment Target #

4.1



6.3 Use appropriate

terminology in

explaining music, music

notation, music

instruments and voices,

The student


rhythm in selected pieces of music, e.g.

• high/low

• fast/slow

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com

• www.worldmusic.nationalgeographic.

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

and music

performances. ( c)

PERCEPTION

• loud/soft


• even/uneven rhythm patterns M4 (K-2) -1a

• www.itunes.com

6.3.2 Uses age-appropriate music vocabulary to critique music , e.g.,



• “The xylophones and drums played together.” M4 (K-2)-2a

• www.itunes.com



awareness of the aesthetic qualities evoked by music, e.g.

• drawing or moving to show how the music sounds. M4 (K-

2)-2b

6.3.4 Identifies simple musical forms e.g.,

•••• phrase/echo/verse/refrain. M4 (K-2) 1b

6.3.5 Begins to understand the use of elements of music in different

genres and cultures, e.g.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone





musical terminology by grade 4.). GSE Assessment Target

#4

com

• i-Tunes/recordings

See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

6. Listening to analyzing, and

describing music

6.4 Respond through

purposeful movement

to selected prominent

music characteristics or

to specific music events

while listening to music.

(e)

PERCEPTION

The student

6.4.1 Identifies and describes basic musical elements of pitch and rhythm

in selected pieces of music, e.g.

• high/low

• fast/slow

• loud/soft


• even/un M4 (K-2) -1a

6.4.2 Identifies simple musical forms, e.g.

• phrase/echo/ verse/refrain

• AB

• ABA M4 (K-2) -2b

6.4.3 Begins to knows elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

6.4.3 Identifies meters.


6.4.4 Recognizes major/minor tonalities. (grade 2)

6.4.5 Selects the correct meter to an aural presentation. (grade 2)

• musical theater

• recordings





musical terminology by grade 4.) GSE Assessment Target

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

#4.1

7. Evaluating music and

music performances

7.1 Devise criteria

for evaluating

performances and

compositions. (a)

PERCEPTION

The student


rhythm in selected pieces of music, e.g. M4 (K-2) -1a

•••• high/low, fast/slow, loud/soft, ascending/descending

melody, even and uneven rhythm patterns

•••• and through

o creative movements

o active listening

o questions and answers

o compare and contrast

o identifying traditional instruments and

instrument families

•••• compare and contrast

o instrument families

o children vs. adult voices

o women’s vs. men

o elements of music

•••• www.sfskids.org

•••• www.learningobjects,wesleyan.edu/vim (world

instrument music)

•••• www.worldmusic.nationalgeographic.com

7.1.2 Identifies individual timbres of instruments and voices in a variety

of music (e.g., winds, brass, bass, soprano, strings). M4 (K-2) -1c




• “The xylophones and drums played together.” M4 (K-2) -2a



drawing or moving to show how the music sounds). M4 (K-2) -2b

7.1.5 Comprehends the criteria for evaluating musical performances

(ensemble, solo, or self) that includes:

• Dynamics – loudness or softness of the music

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.sfskids.org

• www.metronomeonline.com

(practice tool)


loops)

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist


instrumental)





MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Pitch – singing or playing notes correctly

• Presentation – proper stage presence, uniform dress,

appropriate performance etiquette • Rhythm – patterns of long and short sounds

• Beat – I can hear a fast/slow/steady beat

7.1.6 Begins to identify elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

7.1.7 Recognizes and demonstrates an understanding of steady beat.

7.1.8 Recognizes and demonstrates an understanding of rhythmic and

melodic patterns in music.





terminology by grade 4.) Assessment Target #4.1

7. Evaluating music and

music performances

7.2 Explain, using

appropriate music

terminology, their

personal preferences

for specific musical

works and styles. (b)

PERCEPTION

The student




• “The xylophones and drums played together.”) M4 (K-2) -2a

• www.itunes.com

• www.youtube.com


TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com

• www.youtube.com

• www.worldmusic.nationalgeographi

c.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE



drawing or moving to show how the music sounds) M4 (K-2) -2b

7.2.3 Uses personal vocabulary to describe voices and instruments

from diverse cultures. M2 (K-2) -1a

7.2.4 Recognizes and discusses music representing various cultures

(e.g., represented in the school population). M2 (K-2) -1b

7.2.5 Comprehends the criteria for evaluating musical performances

(ensemble, solo, or self) that includes:

• Dynamics – loudness or softness of the music

• Pitch – singing notes correctly

• Presentation – proper stage presence to include uniform

dress • Rhythm – patterns of long and short sounds

• Beat – identify fast/slow/steady beat

o www.itunes.com

o www.youtube.com

o www.worldmusic.nationalgeographic.com

7.2.6 Begins to know the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

7.2.7 Identifies different genres of music, e.g.

• Jazz

• Rock

• Classical

• Pop

• Opera

• Country

and uses age-appropriate vocabulary to express what they like or


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

dislike about the different genres of music.





terminology by grade 4.) GSE Assessment Target #4.1

• Recognizes and describes music and celebrations of

different cultures (e.g., cultures represented in the school

population, everyday life, cultures studied). GSE


8. Understands

relationships between

music, the other arts,

and disciplines outside

the arts.

8.1 Identify similarities

and differences in the

common terms used in

various arts. (a))

INTEGRATION

The student

8.1.1 Identifies ways other disciplines are inter-related with music

using personal vocabulary, movement, or singing/playing e.g.,

• lullabies

• marches

• time patterns relevant to math M2 (K-2)-2a

8.1.2 Identifies genres and time periods and compares with the visual

arts, theater and dance (e.g. impressionism).

• Musicals

• Nutcracker Suite


8.1.3 Recognizes and discussing music representing various cultures

(e.g., represented in the school population). M2 (K-2)-1b

8.1.4 Designs a drawing representative of the music.

8.1.5 Creates a dance representative of the time and music.

• Musical theater

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE




event. GSE Assessment Target #2.2

instrumental)



8. Understands

relationships between

music, the other arts,

and disciplines outside

the arts.

8.2 Identify ways in

which principles

and subject

matter of other

disciplines taught

in the school are

interrelated with

those of music.

(b)

INTEGRATION

The student

8.2.1 Identifies ways other disciplines are inter-related with music using

personal vocabulary, movement, or singing/playing, e.g.

M2 (K-2)-2a

• lullabies

• marches

• time patterns relevant to math

o www.itunesu.com (history)

o www.learningobjects,wesleyan.edu/vim (world

instrument music)

o www.worldmusic.nationalgeographic.com

8.2.2 Identifies simple musical forms e.g.

•••• phrase/echo

•••• verse/refrain

•••• AB

•••• ABA M4 (K-2) 1b

8.2.3 Recognizes how music plays a role in the other subjects and vice

versa, e.g.

• math –adding note value

• science - acoustics, vibrations.

• ELA lyrics inked to poetry

• music culture/social medium

8.2.4 Identifies how music plays a role historically and culturally, e.g.

• social studies- patriotic songs, anthems, religious and folk

songs).

• Musical theater

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


• www.learningobjects,wesleyan.edu/

vim (world instrument music)


c.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

8.2.5 Concludes the importance of the arts and academics.

• www.itunes.com









terminology by grade 4.). GSE Assessment Target #4.1





9. Understanding music in

relation to history and

culture.

9.1 Identify by genre or

style aural examples of

music from various

historical periods and

cultures. ( a)

CONTEXT

The student


from diverse cultures. M2 (K-2)-1a

• records in journal

9.1.2 Recognizes and discussing music representing various cultures

(e.g., represented in the school population). M2 (K-2)-1b

9.1.3 Analyzes how music plays a part historically and culturally in our

world.

9.1.4 Listens to musical examples from various time periods and

relate it to its historical era.

9.1.5 Listens to music from different cultures and relate it to its

cultural origins.

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Checklists

(performance and

listening)

Conferencing

Playing test- live

using performance

rubric/checklist



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

9.1.5 Applies music by genre or style when presented aurally to various

historical periods

• American history songs from the revolution, Civil War,

slavery, George M. Cohan, rock n’ roll, patriotic songs etc.)

• Western songs and explorers (Westward travel “Old

West”, “Clementine” I’ve been working on the Railroad”

Aaron Copland

• African American


• Recognizes and describse music and celebrations of




Peer assessment–

performance

rubric/checklist


instrumental)



9. Understanding

music in relation

to history and

culture

9.2 Describe in

simple terms how

elements of

music are used in

music examples

from various

cultures of the

world. (b)

CONTEXT

The student


from diverse cultures. M2(K-2)1a

• www.itunes.com


9.2.2 Recognizes and discusses music representing various cultures

(e.g., represented in the school population). M2(K-1)1b

9.2.3 Begins to recognize elements of music.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com


c.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

9.2.4 Describes different ways the elements of music are used in music

from different cultures.

9.2.5 Explores the cultural and historical origin of music through its

distinguishing characteristics.

• rhythm

• meter

• key (major/minor, pentatonic)

• orchestration

.









9. Understanding music in

relation to history and

culture

9.3 Identify various

uses of music in

their daily

experiences and

describe

characteristics

that make

certain music

suitable for

each use. ( c)

CONTEXT

The student

9.3.1 Recognizes and discusses music representing various cultures (e.g.,

represented in the school population). M2(K-2 )-1b



9.3.2 Identifies ways other disciplines are inter-related with music using

personal vocabulary, movement, or singing/playing (e.g., lullabies,

marches, time patterns relevant to math). M2 (K-2)-2a

9.3.2 Recognizes various uses of music in their daily experiences e.g.

radio, TV, video games, movies, CD, MP3, ipod

9.3.3 Identifies music characteristics (rally, relaxing, mood, dancing) that

are used in their daily experiences.

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com


c.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

9.3.4 Classifies certain characteristics that make music in daily

experiences suitable for each use, e.g.

• Celebration music

• Seasonal/holiday music

• Patriotic music

• Program music

9.3.5 Selects music appropriate for daily activities.

9.3.6 Discusses why or why not certain music is used for different

activities.


• Recognize and describe music and celebrations of different

cultures (e.g., cultures represented in the school



• Work together to present a class or school play integrating



9. Understand

music in relation

to history and culture

MENC

9.4 Identify and

describe roles of

musicians in

various music

settings and

cultures. (d)

The student

9.4.1 Recognizes and discusses music representing various cultures (e.g.,

represented in the school population). M2 (K-2)-1b

9.4.2 Listens and observes musicians perform from the community.

9.4.3 Examines the role of musicians in different countries and cultures

throughout the world.



9.4.4 Works with “Artist in Residence,” e.g.

• Aubrey Atwater/Donnelly Trio

• Navy Band

• Rhode Island Philharmonic Music School Programs

• Rhode Island State Council on the Arts


TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com


c.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE





9. Understand

music in relation to

history and culture

MENC

9.5 Demonstrate

audience

behavior

appropriate for

the context and

style of music

performed. (e)

The student

9.5.1. Recognizes and discusses music representing various cultures (e.g.,

represented in the school population). M2 K-2)-1b

9.5.2 Understands the proper audience etiquette for attending:

• assemblies

• town meetings

• concerts

• plays

• musical

9.5.3 Models and practices proper audience etiquette throughout

the school year.






TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com


c.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard

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MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM … · 2013-03-03 · MIDDLETOWN PUBLIC SCHOOLS...

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