MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM...
Transcript of MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM...
Curriculum Writers: Frances Brown and Gary Sebastiao
February 2013
MIDDLETOWN PUBLIC SCHOOLS
BAND CURRICULUM
GRADES 5-6
Joseph H. Gaudet Middle School
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 1
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 2
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.
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 3
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
• Trimester exams
• Formative Assessments
• Concerts
• Assessment Targets
SUGGESTED
• Adjudicated Festivals
o All State
o Solo & Ensemble
o RIMEA
o Out of state competitions
• Anecdotal record effort, attendance, behavior
• Concerts
• Conferencing
• Playing test- live/ taped using performance rubric/checklist
• Peer assessment–concerts using performance
rubric/checklist
• Rehearsals
• Rubrics/checklists
o Listen and analyze
o Performance
• Self-assessment using performance rubric/checklist
• Test
• Written – ELA Common Core
o Argument
o Informational
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
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 4
Books/ supplementary
• Essential Elements, 2000 (band method book), Book 1 and 2
• NAfME
• RIMEA
• Trade publications
Equipment
• Color instruments
• Instruments
• Metronomes
• Piano
• Recordings and recording devices
• Tuners
Technology
• CDs, CD player/DVD player
• Computers
• Designated sound equipment
• Digital recorders
• Flat screen TV, overhead monitors
• I-pads
• MPs Player
• Overhead projector
• Smartboard™
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
• Vocal octavos
Materials
• Chorale books for band instrumentation
• Rhythm method books
Recordings
• Professional musician on each instrument
• Band music including various time periods and genres
Sheet music
• Solo
• Small ensemble
Software
• Alfred’s Essentials of Music Theory
• Auralia
• Band-in-a-box
• Finale Notepad™
• Finale™ (notation software)
• Garage band
• I-Tunes
• Mixcraft
• Smart Music
Community
• Performances, recitals
• Guest clinicians
• Rhode Island State Council on the Arts
RESOURCES CHORUS GRADES 5-6
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 5
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 6
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1. Singing, alone and with
others, a varied
repertoire of music
1.1. Sing accurately and with
good breath control
throughout their singing
ranges, alone and in
small and large
ensembles
PERFORMANCE
The student
1.1.1 Understands the elements of music as they relate to auditing.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
1.1.2 Audiates selected materials appropriate to grade level and
appropriate to performance objectives.
• www.good-ear.com (ear training)
1.1.3 Reads writes, and performs rhythmic patterns using standard
notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8, and eight-note
triplets M1(5-6)-1a
1.1.4 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
• Creates a melodic variation of a familiar melody being
performed in class (e.g., compose short variations to an 8-
bar melody). GSE Target Assessment #1.2
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.good-ear.com (ear training)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
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MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2. Performing on
instruments, alone and
with others, a varied
repertoire of music
2.1 Performs 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. 1b
PERFORMANCE
The student
2.1.1 Understands appropriate posture and appropriate playing
position.
2.1.2 Performs with good posture and good playing position.
• feet flat on floor
• sitting on front of chair
• sitting tall
2.1.3 Identifies and understands:
• percussion sticking
• proper fingering
• slide position
• www.vicfirth.com/education (percussion technique)
2.1.4 Performs on at least one instrument with proper stick position,
proper embouchure utilizing standard techniques of:
• matched grip
• staccato
• legato
• www.vicfirth.com/education (percussion technique)
2.1.5 Plays musical instruments with musical accuracy (e.g., guitar,
keyboard, wind and string instruments)
[Level of Difficulty: 1 on a scale of 1-6 (ensembles) or
commensurate easy difficulty level for other classes (e.g., guitar
and keyboard) M3 (5-6) -1b
2.1.6 Develops and applies two specific criteria provided for critiquing
music (e.g., dynamic contrast and balance: “It’s a good
performance because they played with crescendos and
diminuendos.”)M4 (5-6) -2a
2.1.7 Reads writes, and performs rhythmic patterns using standard
notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
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.good-ear.com (ear training)
• www.vicfirth.com/education
(percussion technique)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 8
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8, and eight-note
triplets M1(5-6)-1a
2.1.8 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
• Performs familiar songs solo, demonstrating tone, time,
technique, and expression. GSE Target Assessment #3.1
• Plays or sings music from various genres and diverse
cultures within a large ensemble setting. GSE Target
Assessment #3.2
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
2. Performing on
instruments, alone and
with others, a varied
repertoire of music
2.2 Performs with
expression and
technical accuracy a
large and varied
repertoire of
instrumental literature
with a level of 2, on a
scale of 1 to 6. 2b
PERFORMANCE
The student
2.2.1 Knows and applies elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
2.2.2 Identifies the key signatures for the major scales.
2.2.3 Performs music (levels 1-2) from of the following formats:
• overture
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.good-ear.com (ear training)
• www.vicfirth.com/education
(percussion technique)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 9
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• ballad
• programmatic piece
• march
2.2.6 Identifies and performs expression markings ( e.g. “allegro”,
“con spirito”, “legato” etc.) that are used in the literature that is
being studied.
2.2.7 Reads writes, and performs rhythmic patterns using standard
notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8, and eight-note
triplets M1(5-6)-1a
2.2.8 Plays musical instruments with musical accuracy (e.g., guitar,
keyboard, wind and string instruments)
[Level of Difficulty: 1 on a scale of 1-6 (ensembles) or
commensurate easy difficulty level for other classes (e.g., guitar
and keyboard) M3 (5-6) -1b
2.2.9 Identifies, analyzes, and compares the musical elements in aural
examples from various genres and cultures emphasizing meter and
rhythms M4 (5-6)-1a
2.2.10 Identifies and describes musical forms (e.g., theme and
variations, 12-bar blues)M4 (5-6)-1b
2.2.11 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
• Plays or sings music from various genres and diverse
cultures within a large ensemble setting. GSE Target
Assessment #3.2
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 10
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2. Performing on
instruments, alone and
with others, a varied
repertoire of music
2.3 Perform music
representing diverse
genres and cultures,
with expression
appropriate for the
work being performed
PERFORMANCE
The student
2.3.1 Applies elements of good performance practice to music of
other cultures.
2.3.2 Identifies instruments from a variety of cultures both visually and
aurally. M2 (5-6)-1a
2.3.3 ASSESSMENT TARGET
• Describes cultural influences, style, genre, historical time
period, and characteristic instrumentation of selected
representative musical selections. GSE Target Assessment
#2.1
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.good-ear.com (ear training)
• www.vicfirth.com/education
(percussion technique)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
2. Performing on
instruments, alone and
with others, a varied
repertoire of music
2.4 Plays by ear simple
melodies on a melodic
instrument.
PERFORMANCE
The student
2.4.1 Understands tonal memory and how it applies to playing by ear.
2.4.2 Utilizes tonal memory to play melodies by ear.
• www.good-ear.com (ear training)
2.4.3 Identifies, analyzes, and compares the musical elements in aural
examples from various genres and cultures emphasizing meter and
rhythm. M4 (5-6) 1a
2.4.4 Composes melodic variations or short original melodies based on
specified parameters e.g.,
• specifying the starting/ending note on do
• staying within pitches of Do-So
• specifying rhythms M1(5-6)-2c
2.4.5 ASSESSMENT TARGET
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
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.good-ear.com (ear training)
• www.vicfirth.com/education
(percussion technique)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 11
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
tonality. GSE Target Assessment #4.1
2. Performing on
instruments, alone and
with others, a varied
repertoire of music
2. 5 Students who
participate in an
instrumental ensemble
or class perform with
expression and
technical accuracy a
varied repertoire of
instrumental literature
with a level of difficulty
of 3, on a scale of 1 to 6,
including some solos
performed from
memory 2e
PERFORMANCE
The student
2.5.1 Understands the concepts of good ensemble playing which includes
listening for
• balance
• blend
• dynamics
• intonation
• phrasing
• rhythmic accuracy
• tempo
• tone quality
2.5.2 Reads writes, and performs rhythmic patterns using standard
notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8, and eight-note
triplets M1(5-6)-1a
2.5.3 Identifies, analyzes, and compares the musical elements in aural
examples from various genres and cultures emphasizing meter and
rhythm. M4 (5-6) 1a
2.5.4 Comprehends and uses the criteria for enhancing solo performance
which includes
• appropriate articulation – notes played as marked, e.g.
staccato, legato, marcato, accent
• dynamics – differences in volume, e.g. piano/forte
• interpretation – music played according to style, phrasing
• intonation – play to the center of the pitch
• pitch accuracy – plays correct pitches, e.g. a noted on music
play with correct position/fingering on instrument
• rhythmic accuracy – plays correct rhythm, e.g. whole note
receives four beats
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.good-ear.com (ear training)
• www.smartmusic.com (practicing,
accompaniment, and assessment
tool)
• www.vicfirth.com/education
(percussion technique)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 12
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• tempo - the speed at which the music is performed
• tone – full, rich, characteristic sound
2.5.5 Performs an appropriate part in an ensemble using
• balance
• blend
• dynamics
• intonation
• phrasing
• rhythmic accuracy
• tempo
• tone quality
2.5.6 Develops and applies three specific criteria provided for critiquing
music, e.g., dynamic contrast and balance:
• “It’s a good performance because they played with
crescendos and diminuendos.” M4 (7-8) 2a
2.5.7 Plays musical instruments with musical accuracy (e.g. wind and
percussion instruments)
• Level of Difficulty: 1 on a scale of 1-6 (ensembles) or
commensurate easy difficulty level for other classes (e.g.,
guitar and keyboard) M3 (5-6) 1b
2.5.8 Self-evaluates ensemble/solo performance and corrects mistakes.
• www.smartmusic.com (practicing, accompaniment, and
assessment tool)
2.5.9 Identifies and describes musical forms e.g.,
• theme and variations
• 12-bar blues M4 (5-6) -1b
2.5.10 Develops an understanding by listening to each score to
determine where important parts are and his/her part in relation
to the larger ensemble.
2.5.11 Analyzes aurally while performing.
2.5.12 Recognizes and identifies pitches, rhythms and all musical
directions used in the pieces being studied.
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 13
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2.5.13 Analyzes listening and performs parts with accurate pitches and
rhythms, paying attention to all musical directions.
2.5.14 Uses aesthetic criteria to compare and contrast music examples
to the provided exemplary model e.g., “I liked the second
version of the song better, because they played with better sound
quality” M4 (5-6) 2b
• tone
• sound quality
• pleasing to the ear
2.5.15 Understands and follows the cues of the conductor.
2.5.16 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
• Performs familiar songs solo, demonstrating tone, time,
technique, and expression. GSE Target Assessment #3.1
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
3. Improvising melodies,
variations, and
accompaniments
3.1 Improvise short
melodies,
unaccompanied and over
given rhythmic
accompaniments, each in
a consistent style, meter,
and tonality
PERFORMANCE
The student
3.1.1 Knows and applies elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
3.1.2 Composes original melodic variations or short original melodies
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
•
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 14
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
based on specified parameters, e.g.
• specifying the starting/ending note on do
• staying within pitches of Do-Sol
• specifying rhythms) M1 (5-6)-2b
3.1.3 ASSESSMENT TARGET
• Creates a melodic variation of a familiar melody being
performed in class (e.g., compose short variations to an 8-
bar melody). GSE Target Assessment #1.2
4. Composing and
arranging music within
specific guidelines
4.1 Compose short pieces
within specified
guidelines (e.g., a
particular style, form,
instrumentation,
compositional
technique),
demonstrating how the
elements of music are
used to achieve unity and
variety, tension and
release, and balance
TOOLS
The student
4.1.1 Understands and knows how to use elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
4.1.2 Begins to know and apply notes of scale (1,2,3,5,) as a guideline
for composing.
• www.jamstudio.com (create music/songwriting)
4.1.3 Composes original melodic variations or short original melodies
based on specified parameters, e.g.
• specifying the starting/ending note on do
• staying within pitches of Do-Sol
• specifying rhythms) M1 (5-6)-2b
4.1.4 ASSESSMENT TARGETS
• Uses music software/technology (e.g., Band-in-a-Box,
Garage Band, Mixcraft, etc.) students create an original
arrangement by combining instruments, or changing tempo
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.jamstudio.com (create
music/songwriting)
Software
• Alfred’s Essentials of Music Theory
• Auralia
• Band-in-a-box
• Finale Notepad™
• Finale™ (notation software)
• Garage band
• I-Tunes
• Mixcraft
• Smart Music
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 15
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
or style. GSE Target Assessment #1.3
5. Reading and
notating music
5.1 Read whole, half,
quarter, eighth,
sixteenth, and dotted
notes and rests in 2/4,
3/4, 4/4, 6/8, 3/8, and
alla breve meter
signatures. 5a
PERFORMANCE/ TOOLS
The student
5.1.1 Knows and applies elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
5.1.2 Classifies music of different time signatures.
5.1.3 Plays in a variety of time signatures.
5.1.4 Understands rhythm notation to determine if instruments are in
unison or separate parts.
5.1.5 Recognizes pitch notation to determine if instruments are in
unison or in harmony with each other.
5.1.6 Understands rhythm notation to determine how his/her part fits
in with the greater whole.
5.1.7 Reads, writes and performs rhythmic patterns using standard
notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8
• eight-note tripletsM1 (5-6) -1a
5.1.8 Reads, writes, and performs patterns in a variety of meters,
including meter in 5, meter in 7, and mixed meter. M1 (5-6) -1b
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
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 16
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.1.9 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
5. Reading and notating
music
5.2 Reads at sight simple
melodies in the
appropriate clefs
PERFORMANCE/ TOOLS
The student
5.2.1 Understands rhythms and pitch notation enough to be able to
perform music at sight (up to grade level 1).
• www.smartmusic.com (practicing, accompaniment, and
assessment tool)
5.2.2 Develops the technical facility to play simple melodies without
having to practice.
• sightreading
• www.smartmusic.com (practicing, accompaniment, and
assessment tool)
5.2.3 Develops the ability to play at least three different keys.
5.2.4 Reads, writes and performs rhythmic patterns using standard
notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8
• eight-note triplets. M1 (5-6) -1a
5.2.5 Analyzes the key by the use of key signatures and accidentals.
• scales
5.2.6 ASSESSMENT TARGET
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
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.smartmusic.com (practicing,
accompaniment, and assessment tool)
• www.musictheory.net (theory)
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
5. Reading and notating
music
The student
TEACHER NOTES
See instructional
strategies in the
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 17
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.3 Identify and define
standard notation
symbols for pitch,
rhythm, dynamics,
articulation
and expression. 5c
PERFORMANCE/ TOOLS
5.3.1 Understands clefs and their effect on the lines and spaces of the
musical staff.
• treble
• bass
• www.musictheory.net (theory)
5.3.2 Reads, writes and performs rhythmic patterns using
standard notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8
• eight-note triplets. M1 (5-6) -1a
5.3.3 Understands pitch altering symbols such as sharps, flats and
naturals.
5.3.4 Performs melodies with accurate pitches.
5.3.5 Understands note values in relation to each other.
• www.musictheory.net (theory)
5.3.6 Understands meter and its effect on note values and rhythmic
grouping.
• quarter note is one beat
• eighth note is half of a beat
• www.musictheory.net (theory)
5.3.7 Reads a rhythm (quarter and eighth notes, dotted and their
corresponding rests) from simple to complex with accuracy.
5.3.8 Develops ability to subdivide the musical beat.
5.3.9 Understands and can identify music vocabulary which includes:
• articulation markings
• dynamic markings
• expression markings
• tempo markings
5.3.10 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
introduction and
personalize for this
standard
Web sites
• www.smartmusic.com (practicing,
accompaniment, and assessment tool)
• www.musictheory.net (theory)
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 18
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
Assessment #1.1
5. Reading and notating
music
5.4 Use standard notation
to record their musical
ideas and the musical
ideas of others
PERFORMANCE/ TOOLS
The student
5.4.1 Understands musical notation, including pitch, rhythm, and
dynamics e.g. Rolling Along.
5.4.2 Employs musical notation to express ideas.
• articulation
• pitch
5.4.3 Self- evaluates his/her own work.
5.4.4 Self- corrects written notation.
5.4.5 Composes melodic variations or short original melodies based on
specified parameters, e.g.
• specifying the starting/ending note on do
• staying within pitches of Do-Sol
• specifying rhythms. M1 (5-6)-2b
5.4.6 ASSESSMENT TARGET
• Uses music software/technology (e.g., Band-in-a-Box,
Garage Band, Mixcraft, etc.) students create an original
arrangement by combining instruments, or changing tempo
or style. GSE Target Assessment #1.3
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.smartmusic.com (practicing,
accompaniment, and assessment tool)
• www.musictheory.net (theory)
Software
• Alfred’s Essentials of Music Theory
• Auralia
• Band-in-a-box
• Finale Notepad™
• Finale™ (notation software)
• Garage band
• I-Tunes
• Mixcraft
• Smart Music
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
5. Reading and
notating music
5.5 Students who
participate in a choral or
instrumental ensemble
or class sightread,
accurately and
expressively, music with
a level of difficulty of 2,
on a scale of 1 to 6
The student
5.5.1 Reads, writes, and performs patterns in a variety of meters,
including
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8
• eight-note triplets. M1 (5-6) -1b
5.5.2 Develops the techniques in his/her instrument which enables
him/her to sight read simple melodies.
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.smartmusic.com (practicing,
accompaniment, and assessment tool)
• www.musictheory.net (theory)
Software
• Alfred’s Essentials of Music Theory
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 19
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
PERFORMANCE/ TOOLS 5.5.3 Processes musical notation and terminology well enough to sight
read simple melodies.
5.5.4 ASSESSMENT TARGET
• Demonstrates the ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
• Auralia
• Band-in-a-box
• Finale Notepad™
• Finale™ (notation software)
• Garage band
• I-Tunes
• Mixcraft
• Smart Music
standard
6. Listening to analyzing,
and describing music
6.1 Describe specific music
events in a given aural
example, using
appropriate
terminology. 6a
PERCEPTION
The student
6.1.1 Makes comparisons with other repertoire that use the same
devices.
6.1.2 Understands devices that are used to unify a composition.
• harmonic
• melodic
• motives
• repeat
• rhythmic
6.1.3 Identifies, analyzes and compares the use of musical elements in
aural examples from various genres and cultures emphasizing
meter and rhythm. M4 (5-6)-1a
• professional recordings
6.1.4 Identifies and describes musical forms, e.g.
• theme and variations
• 12-bar blues M4 (5-6)-1b
6.1.5 Uses aesthetic criteria to compare and contrast music examples
to the provided exemplary model e.g., “I liked the second version
of the song better, because they played with better sound
quality”. M4 (5-6) 2b
6.1.6 ASSESSMENT TARGET
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
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
• i-Tunes/recordings
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 20
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
6. Listening to analyzing,
and describing music
6.2 Analyze the uses of
elements of music in
aural examples
representing diverse
genres and cultures. 6b
PERCEPTION
The student
6.2.1 Understands the use of the elements of music of different genres
and cultures.
6.2.2 Describes the social, religious, and celebratory functions of a
variety of musical forms from various cultures and time periods
e.g.,
• folk songs
• dances M2 (5-6) -1b
6.2.3 Compares music of different ethnic origins, e.g.
• Spanish/Brazilian
6.2.4 Uses vocabulary correctly to describe music and musical ideas.
6.2.5 ASSESSMENT TARGETS
• Describes cultural influences, style, genre, historical time
period, and characteristic instrumentation of selected
representative musical selections. GSE Target Assessment
#2.1
• Explains the connections between musical concepts and
other disciplines. GSE Target Assessment #2.2
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
• i-Tunes/recordings
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
6. Listening to analyzing, and
describing music
6.3 Demonstrate
knowledge of the basic
principles of meter,
rhythm, tonality,
intervals, chords, and
harmonic progressions
in their analyses of
music. 6c
PERCEPTION
The student
6.3.1 Understands what elements of music make a piece unique.
6.3.2 Describes a piece with appropriate musical vocabulary.
• time signature
• key signature
• form
6.3.3 Identifies and describes musical forms, e.g.
• theme and variations
• 12 bar blues M4 (5-6) -1b
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
• i-Tunes/recordings
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 21
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
6.3.4 ASSESSMENT TARGET
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
7. Evaluating music and
music performances
7.1 Develop criteria for
evaluating the quality
and effectiveness of
music performances
and compositions and
apply the criteria in
their person listening
and performing. 7a
PERCEPTION
The student
7.1.1 Identifies and analyzes the elements of music.
7.1.2 Identifies, analyzes and compares the musical elements in aural
examples from various genres and cultures emphasizing meter
and rhythm. M4 (5-6)-1a
7.1.3 Comprehends and uses the criteria for evaluating playing
performance that includes:
• Articulation – performing most notes as marked, e.g.
staccato, legato, marcato, accent (grade 6 only)
• Dynamics - loudness or softness of the music (grade 6
only)
• Pitch Accuracy – playing the notes correctly, in the center of
the pitch
• Presentation - proper stage presence to include uniform
dress
• Rhythm - patterns of long and short sounds
• Tone - rich openness and fullness of sound
7.1.4 Develops and applies two specific criteria provided for critiquing
music , e.g.
• dynamic contrast and balance: “It’s a good performance
because they played with crescendos and diminuendos.”
M4 (5-6) 2a
• “I could really hear the difference between the piano and
forte section.”
7.1.5 Applies criteria for evaluating music performance or a solo
performance to the performance of themselves and others.
7.1.6 Plays musical instruments with musical accuracy e.g., wind and
percussion instruments)
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
•
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 22
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
Level of Difficulty: 1 on a scale of 1-6 (ensembles) or
commensurate easy difficulty level for other classes (e.g., guitar
and keyboard M3 (5-6) 1b
7.1.7 Understands the criteria for making informed, critical evaluations
of music that includes:
• describing
• analyzing
• interpreting
• judging
7.1.8 Identifies levels of proficiency by evaluating quality of sound,
level of ensemble precision and balance.
7.1.9 Evaluates personal performances as well as those of others based
on comparison to different performance levels.
7.1.10 ASSESSMENT TARGETS
• Performs familiar songs solo, demonstrating tone, time,
technique, and expression. GSE Target Assessment #3.1
• Plays or sings music from various genres and diverse
cultures within a large ensemble setting. GSE Target
Assessment #3.2
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
7. Evaluating music and
music performances
7.2 Evaluate the quality and
effectiveness of their
own and others’
performances,
compositions,
arrangements,
and improvisations
by applying specific
The student
7.2.1 Understands the criteria for making informed, critical evaluations
of music that includes:
• describing
• analyzing
• interpreting
• judging.
7.2.2 Develops and applies two specific criteria provided for critiquing
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
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 23
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
criteria appropriate for
the style of the music
and offer constructive
suggestions for
improvement. 5b
PERCEPTION
music , e.g.
• dynamic contrast and balance: “It’s a good performance
because they played with crescendos and diminuendos.”
M4 (5-6) 2a
• “I could really hear the difference between the piano and
forte section.”
7.2.3 Comprehends and uses the criteria for evaluating playing
performance that includes:
• Articulation – performing most notes as marked, e.g.
staccato, legato, marcato, accent (grade 6 only)
• Dynamics - loudness or softness of the music (grade 6
only)
• Pitch Accuracy – playing the notes correctly, in the center of
the pitch
• Presentation - proper stage presence to include uniform
dress
• Rhythm - patterns of long and short sounds
• Tone - rich openness and fullness of sound
7.2.4 Understands and identifies exemplary models of :
• arrangement
• composition
• musical performance
7.2.5 Compares other performances based on differing proficiencies in
tone, technique and ensemble precision.
7.2.6 Uses aesthetic criteria to compare and contrast student
performance with professional performance (e.g., “We need to
work harder to create good balance within the sections). M4 (7-
8) 2b
7.2.7 Compares compositions and arrangements based on differences
in quality, musical interest, variety etc.
7.2.7 ASSESSMENT TARGET
• Analyzes a variety of genres and cultures of music
emphasizing expanded forms, instrumentation, and
tonality. GSE Target Assessment #4.1
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 24
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
8. Understands
relationships between
music, the other arts,
and disciplines outside
the arts.
8.1 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 theater)
can be used to
transform similar
events, scenes,
emotions, or ideas into
works of art. 8a
INTEGRATION
The student
8.1.1 Identifies instruments from a variety of cultures both visually and
aurally. M2 (5-6)-1a
8.1.2 Understands similarities in elements of music to the elements
other arts such as line, space, color, form, texture, etc. and the
principles of music (unity, contrast, repetition, etc.) to the
principles of other arts.
8.1.3 Finds the connections between musical content and other
disciplines, e.g.
• meter/note value to math
• lyric content to ELA
• cultural music to geographical origins M2 (5-6)-2a
• tone in art and tone in music
• rhythm in music and rhythm in dance
• signature in music and signature in ELA
• subdivision in music and subdivision in math
8.1.4 ASSESSMENT TARGETS
• Describes cultural influences, style, genre, historical time
period, and characteristic instrumentation of selected
representative musical selections. GSE Target Assessment
#2.1
• Explains the connections between musical concepts and
other disciplines. GSE Target Assessment #2.2
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
•
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
8. Understands
relationships between
music, the other arts,
and disciplines outside
the arts.
8.2 Describes ways in
The student
8.2.1 Understands relationship between musical rhythm, meter,
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
•
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 25
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
which the principles
and subject matter of
other disciplines taught
in the school are
interrelated with those
of music. 8b
INTEGRATION
intonation, and resonance to mathematics and physics.
8.2.2 Finds the connections between musical content and other
disciplines, e.g.
• meter/note value to math
• lyric content to ELA
• cultural music to geographical origins M2 (5-6)-2a
• tone in art and tone in music
• rhythm in music and rhythm in dance
• signature in music and signature in ELA
• subdivision in music and subdivision in math
8.2.3 Uses mathematical skill in reading and subdividing rhythms.
8.2.4 Reads, writes and performs rhythmic patterns
using standard notation, including:
• dotted eighth-sixteenth/sixteenth-dotted eighth
• three barred-eighths
• quarter-eighth & eighth-quarter in 6/8
• eight-note triplets. M1 (5-6) -1aM1 (7-8) -1a
8.2.5 Reads, writes, and performs patterns in a variety of meters,
including:
• meter in 5
• meter in 7
• mixed meter. M1 (5-6) -1b
8.2.6 ASSESSMENT TARGETS
• Demonstrates their ability to sight read music by singing or
playing a short, unfamiliar piece of music. GSE Target
Assessment #1.1
• Explains the connections between musical concepts and
other disciplines. GSE Target Assessment #2.2
See suggested
assessments in the
introduction and
personalize for this
standard
9. Understanding music in
relation to history and
culture.
9.1. Identify by genre or
style, aural examples
The student
9.1.1 Recognizes cultural origin and genre of selected musical
examples, providing a rationale for decisions.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 26
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
of music from various
historical periods and
cultures
CONTEXT
9.1.2 Identifies instruments from a variety of cultures both visually
and aurally. M2 (5-6)-1a
9.1.3 Analyzes and describes characteristics of selected music
examples of different cultural origins and genre.
9.1.4 Finds the connections between musical content and other
disciplines, e.g.
• meter/note value to math
• lyric content to ELA
• cultural music to geographical origins). M2 (5-8)-2a
• tone in art and tone in music
• rhythm in music and rhythm in dance
• signature in music and signature in ELA
• subdivision in music and subdivision in math
9.1.5 ASSESSMENT TARGET
• Describes cultural influences, style, genre, historical time
period, and characteristic instrumentation of selected
representative musical selections. GSE Target Assessment
#2.1
standard
• • Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
9. Understanding
music in relation
to history and culture
9.2 Describe distinguishing
characteristics
representative of
music genres and
styles from a variety of
cultures
CONTEXT
The student
9.2.1 Identifies instruments from a variety of cultures both visually and
aurally. M2 (5-6)-1a
• I-Tunes
• professional recordings
9.2.2 Identifies well-known musicians and composers of American
music such as, jazz, orchestral, wind ensemble, and march, e.g.
• John Phillip Sousa
• Louis Armstrong
• Anne McGinty
• John O’Reilly
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
• i-Tunes/recordings
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 27
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.2.3 ASSESSMENT TARGET
• Describes cultural influences, style, genre, historical time
period, and characteristic instrumentation of selected
representative musical selections. GSE Target Assessment
#2.1
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.
CONTEXT
The student
9.3.1 Understands the importance of music in religion, sports, civic
events, and theater, etc. and is able to identify important
musicians of each.
9.3.2 Finds the connections between musical content and other
disciplines, e.g.
• meter/note value to math
• lyric content to ELA
• cultural music to geographical origins M2 (5-6)-2a
• tone in art and tone in music
• rhythm in music and rhythm in dance
• signature in music and signature in ELA
• subdivision in music and subdivision in math
9.3.3 Analyzes the use of the musical elements to enhance events, e.g.
• sports events - loud dynamics
• funeral - harmony, softer dynamics, fluid melodies
• parades - steady beat
9.3.4 Develops and applies two specific criteria provided for critiquing
music, e.g.
• dynamic contrast and balance: “It’s a good performance
because they played with crescendos and diminuendos.”
(e.g., dynamics, diction, and articulation:
• “They played pizzicato at a piano level.”
• “I understood the meaning of the music, because the choir’s
diction was correct. M4 (5-6) 2a
• “I could really hear the difference between the piano and
forte section.”
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
• i-Tunes/recordings
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 28
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.3.5 ASSESSMENT TARGET
• Describes cultural influences, style, genre, historical time
period, and characteristic instrumentation of selected
representative musical selections. GSE Target Assessment
#2.1
10. COMMON
CORE
ELA (Science
and Technical
Subjects)
10.1 Reading
Informational
Text
The student
Grade 6 only
Key Ideas and Details
10.1.1 Cites specific textual evidence to support analysis of scientific and technical texts.
10.1.2 Determines the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.
10.1.3 Follows precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Craft and Structure
10.1.4 Determines the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8
texts and topics.
10.1.5 Analyzes the structure an author uses to organize a text, including how the major sections
contribute to the whole and to an understanding of the topic.
10.1.6 Analyzes the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text.
Integration of Knowledge and Ideas
10.1.7 Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually.
10.1.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text.
10.1.9 Compares and contrasts the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
Range and Level of Text Complexity
10.1.10 Reads and comprehends science/technical texts in the grades 6– 8 text complexity band
independently and proficiently.
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
•
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
11. COMMON
CORE ELA
(Science
and Technical
The student
Grade 6 only
TEACHER NOTES
See instructional
RESOURCE NOTES
See resources in the introduction and
REQUIRED COMMON
ASSESSMENTS
• Trimester exams
MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao
2/13/2013 Middletown Public Schools 29
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE Subjects)
11.1 Writing
Arguments and
Informational
Texts
11.1.1 Writes arguments focused on discipline-specific content in which they:
• Introduce a claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
• Support the claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible
sources.
• Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
• Establish and maintain a formal style
• Provide a concluding statement or section that follows from and supports the
argument presented
10.1.2 Writes informative texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories as appropriate to achieving purpose;
include
o formatting (e.g., headings)
o graphics (e.g., charts, tables)
o multimedia when useful to aiding comprehension.
• Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
• Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
• Use precise language and domain-specific vocabulary to inform about or explain
the topic.
• Establish and maintain a formal style and objective tone.
• Provide a concluding statement or section that follows from and supports the
information or explanation presented.
strategies in the
introduction and
personalize for this
standard
personalize for this standard
Web sites
• i
• Formative
Assessments
• Concerts
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard