Guilford Public Schools

Music Curriculum Grades K - 8

March 14, 2005

Introduction

In April 2002, the Connecticut State Department of Education provided the district with a Guide to K-12 Program Development in the Arts. The guide presents goals and standards for student learning in music education and includes a consensus of best practice in curriculum and instruction for music. Since this time, all of the vocal and instrumental Guilford K-12 music teachers, working together, have used this guide as a reference as they reviewed and revised their curriculum. The results contained in this document were designed so that all students would have the opportunity to be engaged in a study of music recognizing not just its aesthetic value but also its importance as a form of communication. This document incorporates the philosophical beliefs as well as the program goals for the K-12 Music program in Guilford.

Music includes a wide array of organized expressive sound, both with and without words. It is created by traditional acoustic and electronic instruments as well as by environmental sounds sources (such as hollow logs or household utensils) and by the human body. Music literature comes from an enormous range of sources including the classical, folk, and popular traditions.

The Guilford Public Schools music teachers believe that:

Students should be given opportunities to create, perform and respond to music of various types in a variety of ways.

The purpose of music education is to prepare students for a lifetime of active, satisfying involvement with music in a

variety of forms.

Students should have opportunities to read, interpret and perform a wide range of music literature, including music created by others and their own works.

Students should be able to respond with understanding to others’ musical works and others’ performance.

Students should be empowered to create, refine and notate their own original music

. Through their experiences with music students should gain insight into the enormous body of music that has been

created throughout the centuries from early history to the present.

Overview

The curriculum guide is divided into two sections. Section One contains the curriculum arranged according to the nine Content Standards defined in the Connecticut State Framework. For each Content Standard, the Performance Standard (the more focused set of skills and knowledge needed to achieve the Content Standard) is defined; an explanation of what students should know and be able to do (concepts and skills) is provided. Also in this section, suggested instructional strategies and assessments are provided. The curriculum is divided into grade ranges: (K-4, 5-6, and 7-8) which follows the state guidelines. Grades 5-6 and 7-8 are separated to reflect Guilford’s middle school structure but the performance standards vary only slightly. This reflects the idea that students’ experience in music is a spiraling process of learning and applying a diverse set of skills and knowledge needed to meet each standard. The expectation is that students will have multiple experiences that become increasingly more complex and/or sophisticated as they are asked to create, perform, and respond to music in their work to meet the standards.

Section Two contains Sample Assessment Tools provided as models. The Guilford Public Schools teachers who were members of the curriculum committee for music are:

Tahme Adinolfi, Music Department Chairperson- Guilford High School Susan Barraco, Music Teacher-Adams Middle School Thomas Boates, Music Teacher –Guilford High School Sandy Calamari, Music Teacher- A. W. Cox and Guilford Lakes Elementary Schools Karen Clark, Music Teacher-Baldwin Middle School Mimi Dudley, Music Teacher- Melissa Jones and Calvin Leete Elementary Schools Carol Fonicello, Music Teacher-Baldwin Middle School Mark Gahm, Music Teacher- Guilford High School and Adams Middle School Gabrielle Johnson, Music Teacher-Admas Middle School Rachael Jungkeit, Music Teacher- Guilford High School and Guilford Lakes Elementary School Jason Malli, Music Teacher-Adams Middle School Judi McDermott-Eggert, Music Teacher- Adams Middle School and Guilford High School Jane Postovoit, Music Teacher-Baldwin Middle School Jan Shames, Music Teacher- Baldwin Middle School Marilynn Sturgess, Special Assignment- Guilford Public Schools

Section One

Curriculum Guide

K-4 The following K-4 Music Curriculum is based on a once-a-week, 30 minute class schedule for students.

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 1: The student will be able to sing, alone and with others, a varied repertoire of songs.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

1. Teacher Evaluation using Checklist: 1. Is rhythm correct? 2. Are dynamics correct? 3. Are phrases correct? 4. Is breathing correct? 5. Is expression correct? 6. Is blending correct? 7. Is the musical style correct? 2. Peer Assessment of performance 3. Audience assessment

Students will: a. sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo b. sing expressively, with appropriate dynamics, phrasing and interpretation c. sing from memory a varied repertoire of songs representing genres and styles from diverse cultures d. sing ostinatos, partner songs and rounds e. sing in groups, blending vocal timbres, matching dynamic levels and responding to the cues of a director

Modeling, Guided practice and rehearsal singing songs with correct pitch, diction, style, rhythm, tempo Modeling, Guided practice and rehearsal sing repertoire of songs with expression, dynamics, accent, foreign language Guided practice of new songs, old familiar songs; songs with added new verses; songs with so-mi (sequential musical syllables); songs with short and long vocal range, Guided practice of songs with patterns, solo, echo, tutti part songs Echo singing

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 2: The student will be able to play, alone and with others, a varied repertoire of instrumental music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher evaluation using checklist/scoring rubric Peer and self-assessment of performance tapes Peer and self-assessment of performance tapes

Students will: a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain steady tempo b. perform easy rhythmic and melodic patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments c. perform expressively a varied repertoire of music representing diverse genres and styles d. echo short rhythms and melodic patterns e. perform in groups, blending instrumental timbres, matching dynamic levels and responding to the cues of a conductor f. perform independent instrumental parts while other students sing or play contrasting parts

Modeling, guided practice, rehearsals Echo teach Guided practice Teacher modeling of correct rhythm, pitch dynamics, timbre, patterns, tempo, blending and expression Guided practice, rehearsals using examples of diverse genres and styles Echo teach Guided Practice, rehearsal Partner or small group work

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 3: The student will be able to improvise melodies, variations, and accompaniments

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher evaluation using guidelines or scoring rubric Self-evaluation and peer evaluation Critique of class performance on video

Students will: a. improvise “answers” in the same style to given rhythmic and melodic phrases b. improvise simple rhythmic and melodic ostinato accompaniments c. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies

Teacher models what improvisation means and gives supportive guidelines to help students improvise Teacher uses songs, charts, notation and conducting cues for improvisation Class listens to improvisations from exemplars of performances

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 4

The student will be able to compose and arrange music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher and Peer evaluation Discussion Performance Critique

Students will: a. be able to explain in basic terms what composing is b. be able to improvise within the structure of a learned song c. create and arrange music to accompany songs, readings, or dramatizations

Teacher describes what composing is Use of a variety of rhythm and pitched instruments Vocal improvisation

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 5

The student will be able to read and notate music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher observation Classroom discussion Performance

Students will: a. read half, quarter and eighth notes and rests in 2/4, and 4/4 meter signatures b. use a system (syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys c. identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing d. use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher

Teacher modeling and guided practice Teacher modeling using syllables, numbers and rhythms on board for children to read Exemplars (Teacher uses songs, instrumental pieces, charts, flash cards, worksheets, musical games, and echoes) Guided practice

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 6

The student will be able to listen to, describe, and analyze music

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Group/individual responses including: movements, drawings, and varied instrumentation Teacher and peer observation Group/individual, responses to exemplars Musical games

Students will: a. identify simple music forms when presented b. demonstrate perceptual skills by moving in response to, by answering questions about and by describing aural examples of music of various styles representing diverse cultures c. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices e. respond through purposeful movement to selected prominent music characteristics, or to specific music events while listening to music

Teacher introduces 8 parts of music: melody, rhythm, tempo, timbre, dynamics, grouping, form and harmony Modeling and guided practice Guided practice while listening to exemplars; using charts, flash cards and terms, games Guided discovery using exemplars and games Movement activities, both choreographed and improvised Games and drawings

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 7

The student will be able to evaluate music and music performances.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Classroom discussion Criteria lists Student Response

Students will: a. devise criteria for evaluating performances and compositions

Teacher-led discussion to develop criteria Exemplars, guided practice

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 8

The student will be able to make connections between music, other disciplines, and daily life.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher observation Classroom discussion

Students will: a. identify similarities and differences in the meanings of common terms used in various arts b. identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated c. develop a sense of community with aspects of positive character on a daily basis

Teacher uses songs, instrumental pieces and listening to relate to music and visual arts through:

(a) dynamics (b) tempo (c) colors (d) form (e) light and dark

Teacher discussion of and/or movement relating to: ballet, literature – poetry, drama, math, signing, history Teacher modeling and discussion

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 9 The student will be able to understand music in relation to history and culture - exposure

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Classroom discussion/individual response Classroom discussion Role play and period videos Observation: behavior in concerts

Students will: a. identify by genre or style aural examples of music from various historical periods and cultures b. identify and describe roles pf musicians in various musical settings and cultures c. demonstrate audience behavior appropriate for the context and style of music performed

Teacher modeling using appropriate call charts, study guides with story, songs and instrumental pieces from historical periods and cultures. Videos, stories Teacher discussion and modeling of specific characteristics for concert manners

Grade 5 & 6 Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 1: The student will be able to sing, alone and with others, a varied repertoire of songs.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher observation, both visual and aural Performance – concerts, class performances, assemblies Classroom discussion Class critique Progress reports, quizzes (playing & written)

Students will: a. sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles b. sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6*, including some songs performed from memory c. sing music representing diverse genres and cultures, with expression appropriate for the work being performed d. sing music written in two and three parts e. students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6*, including some songs performed form memory

Teacher modeling Warm-up exercises to incorporate breathing, ear training & diction Guided practice and rehearsal of music with technical accuracy and expression all from memory Guided practice and rehearsal of music from all different countries and cultures with appropriate expression and native language Guided practice singing in 2 or 3 parts

* See Level of Difficulty Scale in Assessment Section

Music Curriculum Grades 5 & 6

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 2: The student will be able to play, alone and with others, a varied repertoire of instrumental music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance, in concerts, class performances, assemblies, etc. using: Teacher observation: visual/aural Classroom discussion Student critiques Practice calendars Progress reports, quizzes (playing & written) Student self-assessment using a rubric Teacher assessment using a rubric *See Level of Difficulty Scale in Assessment Section

Students will: a. perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control b. perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6* c. perform music representing diverse genres and cultures, with expression appropriate for the work being performed d. play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument e. students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6,* including some solos performed from memory

Teacher modeling/guided practice: playing with good posture and playing position, playing with good breath/bow/stick control Listening using exemplars Rehearsing and performing with expression & technical accuracy Rehearsing and performing music representing diverse genres and cultures

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 3: The student will be able to improvise melodies, variations, and accompaniments

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will: Students will be assessed via performance in concerts, class performances, assemblies, etc. using: Teacher observation: visual/aural Discussion Class critique

a. improvise simple harmonic accompaniments b. improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys c. improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality

Teacher modeling/guided practice in improvisation:

a. to simple blues accompaniment

b. to rhythm patterns on world percussion instruments to melodies

c. melodic patterns using Orff instruments in accompaniments in pentatonic scales

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 4

The student will be able to compose and arrange music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback

Students will: a. compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance b. arrange simple pieces for voices or instruments other than those for which the pieces were written c. use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging

Guided practice and teacher modeling to create:

a. a system of notation to compose with and perform from (individually, paired work, small group work)

b. compositions to reflect the moods, actions and emotions in poetry

Guided discovery

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 5

The student will be able to read and notate music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback Quizzes (written and playing) Teacher assessment using a rubric

Students will: a. read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, , 4/4, 6/8, 3/8 and alla breve meter signatures b. read at sight simple melodies in both the treble and bass clefs c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression d. use standard notation to record their musical ideas and the musical ideas of others e. students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a difficulty level of 2, on a scale of 1 to 6*

Teacher modeling and guided practice of:

a. sight singing melodies in treble clef and bass clef with transference from Kodaly hand symbols

b. using their performance literature

c. notating simple rhythms and melodies (individual, paired, and small group work)

*See Level of Difficulty Scale in Assessment Section

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 6

The student will be able to listen to describe, and analyze music

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Written and aural questions and quizzes Classroom discussion Student responses using a rubric

Students will: a. describe specific music events in a given aural example, using appropriate terminology (e.g. changes in tempo, rhythm, melodic structure, dynamics, etc.) b. analyze the uses of elements of music in aural examples representing diverse genres and cultures c. demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music

Teacher modeling, Guided listening, using exemplars Guided practice using appropriate terminology Guided listening and analysis of exemplars to discriminate between the elements of music in various genres Guided practice to demonstrate a knowledge of basic principles of meter, rhythm, tonality, intervals & chords

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 7

The student will be able to evaluate music and music performances.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Class Discussion Criteria-reference assessments, both written and aural using rubrics

Students will: a. develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply criteria in their personal listening and performing b. evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

Teacher-led discussion to produce student-generated criteria relating to the elements of music and performance standards used to evaluate the quality and effectiveness of music performances and compositions Partner and small-group work using criteria/rubrics to determine quality and effectiveness of music performances and compositions Creating student rubrics

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 8

The student will be able to make connections between music, other disciplines, and daily life.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback

Students will: a. compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions or ideas into works of art b. describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated c. identify a variety of music-related careers d. develop a sense of community and aspects of positive character on a daily basis

Guided discovery viewing art work in various styles and comparing it to music written during the same period and guided discovery of the relationship between the expressive qualities of music and poetry by writing poems and adding music to them Guided discovery, discussion of the relationship between music and science through the study of sound production, acoustics, wave form and harmonic frequencies, the relationship between fractions in math and rhythms in music Discussion of a variety of music-related careers Teacher modeling and discussion Student role-playing

Grades 5 & 6

Music Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 9 The student will be able to understand music in relation to history and culture - exposure

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback Student Performance

Students will: a. describe distinguishing characteristics of representative music genres and styles from a variety of cultures b. classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (high quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary c. compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed

Discussion and guided practice using a variety of choral and instrumental literature, Guided listening Guided listening using exemplars Teacher-led discussion to generate criteria for exemplary characteristics Guided research

Guilford Public Schools Music Curriculum Grade 7 & 8

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 1: The student will be able to sing, alone and with others, a varied repertoire of songs.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Teacher observation, both visual and aural Performance – concerts, class performances, assemblies Classroom discussion Class critique Progress reports, quizzes (playing & written)

Students will: a. sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles b. sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2-4, 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, three and four parts e. students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed form memory

Teacher modeling Warm-up exercises to incorporate breathing, ear training & diction Guided practice and rehearsal of music with technical accuracy and expression all from memory Guided practice and rehearsal of music from all different countries and cultures with appropriate expression and native language Guided practice singing in 2 or 3 parts

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 2: The student will be able to play, alone and with others, a varied repertoire of instrumental music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance, in concerts, class performances, assemblies, etc. using: Teacher observation: visual/aural Classroom discussion Student critiques Practice calendars Progress reports, quizzes (playing & written) Student self-assessment using a rubric Teacher assessment using a rubric Written concert evaluation

Students will: a. perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control b. perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2-4, on a scale of 1 to 6 c. perform music representing diverse genres and cultures, with expression appropriate for the work being performed d. play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument e. students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory

Teacher modeling/guided practice: playing with good posture and playing position, playing with good breath/bow/stick control Listening using exemplars Rehearsing and performing with expression & technical accuracy Rehearsing and performing music representing diverse genres and cultures

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 3: The student will be able to improvise melodies, variations, and accompaniments

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will: Students will be assessed via performance in concerts, class performances, assemblies, etc. using: Teacher observation: visual/aural Discussion Class critique

a. improvise simple harmonic accompaniments b. improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys c. improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality

Teacher modeling/guided practice in improvisation:

a. to simple blues accompaniment

b. to rhythm patterns on world percussion instruments to melodies

c. improvise simple melodic patterns

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 4

The student will be able to compose and arrange music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback Student self-assessment using rubrics Teacher assessment using rubrics

Students will: a. compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance b. arrange simple pieces for voices or instruments other than those for which the pieces were written c. use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging

Guided practice and teacher modeling to create:

a. a system of notation to compose with and perform from (individually, paired work, small group work)

b. compositions to reflect the moods, actions and emotions in poetry

Guided discovery

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 5

The student will be able to read and notate music.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback Quizzes (written and playing) Teacher assessment using a rubric

Students will: a. read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, , 4/4, 6/8, 3/8, 2/2, 5/4, 7/4, 9/8, 12/8 and music with changing meters b. read at sight simple melodies in both the treble, bass and alto clefs c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression d. use standard notation to record their musical ideas and the musical ideas of others e. students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a difficulty level of 2, on a scale of 1 to 6

Teacher modeling and guided practice of:

a. sight singing melodies in treble clef and bass clef with transference from Kodaly hand symbols

b. using their performance literature

c. notating simple rhythms and melodies (individual, paired, and small group work)

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 6

The student will be able to listen to describe, and analyze music

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Written and aural questions and quizzes Classroom discussion Student responses using a rubric

Students will: a. describe specific music events in a given aural example, using appropriate terminology (e.g. repeated themes, changes in register, rhythm, etc.) b. describe and analyze musical events in the music they create, perform, study and listen to c. analyze the uses of elements of music in aural examples representing diverse genres/cultures d. demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music

Teacher modeling, Guided listening, using exemplars Guided practice using appropriate terminology Guided listening and analysis of exemplars to discriminate between the elements of music in various genres Guided practice to demonstrate a knowledge of basic principles of meter, rhythm, tonality, intervals & chords

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 7

The student will be able to evaluate music and music performances.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Class Discussion Criteria-reference assessments, both written and aural using rubrics Written concert evaluations

Students will: a. develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply criteria in their personal listening and performing b. evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

Teacher-led discussion to produce student-generated criteria relating to the elements of music and performance standards used to evaluate the quality and effectiveness of music performances and compositions Partner and small-group work using criteria/rubrics to determine quality and effectiveness of music performances and compositions Creating student rubrics

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 8

The student will be able to make connections between music, other disciplines, and daily life.

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback Student self-assessment Music journals

Students will: a. compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions or ideas into works of art b. describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated c. identify a variety of music-related careers d. develop a sense of community and aspects of positive character on a daily basis

Guided discovery viewing art work in various styles and comparing it to music written during the same period and guided discovery of the relationship between the expressive qualities of music and poetry by writing poems and adding music to them Guided discovery, discussion of the relationship between music and science through the study of sound production, acoustics, wave form and harmonic frequencies, the relationship between fractions in math and rhythms in music Discussion of a variety of music-related careers Teacher modeling and discussion Student role-playing

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 9 The student will be able to understand music in relation to history and culture – exposure

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Students will be assessed via performance in class using: Teacher observation: visual/aural Class discussion Student Peer feedback Student Performance Written quizzes Listening units notes

Students will: a. describe distinguishing characteristics of representative music genres and styles from a variety of cultures b. classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (high quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary c. compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed d. perform, study, and listen to a repertoire representing literature from a variety of genres and styles from a number of cultures and historical time periods e. demonstrate appropriate audience behavior in various performances that represent a variety of contexts and styles of music

Discussion and guided practice using a variety of choral and instrumental literature, Guided listening Guided listening using exemplars Teacher-led discussion to generate criteria for exemplary characteristics Guided research Guided practice Teacher modeling and discussion

Section Two

Sample Assessment Tools

Music: Level of Difficulty Scale (1-6)

Level Description Key Elements

Level 1 Very easy Easy keys, meters and rhythms; limited ranges.

Level 2 Easy May include changes of tempo, key and meter; modest ranges.

Level 3 Moderately easy Contains moderate technical demands, expanded ranges and varied interpretive requirements.

Level 4 Moderately difficult Requires well-developed technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys.

Level 5 Difficult Requires advanced technical and interpretative skills; contains key signatures with numerous sharps or flats, unusual meters, complex rhythms, subtle dynamic requirements.

Level 6 Very difficult Suitable for musically mature students of exceptional competence.