Jay School Corporation Music Curriculum Guide · Web viewStudents play melodies, rhythms, and chords on pitched or non-pitched classroom instruments with correct technique, steady

Jay School Corporation Elementary Music Curriculum Guide 2012-2018

Elementary General Music Curriculum GuideGrades K – 5


KindergartenStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing with melodic pitches and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo.

Music Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.1.1 Match pitches in a limited vocal range.

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

Singing “attendance” on selected pitches.Singing greetings and goodbyes.Singing nursery songs, folk songs, call and response songs and playing games.Arioso Land.

Student sings response

Aural Assessment and observation

-Pitch recognition-Vocal participation And imitation-Listening skills-Call and response skills

-Classroom Roster-Grade level method books-Orff materials-Designated area in classroom where only singing takes place

K.1.2 Echo short melodic patterns sung

K.RI.1 With prompting and support, ask and

Nursery songs and games

Student solosAural and

Pitch recognition

Grade level method books


by the teacher. answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

visual observation

-Vocal participation And imitation-Listening skills-Call and response skills

Orff materialsEcho songs

K.1.3. Sing with an appropriate tone quality.

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

Songs and games Aural Assessment and observation

Pitch recognition-Vocal participation And imitation-Listening skills-Teamwork

Grade level method booksOrff materials

K.1.4. Sing short memorized songs, maintaining a steady beat.

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a

Nursery songs and gamesStudents tap a steady beat on their lap or on an un-pitched percussion instrument while singing.

Aural Assessment and observation

Pitch recognition-Vocal participation And imitation-Listening skills-Following the cues of a

Grade level method booksOrff materialsVarious un-pitched percussion instruments


text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

conductor/teacherSelf confidence


Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play rhythms using body percussion and classroom instruments. They maintain a steady tempo when playing with a group.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.2.1 Echo four-beat rhythmic patterns played by the teacher using body percussion or classroom instruments.

Students echo teacher directed rhythm patterns on an un-pitched percussion instrumentRhythmic clapping gamesCircle Movement-teacher plays music to which students imitate the teacher-directed activity.

Aural and visual Assessment

Listening skillsUn-pitched percussion instruments

K.2.2 Maintain a steady beat while playing an instrument in a group.

Students accompany selected music on an un-pitched percussion instrument

Aural and visual Assessment

Listening skillsAwareness of group activityPlaying in a group

Un-pitched percussion instrumentsMusic accompaniments – either recorded or live


Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise simple responses to teacher cues by singing and by using body percussion and instrumental sounds.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.3.1 Improvise simple rhythms using body percussion, found items, or an instrument

Students create simple rhythms.

Aural and visual assessment

Definition of “improvisation:Instrument namesPerformance

Various instruments

K.3.2 Respond to teacher-played phrases with a similar phrase using body percussion, found items, or an instrument.

Students create simple response phrases.


Definition of call And responseListening skillsResponse skills

Various instruments

K.3.3 Respond to teacher-sung questions with a sung answer.

Arioso Land-students sing a response to a teacher sung question using student selected pitches

Aural assessment

Solo response Guided “sung” questions appropriate for student response.


Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short rhythmic and melodic patterns



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.4.1 Create and play a simple rhythmic pattern with teacher guidance using body percussion or classroom instruments

Teacher guides and directs students in creating a short rhythmic pattern using body percussion or un-pitched percussion instruments

Aural and visual assessment.

CreativityFollowing directions

Un-pitched percussion instruments

K.4.2 Create a short melodic pattern to sing or play on a classroom instrument based on a limited pitch range such as a minor third or the pentatonic scale.

Teacher guides and directs students in creating a short melodic pattern with their voice or on a pitched percussion instrument


Solfege symbols for Sol and miCreativityPerformance

Solfege patterns using sol And miClassroom instruments


Standard 5 RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents improvise simple responses to teacher cues by singing and by using body percussion and instrumental sounds.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.5.1 Reading iconic notation and perform short rhythmic patterns of quarter and eighth notes using body percussion and rhythm syllables.

K.RI.10 Actively engage in group reading activities with purpose and understanding

-Rhythm scores-Flash cards or manipulatives—Teacher says and claps a rhythm using rhythm syllables and students use flash cards or manipulatives to create that rhythm.

Visual and aural assessment.

Notation reading skills

Rhythm scores of flashcards

K.5.2 Read iconic notation and perform short melodic patterns using hand signs and pitch syllables, drawing examples from class repertoire when appropriate.

K.RI.10 Actively engage in group reading activities with purpose and understanding

Students sing sol-mi songs using either hand or body solfege.


A variety of sol-mi Songs.Solfege symbols through hand signs or body signs.

Simple sol-mi melodies

K.5.3 Use fine and gross motor movement to demonstrate simple rhythm and pitch patterns

Students use hands signs or body signs to demonstrate pitch patterns.Circle Movement


Solfege symbolsthrough hand signs or body signs.

Phyllis Weikarts Rhythmically Moving CD’s


Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents distinguish high and low pitches, fast and slow tempos, and loud and soft sounds. They differentiate various vocal, instrumental, and environmental sounds. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.6.1 Identify differences in musical sounds that are high or low, fast or slow, loud or soft and demonstrate them through movement, verbal description, or pictures.

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Listening activities using various pieces of music.

-Circle a picture indicating loud or softVisual Assessment – students raise a hand or “thumbs up” to identify what they hear.

Students will be Able to differentiate high/low, fast/slow, loud/soft

Verbal descriptiveBody levels

Locomotor and non-locomotormovement

Classroom methods materialsVarious other teacher developed materials

K.6.2 Distinguish vocal, instrumental, and environmental sounds

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some

-Listening activities using various pieces of music that include these sounds-Students bring to class a varied selection of student-made instruments or students make instruments in class

-Circle a picture indicating the type of sound heard.

-Aural Assessment

Students will be able to differentiate vocal, instrumental, and environmental sounds



information about the topic.

to create a variety of sounds.

K.6.3 Compare vocal tone qualities such as whispering, singing, and speaking.

K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Teacher demonstrates, “I speak like this, I sing like this…; student’s imitate.

Class discussion with listening examples.Listening activities with speaking and singing voices.

Circle a picture indicating the type of voice that they hear.Visual Assessment – students raise a hand to identify what they hear

Students will be able to identify and perform vocal tones of whispering, singing and speaking.


K.6.4 Identify and demonstrate appropriate listening behavior during a classroom or outside performance.


Discuss appropriate concert behaviorAttend a concert within the school such as a Christmas, spring program or various musical presentations.

Visual assessment

Sitting quietlyHow to appropriately respond to a performance

Attend a performance.


Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.7.1 Discuss reasons for listening to music and different contexts in which music is heard.


Discuss where students listen to music, sing songs, etc.

Aural assessment

Appropriate music far a variety of events

Teacher led discussion

K.7.2. Establish simple criteria to evaluate classroom music activities.

Teacher shows simple methods of accessing classroom activities. (thumbs up; thumbs down, etc.) Student input of other ways to access activities

Visual and aural assessment

Appropriate response skills

Classroom activities


Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts..Students express musical concepts in non-musical ways. They describe the use of music in various school activities.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.8.1 Describe musical concepts of high or low, fast or slow, and loud or soft through moving or drawing.

Teacher directed movement activities where students demonstrate understanding through movement.

Visual assessment

Students will be able to differentiate high/low, fast/slow, loud soft

Body levels

Locomotor and non-locomotor movement

Classroom methodsVarious other teacher developed materials.

K.8.2 Identify other classes and school activities where music is used and the purpose of the music in each situation.

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some

Discuss other classes or places within the school where students hear music and its purpose.


Verbal descriptors


information about the topic.

Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture

Students discuss music experiences in daily life and the concept of a musician. They experience music from various eras and cultures.Music Academic Standard


Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.9.1 Identify situations in daily life where music is experienced.


Discuss where students hear music, sing songs, etc.

Aural assessment

Recognition of daily uses of music

K.9.2 Experience music from various historical eras and cultures through singing, listening, or moving


Folk Dancing Visual assessment

Awareness of cultural musicUsage and development of gross and fine motor skills

A variety of Folk Dance music


K.9.3 Discuss the concept of a musician.


Teacher leads students in a discussion about what a musician is.

Aural assessment

Students can identify a musician.

Pictures and recordings


Grade OneStandard 1 PERFORMING MUSIC: Singing alone and with others

Students sing a variety of songs in expanding ranges and dynamics with appropriate tone quality, good posture, and steady tempo.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.1.1 Match simple pitches patterns in expanding ranges.

1.RI.1 Ask and answer questions about key details in a text.

Sing “attendance” on selected pitches (sol-mi)Sing greetings and goodbyesSing simple folk songs, call and response songs, and nursery rhymes

-student individually sings response-aural assessments

-listening skills- pitch recognition-question and answer skills

-Classroom Roster-Grade level method books-Orff materials

1.1.2 Maintain good posture and a steady beat while singing.

-sing simple songs while patting steady beat on body or playing steady beat on un-pitched instruments-standing or sitting with correct posture while singing

-visual assessment-observation

-listening skills-imitation

Grade level method booksOrff materialsEcho songsUn-pitched classroom instruments

1.1.3. Sing at contrasting dynamic levels with

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of

-sing simple songs and folk songs that demand differing dynamic levels

-aural assessment

-following cues of conductor-listening skills



appropriate tone quality.

information in a text. -singing lullabies-listen to drastic dynamic musical examples-show and study examples of dynamic markings in music

1.1.4. Sing short memorized songs from various cultures.

1.RI.2 Identify the main topic and retell key details of a text. 1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

-Sing short folk songs and nursery rhymes from other countries

Aural assessment

-listening skills-vocal participation and imitation



Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play short patterns using body percussion and pitched and non-pitched classroom instruments. They maintain a steady tempo when playing with a group.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.2.1 Echo short melodic and rhythmic patterns.

-students echo rhythmic patterns on un-pitched or pitched instruments-students echo melodic patterns (within pentatonic scale) on pitched instruments

-aural assessment

-listening skills Various classroom instruments

1.2.2 Maintian a steady beat on a percussion instrument while playing in a group.

-students maintain steady beat on an instrument in accompaniment with music or classroom singing

-aural assessment-visual assessment

-following cues of a conductor-listening skills-awareness of self and group

Orff materialsClassroom instruments

1.2.3 Hold classroom instruments correctly and play with the proper technique.

-students study names and technique of classroom instruments-students play simple rhythms and melodies various classroom

-visual assessment-aural assessment-observation

-listening skills-awareness and control of body -small and large motor skills

Various classroom instrumentsInstrument posters


instruments

Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise responses and simple ostinatos by singing and by using body percussion and instrumental sounds.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.3.1 Respond to sung or played musical questions by singing and using body percussion, found items and instrumental sounds.

-teacher plays rhythmic or melodic pattern on an instrument, students respond on an instrument-students create a rhythm, sound, or ostinato to represent a character in a story


-listening skills-instrumental knowledge and technique

Various stories/poems and literature

Various instruments

1.3.2 Improvise a short rhythm to be echoed by classmates

-students play a four beat rhythmic phrase on an un-pitched or pitched instrument to be echoed by classmates

-aural assessment

-knowledge or definition of the word “improvise”-listening skills

Various instruments

1.3.3 Improvise a short ostinato to sing or play with a familiar

-students improvise a short rhythmic or melodic ostinato

-aural assessment-visual

-knowledge or definition of the word

Various instruments


song. (within teacher guidelines) to accompany a classroom folk song to

assessment “improvise”-listening skills-instrument skills

Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short rhythmic and melodic patterns and accompaniments to short literary examples.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.4.1 Independetly create and perform short rhythmic and melodic pattern with teacher guidance using the voice, body percussion found items or classroom instruments

-teacher guides and directs students in creating a short rhythmic and melodic pattern using body percussion or un-pitched and pitched classroom instruments


-following directions-creativity-instrument knowledge and technique

Various instruments or found objects within classroom

1.4.2 Cooperatively plan and perform rhythmic and melodic material to accompany a poem using a variety of sound sources.

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

-teacher guides students to create and perform rhythmic and melodic patterns and ostinatos that might represent characters, sounds, moods, or settings to accompany a

-aural assessments

-creativity-performance skills-instrument knowledge and technique

Various poem/literature

Various instruments

Paper and/or chalkboardPencil and/or chalk


poem

Standard 5

RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire. They identify quarter and eighth notes and quarter rests.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.5.1 Read and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables

-students clap four-beat rhythms that are printed on rhythm cards or scores-students use iconic manipulatives to represent a given rhythm

-aural assessments-visual assessment

-notation-reading skills-listening skills

Rhythm scoresIconic manipulatives

1.5.2 Notate quarter notes, eighth notes, and quarter rests using iconic or standard notation

-students draw, notate, or depict given rhythms using a ready-made standard notation on flashcards or iconic

-visual assessment

-listening skills PaperFlashcardsIconic manipulatives


manipulatives1.5.3 Use body percussion and movement to demonstrate rhythmic patterns

-students use different body percussion levels to demonstrate rhythmic patterns-students use differing levels of movement to depict different rhythmic patterns

-visual assessment-aural assessment

-fine and large motor skills-listening skills-body awareness

1.5.4 Read simple pitch patterns from a staff using solfege and hand signs and demonstrate pitch placement with body movement

-students use solfege hand signs and levels of body signs to demonstrate different pitches

-visual assessment -knowledge of -aural assessment solfege through Ways of hand and Body levels and signs

Solfege symbols and hand signs

Chalkboard or other writing source

staff


Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents identify similarities and differences in music and qualities of various sounds. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.6.1 Show changes in tempo, dynamics and mood using movement in response to music.

-Listening activities using a variety of musical selections

-visual assessment through body movement or raising of hands-written assessment through circling of symbols or pictures on paper

-listening skills-fine and large motor skills-locomotor and non-locomotor movement skills-knowledge of fast/slow, loud/soft


1.6.2 Identify various vocal, instrumental, and environmental sounds.

-Listening activities using various pieces of music that include these sounds-Students bring to

-visual assessment through raising of hands-written

-listening skills-students will be able to identify sounds and origin of

Craft supplies


class a varied selection of student-made instruments or students make instruments in class to create a variety of sounds.

assessment through circling of symbols or pictures on paper

sounds

1.6.3 Identify phrases of a song as same or different and listen for repetition of phrases.

-listening to and singing various simple songs, and folk songs-breaking down simple songs and folk songs into individual phrases

-visual assessment through raising of hands -aural assessment-written assessment by circling the two phrases that match (phrase 1 and 3, 2 and 4, and so forth)

-listening skills-knowledge of what categorizes a musical “phrase”-ability to break down a song into musical phrases


1.6.4 Idenfity and demonstrate appropriate listening behavior during a classroom or outside performance

Discuss appropriate concert behaviorAttend a concert within the school such as a Christmas, spring program or various musical presentations.

Visual assessment

Sitting quietlyHow to appropriately respond to a performance

Attend a performance.


Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents discuss the role of music in their lives and evaluate classroom music activities.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.7.1 Discuss the place and personal importance of music at home, at school, and in the community.

-discuss different settings the students hear and experience music on a daily basis-discuss the benefits on music within the home, school, and community settings

-visual assessment (thumbs up or down)-paper assessments (list making)

-communication skills-listening skills

Teacher led discussion that may include writing notes on chalkboard or other writing source

1.7.2 Discuss and evaluate classroom music activities based on established criteria.

-discuss the value of different classroom musical activities-ask questions regarding skills learned

-visual assessment (thumbs up or down)-paper assessments

-communication skills-listening skills-comprehension

Teacher led discussion that may include writing notes on chalkboard or other writing source


(list making) skills-self-evaluation skills

Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts..Students identify and express concepts common to music and other disciplines. They discover the importance of various activities in more than one context.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.8.1 Discover musical terms and concepts such as pattern and line that are also used in other disciplines and express them through moving, drawing, or other appropriate means.

-experience musical terms and concepts through movement, drawing, and other means and discuss how those concepts might connect and are presented in other disciplines


-knowledge of concepts-listening skills-identification skills

Art supplies

1.W.8 With guidance -discuss how Visual and Verbal Teacher led


1.8.2 Describe the importance of activities such as listening, reading, and moving that occur in music class and other curricular areas.

and support from adults, recall information from experiences or gather information from provided sources to answer a question.

students listen, read, and move within the music classroom and in other places and classes within the school, and discuss/debate the importance of those activities

aural assessment

descriptors discussion that may include writing notes on chalkboard or other writing source


Students identify functions of music and experience music of various historical periods and cultures. They identify known musicians.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.9.1 Identify various uses of music in the community and examples of music used for special occasions.

-listen to and experience music for various types of occasions

-aural assessment-demonstration and performance

-recognition of music within community and for special occasions-listening skills-discussion and communication skills

Various musical selections

1.9.2 Experience music from various

-sing, dance, play musical instruments and games, and

-aural assessments-visual

- Awareness of cultural music-Usage and

Various classroom activities/songs from many sources


historical eras and cultures through singing, listening, or moving

listen to music from a varied repertoire of cultures and historical eras

assessment-paper assessment

development of gross and fine motor skills-Instrumental knowledge and technique

Various instruments

1.6.3 Identify some known musicians in the community or media.

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

-discuss what defines a musician-discuss different known musicians in community or media in present day or past-listen to different musical examples from a variety of different musicians

-aural assessment

-students can identify a musician-verbal description


Grade TwoStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with accurate pitch, appropriate tone quality, and good diction and posture. The sing ostinatos, they follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.1.1 Sing with accurate pitch, appropriate tone quality, clear diction, and good posture.

Students will sing various songs from methods books.Christmas Concert


Proper singing techniques.Varied repertoire.

Classroom materialsTeacher generated materials

2.1.2 Sing a cappella and with accompaniment, independently and in groups..

Students will sing folk songs and various other songs.Solo singingSong games

Singing in small groups and independently.

Varied repertoire



2.1.3. Sing songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music.

2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. . 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Students will learn songs in a foreign language.

Singing in small groups and independently.

Varied repertoireAppropriate move-ment application

Classroom materialsTeacher generated materialsVarious selections of folk songs and dances.

2.1.4. Sing an ostinato with a familiar song, maintaining a steady beat.

Students singing ostinatos to melodies and songs.Games songs with ostinato’s


Independent singingMaintaining a steady beat

Classroom materialsTeacher generated materialsFolk songs and games

Veterans Day Aural and Performance


2.1.5 Follow the cues of aconductor with regard to tempo and dynamics.

programsChristmas concert.

visual assessment

skills

Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic and rhythm patterns on classroom instruments accurately and with a steady beat tempo. They identify instruments, use correct techniques with playing, and vary dynamic levels. They follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.2.1 Echo melodic and rhythmic patterns.

Songs and gamesRhythm scores or flash cards


Various songs and un-pitched percussion instrumentsRhythm scores or flashcards

2.2.2 Maintain a steady beat and play with appropriate dynamic levels

Students accompany selected music with body percussion or on an un-pitched percussion instrument.Students play an


Rubric – teachers assesses

Play a steady beatShow understanding of dynamic symbols and their meaning

Various un-pitched percussion instruments and/or xylophonesMusic accompanimentsDynamic Unit with


ostinato on a xylophone.Dynamics “unit” where students learn about and practice dynamic symbols and their meanings.

students comprehension of dynamic symbols and their meaning.

Follow the cues of a conductor

musical examples of dynamic markings.

2.2.3 Play classroom instruments with proper technique, holding them correctly.

Teacher introduces various pitched and un-pitched percussion instruments using correct names.Students accompany vocal and instrumental music or stories on various instruments.


Playing technique

InstrumentsMusical accompanimentsOrff materialsStory books

2.2.4 Learn correct names for classroom instruments and identify those associated world cultures.

Teacher introduces various pitched and un-pitched percussion instruments and their culture of origin.Students accompany vocal and instrumental music or stories on various instruments.

Aural and visual assessmentRubric assessing instrument names

Instrument names and country or origin

Various instruments and cultural information for that instrument

2.2.5 Play simple ostinatos while others sing.

Students accompany simple songs.Students accompany stories.


Students maintain a steady beatAccompanying skills

Classroom instrumentsSimple songsStoriesOrff materials


Listening skills2.2.6 Follow the cues of a conductor with regard to tempo and dynamics

Students accompany simple songs and stories under teacher direction


Playing dynamic levels

Classroom instruments

Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents sing, play instruments, and use movement to improvise musical phrases including questions, responses, and ostinatos.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.3.1 Improvise a short melodic phrase on a pitched classroom or keyboard instrument.

Using a poem or phrase from a story, students will improvise a melody based on a pentatonic scale on barred instrument


Definition of the words improvise and pentatonic.

Barred instrumentsOrff materialsStory booksPoetry

2.3.2 Sing short questions to be answered by

Students will perform call and response activities with varied partners

Aural assessment

Independent singingUnderstanding of question and

Call and response songsOrff materials


classmates.. answer.

2.3.3 Respond to teacher or student questions by singing and using body percussion, movement, found items, instruments, or electronic sounds.

Students will perform a variety of call and response activities.

Aural assessment

Independent performance

Call and response songs or rhythms.Orff materials

2.3.4 Improvise a short ostinato with a familiar song using body percussion, instruments, or movement.

In groups students will create a short ostinato to accompany a song.


ImproviseConfidenceTeamworkDefinition of body percussionUse of levels

Barred instrumentsUn-pitched percussion instruments

Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short rhythmic and melodic patterns within specified guidelines and create group compositions. They notate their music.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.4.1 .Perform short rhythmic and melodic phrases within teacher guidelines and write them using standard original notation.

Using poetry or simple songs students will notate the rhythm of the poem or song with craft sticks

Visual AssessmentRhythm Rubric to assess understanding of notation

Student understands notation

Simple songsPoetryCraft sticks

2.4.2.Create music Students will work in groups to create

Visual and aural

TeamworkCreativity

Story or poemSelected


collaboratively to enhance a poem or short story using a variety of sound sources.

music to accompany a story or poem

assessment instruments or tools

2.4.3 Arrange and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items, or classroom instruments.

Students will work in groups to create a sound piece using a variety of tools provided by the classroom teacher.


TeamworkCreativity

Selected instruments or tools

Standard 5

RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read, write, and perform rhythmic and melodic patterns using standard or iconic notation and utilizing relevant examples from repertoire. They identify and interpret basic terms and symbols for dynamics and tempo.



Learning Activities

Assessment(s) Knowledge/Skills Materials/Notes

2.5.1 Read and perform quarter, eighth,

2.W.8 Recall information from experiences or gather

Students will clap and speak, using rhythm syllables, four


Recognize and perform indicated notes and rests and groupings of notes

Hal Leonard Rhythm ScoresRhythmically Moving CD’s


half, dotted half, and sixteenth notes, and quarter, half rests in four-beat groupings using rhythm syllables..

information from provided sources to answer a question.

2.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

beat rhythm scores .

and rests.

2.5.2 Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation.

2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

2.RI.10 By the end of year, read and comprehend informational

Teacher will clap a variety of rhythm patterns and students will notate.

Visual AssessmentNotation Rubric – assess student understanding and writing of notation

NotationGrouping notationListen and recall

Examples of indicated notation.


texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.5.3 Read pitch patterns from a staff and perform using solfege and hand signs.


2.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as

Teacher will review solfege with hand or body signs.Using a familiar song, teacher will sing melody using solgege and students will echo.


Solfege syllablesListen and recall

Solfege hand sign chartFamiliar melodiesOrff or Kodaly materials


needed at the high end of the range.

2.5.4 Identify direction of notated pitch patterns and interpret through singing, playing, or movement.

With voices, movement, or instruments students will show understanding of pitch direction.

Aural and visual assessmentRubric – Direction of pitch patterns

Pitch direction

2.5.5 Identify basic musical terms and symbols and through singing, playing or movement.


With voices, movement, or instruments students Aural and visual assessmentwill show understanding of music terms and symbols.Performances


Knowledge of music terms

Selected repertoire of musicPrograms performances


Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents identify similarities and differences in music using movement and musical terms. The recognize groups of classroom and orchestral instruments. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.6.1 Identify 2.W.8 Recall information from

Dynamic Unit – singing and listening

Graded assessment

Music Terminology

Dynamic UnitRubric for


contrasts and changes in tempo and dynamics using basic music terminology and movement

experiences or gather information from provided sources to answer a question.

music; identifying tempo and dynamic changesStudents will do guided movement to selected pieces of music to show contrasts in music.Games – Various selected movement games that allow students to show contrasts in the music through movement.

using a Rubric-Dynamic UnitVisual assessment

Independent music skillsInterpretationListening skills

AssessmentSelected music for movement activitiesGames

2.6.2 Identify repetition and contrast in sections of music using symbols or movement.


Students will do guided movement to selected pieces of music to show repetition and contrast in music.Games – Various selected movement games that allow students to show repetition and contrasts in the music through movement

Visual assessment

Music TerminologyIndependent music skillsInterpretationListening skills

Music for Creative Dance

2.6.3 Identify groups of classroom instruments by sight and sound.

2.W.8 Recall information from experiences or gather information from provided sources to answer a

Teacher will give students opportunities to use instruments in classroom situations so students develop an awareness of

Aural Assessment- Teacher

plays a given instrument and

Recognize a variety of instruments by sight and sound

Selected classroom instrumentsSound bank


question. instruments names and their sound.Sound bank activities.

students identify.

2.6.4 Identify families or orchestral instruments by sight and sound


Discuss instrument families; listen to and identify their sounds in a listening piece; show pictures of individual instruments and their family group.

Visual AssessmentInstrument family Game

Recognize individual instruments and their families by sounds and sight.

Pictures or posters of Instruments/familiesListening piecesSound bankVarious websites for example: Dallas Symphony Orchestra.

2.6.5 Identify voices as those of children, adult males, or adult females.


Listen to and identify the sound of different voices in a listening piece.Listen to a sound bank with representations of different voices

Visual Assessment(thumbs up; thumbs down)

Recognition of types of voices

Sound bankListening pieces

2.6.6 Discuss and demonstrate appropriate listening behavior for various types of performances.

Teacher leads students in a discussion of appropriate listening behavior for various types performances

Visual assessment

Develop appropriate listening behavior

Various performances – in school or field trips.


Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents discuss personal musical preferences. They compare contrasting musical works and establish criteria for performances.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.7.1 Explain 2.W.8 Recall information from

Composer of the Month or Music Style

Aural assessment

Exposure to a variety of

Variety of music for listening


personal preferences for different musical works.

experiences or gather information from provided sources to answer a question.

of the Month(Students listen to a variety of music by various composers and discuss)

musical styles.Vocabulary skills

Pictures and historical information about composer or music style

2.7.2 Listen to and compare two contrasting styles of compositions using basic musical terminology.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Teacher presents different composition styles and students compare and contrast using appropriate music terminology

Aural assessmentVisual assessment – students draw a picture showing compare/contrast

Exposure to a variety of musical styles.Vocabulary skillsArtistic skills

Music terminology posted in the room – word wall – for student reference.

2.7.3 Establish and apply criteria for good musical performance in and outside the classroom.

Teacher led discussion on performance skills


Performance skills

Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the artsStudents discover application of musical concepts in other disciplines. They express aural musical examples in non-musical ways and specific emotions through music and other means..



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes


2.8.1 Identify musical concepts such as tone color, repetition, and contrast, and ways they are used in other disciplines.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Students will look at selected pieces of art work and discuss tone color, repetition, and contrast.Students will look at architecture and discuss tone color, repetition, and contrast.


Vocabulary skillsRecognition of elements in other disciplines

Art work

2.8.2 Describe an aural musical example through movement, art, or writing.

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Students will interpret a select piece of music through movement, drawing or writing.

Aural and/or visual assessment.

Vocabulary skillsInterpretationSelf confidencePerformance skills

Varied selection of music

2.8.3 Express a specific emotion through music, art, movement and writing or speaking.

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Students will interpret and express an emotion of a select piece of music through movement, drawing or writing.

Aural and/or visual assessment.

Vocabulary skillsInterpretationSelf confidencePerformance skills

Varied selection of music



Students identify music for special occasions and its role. They experience music and dances from various cultures and historical periods and explore roles of community musicians.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes


2.9.1 Discuss suitable music for various special occasions and the role it plays.


Teacher led discussion on appropriate music for special occasions. Discuss how the music selected might affect the occasion.

Aural assessment

Awareness, interpretation and sensitivity to appropriate music for special occasions.

Student exposure to various types of situation/programs where music is used.

2.9.2 Discover the role of music from earlier periods in history such as the music of Native Americans and its relationship to other elements in the society.

2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students will participate in activities such as games, dances or rhythmic patterns to emulate a variety of cultural music.

Visual Assessment

Recognize and appreciate music of other cultures

Selection of multi-cultural music, games, dances, etc.

2.9.3 Perform and listen to music and learn folk dances from past and present cultures..

2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Teacher directs students and folk dances from various cultures and of the historical nature.

Visual Assessment

Dancing skillsListening skillsTeamwork skills

A variety of folk dance music

2.9.4 Discuss the roles of musicians in the community.

Students identify musicians from the community

Aural assessment

Awareness of local musicians

Teacher knowledge of local musicians


Grade ThreeStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with attention to pitch, tone quality, diction and posture. The sing rounds and songs with ostinatos, and they follow the directions of a conductor.




Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.1.1 Sing a cappella and accompanied songs with attention to pitch, diction, tone quality, and posture.

Through a variety of warm-ups and technique building activities, sing songs prepared for performance a cappella and accompanied

-aural assessment

-correct posture-correct tone quality-correct diction


3.1.2 Sing expressively with varied dynamics and appropriate phrasing.

3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Sing a varied repertoire of music with attention given to expressing dynamics and phrasing

-aural assessment

-knowledge of expressive singing-knowledge of dynamics and dynamic markings


3.1.3. Sing songs from a variety of cultures including those of the school and community, adding any movement considered intrinsic to authentic performance of the music..

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Using a diverse repertoire classroom music materials, students will sing songs including those from other cultures adding movement where appropriate

Aural assessment

Knowledge of music from other cultures


Folk dances

3.1.4. Sing rounds and songs with ostinatos

-learning and performing individual parts securely rounds and songs with ostinatos,

-aural assessment

-independent singing


-students will learn -aural and -performance Class work and


3.1.5 Follow the cues of aConductor.

to follow the cues of a conductor in the classroom and in a performance.

visual assessment

skills Performances

Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodies and rhythms on classroom instruments with correct technique, appropriate dynamics, and a steady beat, alone, and in groups. They follow the directions of a conductor.

Music Academic Literacy Embedded Learning Assessment(s Knowledge/ Materials/Notes


Standard Standard Activities ) Skills

3.2.1 Echo melodic and rhythmic patterns.

-on un-pitched classroom instruments, students will echo rhythmic patterns-on pitched classroom instruments or recorders, students will echo melodic patterns


-listening skills-rhythmic knowledge and decoding-basic melodic knowledge and decoding skills (high/low)

Various classroom instruments

Recorders

3.2.2 Play given pitch patterns on a mallet instrument, keyboard, or recorder..

-play phrases from songs or given pitch patterns on barred instruments, keyboard, or recorder


-listening skills-instrument knowledge and technique-melodic decoding skills

Various instruments

3.2.3 Play instruments in a group with a steady beat, appropriate dynamics, and correct technique.

-through a variety of musical selections students will, as a group, practice using correct playing techniques that demonstrate appropriate dynamics, and the use and ability to maintain a steady beat

- aural assessment-visual assessment

-playing technique-listening skills-demonstration of dynamic knowledge

Various instruments

3.2.4 Use correct names for classroom instruments including those from world cultures.

-study and discuss names for classroom instruments including those from world cultures

-visual assessment-written assessment-aural assessment

-identification skills

Grade level books


Musical instrument


posters and sound clips

3.2.5 Play four-measure melodies on pitched percussion instruments.

-play a variety of musical selections on various pitched percussion instruments


-instrument knowledge, technique, and playing skills



3.2.6 Play ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.

-using a variety of instruments students will accompany classroom selections both vocal and recorder.

-aural and visual assessment.

-student sampling

Accompanying skills.Independent playing.

Classroom instruments.A variety of songs and stories.

Orff materials

3.2.7 Follow the cues of a conductor.

In daily class work and during performances, students will learn to follow the director’s musical cues.

Visual assessment.

Performance skills

Performance

Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise responses, accompaniments, and short compositions by singing and using variety of instrumental and classroom sounds. They invent short pieces by following the cues of a conductor.




Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.3.1 Sing or play extended responses to teacher or student questions.

Students will perform a variety of call and response activities.

Aural assessment

Independent performance

Call and response songs or rhythms.Orff materials

3.3.2 Improvise a rhythmic accompaniment to a song.

In groups or individually, students will create a short ostinato to accompany a song.


ImproviseConfidenceTeamworkDefinition of body percussionUse of levels

Barred instrumentsUn-pitched percussion instruments

3.3.3 Perform a composition with opportunities for free improvisation at various intervals.

-practice and give many opportunities for students to improvise on a small scale with and without teacher guidelines-perform various musical compositions with opportunities for free improvisation at various intervals

-aural assessment

-improvisation skills-confidence-encouragement and supportive skills toward others


3.3.4 Improvise a short composition using various sounds in response to the direction of a teacher or student conductor.

practice and give many opportunities for students to improvise on a small scale with and without teacher guidelines

-aural assessment

-listening to and following directions and cues-improvisation skills



3.3.5 Improvise appropriate rhythmic movement to accompany a song or instrumental piece.

-using different body percussion and movement levels, students will improvise rhythmic movement to accompany a song or variety of instrumental pieces

-visual assessment

-listening skills-locomotor and non-locomotor skills

Various pieces of musicClassroom instruments

3.3.6 Use voices and instruments to improvise appropriate sound effects or accompaniments to a poem or short story.

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Students will plan an accompaniment to a selected story or poem using voices and/or instruments.

Visual and aural assessmentSelf Assessment

CreativityPerformanceTeam work

Classroom instrumentsSelected story or poemOrff materials

Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short melodies and accompaniments using available using traditional and electronic resources. They notate their music and arrange melodies using available electronic means. They create simple orchestrations for stories, poems, and dramatizations.




Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.4.1 Compose rhythmic and melodic phrases according to teacher guidelines utilizing classroom instruments and available electronic resources. Notate/record using traditional or available electronic means.

Using specific guidelines students will compose a rhythmic and melodic phrase with classroom instruments or electronic sources.Students will notate and record compositions using traditional or available electronic means.

Visual and aural assessmentComposition RubricSelf Assessment

-Compose-Notate-Creativity-Technology and electronic skills and knowledge

Staff paperVisuals of notation andMusic software

3.4.2 Compose a melody to match given lyrics. Create lyrics to match a given melody.

-discuss diction/syllable counting and its relation and relevance to rhythm-use knowledge to compose a melody to match given lyrics and create lyrics to match a given melody

-Aural assessment-composition rubric

-composition skills-notation skills-listening skills-diction and pronunciation skills


Existing lyrics/literature

3.4.3 Create a rhythmic accompaniment for a given melody to be played and notated using traditional or

-In groups, create a rhythmic pattern to accompany a melody-play and notate created rhythmic

-aural assessment-composition rubric-self assessment

-teamwork-listening skills-notation skills-technology skills-performance


Various instruments


available electronic sources.

accompaniment using traditional and available electronic sources

-peer assessment

skills

3.4.4 Arrange a melody utilizing various vocal or instrumental sounds with available electronic sources.

-In groups, create a melody using various vocal and instrumental sounds with available electronic sources

-aural assessment-composition rubric-self assessment-peer assessment

-teamwork-listening skills-notation skills-technology skills-performance skills


Various instruments

3.4.5 Plan simple orchestrations to accompany readings and dramatizations using available instruments or electronic sound sources.

-as a class, plan and create simple melodies and rhythmic patterns to accompany a reading or dramatization using classroom instruments or electric sound sources.

-aural assessment-visual assessment-written assessment-self-assessment

-teamwork-notation skills-technology skills

Staff paperVisuals of notation andMusic softwareExisting literatureVarious instruments

Standard 5


RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read, write, and perform rhythmic and melodic patterns, utilizing relevant examples from repertoire. They identify and apply musical symbols and terms.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.5.1 Read and perform simple quarter, eighth, half, dotted half, and sixteenth, and whole notes, and quarter, half and whole rests in four beat groupings using iconic or standard notation.

-students clap four-beat rhythms that are printed on rhythm cards or scores-students use iconic manipulatives to represent a given rhythm

-aural assessments-visual assessment

-notation-reading skills-listening skills

Rhythm scores

Iconic manipulatives

3.5.2 Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and helf rests using iconic or standard notation.

Teacher will clap a variety of rhythm patterns and students will notate.

Visual AssessmentNotation Rubric – assess student understanding and writing of notation

NotationGrouping notationListen and recall

Examples of indicated notation.

3.5.3 Read and perform expanded pitch patterns and simple songs using solfege and letter names of the treble clef.

-students will sing a variety of musical selections that include expanded pitch patterns-students will substitute lyrics of song with solfege syllables and letter

-aural assessment-written assessment

-note reading -solfege syllables

Various musical selectionsOrff materialsSolfege symbols and signsMusical staff example


names of the treble clef

3.5.4 Identify and sing or play steps and skips in notated pitch patterns.

-students will listen to a sung or played pitch pattern and be able to identify -students will sing and play steps and skips in notated pitch patterns

-aural assessment -solfege signs and-written assessment syllables-solfege body signs -listening skills-levels of body signs -identification

Various musical selectionsOrff materialsSolfege symbols and signsMusical staff example

3.5.5 Identify and apply an expanded vocabulary of musical terms.

Through various selections of music, either vocal or instrumental, students will be introduced to the symbols and definitions of various musical concepts. -students will be able to demonstrate and identify musical terms

-written assessment -Visual recognition -aural assessment of music symbols

Classroom methodsVarious other teacher developed materials

3.5.6 Interpret notated music through visual, aural, and kinesthetic means.

-students will listen to and study t several notated musical examples and interpret notated music through means of line mapping, movement, and aural means.

-aural assessment -transferring -visual assessment ideas to several -written assessment means -body awareness

Writing sourceVarious examples of notated music

2.5.7 Identify and 3.RI.4 Determine the meaning of general

-students will be introduced to the

-visual assessment -communication

Notated musical examples with


explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (descrescendo)

academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

dynamic markings of forte, mezzo forte, piano, mezzo piano, crescendo, and diminuendo through the study of notated music-students will point out and define markings within notated music

-written assessment -identification

dynamic markings

Various games

Written assessment (worksheet)

2.5.8 Identify and explain the musical symbols for fermata, octave, and D.C. al fine.

3.RI.10 By the end of the year, read and comprehend informational texts, including technical music texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

-students will be introduced to the musical symbols for fermata, octave, and D.C. al fine through the study of notated music-students will point out and define markings within notated music

-visual assessment -communication-written assessment -identification

Musical symbol examples

Written assessment (worksheet)


Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents use movement and symbols to describe music. They learn to use appropriate musical terminology and identify instrument families by sight and sound. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.6.1 Describe tempo, dynamics, articulation, and rhythmic and melodic elements through movement, writing, or illustration.

Listen to a selected piece of music and interpret the piece through movement or describe it through writing or illustration

Visual Assessment

Understand and use of terminologyAbility to interpret music terminology through various mediums


Art supplies

Pencil/paper

3.6.2 Identify and describe AB, ABA, and rondo forms using movement and symbols.

In select classroom pieces students will identify theme and variation, rondo and other form using movement and symbols

Visual assessmentClassroom discussion

Form in Music Various musical selections

3.6.3 Use musical terms to describe music through activities such as creation of a word bank..

-Students will incorporated and use musical terminology in the discussion and participation of musical activities

-visual assessment-classroom discussion

-knowledge of musical terminology -verbal discription

Classroom methodsVarious other teacher developed materials

3.6.4 Identify representative orchestral instruments and their families by sight and sound as

-students will be introduced to orchestral instruments and their families

-visual assessment-written assessment

-listening skills-identification skills-ability to categorize and

Instrument postersInstrument sound clipsPencil/paper


well as instruments of other cultures

through usage of classroom posters and sound examples of each-students will identify instruments by sight and sound and be able to categorize them into orchestral family

differentiate

3.6.5 Identify different ensembles by their timbre such as adult or children’s choir, orchestra, or wind ensemble..

-students will listen to various examples of different ensembles and categorize them by their timbre-as a class, use tools such as lists and Venn diagrams to categorize ensembles

-visual assessment-written assessment-classroom discussion

-listening skills-identification skills-ability to transfer ideas to paper and diagrams

Writing source

Sound clips/musical examples

3.6.6 Discuss and demonstrate appropriate listening behavior for various types of performances.

Classroom discussion of appropriate behavior at a performance.

Aural assessmentPeer assessmentSelf assessment

Listening and behavior skills


Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents express personal preferences for music. They compare musical compositions, evaluate performances, and demonstrate appropriate behavior when performing.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.7.1 Explain personal preferences for various styles of music using appropriate terminology.

-students will listen to a variety of music examples and list likes and dislikes of each-students will engage in classroom discussion on various styles of music using known music terms

-classroom discussion-

-communication skills-vocabulary

Musical examples

3.7.2 Listen to and discuss or write about two contrasting compositions using appropriate terminology.

3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion.

-students will listen to two contrasting compositions and compare and contrast the compositions through classroom discussion-lists, diagrams, and other written means may be used to help students in their discussion

-classroom discussion-written assessment

-listening skills-use of and recognition of known music terminology

Various contrasting musical examples

Writing source


c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

3.7.3 Establish and apply criteria for evaluating various types of musical performances.

-students discuss and help create a rubric or another way of establishing a criteria for evaluating various types of musical performances-students use their created mean to evaluate various performances

-visual assessment-written assessment-classroom discussion

-communication-list making-rubric understanding and application-teamwork

Pencil/paper

Rubric graph

3.7.4 Identify and demonstrate appropriate behavior when performing music.





Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts..Students discover correlations of the elements of art and principles of design to music and other disciplines. They interpret aural examples through various means and use music to describe and understand other topics and subjects.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.8.1 From a list of the elements of art (line, color, shape, value, texture, form, and space) and the principles of design (unity, variety, emphases, balance, proportion, pattern, and rhythm), identify terms that also apply to music, dance, and drama as well as reading, writing, and mathematics.

Classroom discussion and interpretation of various music elements that apply both to music and to the visual artsObserve and discuss various selections of Art from supplied pictures or field trip.

Aural assessmentPeer Assessment

Understand, define and use appropriate and specific terms that are applicable to multiple Art forms

Pictures and recordings

3.8.2 Interpret an aural musical example through dance, drama, art, or writing.

3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a

-students use artwork, dance, movement, drama, and writing to interpret an aural musical examples either individually or in groups-students chose

-aural assessment-visual assessment-written assessment-self and peer assessment

-creativity-self-confidence

Art supplies

Writing source

Musical examples


narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

artwork or writing from a various selection given to “match” an aural musical example

3.8.3 Select and play a classroom instrument to describe an object or interpret a concept in a picture or literary work.

3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

-students will choose a classroom instrument to play that they feel connects to or describes a concept or an object within a picture or literary work

-aural assessment

-listening skills-identification-verbal discription

Various instruments


3.8.4 Discuss ways that music could enhance understanding of a topic in another discipline.

3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and

-teacher will lead students in class discussion on ways that music could enhance understanding of a topic in another discipline such as

-classroom discussion

-verbal description- communication

Examples of commercials and movie clips

Electronic source such as projector or T.V.


purpose. movie clips, commercials, and so forth



Students discover music associated with special occasions in their own and other cultures. They explore music and dances from other eras and cultures and investigate roles of musicians in media today.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.9.1 Investigate the use of music for special occasions and celebrations, both in the United States and across world cultures.

Teacher led discussion on appropriate music for special occasions. Discuss how the music selected might affect the occasion.-study and discussion of music for special occasions of other cultures

Aural assessment

Awareness, interpretation and sensitivity to appropriate music for special occasions.

Student exposure to various types of situation/programs where music is used.

3.9.2 Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times.

-listen to many musical examples from other cultures and discuss and explore the role of music and musicians related to the cultures and times-compare and contrast contemporary American music to that of other

-classroom discussion-visual assessment

-compare and contrast skills-communication

Visual and audio recordings from other cultures


cultures and eras3.9.3 Learn folk dances from other eras and cultures.

Learn and perform various folk dances from other eras and cultures

-visual assessment

-body awareness-basic dance and movement terminology-

Folk dancing books/songs

3.9.4 Discuss the roles of musicians in contemporary media.

Students identify musicians from the media

Aural assessment

Awareness of medial musicians

Teacher knowledge of media musicians


Grade FourStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with attention to breath control, pitch, tone quality, diction, and posture. They sing partner songs, rounds, and songs with ostinatos, and they follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.1.1 Sing while main-taining good breath control, pitch, diction, tone quality, and pos-ture.

Through a simple variety of vocal warm-ups, rounds, canon, and simple songs, etc. students will learn correct breath control, pitch, diction, tone quality and singing posture.

Aural assessment

Correct breath control, pitch, diction, tone quality and singing posture.

A variety of warm-ups, rounds and canons.

4.1.2 Sing expressively with attention to dynamics and phrasing

Sing a variety of songs with attention given to dynamics and phrasing.

Aural assessment

How to sing expressively.

Songs

4.1.3 Sing a diverse repertoire of songs with varied accompa-niment and including other cultures and languages, adding any movement con-sidered intrinsic to au-thentic performance of the music.

Using a diverse repertoire classroom music materials, students will sing songs including those from other cultures and in other languages adding movement where appropriate

Aural assessmentMIOSM concert

Knowledge of music from other culturesExperience of singing in a foreign language.

MIOSM materials


4.1.4 Sing partner songs, rounds, and songs with ostinatos.

Using a variety of materials students will sing rounds, canons, and part songs and will be able to hold secure their part.

Aural AssessmentPartner singing

Independent singing

A varied selection of partner songs, rounds and songs with ostinatosOrff materials


Students will learn to follow the cues of a conductor in the classroom and in a performance.


Performance skills

Class work and Performances


Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodies, rhythms, and chords on pitched or non-pitched classroom instruments with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.2.1 Play melodic, rhythmic, and chordal patterns with correct rhythms, tempo, and dynamics by rote and by reading.

Students will use pitched and un-pitched percussion instruments and/or recorders students will play a variety of rhythms, melodies and chord patterns.

Through rhythm scores students will practice reading rhythms.

Through recorder playing students will practice note reading and musicality.


Recorder rubric.

Note reading worksheets and application.

MusicalityTeam workFollow the cues of a conductor

Classroom instrumentsRecorders Rhythm scoresNote reading worksheets and music for application

4.2.2 Play pitched and non-pitched percus-sion instruments, key-boards, and recorders (as identified by cur-riculum) using correct techniques for holding instruments and pro-ducing sound.

Through a variety of musical selections students will practice using correct playing techniques.

Visual assessment.Student sampling.

Playing technique

Pitched and un-pitched percussion instruments.

Orff materials


4.2.3 Play ostinato ac-companiments on pitched and non-pitched classroom in-struments, indepen-dently and with oth-ers.

Using a variety of instruments students will accompany classroom selections both vocal and recorder.


Student sampling

Accompanying skills.Independent playing.

Classroom instruments.A variety of songs and stories.

Orff materials

4.2.4 Play instrumen-tal pieces of various styles and cultures.

Teacher will select a variety of cultural and stylistic music for students to play and accompany with pitched percussion instruments and recorders


Music of various cultures and styles.

Selection of music from various cultures and styles

4.2.5 Follow the cues of a conductor

In daily class work and during performances, students will learn to follow the director’s musical cues.

Visual assessment.

Performance skills

Performance


Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise rhythmic and melodic accompaniments to known melodies. They create compositions and accompaniments using the voice or instruments and improvise simple variations of familiar songs.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.3.1 Create rhythmic patterns and melodic ostinatos to accom-pany classroom songs using pitched and non-pitched instru-ments, body percus-sion, and electronic sounds.

Using pitched and un-pitched percussion instruments students will create rhythmic and ostinato patterns to accompany classroom songs.

Visual and aural assessment.Students performance

CreativityTeamworkDefinition of melodic and rhythmic ostinato

Classroom instrumentsA variety of songs to accompanyOrff materials.

4.3.2 Improvise a short ostinato to be played or sung with a pentatonic song.

Using pitched percussion instruments students will improvise on a pentatonic scale to a classroom song

Aural assessment.Students performance

CreativityPentatonic Scale

Pitched percussion instrumentsOrff materials

4.3.3 Improvise a melodic variation of a familiar song or musi-cal phrase.

Using pitched percussion instruments students will improvise to a familiar classroom song

Aural assessment.Student performance

Creativity Pitched percussion instrumentsOrff materials


4.3.4 Improvise a short composition us-ing various sounds in response to the direc-tion of a teacher or student conductor.

Using found sounds or created sounds students will improvise a short composition.Using a story, poem or nursery rhyme students will create a short composition to enhance the story, poem or nursery rhyme

Aural assessment

Student performance

CreativityTeam work

Various unpitched percussion instruments or found items.

Selected story or poem

4.3.5 Improvise move-ments to accompany or demonstrate a melody.

Students will use body motion or movements to show direction of melody

Students will use body motion or movements to interpret a piece of select piece of music.


Peer AssessmentSelf Assessment

CreativityPerformanceMelodic lineImprovisation

Select music

4.3.6 Use voices and instruments to create appropriate sound ef-fects or accompani-ments to a poem or short story.

Students will plan an accompaniment to a selected story or poem using voices and/or instruments.

Visual and aural assessmentSelf Assessment

CreativityPerformanceTeam work

Classroom instrumentsSelected story or poemOrff materials


Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create, notate, and perform short pieces or songs to accompany texts. They create original compositions and arrangements using available sound sources.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.4.1 Compose a melody for a verse of a selected poem and notate it using tradi-tional or electronic means.

Using specific guidelines students will compose a melody to accompany the verse of a selected poem.

Visual and aural assessmentComposition RubricSelf Assessment

ComposeNotateCreativity

Staff paperVisuals of notation and Poem to be notatedMusic software

4.4.2 Working inde-pendently or collabo-ratively and within teacher guidelines, create and notate a melody to convey ex-tra-musical ideas such as a ballad or story, using audio recording, graphic notation, or standard notation as appropriate. Create a simple accompani-ment for the work.

Using specific guidelines students will create a melody to portray a ballad or a story

Visual and aural assessmentComposition RubricSelf assessment

Follow specific guidelinesComposeNotating skillsTeamwork

Staff paperMusic softwareVisuals of notation and Poem to be notatedComputer software or websiteAudio Equipment


4.4.3 Plan a short composition with a given form using vari-ous pitched, non-pitched, and elec-tronic sound sources. Perform as an ensem-ble with a student conductor.

.

Using a nursery rhyme students will compose a short piece to share with class-mates

Aural assessmentSelf assessmentPeer assessmentComposition Rubric

Awareness of formConducting skillsTeamwork

Various classroom Instruments and/or electronic sound sourcesStaff paperMusic software

4.4.4 Arrange a melody and accompaniment for various vocal or instrumental sounds using available electronic sources.

Compose a short piece Showing melody and accompaniment to share with classmates

Aural assessmentSelf assessmentPeer assessment

Understanding of Melody and accompaniment

Electronic instruments


Standard 5

RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read, write, and perform rhythms and melodies as found in notated music. They apply an expanded vocabulary of musical symbols and terms.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.5.1 Read, notate, and perform quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in duple and triple meters us-ing rhythm syllables.


Using rhythm instruments, clapping and/or recorders, students will be introduced to a higher level of rhythmic reading, understanding and performing.

Students will be introduced to duple and triple meter.

Visual and aural assessmentNotation rubricStudent sampling

Understanding of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in duple and triple meters

Rhythm scoresClassroom instruments

4.5.2 Identify and no-tate patterns from au-ral examples.

.

Teacher will clap or play rhythm patterns for student notation.

Notation rubricPeer assessment

Understanding of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes,

Visual note references


and quarter, half, and whole rests in duple and triple meters

4.5.3 Read and per-form songs from nota-tion and sight read new songs using ex-panded pitch ranges.

Students will sing a variety of songs.


Reading music Following a melodic linePerformance skills

Various music selections

4.5.4 Identify the mu-sical symbols for sharps, flats, and nat-urals. Identify the dia-tonic scale and the key signatures of C, G, and F major.

Through various selections of music, either vocal or instrumental, students will be introduced to the sharp, flat, and natural signs.Students will perform various pieces in diatonic and other indicated key signatures or vocally or instrumentally

Visual recognition of accidentalsAbility to identify the diatonic scale; and other key signatures indicated

Classroom visualsVocal or instrumental selections

.4.5.5 Identify and apply an expanded vocabulary of musical terms as found in notated music

4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Through the performance of various vocal or instrumental pieces students will identify and properly use a variety of musical terminology and vocabulary

Knowledge and proper usage of musical terms

Classroom visuals


Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents identify musical elements, forms, voices, and instruments from aural examples. They describe what they hear through movement, writing, and illustration.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.6.1 Describe tempo, dynamics, articula-tion, and rhythmic and melodic elements through movement, writing, or illustration, including how these elements might con-vey an expressive mood.

4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Listen to a selected piece of music and interpret the piece through movement or describe it through writing or illustration

Visual Assessment

Understand and use of terminologyAbility to interpret music terminology through various mediums

4.6.2 Identify and de-scribe AB, ABA, theme and variations, and rondo forms using movement and sym-bols.

4.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed

In select classroom pieces students will identify theme and variation, rondo and other form

Visual assessmentClassroom discussion

Form in Music Classroom visuals


at the high end of the range.

4.6.3 Expand use of musical terms, instru-ment names, and styles, using word banks and other vo-cabulary activities.


Incorporate music terminology, instrument names, etc. in all classroom activities

Aural Assessment

Understand and use of terminology

Word wall

4.6.4 Establish a portfolio that documents understanding of musical experiences through writing samples, illustrations, and related media computer files

4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

b. Provide reasons that are supported by facts and details.

Students will write a reflection

Reflection RubricPeer Assessment

Writing a reflection

Student classroom foldersS.Q.U.I.L.T (Super quiet un-interrupted Listeing time)Various listening selectionsComposer of the Month


c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of


transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.6.5 Identify mem-bers of string, brass, woodwind, and per-

4.W.8 Recall relevant information from experiences or gather relevant information

Instrument Family Unit

Rubric Understanding of family groupings

Instrument Family PacketInstrument Family Posters


cussion families and instruments associ-ated with various cul-tures.

from print and digital sources; take notes and categorize information, and provide a list of sources.

and correct namesAbility to identify Instruments by sight and name

Computer websites (DSO-Dallas Symphony Orchestra and SFO- San Francisco Symphony Orch.)

4.6.6 Classify singers according to vocal range and perfor-mance style.

Various singing examples of vocal ranges and Performances styles

Aural AssessmentPeer assessmentRubric

Understanding and ability to identify vocal ranges and performance styles

Various recordings

4.6.7 Demonstrate ap-propriate listening be-havior for various types of perfor-mances.




Attend various performances


Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents express personal music preferences. They evaluate short compositions based on teacher guidelines, develop criteria for evaluating performances, and demonstrate appropriate behavior when performing.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.7.1 Explain personal preferences for spe-cific musical works and styles using ap-propriate terminology.

S. will be exposed to a variety of music and styles.Music vocabulary unitClass discussion

Aural assessmentPeer assessmentListening map

Ability to share and express personal preferences Music terminologyListening skills

S.Q.U.I.L.T.(Super quiet un-interrupted Listeing time)

4.7.2 Listen to and evaluate a short musi-cal composition or song using teacher guidelines. .

Listen to and discuss a variety of music

Aural assessment

Communicate and express ideasListening skills

A variety of listening selections

4.7.3 Establish and apply criteria for evaluating various

Classroom determines evaluation criteria for a performance

Visual assessmentPerformance rubric

Understand criteria used for evaluation of performances

Attend various performances

Self/Group


types of musical performances including personal efforts.

Performance

4.7.4 Identify and demonstrate appropri-ate behavior when performing music.

Classroom discussion of appropriate performance skillsClassroom rehearsal of performance skills

Visual assessmentStudent behavioral demonstration

Demonstrate performance skills and concert etiquette

Performance arenaPerformance material/music


Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the artsStudents identify musical elements that relate to other disciplines and interpret aural examples through various means. They use music to describe literature and discover musical examples that support content of other disciplines.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.8.1 From a list of the elements of mu-sic, identify those that apply when viewing and discussing spe-cific works of art.

Classroom discussion and interpretation of various music elements that apply both to music and to the visual artsObserve and discuss various selections of Art from supplied pictures or field trip.

Aural assessmentPeer Assessment

Understand, define and use appropriate and specific terms that are applicable to multiple Art forms

4.8.2 Interpret aural musical examples us-ing dance, drama, art, or writing.

Students will listen to a selected piece of music and interpret it through a teacher prescribed medium

Visual AssessmentPeer AssessmentReflection rubric


4.8.3 Use classroom instruments to orches-trate an original piece of writing such as a description of a fa-vorite literary charac-ter or a paragraph about a given subject using descriptive words.

4.8.4 Sing songs to support learning in another discipline out-side the arts such as creating new verses for “Weevily Wheat” using additional multi-plication tables, or reading The Drinking Gourd by F.N. Monjo and learning the song, “Follow the Drinkin’ Gourd.”

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Students will sign a variety of historical vocal selections

Students will sign and discuss “Follow The Drinking Gourd” and the hidden directions and meanings in the music.

Aural AssessmentPeer discussion

Understanding and knowledge of how music was used to convey information

Recording of F.T.D.G.

Other historical musical selections



Students investigate music related to Indiana history and understand connections to historical and cultural trends. They explore other contemporary and historical cultures through musical examples and learn of music and musicians in their own community.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.9.1 Explore and per-form music associated with historical periods, events, and move-ments in Indiana such as music of specific American Indian tribes, songs of the Civil War, or songs of the Underground Rail-road.

Students will listen to examples, sing songs and perform dances related to American Indian Tribes, the Civil War and the Underground Railroad

Visual and aural assessmentRubric

Understanding and awareness of how music was used historically.

Folk Dances

Folk MusicFolk DancesExamples of American Indian MusicMusic from the Civil War EraRecordings

4.9.2 Learn “play-party” and singing games of the pioneers

Sing songs and learn “play-party” games.

Discuss uses of


Understanding the life a pioneer

Folk Dances and play party games


in Indiana and relate them to the culture and life style of the period.

songs and “play-parties” in a pioneer’s life

Students will be able to describe a “play-party”.

4.9.3 Identify and ex-perience music of renowned musicians throughout Indiana history.

Research and discuss Indiana musicians and composers

Student power point presentations of leading Indiana composers and composers.

Rubric

Class presentation

Self Assessment

Peer Assessment

Awareness of various Indiana musicians

Music of Indiana musicians Materials needed for power point presentations

4.9.4 Explore music of other cultures through live or recorded au-thentic performances and the role of music and musicians related to the cultures and times.

Listen to or experience music of other cultures.

Classroom discussion on the role of various music and musicians and their historical value and affect.

Research the lives of famous composers

Power Point presentations

Aural assessment

Group discussion

Rubric

Peer Assessment

Understanding and awareness of music and musicians of other times and cultures

Class presentation

Various recordings.

Web research

Materials needed for power point presentations

4.9.5 Investigate and write about commu-nity musicians and at-tend live perfor-

Research local musicians.

Classroom/school performances by


Awareness of local artists and musicians

Concert skills


mances when possi-ble.

community musicians

Grade FiveStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with attention to breath control, pitch, tone quality, diction, and posture. They sing partner songs, rounds, and two-songs, and they follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.1.1 Sing indepen-dently and in ensem-bles maintaining good breath control, pitch, diction, tone quality, and posture.

Through a simple variety of vocal warm-ups, rounds, canon, and simple songs, etc. students will learn correct breath control, pitch, diction, tone quality and singing posture.

Aural assessment

Correct breath control, pitch, diction, tone quality and singing posture.

A variety of warm-ups

Songs

5.1.2 Sing expressively with attention to dynamics, phrasing, and articulation.

Sing a variety of songs with attention given to dynamics and phrasing.

Aural assessment

How to sing expressively.

Variety of songs

5.1.3 Sing a varied repertoire of songs

5.RI.2 Determine two or more main ideas of a

Through the use of various musical

Aural assessment

-Knowledge of other cultures

Variety of songsMIOSM materials


with sensitivity to di-verse cultures, accu-rate use of languages, and appropriate movement..

text and explain how they are supported by key details; summarize the text.

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

selections, students will sing songs with sensitivity to diverse cultures, accurate use of languages, and movement where appropriate

Visual assessmentMIOSM concert

-Knowledge and accuracy of other languages

5.1.4 Sing unison and two-part songs, partner songs, and rounds, a cappella and with varied accompaniment.

Students will sing unison, two-part songs, partner songs, and rounds, a cappella and with varied accompaniment through the medium of classroom songs, games, and activities. Students will hold all parts securely.

Aural AssessmentPartner songs

-confidence-listening skills-independent singing

Variety of songs, rounds, partner songs, activities, and games


.

Students will learn to follow the cues of a conductor in the classroom and in a performance.


Performance skills

Songs


Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.2.1 Play melodic, rhythmic, and chordal patterns by rote and by reading

Students will echo melodic, rhythmic and chordal patterns by way of clapping, recorders, or other classroom instruments. Students will use rhythm cards to practice and apply rhythm reading.Students will use recorder playing to practice and apply note reading.

Aural assessmentVisual assessmentWritten assessment-rubrics, worksheets

-listening skills-note reading-rhythm reading-musical terminology


Recorders

5.2.2 Play pitched and Students will be learn and use

Visual assessment

Instrumental playing



non-pitched percus-sion, keyboard, string, and wind instruments using correct tech-niques for producing sound.

correct technique for several classroom instruments through various musical selections

Aural assessment Student sampling

techniqueClassroom instruments

Orff materials

5.2.3 Play instruments independently or in a group to accompany singing.

Using rhythm instruments, Orff instruments, and/or recorders, students will play independently or in a group to accompany singing with a variety of classroom songs and activities.

Aural assessmentStudent samplingTeacher observation

-Instrumental playing technique-musical independence-listening skills-ability to follow cues of a conductor

Orff materials

Various instruments

5.2.4 Play melodies, accompaniments, and ensemble parts of var-ious styles and cul-tures expressively with correct rhythms, tempos, and dynam-ics.

Teacher will select a variety of cultural and stylistic songs for students to play on recorders and/or pitched instruments, paying attention to correct rhythm, tempo, and dynamics.

Student samplingAural assessmentVisual assessment

-knowledge of cultural music-listening skills-ability to follow cues of a conductor-recognition, definition, and application of musical terms

Cultural songs

Recorders


5.2.5 Maintain an in-dependent part on an instrument in a group while following the cues of a conductor.

In daily class work and during performances, students will learn to follow the director’s musical cues while playing an independent part on

Visual assessment.

Performance skills

Classroom songs and activities

Orff materials



an instrument.

Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise rhythmic, melodic, and harmonic accompaniments. They create melodies for existing accompaniments and variations on familiar melodies. They invent short compositions independently and cooperatively.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.3.1 Improvise rhyth-mic, melodic, and har-monic accompani-ments to songs using pitched and non-pitched classroom in-struments and elec-tronic sound sources.

Using pitched and non-pitched classroom instruments, students will improvise rhythmic, harmonic, and melodic accompaniments to learned classroom songs

-Aural assessment-Student performance

-creativity-understanding of musical balance-musical independence

Various instruments

Classroom songs/games

5.3.2 Improvise melodic phrases to be

Students will improvise a melodic phrase to be sung or

-aural assessment-student

-creativity-

Classroom instrumentsClassroom


sung or played with an existing ostinato.

played with an existing classroom ostinato.

performance songs/games

5.3.3 Improvise melodic and rhythmic variations of learned songs by singing and using instruments.

Students will improvise melodic and rhythmic variations to a classroom song by use of voice or classroom instruments

-Aural assessment-student performance

-creativity Classroom instrumentsClassroom songs/games

5.3.4 Independently and cooperatively im-provise successive melodic phrases to create a song. 5.3.5 Improvise rhyth-mic and melodic phrases on a variety of instruments in re-sponse to a conduc-tor.

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Working individually and in a group, students will improvise a melodic phrase to a given topic or concept. Individual phrases will be combined to create a song.

-Peer Assessment-Self Assessment-Aural Assessment

-Creativity-Teamwork-Ability to work within given guidelines

Pencil/paper or other writing source

5.3.6 Create musical answers in various styles to imitate the style of the questions demonstrated by the teacher.

Vocally or with classroom instruments, students will create musical answers in various styles to imitate questions demonstrated by the teacher keeping in mind dynamics,

Aural assessment

-Independent singing/playing-creativity-listening skills-recognition and application of musicality


Teacher guided “question”


tempos, and articulations.

Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create and perform original speech compositions, melodies, and collaborative works within established guidelines.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.4.1 Plan and per-form rhythmic speech compositions with text based on themes such as names, states, or famous people. In-clude performance in-dicators such as tempo and dynamics.

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Given a topic or concept, students will work independently and as a group to plan and perform a rhythmic speech composition with text.

Peer AssessmentSelf AssessmentAural AssessmentComposition Rubric

-Rhythm as it applies to speech-information on given topics-definition and application of tempo and dynamics-teamwork

Rubric

Planning materials

5.4.2 Plan and ar-range accompani-

Within teacher guidelines, students will plan and

Composition rubricAural

-composition Planning materials

Teacher guidelines


ments to given melodies within teacher guidelines.

arrange accompaniment on classroom instruments to given class melodies.

assessmentPeer and Self Assessments


5.4.3 Create a song in an appropriate meter to accompany an orig-inal descriptive text of at least four phrases.

In an appropriate meter, students will create a song to accompany an original descriptive text

Aural assessment

-knowledge of meter and rhythm

Original descriptive text

5.4.4 Collaboratively plan and perform a vocal or instrumental melody and accompa-niment within estab-lished guidelines.

Within established, teacher-given guidelines, students will collaboratively plan and perform a vocal or instrumental melody and accompaniment.

Student performance

-teamwork-following directions and guidelines-performance techniques

Planning materials

Various instruments

Classroom songs and materials


Standard 5

RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read and perform music in specified meters and keys from a score. They write rhythms and pitches from aural examples.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.5.1 Read, notate, and perform quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in meters of 2/4, 3/4, 4/4, and 6/8.

Using rhythm instruments, clapping, and/or recorders, students will be introduced to a higher level of rhythmic reading, notating, and performing.

Students will be introduced to duple

Aural assessmentVisual assessmentStudent Sampling

Knowledge and application of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes as well as quarter, half, and whole rests in both duple and triple

Recorders


Rhythm scores


and triple meters. meters

5.5.2 Identify and no-tate rhythms and melodies from aural examples.

.

Students will notate rhythmic and melodic patterns from a teacher sung/played sample.

Written assessmentNotation rubric

-listening skills-Knowledge and application of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes as well as quarter, half, and whole rests in both duple and triple meters

Paper/pencil or other writing materials

Instruments

5.5.3 Read and per-form songs from nota-tion and sight read new songs from sim-ple musical scores.

Students will read and sing several songs within the classroom.

Visual assessmentAural assessment

-reading music-following musical notation-performance skills

Song materials

Musical scores

5.5.4 Read and perform music in the keys of C, G, and F major

Students will read and sing and play songs within the keys of C, G, and F major

Aural assessment -notation -knowledge of key signature

Musical scores

Example of staff

Writing materials

5.5.5 Read and notate scales and melodic lines in the treble clef, including ledger lines above and below the staff.

Using recorders and pitched classroom instruments, students will read, notate, and play scales and melodic lines in the treble clef, including

Written notation -notationAural assessment

Recorders


Staff example


ledger lines above and below the staff. Students will identify and notate notes in treble clef.

5.5.6 Identify and ap-ply terms and sym-bols found in musical scores.

5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Through the performance of various musical selections, students will be introduced to musical symbols and terms and will be able to apply them to other musical selections.

-Aural assessment -knowledge and-Visual assessment proper -Written assessment application of musical terms

Various musical songs and selections


Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music

Students recognize, identify, and describe musical elements, styles, and representative works from various periods and cultures.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.6.1 Describe musi-cal elements including tonality, form, expres-sive qualities, and timbre through move-ment, writing, or illus-tration, including how these elements might convey an expressive mood.

Listen to musical selections and describe musical elements through movement, writing, or illustration.

Visual assessment

-understanding of musical terminology-ability to express and describe music through another medium

Stereo

Musical selection on CD or other electronic source

Writing materials

Art supplies

5.W.1 Write opinion pieces on topics or

Listen to musical selections and

Classroom discussion

-knowledge of music

Stereo


5.6.2 Identify and use appropriate terminol-ogy to describe vari-ous musical styles such as gospel, jazz, musical theater, folk, classical, and popular.

texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

describe various styles through the use of appropriate music terminology.

terminology-communication and verbal description-listening skills

Musical selections on CD or other electronic source

5.6.3 Recognize stylis-tic characteristics of music from various cultures.

Students will listen to, recognize, and describe stylistic characteristics of music from various cultures.

Aural comparisonsClassroom discussion

-knowledge and recognition of stylistic characteristics from other cultures-communication-music terminology

Stereo

Cultural musical selections on CD or other electronic source


5.6.4 Recognize the works of representa-tive historic and con-temporary composers.

Various examples of historic and contemporary compositions and their composers

Aural assessmentWritten assessment

-listening skills-connecting musical traits to composers and eras

Stereo

Historical and contemporary musical selections on CD or other electronic source

5.6.5 Expand a portfo-lio that documents un-derstanding of musi-cal experiences through writing sam-ples, illustrations, and related media com-puter files

5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as

Students will expand portfolio with written reflections and illustrations that showcase understanding of musical experiences.

-written assessment (rubric)-peer assessment

Writing Writing materials


dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.


Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances.Students define characteristics of effective musical works and identify them in classroom music. They apply performance criteria when listening to or performing music and demonstrate appropriate performance behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.7.1 Define charac-teristics of effective musical works such as melodic interest and use of repetition and contrast. Identify these characteristics in music heard or per-formed in the class-room. .

Students will discuss and define characteristics of effective musical works through list making and other means.Students will identify there characteristics when listening to various musical performances.

-aural assessmentVisual assessmentWritten evaluation (rubric)

-musical terminology-evaluative thinking skills

Writing materials

Musical selections on an electronic source

Stereo


5.7.2 Apply estab-lished criteria for ef-fective performance when listening to recorded music in the classroom or indepen-dently.

As a class, students with guidance from the teacher will design a rubric or and appropriate evaluative tool to rate a particular activity and quality in which music is performed.

Student evaluation

-teamwork-rubric knowledge-listening skills

Rubric graph

Writing materials

5.7.3 Apply estab-lished performance criteria to classroom activities.

As a class, students with guidance from the teacher will design a rubric or and appropriate evaluative tool to rate a particular activity and quality in which music is performed.

Student evaluation

-teamwork-rubric knowledge-listening skills

Rubric graph

Writing materials

5.7.4 Demonstrate ap-propriate behavior when performing mu-sic.

Classroom discussion of appropriate performance behavior.Practice and application of discussed behavior in daily classroom activities and at community performances.

-Visual assessment-Classroom discussion

ControlRespect

performance


Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the artsStudents discover interdisciplinary connections in specific music examples and activities. They recognize how music activities connect to life skills needed in many contexts.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.8.1 Based on musi-cal elements and lyrics of a selected song like “Johnny Has Gone for a Soldier,” discover and apply in-terdisciplinary con-nections such as lo-cating a related work of art, planning a sim-ple dance to commu-

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key

Students will discover and apply interdisciplinary connections when listening and singing songs. Students will use many mediums to express and expand upon musical elements and lyrics of various historical and

Classroom discussionPeer assessmentAural assessmentVisual assessment

Understanding and demonstrating ways in which music can connect to other disciplines

Various classroom materials

Orff materials

Writing materials

Literature

Art supplies


nicate the mood of the song, improvising a brief dramatization, or writing a letter from Johnny including references to a partic-ular conflict in history and his point of view

details; summarize the text.

cultural selections.

5.8.2 Relate note val-ues and their divisions in music to mathe-matic symbols and al-gebraic equations such as less than (<), equal to (=), or greater than (>) and problems like x + ♪ = ♫.

Students will use known mathematical symbols in relation to known note values and be able to acknowledge the correspondence of the two disciplines.

Visual assessment

Understanding of note valueUnderstanding of mathematical terms and symbols

Writing materialsFlashcards

5.8.3 Identify the inte-gration of disciplines such as social studies, art, and geometry (measurement, diam-eter, and circumfer-ence) for a project such as making “poi balls” when studying Mäori music and dance.

Students will identify the integration of disciplines outside of music when applying them to a project within the music classroom.

Classroom discussion

Understanding and knowledge of the many connections music can have within disciplines outside of the arts.


5.8.4 Identify life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disci-plines and contexts.

Students will identify and recognize life skills developed within the classroom and through the use of various classroom activities.

Classroom discussion-Reflection rubrics

-drawing connections-Character Counts

Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and cultureStudents experience music of a variety of styles and genres associated with the United States and its history. They recognize roles of American musicians.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

5.9.1 Investigate and perform music associ-ated with historical periods, individuals, events, and movements in the United States such as songs of the railroad, American heroes, the American Revolution, or a specific decade.

Students will learn and perform music associated with historical periods, individuals, events, and movements in the United States.

Class DiscussionVisual AssessmentAural assessment

History Various songsReading material to connect to songsCDsStereoDances


.

5.9.2 Listen to specific examples of program music that enhance understanding of American lifestyles and times such as Copland’s Hoedown or Appalachian Spring.

.

Students will listen to specific examples of program music that will enhance understanding of American lifestyles. Students will discuss and draw connections to today’s music and American lifestyles.

Class discussion

Listening skillsIdentificationVerbal descriptionDiscussion

Musical examplesSound and video clipsSupplemental reading materialStereo

5.9.3 Recognize and experience styles and genres of American music such as blues, jazz, and musical the-atre and identify their role in history and so-ciety. .

Students will listen to, recognize, and experience styles and genres of American music and be able to identify their role in history and society.

Class discussion

Listening skillsIdentificationDrawing connections

Musical examplesSound and video clipsSupplemental reading materialStereo

5.9.4 Explore and con-trast music of contem-porary American and various world cultures through live or recorded authentic performances. .

Students will listen to various musical examples of contemporary American music and that of other world cultures and be able to compare and contrast the music.

Class discussionVenn Diagram

Listening skillsDescription

Musical examplesSound and video clipsStereo


5.9.5 Recognize vari-ous roles of musicians in American society. .

Students will recognize various roles of musicians in American society through discussion.

Class discussion

CommunicationDiscussionListening

Documents

Jay School Corporation Music Curriculum Guide · Web viewStudents play melodies, rhythms, and chords on pitched or non-pitched classroom instruments with correct technique, steady