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TCS Music Ed. Handbook 1
Tri-Unity Elementary-8th GradeMusic Education Handbook
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TCS Music Ed. Handbook 2
Contents
Introduction…………………………………………………………..………....…………..….3
Music Teacher…………………………………………………………………………………..…
3 Contact Information………………………………………………………….…………………………………...3
Philosophy of Music Education………….………….
………………………………………..4
Importance of Christian Music Education ……………………………….................................4
Tri-Unity's Fine Arts Programs……………………………..……………………………...6
Praise Gathering…………………………………………………………………………..........7
Concerts……...............................................................................................................................8
Performance Checklist…………................................................................................................9
Expectations for Each Grade Level………………………….………………..……........10
Grade Levels Young Fives-8th Grade …………..…………………………………………...10
Scope and Sequence………………………………………………………………………....10
Sample Lesson Plans…………..…………………………………………………………….19
Assessment Strategies……………………………………………………….….................21
Grade Levels Young Fives-8th Grade…………………………………………..…………….21
Rubrics………………………………………………………………………………………..21
Unit Plan for Each Grade Level……………………………………………………….….31
Grades: Young Fives-8th Grade…………………………………..…………………………..31
Overall Goals for the Music Department…………………………………………........39
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IntroductionTri-Unity desires for all students to excel and grow in their academics. Students are given many opportunities to grow their God-given talents. Tri-Unity offers a music program that highlights students singing, playing, and performing abilities.
Tri-Unity’s Preschool-8th Grade Fine Arts TeacherAmanda Moore- Choir and General Music Teacher
B.S. in Music Education M.A. in Arts of Education
Communication Opportunities with Fine Arts Teacher Amanda Moore’s Edline Page at www.tucs.org and Mrs. Moore’s
Website: [email protected] Email: [email protected] Meeting: Music Room 111 at Tri-Unity’s Elementary Building
o Availability before school at 8:15am Tuesday and Thursday (meeting must be planned)
o Availability after school at 3:15pm Tuesday and Thursday (meeting must be planned)
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Philosophy of Fine Arts: Music Education
Fine arts are important in every school for every child. The arts grow
each student in his or her human development and spiritual development.
Students learn to be creative inside and outside the classroom when
engaging in the arts. In the arts, students learn to collaborate with other
students. The arts are open to every student. All students can learn and
participate in the arts. The arts bring out a sense of joy and well-being in the
lives of people. They learn the value of working together to form an art
project, perform a band or choral piece, or even choreograph a dance. The
arts, especially music, allow students to experience worshipping our God.
Music is a form of worship that anyone can participate in. The Lord wants His
children to worship Him in song, dance, and instruments. Our students must
be taught how to become worshippers in the music classes offered by Tri-
Unity Christian School.
In the National Standards for Arts Education it states that the arts have
been since the beginning of time. Our ancestors danced and recorded their
life in pictograms on their dwellings. They sang and acted out stories of
heroes. The Bible shares many stories about King David singing, dancing,
and praising the Lord through music. We know that the arts have been a part
of our history and the arts connect cultures together. It is important to see
that the arts need to be in every education system. The arts benefit all
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students by growing them intellectually and socially (National Standards for
Arts Education, 1994).
The arts foster students’ creativity and teach them to express
emotions. Students also learn to collaborate and cooperate together in group
activities given under instruction in an arts classroom (Brouillette, 2010). The
arts are essential for human development. This is shown in how the arts
foster a sense of community or a sense of individuality within students
(Goldberg and Phillips, 1995). Goldberg and Phillips are in agreement with
Brouillette by stating that the arts grow students’ form of “expression,
communication, imagination, observation, perception, and thought” (1995).
There are many positive effects that the arts have on students. Students
grow in their own self discipline, in collaboration with others, and in their
academics. (Guenther, 1974 and Woelfl and Conyers, 2000). The educational
experience of all students Kindergarten through 12th grade can be greatly
enhanced by music education (Gardner, 2010). Goldberg and Phillips also
agree with this by stating that all children no matter their socio economic
status or culture can excel and enjoy the arts (1995). All students should be
allowed to participate in the arts, not just the gifted (Lehman, 1995).
Tri-Unity’s Fine Art Programs
Preschool-8th grade General Music Class
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Tri-Unity’s music classes Preschool through 4th grade are taught with a wonderful music curriculum called Jump Right In. This curriculum uses the music learning theory to teach music concepts. The students engage in many activities in the music room. Instruments (small percussion, recorders, xylophones), dances, scarves are a few of the many tools used in music activities. Grades 5th-8th grade are taught music theory with a curriculum called Musitraks. Musitraks teaches music concepts and also, the history of the composers of music. The students have workbooks that have the students practice their knowledge of music. Young Fives-2nd grade Cherub ChoirCherub Choir is a young choir that teaches students how to sing properly through warm-ups and fun, engaging songs both secular and contemporary Christian (sacred). Students learn to sing in a group and have doing it! Cherub Choir trains the young voices for Elementary Choir that starts in 3rd
grade.3rd-6th grade Elementary ChoirElementary Choir is a choir that learns how to sing in harmony. Students learn to sing in two parts in Elementary Choir. The music is engaging and interesting for all students. The Elementary Choir sings worship music that grow their music learning and love for the Lord. 7th-8th grade General ChoirThe Middle School Choir is a SAB choir that introduces music from various cultures, sacred, and secular. Students are taught how to correctly use their instrument (voice) and how to warm-up their vocal chords. Praise GatheringPreschool through 2nd grades meet for Praise Gathering every Wednesday. Grades 3rd-8th meet every Friday. Praise Gathering is a time of worship that students take part of each week. They learn new worship songs, and are given a Bible lesson by a special speaker. See below for the Praise Gathering outline.
Praise Gathering
Pledge of Allegiance (1minute)
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I pledge allegiance to the flag of the United States of America, And to the republic for which it stands,
One nation under God, indivisible, with liberty, and justice for all.Pledge to the Bible (1minute)
I pledge to the Bible God's Holy word, I will make it a lamp unto my feet,
A light unto my path, I will hide its words in my heart that I may not sin against God.
Prayer: Music Teacher (2 minutes)
Worship Music: Music Teacher (10 minutes if speaker; 20 minutes no speaker). The worship music includes the following artists: Hillsong, Shout Kids, and other popular Christian artists of today.
Special Speaker (optional) 20 minutes
Dismissal (teachers escort students back to classrooms)
Concerts Grandparents Day Program
This one hour concert involves Grades Young Fives through 12th grade. Music teachers of the Elementary and High School collaborate to make this concert a success. The concert is dedicated to the students’ grandparents. The style of music for this concert can be secular, for example, songs about Aesop’s Fables. Most of the songs are from the contemporary Christian music genre.
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Christmas ProgramThis one hour program involves students Preschool through 8th grade.
Students are taught songs that celebrate the birth of Jesus. The style of music chosen for this program is contemporary Christian Christmas music. They share their hard work with friends and family at this concert.Spring Musical
Tri-Unity offers students grades 3rd-8th the opportunity to audition for a Spring Musical every other year. The Elementary Choir and the Middle School Choir perform with students that have auditioned for special speaking parts. The musical is one to one and a half hours long. The musical’s that are chosen are sometimes Biblical; but also, secular with an applicable life lesson taught within the music and acting. Spring Program
Every other year Tri-Unity’s music program offers students the opportunity to perform in a talent show. All students are required to attend and perform. Students must audition for the music teacher in order to perform at the concert. This is a great concert 45 minutes to one hour concert that highlights all students and their God-given talents. Students are allowed to choose their own Christian music for the concert.
Performance ChecklistEvent_______________________________Time of Event________________________Practice DayTime of set-up________________________Equipment needed (i.e. microphone)____________________________________________________________________________________________________________
________________________________________________________________________Sound System Check Time______________Powerpoint Yes____ No_____Risers needed: Yes____ No ____ Placement________________
Other help needed:____________
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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Date________________________________Location____________________________Pre-PerformanceClass practice schedule_________________
*given to teachers___*copy to principal___*copy to secretary___
Program design_______________________*proofed__________*copied____#______
Number of Songs/grade________________Choirs: Cherub___Elementary___MS____Accompanist: Yes____ No____ If yes, who?Name_______________________________Assistant Director_____________________Met with teachers_____________________Other help needed:____________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Expectations for each grade level
Young Fives and KindergartenGeneral Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis, creativity/improvisation (generalization/symbolic), and theoretical understanding.
The students will understand singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music performing.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Singing Chanting Stylistic Movement
Discreet Movement
Instruments Reading Musical Concepts
Learning Sequence
Coord.Readiness Unison Solo Ostinato
Unison Solo Ostinato
Body AwarenessSelf Space Shared Space Flow Weight Space Time
Beat Movement: Bilateral AlternatingLocomotor Creativity
Dance Mvt: Readiness Circle Game Simple Dance
Readiness Small Instruments Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun
Readiness Experience Listening
Resting Tone Macrobeats Microbeats Timbre Recognition Melodic Direction Dynamics and Expl. Phrase Form: AB and ABA
Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verb Partial Synth. Creativity/Improv. Symbolic Assoc.
Adapted from Jump Right In: The Music Curriculum by GIA Publications
1st Grade10
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General Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis, creativity/improvisation (generalization/symbolic), and theoretical understanding.
The students will understand singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music performing.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Singing Chanting Stylistic Movemen
t
Discreet Movemen
t
Instruments
Reading Musical Concepts
Learning Sequence
Coord.Readiness Unison Solo Ostinato
Unison Solo Ostinato
Body AwarenessSelf Space Shared Space Flow Weight Space Time
Beat Movement: Bilateral AlternatingLocomotor Creativity
Dance Mvt: Readiness Circle Game Simple Dance
Readiness Small Instruments Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun
Readiness Experience Listening
Resting Tone Macrobeats Microbeats Timbre Recognition Melodic Direction Dynamics and Expl. Phrase Form: AB and ABA
Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verb Partial Synth. Creativity/Improv. Symbolic Assoc.
Adapted from Jump Right In: The Music Curriculum by GIA Publications
2nd GradeGeneral Music Learning Goals:
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The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis, creativity/improvisation (generalization/symbolic), and theoretical understanding.
The students will understand singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music performing.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Singing Chanting Stylistic Movemen
t
Discreet Movemen
t
Instruments
Reading Musical Concepts
Learning Sequence
Coord.Readiness Unison Solo Ostinato
Unison Solo Ostinato
ReadinessBody AwarenessSelf Space Shared Space Flow Weight Space Time
Beat Movement: ReadinessBilateral AlternatingLocomotor Creativity
Dance Mvt: Readiness Circle Game Action Songs
Readiness Small Percussion Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun
Readiness Experience Listening
Resting Tone Macrobeats Microbeats Timbre Recognition Melodic Direction Dynamics and Expl. Phrase Form: AB and ABA
Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verb Partial Synth.
Adapted from Jump Right In: The Music Curriculum by GIA Publications
3rd GradeGeneral Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
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The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis, creativity/improvisation (generalization/symbolic), and theoretical understanding.
The students will understand singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music performing.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Singing Chanting Stylistic Movemen
t
Discreet Movemen
t
Instruments
Reading Musical Concepts
Learning Sequence
Coord.Readiness Unison Solo Ostinato
Unison Solo Ostinato
Body AwarenessSelf Space Shared Space Flow Weight Space Time
Beat Movement: Bilateral AlternatingLocomotor Creativity
Dance Mvt: Readiness Circle Game Simple Dance
Readiness Small Percussion Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun
Readiness Experience Listening
Resting Tone Macrobeats Microbeats Timbre Recognition Dynamics and Exp. Phrase Form: AB, ABA, Verse/Refrain
Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verbal Creativity/Improv. Partial Synth. Symbolic Ass:Reading/Writing Gen. Symb.
Adapted from Jump Right In: The Music Curriculum by GIA Publications
4th GradeGeneral Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis,
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creativity/improvisation (generalization/symbolic), and theoretical understanding.
The students will understand singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music performing.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Singing Chanting Stylistic Movemen
t
Discreet Movemen
t
Instruments
Notation Musical Concepts
Learning Sequence
Coord.Readiness Unison Solo Harmony Improvisation: Tonal, Harmonic, Melodic
Unison Solo Ostinato Improvisation: Rhythm
Shared Space Flow Weight Space Time
Beat Movement: Bilateral AlternatingLocomotor Creativity Dance/Game
Dance Mvt: Readiness Circle Game Simple Dance
Readiness Small Percussion Tonebar: Bilat, Bordun, Alt, Bordun Recorder: Listen to and Play
Readiness Reading Writing
Resting Tone Macrobeats Microbeats Timbre Recognition Dynamics and Exp. Phrases, Harmony, Form: AB, ABA, Verse/Refrain
Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verbal Creativity/Improv. And Verb Partial Synth. Symbolic Ass:Reading/Writing Gen. Symb.Read Comp. Synth. Read and Write
Adapted from Jump Right In: The Music Curriculum by GIA Publications
General Music 5th GradeGeneral Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
Students will learn general musical concepts including: rhythm, melody, form, dynamics, texture, tonality, instruments, music history, and listening experiences.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
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Music Learning Scope and Sequence
Rhythm Melody Form Dynamics Tonality/Music Symbols
Music History
Rhythmic Notations and their durations: time signatures (4/4,3/4,2/4), whole, half quarter, eighth notes and rests, rhythm patterns, fermata
Staff, Space and Line Notes, Treble Clef, Bass Clef, Leger lines,
Repeat Sign, AB, ABA
Piano, Forte, Mezzo piano and forte, fortissimo, mezzo forte, crescendo, diminuendo, , accent, markato
Flat, sharp, natural sign, identify various tonalities and key signatures, slur, staccato
Composers: Dvorak, Gershwin, Shostakovich, Liszt, Verdi, Ives, Copland, Britten, Lully, Beethoven, Berlioz, Puccini, Mozart, Handel, Chopin, Mendelssohn, Bach, Haydn, Ravel, Prokofiev, Rachmaninoff
General Music 6th GradeGeneral Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
Students will learn general musical concepts including: rhythm, melody, form, dynamics, texture, tonality, instruments, music history, and listening experiences.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
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Rhythm Melody Form Dynamics Tonality/Music Symbols
Music History
Rhythmic Notations and their durations: time signatures (4/4,3/4,2/4, 6/4,6/8,2/2,3/8,3/24/8), whole, half quarter, eight, dotted half and quarter notes and rests, rhythm patterns, fermata, bar lines, measures
Staff, Space and Line Notes, Treble Clef, Bass Clef, writing of Leger lines,
Repeat Sign, AB, ABA
Piano, Forte, Mezzo piano and forte, fortissimo, mezzo forte, crescendo, diminuendo, , accent, markato
Flat, sharp, natural sign, identify various tonalities and key signatures, slur, staccato
Composers: Dvorak, Gershwin, Shostakovich, Liszt, Verdi, Ives, Copland, Britten, Lully, Beethoven, Berlioz, Puccini, Mozart, Handel, Chopin, Mendelssohn, Bach, Haydn, Ravel, Prokofiev, Rachmaninoff
General Music 7th and 8th GradeGeneral Music Learning Goals:
The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.
Students will learn general musical concepts including: rhythm, melody, form, dynamics, texture, tonality, instruments, music history, and listening experiences.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Rhythm Melody Form Dynamics Tonality/Music Symbols
Music History Instruments
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Rhythmic Notations and their durations: time signatures (4/4,3/4,2/4, 6/4,6/8,2/2,3/8,3/24/8), whole, half quarter, eight, dotted half and quarter, sixteen notes and rests, rhythm patterns, fermata, bar lines, measures, ties
Tempo, largo, lento, adagio, andante, moderato, allegro, presto, prestissimo, ritardando, accelerando
Staff, notation in the Middle Ages, Space and Line Notes, Treble Clef, Bass Clef, writing of Leger lines, Brace
Repeat Sign, AB, ABA, D.C., D.S., Fine, Coda, 1st and 2nd endings
Piano, Forte, Mezzo piano and forte, fortissimo, mezzo forte, crescendo, diminuendo, , accent, markato
Flat, sharp, natural sign, identify various tonalities and key signatures, slur, staccato, tenuto
Anatomy of larnyx
Composers: Dvorak, Gershwin, Shostakovich, Liszt, Verdi, Ives, Copland, Britten, Lully, Beethoven, Berlioz, Puccini, Mozart, Handel, Chopin, Mendelssohn, Bach, Haydn, Ravel, Prokofiev, Rachmaninoff
String, Woodwinds, Brass, and Percussion; Method of tone production for each instrument group
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Fine Arts 18
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Choir 7th and 8th gradeGeneral Music Learning Goals:
The students will experience singing music from various cultures, worship music, and in the form of SAB.
Students will learn how to sing properly with proper tonal quality, pitch, rhythm, accurate syllables, dynamics, phrasing, expression/style, entrances/articulation, breath/support, diction, and posture and relaxation.
The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.
Music Learning Scope and Sequence
Tone Quality
Pitch Rhythm Accurate Syllables
Dynamics
Phrasing Expression/Style
Entrances/articulation markings
Breath and Support
Clear and Consistent tone
Singing different tonalities, notes with accurate pitch
Various rhythms, tempos
Note names sung accurately
P, mp,pp, ff, f, mf, crescendo, diminuendo
Phrases sung with accuracy
Understands the style of the song and performs it accurately
Secure Entrances. Markings (staccato, legato, slur, accents, etc.) are executed accurately.
Proper breath support
Sample Lesson Plan
Adapted from Jump Right In: The Music Curriculum by GIA Publications
Sample Lesson Plan: Grade 4Goals for the year:
1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments.4. Composing and arranging music within specified guidelines.
Diction Posture and Relaxation
Proper pronunciation of words of the songs
Sitting and standing properly, proper mouth for singing
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General Music Rubric for Grade 2
Category 4 3 2 1Stylistic Movement
Student participates and experiences body awareness, self and shared space, flow, weight, and time accurately.
An occasional isolated error, but most of the time the student participates and experiences body awareness, self and shared space, flow, weight, and time
Frequent and/or repeated errors while student participates and experiences body awareness, self and shared space, flow, weight, and time
Very few accurate or secure pitches while student participates and experiences body awareness, self and shared space, flow, weight, and time
Discreet Movement
Student participates and demonstrates beat and dance movement accurately. (see objectives)
An occasional isolated error, but most of the time the student participates and demonstrates beat and dance movement. (see objectives)
Frequent and/or repeated errors while participating and demonstrating beat and dance movement. (see objectives).
Very few accurate or secure pitches while student participates and demonstrates beat and dance movement. (see objectives)
Instruments Students participates and accurately explores trembolo, bilateral bordun and alternating bordun on small instruments.
An occasional isolated error, but most of the time the student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.
Frequent and/or repeated errors while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.
Very few accurate or secure pitches while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.
Reading Student shows readiness and participation in experiencing and listening to music.
Student shows some readiness and participation in experiencing and listening to music.
Student shows little readiness and participation in experiencing and listening to music.
Student shows no readiness and participation in experiencing and listening to music.
Music Concepts Student shows knowledge of the following concepts: Resting Tone, Macrobeats, Microbeats, Timbre, Melodic Direction, Dynamics, Phrase, and Form: AB and ABA
Student shows some knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA
Student shows little knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA
Student shows no knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA
Learning Sequence Coordination
Student experienced and accurately participated in Aural/Oral Verbal Association and Generaliz./Verb Partial Synthesis
Student shows some experience and some participation in aural and oral verbal association,generalization/Verb Partial Synthesis
Student shows little experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis
Student shows noexperience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis
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General Music Rubric for Grade 3
Category 4 3 2 1Stylistic Movement
Student participates and experiences body awareness, self and shared space, flow, weight, and time accurately.
An occasional isolated error, but most of the time the student participates and experiences body awareness, self and shared space, flow, weight, and time
Frequent and/or repeated errors while student participates and experiences body awareness, self and shared space, flow, weight, and time
Very few accurate or secure pitches while student participates and experiences body awareness, self and shared space, flow, weight, and time
Discreet Movement
Student participates and demonstrates beat and dance movement accurately. (see objectives)
An occasional isolated error, but most of the time the student participates and demonstrates beat and dance movement. (see objectives)
Frequent and/or repeated errors while participating and demonstrating beat and dance movement. (see objectives).
Very few accurate or secure pitches while student participates and demonstrates beat and dance movement. (see objectives)
Instruments
Students participates and accurately explores trembolo, bilateral bordun and alternating bordun on small instruments.
An occasional isolated error, but most of the time the student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.
Frequent and/or repeated errors while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.
Very few accurate or secure pitches while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.
Reading Student shows readiness and participation in experiencing and listening to music.
Student shows some readiness and participation in experiencing and listening to music.
Student shows little readiness and participation in experiencing and listening to music.
Student shows no readiness and participation in experiencing and listening to music.
Music Concepts
Student shows knowledge of the following concepts: Resting Tone, Macrobeats, Microbeats, Timbre, Melodic Direction, Dynamics, Phrase, and Form: AB and ABA, Verse and Refrain
Student shows some knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, Verse and Refrain
Student shows little knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, Verse and Refrain
Student shows no knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, Verse and Refrain
Learning Sequence Coordination
Student experienced and accurately participated in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association Reading/Writing Gen. Symb.
Student shows some experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb.
Student shows little experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb.
Student shows noexperience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb.
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General Music Rubric for Grade 4
Category 4 3 2 1Stylistic Movement
Student participates and experiences body awareness, self and shared space, flow, weight, and time accurately.
An occasional isolated error, but most of the time the student participates and experiences body awareness, self and shared space, flow, weight, and time
Frequent and/or repeated errors while student participates and experiences body awareness, self and shared space, flow, weight, and time
Very few accurate or secure pitches while student participates and experiences body awareness, self and shared space, flow, weight, and time
Discreet Movement
Student participates and demonstrates beat and dance movement accurately. (see objectives)
An occasional isolated error, but most of the time the student participates and demonstrates beat and dance movement. (see objectives)
Frequent and/or repeated errors while participating and demonstrating beat and dance movement. (see objectives).
Very few accurate or secure pitches while student participates and demonstrates beat and dance movement. (see objectives)
Instruments
Student participates and accurately explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder with accuracy.
An occasional isolated error, but most of the time the student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder.
Frequent and/or repeated errors while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder.
Very few accurate or secure pitches while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder.
Reading Student shows readiness and participation in experiencing and listening to music.
Student shows some readiness and participation in experiencing and listening to music.
Student shows little readiness and participation in experiencing and listening to music.
Student shows no readiness and participation in experiencing and listening to music.
Music Concepts
Student shows knowledge of the following concepts: Resting Tone, Macrobeats, Microbeats, Timbre, Melodic Direction, Dynamics, Phrase, and Form: AB and ABA, verse and refrain
Student shows some knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, verse and refrain
Student shows little knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, verse and refrain
Student shows no knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, verse and refrain
Learning Sequence Coordination
Student experienced and accurately participated in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.
Student shows some experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.
Student shows little experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.
Student shows noexperience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.
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23
Rhythm (Chanting) Rubric for Grades Young Fives-6th
Singing 4 3 2 1Unison Student sings with
other students in unison on pitch and with proper syllables and rhythm.
An occasional isolated error, but most of the time the student sings in unison.
Frequent and/or repeated errors while student sings in unison.
Very few accurate or secure pitches while student sings in unison.
Solo Student sings in Solo with virtually no errors. Pitch is very accurate.
An occasional isolated error, but most of the time the student sings in solo.
Frequent and/or repeated errors while singing in solo.
Very few accurate or secure pitches while student sings in solo.
Ostinato The beat is secure and the rhythms and pitches are accurate while the student sings the ostinato.
An occasional isolated error, but most of the time the student sings the ostinato with correct pitch and rhythm.
Frequent and/or repeated errors while singing the ostinato.
Very few accurate or secure pitches while student sings the ostinato.
Improvisation on Rhythm (Grades 4-6):
Student improvises with accurate rhythm patterns.
An occasional isolated error, but most of the time the student improvises with accurate rhythm patterns.
Frequent and/or repeated errors while student improvises with accurate rhythm patterns.
Very few accurate or secure pitches while student improvises with accurate rhythm patterns.
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Singing Rubric for Grades Young Fives-3rd
Singing 4 3 2 1Unison Student sings with
other students in unison on pitch and with proper syllables and rhythm.
An occasional isolated error, but most of the time the student sings in unison.
Frequent and/or repeated errors while student sings in unison.
Very few accurate or secure pitches while student sings in unison.
Solo Student sings in Solo with virtually no errors. Pitch is very accurate.
An occasional isolated error, but most of the time the student sings in solo.
Frequent and/or repeated errors while singing in solo.
Very few accurate or secure pitches while student sings in solo.
Ostinato The beat is secure and the rhythms and pitches are accurate while the student sings the ostinato.
An occasional isolated error, but most of the time the student sings the ostinato with correct pitch and rhythm.
Frequent and/or repeated errors while singing the ostinato.
Very few accurate or secure pitches while student sings the ostinato.
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25
Singing Rubric for Grades 4th-6th
Singing 4 3 2 1Unison Student sings with
other students in unison on pitch and with proper syllables and rhythm.
An occasional isolated error, but most of the time the student sings in unison.
Frequent and/or repeated errors while student sings in unison.
Very few accurate or secure pitches while student sings in unison.
Solo Student sings in Solo with virtually no errors. Pitch is very accurate.
An occasional isolated error, but most of the time the student sings in solo.
Frequent and/or repeated errors while singing in solo.
Very few accurate or secure pitches while student sings in solo.
Ostinato The beat is secure and the rhythms and pitches are accurate while the student sings the ostinato.
An occasional isolated error, but most of the time the student sings the ostinato with correct pitch and rhythm.
Frequent and/or repeated errors while singing the ostinato.
Very few accurate or secure pitches while student sings the ostinato.
Harmony Student sings with other students in harmony on pitch and with proper syllables and rhythm.
An occasional isolated error, but most of the time the student sings in harmony.
Frequent and/or repeated errors while student sings in harmony.
Very few accurate or secure pitches while student sings in harmony.
Improvisation Student improvises with accurate harmonic or melodic tonal patterns.
An occasional isolated error, but most of the time the student improvises with accurate harmonic or melodic tonal patterns.
Frequent and/or repeated errors while student improvises with accurate harmonic or melodic tonal patterns.
Very few accurate or secure pitches while student improvises with accurate harmonic or melodic tonal patterns.
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Vocal Music Performance/Choir Rubric 7-8th grade
CATEGORY 4 3 2 1Tone Quality Tone is
consistently focused, clear, and centered throughout the range of the voice.
Tone is focused, clear and centered through the normal singing range. Extremes in range sometimes cause tone to be less controlled. Tone quality typically does not detract from the performance.
Tone is often focused, clear and centered, but sometimes the tone is uncontrolled in the normal singing range. Extremes in range are usually uncontrolled. Occasionally the tone quality detracts from overall performance.
The tone is often not focused, clear or centered regardless of the range, significanltly detracting from the overall performance.
Pitch Virtually no errors. Pitch is very accurate.
An occasional isolated error, but most of the time pitch is accurate and secure.
Some accurate pitches, but there are frequent and/or repeated errors.
Very few accurate or secure pitches.
Rhythm The beat is secure and the rhythms are accurate for the scales being sung.
The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance.
The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance.
The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance.
Accurate Syllables
Note names are consistently accurate.
An occasional inaccurate note name is sung, but does not detract from overall performance.
A few inaccurate note names are sung, detracting somewhat from the overall performance.
Wrong note names consistently detract from the performance.
Dynamics Dynamic levels are obvious, consistent, and an accurate intrepretation of the style of music being sung.
Dynamic levels are typically accurate and consistent.
Dynamic levels fluctuate but can be discerned.
Attention to dynamic levels is not obvious.
Phrasing Phrasing is always consistent and sensitive to the style of music being sung.
Phrasing is usually consistent and sensitive to the style of music being sung.
Phrasing is usually consistent and occasionally sensitive to the style of music being sung
Phrasing is rarely consistent and/or rarely sensitive to musical style.
Expression and Style
Performs with a creative nuance and style in response to the score and limited coaching.
Typically performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.
Sometimes performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.
Rarely demonstrates expression and style. Just plays the notes.
Entrances Secure Entrances.
Entrances are usually secure,
Entrances are rarely secure, but markings
Few secure Entrances. Markings are typically
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Fine Arts 27
and articulation markings
Markings (staccato, legato, slur, accents, etc.) are executed accurately.
though there might be an isolated error. Markings are usually executed accurately.
are sometimes executed accurately.
not executed accurately.
Breath Support
Student is breathing properly and supporting the tone to the best of his/her ability.
Student is usually breathing properly, but occationally does not support the tone till the end of each phrase.
Student sometimes breathes properlyand only occationally supports the tone till the end of each phrase.
Student is rarely breathing correctly and never supports the tone till the end of each phrase.
Diction Student articulates clearly and the text of the music is understandable.
Student articulates the words somewhat clearly and the text can be understood most of the time.
Student is sometimes articulating the words but the text is often not decernable.
Student rarely articulates the words and the text is not decernable.
Posture and Relaxation
Student stands correctly and sings using a proper singing stance with no visible tension in the throat, jaw, or body.
Student stands somewhat correctly and most of the time demonstrates a proper singing stance with limited tension visible in the throat, jaw, or body.
Student is sometimes standing correctly but often shows tension or improper body position during singing.
Student rarely demonstrates proper posture and singing stance and tension is highly visible in the throat, jaw, and/or body.
Adapted from http://rubistar.4teachers.org/index.php?screen=NewRubric
Unit Plan
Grades Young Fives through 8th Grade See below.
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Fine Arts 28
2011-2012 Y5s and K
1st grade 2nd grade 3rd grade 4th grade 5th grade
6th grade
7th/8thgrade
9/6-9/9Assessment of Music Aptitdue;Lesson pgs. 2-8
Assessment of Music Aptitdue;.Lesson pgs. 2-7
Assessment of Music AptitdueLesson pgs. 2-6
Assessment of Music AptitduePgs. 4-8
Assessment of Music AptitdueLesson pgs. 4-8
Concert Rep. MusiTrak Lesson 1Composer
Concert Rep. MusiTrak Lesson 1Composer
Concert Rep. MusiTraks Lesson 1Composer
9/12-9/16Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
28
Fine Arts 29
3-8 PICTURES 9/14FUNDRAISER 9/16
Lesson pgs. 10-16
Lesson pgs. 8-11
Lesson pgs. 7-11
Lesson pgs. 10-14
Pgs. 10-14
Lesson 1 Review and QuizComposer
Lesson 1 Review and QuizComposer
Lesson 2Composer
9/19-9/23
PARENT NIGHT 9/19SEE YOU AT THE POLE 9/21 (?)
Concert Rep. Lesson pgs. 18-24
Concert Rep. Lesson pgs. 12-17
Concert Rep. Lesson pgs. 11-15
Concert Rep.Lesson pgs. 16-20
Concert Rep.Pgs. 16-20
Concert Rep. Lesson 2Composer
Concert Rep. Lesson 2Composer
Concert Rep. Lesson 1 and 2 Review and QuizComposer
9/19-9/23
PARENT NIGHT 9/19SEE YOU AT THE POLE 9/21 (?)
Concert Rep. Lesson pgs. 18-24
Concert Rep. Lesson pgs. 12-17
Concert Rep. Lesson pgs. 11-15
Concert Rep.Lesson pgs. 16-20
Concert Rep.Pgs. 16-20
Concert Rep. Lesson 2Composer
Concert Rep. Lesson 2Composer
Concert Rep. Lesson 1 and 2 Review and QuizComposer
9/26-9/30Concert Rep. AssessmentLesson pgs. 32-38
Concert Rep. AssessmentLesson pgs. 19-24
Concert Rep. AssessmentLesson pg. 16-18
Concert Rep. AssessmentPgs. 20-22
Concert Rep. AssessmentPgs. 22-24
Concert Rep. Lesson 2 Review and QuizComposer
Concert Rep. Lesson 2 Review and QuizComposer
Concert Rep. Lesson 3Composer
10/3-10/7
FUNDRAISER ENDS-3MID MARKING DUE-5 NO SCHOOL 10/6 & 10/7 INSERVICE
Concert Rep. Lesson pgs. 40-46
Concert Rep. Lesson pgs. 26-30
Concert Rep. Lesson pgs. 20-25
Concert Rep. Lesson pgs. 20-25
Concert Rep.Pgs. 24-28
Concert Rep. Lesson 3Composer
Concert Rep. Lesson 3Composer
Concert Rep. Lesson 4Composer
10/10-10/14
PS-K PICTURES 10/12PS, 1, 2 PICTURES 10/13
Concert Rep. Lesson pgs. 48-54
Concert Rep. Lesson pgs. 32-38
Concert Rep. Lesson pgs. 26-32
Concert Rep. Lesson pgs. 26-30
Concert Rep.Pgs. 28-32
Concert Rep. Lesson 3 Review and Quiz Composer
Concert Rep. Lesson 3 Review and Quiz Composer
Concert Rep. Lesson 3 and 4Review and Quiz Composer
2011-2012 Y5s and K
1st grade 2nd grade 3rd grade 4th grade 5th grade
6th grade
7th/8thgrade
10/17-10/21
Concert Rep. Lesson
Concert Rep. Lesson
Concert Rep. Lesson
Concert Rep. Lesson
Concert Rep.Pgs. 34-
Concert Rep. Lesson
Concert Rep. Lesson
10/17-10/21
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Fine Arts 30
½ DAY GRAND- PARENT’S DAY -21
pgs. 56-62
pgs. 41-44
pgs. 34-39
pgs. 32-36
38 4Composer
4Composer
½ DAY GRAND- PARENT’S DAY -21
10/17-10/21
½ DAY GRAND- PARENT’S DAY -21
Concert Rep. Lesson pgs. 56-62
Concert Rep. Lesson pgs. 41-44
Concert Rep. Lesson pgs. 34-39
Concert Rep. Lesson pgs. 32-36
Concert Rep.Pgs. 34-38
Concert Rep. Lesson 4Composer
Concert Rep. Lesson 4Composer
Concert Rep. Lesson 5 Composer
10/24-10/28
FUNDRAISERDELIVERY 10/26
Concert Rep. Lesson pgs. 64-70
Concert Rep. Lesson pgs. 46-52
Concert Rep. Lesson pgs. 39-4144-45
Concert Rep. Lesson pgs. 38-40
Concert Rep.Pgs. 40-44
Concert Rep. Lesson 4 Review and Quiz
Concert Rep. Lesson 4 Review and Quiz
Concert Rep. Lesson 6Composer
10/31-11/4
FALL DINNER BANQUET 11/4END OF 1ST MARKING PERIOD
Concert Rep. AssessmentLesson pgs. 72-76
Concert Rep. AssessmentLesson pgs. 52-54
Concert Rep. AssessmentLesson pgs. 46-48
Concert Rep. AssessmentLesson pgs. 38-40
Concert Rep. AssessmentPgs. 50-51; 56-57
Concert Rep. Lesson 5 Composer
Concert Rep. Lesson 5 Composer
Concert Rep. Lesson 1-6 Review
11/7-11/11
REPORT CARDS GO HOME 11/7P/T CONFERENCES8 & 9 4-8 PM
Concert Rep. Pgs. 78-84
Concert Rep.Pgs. 64-72
Concert Rep. Pgs. 50-56
Concert Rep. Lesson pgs. 42-46
Concert Rep. Pgs. 58-60
Concert Rep. Lesson 5 Review and QuizComposer
Concert Rep. Lesson 5 Review and QuizComposer
Test 1-6
2011-2012 Y5s and K
1st grade 2nd grade
3rd grade 4th grade
5th grade
6th grade
7th/8thgrade
11/14-11/18Concert Rep.Pgs. 86-92
Concert Rep. Pgs. 74-78
Concert Rep.Pgs. 58-61
Concert Rep. Lesson pgs. 48-4956-59
Concert Rep.Pgs. 62-66
Concert Rep. Lesson 6Composer
Concert Rep. Lesson 6Composer
Concert Rep. Lesson 7Composer
11/21-11/25
NO SCHOOL 23-25 THANKSGIVING
Concert Rep.Pgs. 94-100
Concert Rep.Pgs. 80-86
Concert Rep.Pgs. 62-66
Concert Rep. Pgs. 60-65
Concert Rep. Pgs. 68-72
Concert Rep. Lesson 6 Review and Review of 1-6
Concert Rep. Lesson 6 Review and Review of 1-6
Concert Rep. Lesson 7 Review and QuizComposer
Concert Concert Concert Concert Conce Concer Concert Concert
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Fine Arts 31
11/28-12/2 Rep. AssessmentPgs. 102-108
Rep. AssessmentPgs. 88-94
Rep. AssessmentPgs. 68-70
Rep. AssessmentPgs. 66-67
rt Rep. Assessment74-75
t Rep. Test on 1-6
Rep. Test on 1-6
Rep. Lesson 8 Composer
12/5-12/9
MIDPERIOD REPORTS DUE 12/9
Concert Rep.Pgs. 110-112
Concert Rep.Pgs. 96-104
Concert Rep.Pgs. 70-74
Concert Rep.Pgs. 68-78
Concert Rep. Pgs. 74-78
Concert Rep. Lesson 8 Composer
Concert Rep. Lesson 7-8 Composer
Concert Rep. Lesson 8 Review and QuizComposer
12/12-12/16
CONCERT 12/12 7PMSKATING/BOWLING12/14(WED)
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep.
Concert Rep. Lesson 8 Review and QuizComposer
Concert Rep. Lesson 7-8 Review and QuizComposer
Concert Rep. Lesson 9Composer
12/19-1/2NO SCHOOL CHRISTMAS BREAK
31
Fine Arts 32
2011-2012
WEEK OF
Y5s and Kindergarten
1st grade 2nd grade 3rd grade 4th grade 5th grade
6th grade
7th/8th grade
32
2011-2012WEEK OF
Y5s and Kindergarten
1st grade 2nd grade 3rd grade 4th grade 5th grade
6th grade
7th/8th grade
1/3-1/6Lesson pgs. 114-120
Lesson pgs.106-116
Lesson pgs. 76-84
Lesson pgs. 78-94
Lesson pgs. 80-90
Lesson 9 Composer
Lesson 9 Composer
Lesson 10-11 Composer
1/9-1/13Adol. Aware.1/9 Tammy Trent 1/15
Lesson pgs. 122-128
Lesson pgs. 118-122
Lesson pgs. 86-8790-95
Lesson pgs. 96-106
Lesson pgs. 92-106
Lesson 9 Review and Quiz
Lesson 9 Review and Quiz
Concert Rep. Lesson 7-11 Review
1/16-1/20
END OF 1ST SEMESTER 1/20
Assessment Pgs. 130-134
AssessmentPgs. 124-128
AssessmentPgs. 96-100
AssessmentPgs. 108-112
AssessmentPgs. 108-112
Lesson 10 Composer
Lesson 10 Composer
Test 7-11
1/23-1/27
REPORT CARDS 1/25
Lesson pgs. 136-142
Lesson pgs. 130-134
Lesson pgs. 102-112
Lesson pgs. 114-118
Lesson pgs. 114-118
Lesson Review of 7-10Composer
Lesson Review of 7-10Composer
Concert Rep. Lesson 12 Composer
1/30-2/3Lesson pgs. 144-152
Lesson pgs. 136-140
Lesson pgs. 114-118
Lesson pgs. 120-124
Lesson pgs. 120-124
Test of 7-10
Test of 7-10
Concert Rep. Lesson 12 Review and QuizComposer
2/6-2/10
P/T CONF. 2/7
Lesson pgs. 154-160
Lesson pgs. 142-146
Lesson pgs. 120-124
Lesson pgs. 126-130
Lesson pgs. 126-130
Lesson 11 Composer
Lesson 11 Composer
Concert Rep. Lesson 13 Composer
2/13-2/17
HOMECOMING WK
AssessmentPgs. 162
AssessmentPgs. 150-154
AssessmentPgs. 126-129
AssessmentPgs. 132-136
AssessmentPgs. 132-134
Lesson 11 Review and Quiz
Lesson 11 Review and Quiz
Concert Rep. Lesson 13 Review and QuizComposer
Fine Arts 33
2/20-2/24 No school2/20-21; Mid-period due24
Lesson pgs. 166-172
Lesson pgs. 156-160
Lesson pgs. 130-134
Lesson pgs. 138-142
Lesson pgs. 136-140
Lesson 12Composer
Lesson 12Composer
Concert Rep. Lesson 14 Composer
2/27-3/2Lesson pgs. 174-180
Lesson pgs. 162-166
Lesson pgs. 136-140
Lesson pgs. 144-148
Lesson pgs. 142-146
Lesson 13Composer
Lesson 13Composer
Concert Rep. Lesson 14 Review and QuizComposer
3/5-3/9BOOK FAIR WEEK
Lesson pgs. 182-188
Lesson pgs. 168-172
Lesson pgs. 142-146
Lesson pgs. 150-154
Lesson pgs. 148-152
Lesson 13 Review and Quiz
Lesson 13 Review and Quiz
Concert Rep. Lesson 16Composer
3/12-3/16AssessmentPgs. 190-192
AssessmentPgs. 174-178
AssessmentPgs. 146-152
AssessmentPgs. 154-156
AssessmentPgs. 152-60
Lesson Review 11-14
Lesson Review 11-14
Concert Rep. Lesson 16 Review and QuizComposer
3/19-3/23 All school PG End of 3rd Marking Period
Lesson pgs. 196-202
Lesson pgs. 180-184
Lesson pgs. 154-160
Lesson pgs. 158-162
Lesson pgs. 162-67
Lesson 15Composer
Lesson 15Composer
Concert Rep. Lesson 17Composer
3/26-3/30NO SCHOOL 3/29 & 3/30 SPRING BREAK
Lesson pgs. 204-210
Lesson pgs. 196-200
Lesson pgs. 162-168
Lesson pgs. 164-170
Lesson pgs. 168-175
Lesson 15 Review and Quiz
Lesson pgs. Lesson 15 Review and Quiz
Concert Rep. Lesson 12-17Review
4/2-4/6 NO SCHOOL SPRING BREAK
4/2-4/6 NO SCHOOL SPRING BREAK
4/2-4/6 NO SCHOOL SPRING BREAK
4/2-4/6 NO SCHOOL SPRING BREAK
4/2-4/6
33
Fine Arts 34
34
2011-2012WEEK OF
Y5s and Kindergarten
1st grade 2nd grade 3rd grade 4th grade 5th grade
6th grade
7th/8th grade
4/9-4/13
6TH GR SUB SALE
Lesson pgs. 212-218
Lesson pgs. 202-206
Lesson pgs. 170-174
Lesson pgs. 172-176
Lesson pgs.176-183
Review of Lessons 1-15
Review of Lessons 1-15
Lesson 12-17 Review
4/16-4/20
K SCREENING/SAT TESTING GR 1-6CARNIVAL 4/20
Assessment pg. 220-224
AssessmentPgs. 208-212
AssessmentPgs. 176-180
AssessmentPgs. 178-182
AssessmentPgs. 184-87
Challenge ReviewComposer
Challenge ReviewComposer
Test 12-17
4/23-4/27
AUCTION 4//28
Lesson pgs. 226-232
Lesson pgs. 214-218
Lesson pgs. 182-186
Lesson pgs. 184-188
Lesson pgs. 188-195
Staff Challenge Composer
Staff Challenge Composer
Concert Rep.Lesson 18Composer
4/30-5/4
MID-PERIOD REPORTS DUE 5/4
Lesson pgs. 234-238
Lesson pgs. 220-224
Lesson pgs. 188-194
Lesson pgs. 190-194
Lesson pgs.196-201
Rhythm ChallengeComposer
Rhythm ChallengeComposer
Concert Rep.Lesson 18 Review and QuizComposer
5/7-5/11
ASSOC. MTG. 5/7 MUFFINS FOR MOMS 5/11
Lesson pgs. 240-246.
Lesson pgs. 226-230
Lesson pgs. 196-200
Lesson pgs. 196-200
Lesson pgs.202-207
Dynamics ChallengeComposer
Dynamics ChallengeComposer
Concert Rep. Lesson 19Composer
5/14-5/18
SPRING PROGRAM 5/17DONUTS FOR DAD 5/18
AssessmentPgs. 248-250
AssessmentPgs. 232-236
AssessmentPgs. 201-206
AssessmentPgs. 204-207
Assessment208-211
Music Symbols ChallengeReview of 1-15
Music Symbols ChallengeReview of 1-15
Concert Rep. Lesson 19 Review and QuizComposer
5/21-5/25
OPEN HOUSE 5/25
Lesson pgs. 252-258
Lesson pgs. 240-244
Lesson pgs. 208-212
Lesson pgs. 208-212
Lesson pgs. 212-219
Test of 1-15
Test of 1-15
Lesson 18-19 Review and quiz
Fine Arts 35
2011-2012
WEEK OF
Y5s and Kindergarten
1st grade 2nd grade
3rd grade 4th grade 5th grade 6th grade 7th/8th grade
5/28-6/1
NO SCHOOL 5/28FIELD DAY 5/30
Lesson pgs. 260-268
Lesson pgs. 246-256
Lesson pgs. 212-220
Lesson pgs.212-216
Lesson pgs.212-219
Word game and search
Word game and search
Lesson 21
6/4-6/7
K GRAD 6/6½ DAY 6/7
Movie Time and Party
Movie Time and Party
Movie Time and Party
Movie Time and Party
Movie Time and Party
Movie Time and Party
Movie Time and Party
Movie Time and Party
35
Fine Arts 36
Overall Goals for Music Department for the next five years General Choir of 7th and 8th grade Audition only Advanced Middle School Mixed Choir; Girls Choir Trips during the beginning and end of the school year (helps with
recruitment) Improve music budget Add band back into the Fine Arts Program
General Music: 2010-2015 New Curriculum: Jump Right In Series: 2009-present Follow standards of state of MI and national standards for music New assessment strategies: 2010-2011 Concerts of the year: Grandparents Day Program; Christmas Concert;
Spring Concert
Elementary Choir 2010-2015 Scheduling Standards Concerts Assessment: 2010 Recruitment: posters; trips; parent letter
Cherub Choir: 2010-2015 Scheduling: during school Standards: state and national music standards Concerts: Christmas 2010; Praise Gathering Recruitment: parent letter; posters; general music class
Middle School Mixed Choir 2010-2015 No auditions; assessment of music aptitude Standards Concerts: inside and outside of schools Assessment Recruitment Trips: beginning and end of school (2012-2012) this will help with
recruitment for advanced choir Elect student officers 2011 Musical combined with Elementary Choir and grades 5th-8th: Spring
2011
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Fine Arts 37
Advanced Choir: 2011-2015 (School year) Auditions: 2012-2012 Standards Concerts Assessment Competitions: All State at Grand Valley University
Musical Hire a drama teacher; allow this to be directed by drama teacher not
music teacher: 2012-2013 school year 3rd-8th grade; only 5th-8th grade drama auditions Recruitment Scheduling- drama class during school offered to 5th-8th graders; Middle
School Mixed and El. Choir will rehearse during regular class times; Choral Parent Organization: Fall 2012-2015 Budget for musical: $ 1500 for Broadway and sets
Choral Parent Organization 2011-2015 Volunteer Parents: to help with choirs; Musical: costumes; props; sets; programs; recruitment; trips;
Beginning Band 2012-2015 5th and 6th grade band (not mandatory) Prerequisites to join: 1 year of private lessons on a new instrument
during band year
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Fine Arts 38
38