1 Music Literacy for All Developing Musically Literate Individuals in Performance-Based Ensembles J. Steven Moore, DMA
2 Research Data How Many Public Performances Does the Average H.S. Band Present Annually? 42!
3 Teaching Concepts How much time teaching musical concepts in rehearsal? Student teachers less than 1% Outstanding MS and HS directors less than less than 1%. College directors just over 3% All groups less than 2%. Source: Blocher; Teaching Music Through Performance in Band Vol. III.
4 What is the goal? Developing musically literate students. Outstanding performance ensembles. Are these goals mutually exclusive? Or does one enhance the other?
5 Grow Your Garden If each individual flower in the garden is healthy, you have a more beautiful garden. If every musician in the ensemble is musically literate, you have a more artistic ensemble.
6 What is Music Literacy? When we say music literacy what do we mean? What does the National Association of Schools of Music say about this topic? What does MENC, the National Association for Music Education say about this topic?
7 Literacy The condition or quality of being literate, especially the ability to read and write. Is this definition also applicable to music literacy? Should a musically literate person be able to read and write (compose) music?
8 What does NASM say? NASM General Standards in Musicianship: Musicianship is the body of knowledge, skills, practices, and insights that enables music-making at any level... every musician functions as a performer, listener, historian, composer, theorist, and teacher.
9 NASM Standards for a Liberal Arts Degree with a Music Major Musicianship is: 1. The ability to hear, identify, and work conceptually with the elements of music--rhythm, melody, harmony, and structure. 2. An understanding of compositional processes, aesthetic properties of style, and the ways these shape and are shaped by artistic cultural forces. 3. An acquaintance with a wide selection of musical literature, the principal eras, genres, and cultural sources. 4. The ability to develop and defend musical judgments.
10 NASM Competencies for All Degrees Scott Joplin Composition and Improvisation 1. Rudimentary capacity to create derivative or original music both extemporaneously and in written form. 2. The ability to compose, improvise, or both at a basic level in one or more musical languages....
11 National Standards for Music Education The national standards were created in MENC took the lead role, but they were developed with the input of thousands of music educators.
12 National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding the relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relationship to history and culture. 5. Reading and notating music.
13 Another Way of Looking at the Standards Perform: sing and play Create: compose, arrange, and improvise Respond: evaluate and understand relationships in music, arts, history, and culture.
14 Show-Me Standards in Fine Arts 1. Process and techniques for the production, exhibition or performance of one or more of the visual or performed arts 2. The principles and elements of different art forms 3. The vocabulary to explain perceptions about and evaluation of works in dance, music, theater and visual arts. 4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines. 5. Visual and performing arts in historical and cultural contexts.
15 What does this mean in music? 1. Know the process and techniques to perform music. 2. Understand the principles and elements of music. 3. Know the vocabulary to explain and evaluate music. 4. Understand the interrelationships of the arts and other disciplines. 5. Understand music in historical and cultural contexts.
16 How can this be accomplished in band, orchestra, or choir? By designing a curriculum that is well-aligned, sequentiallybased, efficient, and based on the national standards.
17 Curriculum Alignment Chart (example) Steps Wk Events Keys in Method Theory Rhythms Repertoire Projects Assessments Eras Book Lessons (examples) Grading Period 1 1 F major Pretest Quarters March Unit Study Baroque 2 Bb major 1 Half, whole Chorale Style Composition 3 Eb major 2 Eighth Overture Improvisation 4 Review 3 Rests Tone Poem/Suite 5 C major Review Dotted quarter Symphony (HS) Intonation 6 G major 4 Review Novelty (JH) Adjusting Pitch 7 D major 5 Sixteenth Expression, Tests: 8 Concert 1 Review 6 Dotted eighth Note grouping Playing 1 9 Sightread Review Triplets Concept 2 Grading Period 2 10 Ab major Syncopation March Unit Study Classical 11 Db major 7 2/2 Chorale Style Composition 12 Gb major 8 6/8 Overture Improvisation 13 Honor Band Review 9 9/8 Tone Poem/Suite 14 A major Review 12/8 Symphony (HS) Musical Instruments 15 E major 10 Meter comp. Novelty (JH) Leadership 16 B major 11 Review Terms Tests: 17 Concert 2 Review 12 Slides Playing 2 18 Sightread Review Sheets Concept 2 Grading Period 3 19 Cb major Slides March Unit Study Romantic 20 F# major 13 Sheets Chorale Style Composition 21 C# major 14 Slides Overture Improvisation 22 Solo & Ens Review 15 Sheets Tone Poem/Suite 23 d minor Review Slides Symphony (HS) Tempo & Dynamics 24 State testing g minor 16 Sheets Novelty (JH) Symbols 25 c minor 17 Slides Jazz Styles Tests: 26 Concert 3 Review 18 Sheets Playing 1 27 Sightread Review Slides Concept 2 Grading Period 4 28 a minor Sheets March Unit Study Modern 29 e minor 19 Slides Chorale Style Composition 30 Festival b minor 20 Sheets Overture Improvisation 31 Review 21 Slides Tone Poem/Suite 32 f minor Review Sheets Symphony (HS) Conducting 33 f# minor 22 Slides Novelty (JH) Transposition 34 c# minor 23 Sheets Acoustics Tests: 35 Concert 4 Review 24 Slides Harmonic Series Playing 1 36 Sightread Posttest Sheets Concept 2
18 Curriculum Planner (1st 9 weeks) Week Events Keys Theory Rhythm Repertoire Projects Assessments 1 F Pretest March Unit Study 2 Bb 1 Chorale Composition 3 Eb 2 Overture Improvisation Review 3 Tone Poem or Suite C Review Symphony (high school) G 4 Review Novelty (middle school) Bowings Articulations Intonation 7 D 5 Expression 8 Concert 1 Review 6 Written test 1 9 Sight read 3 Review Playing test 1
19 Template for a Yearly Planner This is a template for yearly planner, not a recipe, blueprint, or prescription Each teacher must adjust to: student needs historical precedents teacher strengths and preferences community needs
20 Easy Steps to a Curriculum 1. Chart school and ensemble calendar. 2. Choose method book and organize key studies. 3. Schedule theory concepts and lessons. 4. Determine sequence & materials for rhythms. 5. Select repertoire. 6. Develop projects, including unit studies. 7. Schedule assessments. 8. Sequence & align the materials. 9. Post & distribute your plan.
21 Calendar Carefully consider how many performances are scheduled. Are there any areas that can be reduced? Are there additional opportunities? Are all performances helping to develop musically literate students? Service to the school and community are vital, but are they balanced? Are the performances correctly spaced and coordinated with the school calendar?
22 Key Studies Choose from among the many excellent methods available. Rotate methods. Avoid using the same method for all levels. Incorporate the following elements: 1. Scales (major and minor) 2. Scales in thirds NS 1 - Singing 3. Arpeggios 4. Technical studies 5. Chord progressions 6. Tuning exercises 7. Chorales Sing all exercises in solfege and/or numbers. National Standards for Music Education NS 2 - Performing NS 3 - Improvising NS 4 - Composing NS 5 - Reading NS 6 - Listening NS 7 - Evaluating NS 8 - Arts/Disciplines NS 9 - Culture/history
23 Theory Studies Notation (reading and writing) Rhythm Time signatures Key signatures Note recognition Intervals Major and minor scales Chords Chord progressions Symbols Terms Sequence is essential! National Standards for Music Education NS 1 - Singing NS 2 - Performing NS 3 - Improvising NS 4 - Composing NS 5 - Reading NS 6 - Listening NS 7 - Evaluating NS 8 - Arts/Disciplines NS 9 - Culture/history
24 Rhythm Studies Develop a comprehensive, sequential approach Consistent system and methodology Cognitive and psychomotor Isolate Rhythm slides Rhythm sheets Rhythm from the repertoire Rhythm Ruler Sound before symbol Repetition National Standards for Music Education NS 1 - Singing NS 2 - Performing NS 3 - Improvising NS 4 - Composing NS 5 - Reading NS 6 - Listening NS 7 - Evaluating NS 8 - Arts/Disciplines NS 9 - Culture/history
25 Repertoire Most important aspect of your curriculum Music choices should be an outgrowth of your curricular goals Align your repertoire with your rhythm and theory teaching Balance challenges and skills to create flow Consider repertoire in helping meet the national standards, particularly improvisation and composition Balance each concert Overture, chorale, tone poem, suite or symphony, concerto, march, novelty. National Standards for Music Education NS 1 - Singing NS 2 - Performing NS 3 - Improvising NS 4 - Composing NS 5 - Reading NS 6 - Listening NS 7 - Evaluating NS 8 - Arts/Disciplines NS 9 - Culture/history
26 Projects Unit Study Guides Composition Improvisation Expression, note-grouping, inflection Leadership Jazz and rock styles Intonation Transposition Terms and pronunciation Tempos and dynamics Acoustics Sight-reading NS 8 - Understanding relationships between music, the other arts, and disciplines outside the arts. NS 9 - Understanding music in relation to history and culture. National Standards for Music Education NS 1 - Singing NS 2 - Performing NS 3 - Improvising NS 4 - Composing NS 5 - Reading NS 6 - Listening NS 7 - Evaluating NS 8 - Arts/Disciplines NS 9 - Culture/history
27 Assessments Essential to any curriculum Helps the teacher more than the student Playing exams Written exams Grades are earned not given Communicate clearly with students, parents, administration National Standards for Music Education NS 1 - Singing NS 2 - Performing NS 3 - Improvising NS 4 - Composing NS 5 - Reading NS 6 - Listening NS 7 - Evaluating NS 8 - Arts/Disciplines NS 9 - Culture/history
28 Time on Tasks Task % Minutes per week Comments Key studies 20% 50 daily 10 or block 20 Theory and projects 8% 20 twice weekly for 10 min Rhythm studies 8% 20 twice weekly for 10 min Repertoire 64% 160 Assessments 0% 0 more fundamentals, less drill outside class or during project/rhythm time
29 Adapt Curriculum for Students in Band/Orchestra for Several Years Vary the method book for the ensemble each year Adjust individual playing exams for each grade level Adjust scale parameters in octaves, tempo, articulations Cycle music repertoire Vary project content on 2-4 year cycle Individualize projects by ability and interest
30 Align Curriculum Look for opportunities to sequence and align your instruction 6/8 theory - 6/8 rhythm slides - 6/8 march Address cognitive, psychomotor, and affective learning domains
31 Marching Band and Jazz Band Are we developing musically literate students? Incorporate standards into all ensembles Good music education is important if it is indoors or outdoors/ straight or swing Develop music literacy with artistic and human values that will serve students well throughout their live Remember we are not teaching marching band, concert band, or jazz band--rather we are teaching people
32 Conclusion Music is a core function of the brain. Music can be one of the most meaningful experiences in person s life. Music education enriches learning and life for all students. Therefore it is even more critical that we embrace a comprehensive and sequential approach to band, orchestra, and choir. Music literacy for all
Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning
Grade 6 Band This elective course is open to all students in grade six that have completed one previous year of band instruction, or can demonstrate an equivalency at the discretion of the director. The
National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising
1 Standard 1: Skills and Techniques 1 CB.1.1 Instrument Knowledge Skills CB.1.1.1 Instrument in good playing condition- including proper assembly, reed care, and cleaning. CB.1.2 Playing Posture Skills
SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC GENERAL SLO (Knowledge and Skill) The prospective music major will demonstrate the ability to relate musical sound to notation and terminology
Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board
Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions
Music Standards FINAL Approved on May 5, 2000 Copyright 2003 Texas State Board for Educator Certification MUSIC STANDARDS Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard
MUS 101 MUS 111 MUS 121 MUS 122 MUS 135 MUS 137 MUS 152-1 MUS 152-2 MUS 161 MUS 180-1 MUS 180-2 Music History and Literature Identify and write basic music notation for pitch and Identify and write key
Department of Humanities and Fine Arts / 111 THE BACHELOR OF ARTS DEGREE IN MUSIC (MUSI, MUAP, MUEN) The Music Program plays a vital role in the life of the University and the community. The training environment
Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees Final Recommendations, These draft proposed
A Correlation of Silver Burdett Making Music Model Content Standards for Music INTRODUCTION This document shows how meets the Model Content Standards for Music. Page references are Teacher s Edition. Lessons
Summit Public Schools Summit, New Jersey High School Concert Band Revised by Steven Rapp 2012 Summit High School Concert Band: Grade Level 9 th -12 th Content Area: Performing Arts Length of Course: Full
Middle School, Adopted 2013 117.E. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter E. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter E issued
Cosmopolitan Music Society Performance Standards for Ensemble Members Auditions are held annually for all NEW members wishing to join the Cosmopolitan Music Society. The audition process is designed to
ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: Orchestra Unit Title: Music Literacy / History Comprehension Target Course/Grade Level: 3 & 4 Unit Overview
Introduction Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition.
Te Puna Puoru National Centre for Research in Music Education and Sound Arts (MERC) invites you to contribute to the national database of research in music education and sound arts. Fill in the template
Singing Singing is a fundamental and universal form of expression that requires active listening skills. sing, alone and with others, a varied repertoire of music. demonstrate an understanding that singing
Minnesota Academic Standards Arts K-12 2008 The proposed revised standards in this document were drafted during the 2007-2008 school year. These standards are currently proceeding through the administrative
Expressive Singing Independent Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts : knowledge of process and techniques for the production,
CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC Curriculum Review Cycle Schedule 15-16 Implement I 16-17 Implement II 17-18 Implement III 18-19 Evaluation Subcommittee is Formed 19-20 Analyze/Plan-Presentation
CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC Curriculum Review Cycle Schedule 14-15 Analyze/Plan-Presentation to CCC 15-16 Implement I 16-17 Implement II 17-18 Implement III 18-19 Evaluation
Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board
NATIONAL STANDARDS for MUSIC EDUCATION 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising
North Carolina s Kindergarten Music Note on Numbering/Strands: ML Musical Literacy, MR Musical Response, CR Contextual Relevancy Musical Literacy K.ML.1 Apply the elements of music and musical techniques
Arlington Public Schools Secondary Vocal/Choral Music Curriculum INTRODUCTION The Secondary Vocal/Choral Curriculum is designed for the vocal development of the choral musician and sets sequential standards
FIRST GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A.1c) 3. respond
PROGRAM OVERVIEW DEPARTMENT OF MUSIC Bachelor of Music in Music Education The Program of study in Music Education consists of four curricular components: freshman seminar and general education, the specialty
Music Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) www.qca.org.uk/curriculum Crown copyright 2007 Qualifications and Curriculum Authority
Indiana Academic Standards for Music August, 2010 Courtney Cabrera Fine Arts Specialist Curriculum and Instruction Indiana Department of Education 151 West Ohio Street Indianapolis, IN 46204 Phone (317)
Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks) Week Standard Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and assessment software.
Music Curriculum Guidelines Diocese of Arlington 2011-2012 Philosophy, Methodology and Usage Philosophy Music instruction continues to be cited as a profoundly positive element of educating young students.
FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Guitar (Grades 6-12) September 16, 2010 Page 1 of 22 Guitar Georgia Performance Standards Section Page I. Acknowledgements 3 Music Advisory Committee Guitar
St. Michael-Albertville Middle School East Teacher: Tina Lajko Choir 6 September 2014 A: Rehearsal Skills A: Rehearsal Skills CEQ: WHAT ARE THE ESSENTIAL COMPONENTS OF CHORAL MUSIC THAT SHOULD CONSISTENTLY
Music MUSIC MUSIC Michael Almaguer, Dean Applied and Fine Arts Division Business and Foreign Language Building, Room 204 Possible career opportunities Music prepares students for careers as performers,
Music, Grade 11, University/College Preparation (AMU3M) This course emphasizes the appreciation, analysis, and performance of various kinds of music, including baroque and classical music, popular music,
Sample Entrance Test for CR125-129 (BA in Popular Music) A very exciting future awaits everybody who is or will be part of the Cork School of Music BA in Popular Music CR125 CR126 CR127 CR128 CR129 Electric
How to Improvise Jazz Melodies Bob Keller Harvey Mudd College January 2007 Revised 4 September 2012 There are different forms of jazz improvisation. For example, in free improvisation, the player is under
MUSIC MU 100 Fundamentals of Music Theory (4) An introduction to notation, including a study of intervals, scales, modes, meters, basic triads and seventh chords. Intended for non-majors or students with
MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grade 5 Music 2010-2011 School Year New Jersey Core Curriculum Content Standards for Arts Education in the 21 st Century INTRODUCTION Creativity is a driving
Educational Innovation July, 2013 Dear Educators, On behalf of all of MCESA, we are excited that you are using our content specific assessments in your school or district. We sincerely hope that the assessments
Illinois Licensure Testing System STUDY GUIDE Music (143) This test is now delivered as a computer-based test. See www.il.nesinc.com for current program information. Illinois State Board of Education IL-SG-FLD143-05
Early and Middle Childhood MUSIC Choosing the Right Certificate Reviewing the Standards Demonstrating Your Teaching Practice and Content Knowledge Understanding the National Board Scoring Process Beginning
Dr. John Irish, D.M.A. John.Irish@angelo.edu Carr EFA 214 (325) 486-6034 Office Hours 9-10 am, M-F Studio Syllabus Private study of [advanced] principles and techniques of brass performance Requirements
DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE 1. Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images.
Beginning Spanish Lakeland Highlands Middle School Elective Course Descriptions This course is a semester long class with an emphasis on the audio perspective of Spanish to include familiarizing students
This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.
Outcomes for All Professional Degrees in Music Utah State University 2015 The following outcomes are presented in a format defining four levels of competency for each skill/knowledge set. Since this instrument
FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Appreciation (Grades 6-12) September 16, 2010 Page 1 of 7 Music Appreciation (grades 9-12) Georgia Performance Standards Section Page I. Acknowledgements
MP 1 Sing more difficult tunes as the past years work continues on going Extend the techniques of singing to a higher art form Continue to increase permanent repertoire, recordings, 1.2 Responding to Expand
University of Miami Academic Bulletin 1 THEORY AND COMPOSITION (MTC) MTC 101. Composition I. 2 Credit Course covers elementary principles of composition; class performance of composition projects is also
The University of Alabama in Huntsville 1 Music B102 Roberts Hall Telephone: 256.824.6436 Email: email@example.com The University of Alabama in Huntsville is an accredited institutional member of the
Greenwich Public Schools Electronic Music Curriculum 9-12 Overview Electronic Music courses at the high school are elective music courses. The Electronic Music Units of Instruction include four strands
About the Rhode Island K-12 Grade Span Expectations in the Arts Rhode Island Arts Grade Span Expectations K-12 The document, the Rhode Island K-12 Grade Span Expectations in the Arts, has been developed
Music Department S2-107M (323) 265-8894 Faculty Dawson II, Robert B, Chair, Professor Lupica, Dr. Anthony J., Associate Professor Martinez, Jesus E., Professor Nagatani, Dr. Chie, Professor Adjunct Associate
You Can Learn To Scat Sing by Dr. Scott Fredrickson Techniques and concepts to enhance the learning of beginning vocal improvisation Dr. Scott Fredrickson Page 2 Introduction You Can Learn To Scat Sing
NASM Competencies Summary Degree: The Baccalaureate Degree in Music Education, a professional undergraduate degree Essential Note: Items below are excerpts from the NASM Handbook. Items 1 through 4 indicate
KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY Jozsef Csikota Midwest Clinic Chicago, Illinois U.S.A. 15th December 2004 KODÁLY METHOD IN HUNGARIAN SCHOOLS In Hungary, every student
Guitar Rubric Technical Exercises Guitar Debut In this section the examiner will ask you to play a selection of exercises drawn from each of the three groups shown below. Groups A and B contain examples
UNIVERSITY OF EDUCATION, WINNEBA SCHOOL OF CREATIVE ARTS DEP. OF MUSIC EDUCATION BACHELOR OF ARTS IN MUSIC PROGRAMME TITLE Bachelor of Arts in Music Type of accreditation required Accreditation Brief historical
Middle School Elective Courses 6 th Grade Electives ARTS Visual Art 6 Students in grade 6 explore and experiment with a variety of art media and techniques. They apply the elements of art and the principles
(MUSC) MUSC 1010 Introduction to Music, Summer A survey course designed to make music more meaningful. Studies melody, harmony, form, and rhythm together with historical and biographical information. May
289 Definition The Commercial Music program is designed to prepare students to perform, to write and record music, to develop an appreciation of various contemporary music styles, and to understand the
Judge Instructions Packet Judges instructions should be reviewed in advance of contest by each adjudicator. This packet can be copied and mailed to your judges at least ten days prior to your contest or
Iowa State University 06-07 MUSIC Administered by the Department of Music and Theatre Undergraduate Study The Department of Music and Theatre offers a strong undergraduate music program, where students
University of Northern Colorado 2015 Voice Area Undergraduate Handbook Music B.A. Liberal Arts Emphasis B.M.E. -- Teaching Vocal, Piano and General Emphasis B.M. -- Business Emphasis B.M. -- Vocal Performance
Medical Laboratory Technology Music MLT-2990 Advanced MLT Applications 06 Semester Credits Manual laboratory skills related to clinical chemistry, hematology, coagulation, body fluids, microbiology, parasitology,
HS Guitar Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? Essential
WisconsinÕs Model Academic Standards for Music Pauli Nikolay Assistant State Superintendent Division for Learning Support: Instructional Services Susan Grady Director School Improvement Team Thomas Stefonek
Example s The Arts Pilot Priority Grades Pre-K High School 1 Example s Table of Contents Pre-Kindergarten 4... 5 GOLD System Teaching Strategies... 6 Grade 2 Rhythmic Improvisation Task Connecticut Common
Music-Instrumental Program Description Students may select from three music programs Instrumental, They-Composition, Vocal. Music majs are urged to take class lessons private instruction in their specialization
Music 2 and Music Extension Stage 6 Syllabuses Original published version updated: April 2000 Board Bulletin/Official Notices Vol 9 No 2 (BOS 13/00) October 2009 Assessment and Reporting information updated
Raleigh Piano Teacher Association Young Artist Auditions Guidelines 2016 Purpose: The Young Artist Auditions are to promote the performance of American piano music as well as choice piano pieces by non-american
Guitar Auditions Audition equirements for Guitar Majors The McNally Smith College of Music Guitar Department wants each prospective student to be as prepared as possible for his or her audition. The primary
Greenwich Public Schools Chorus Curriculum 4-12 Overview Chorus is an elective music course that is offered to Greenwich Public School students beginning in grade 4 and continuing through grade 12. The
Last Update 11/03/00 Copyright 2001 by MENC: The National Assocation for Education Education Instrumental Performance Vocal Performance Conducting Composing for Worship Business Instrument Making and Repair
Music 1 Music The study of music develops skills which will serve the student well in any career: self-discipline, teamwork, problem solving and leadership. A student graduating with the B.A. degree in
Syllabus for Middle School Chorus Week 1 - Class introductions, class expectations, pass out folders and music.music theory evaluation test. Demonstrate good singing posture, sing major scale based warm-ups.
FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Technology (Grades 6-8) September 16, 2010 Page 1 of 5 Music Technology (grades 6-8) Georgia Performance Standards Section Page I. Acknowledgements
SVL AP Music Theory Syllabus/Online Course Plan Certificated Teacher: Norilee Kimball Date: April, 2010 Stage One Desired Results Course Title/Grade Level: AP Music Theory/Grades 9-12 Credit: one semester
NMC MUSIC MAJOR STUDENT HANDBOOK MUSIC Table of Contents PROGRAM SUMMARY... 2 GENERAL INFORMATION Accompanists... 3 Applied Music... 3 Convocations... 3 Ensembles... 3 Instrument Lockers... 3 Juries...