1 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 to patterns of long and short sounds (25.A.1c) 4. perform repeated patterns in songs (25.A.1c) 5. discover word rhythms in poetry and music (25.A.1c) and (25.B.1) II. Melody 1. recognize and perform repeated melody patterns (25.A.1c) 2. define phrase lengths in performing or moving to music (25.A.1c) 3. identify melodic steps, leaps, and repeated tones (25.A.1c) 4. respond to upward or downward direction of a melody pattern (25.A.1c) III. Harmony 1. perform ostinatio accompaniments (26.B.1c) IV. Form 1. establish different sections in music by following a chart, singing and playing instruments (26.B.1c) and (25.A.1c) V. Tone Color
2 FIRST GRADE CURRICULUM OBJECTIVES 1. explore a variety of tone colors made with the mouth and voice (26.A.1c) 2. identify sounds by their tone color (26.A.1c) VI. Expressive Qualities 1. explore tempo changes by listening and moving to music (25.A.1c) 2. recognize and perform differences in dynamic levels (25.A.1c) 3. discover and respond to the expressive qualities in music (25.A.1c) 4. utilize lyrics to determine the mood for expressive singing (25.B.1) 5. create appropriate sound effects and accompaniments with voices or instruments (26.A.1c) 6. move expressively while listening to music; to perform dramatizations, movement games (26.B.1b) and (27.B.1) VII. Composers 1. listen to works by Haydn and Prokofiev (27.A.1a)
3 FIRST GRADE CURRICULUM OBJECTIVES
4 SECOND GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. show steady beat through movement, pantomime and with percussion instruments (25.A.1c) 2. feel beats in groups of two, three and four (25.A.1c) 3. relate a series of long and short sound with a steady beat, and to respond with movement (25.A.1c) 4. identify rhythm patterns and perform them(25.a.1c) 5. become aware of the rhythmic quality of syncopation (25.A.1c) 6. create lyrics related to locomotor skills, and to hear rhythm patterns in names (25.A.1c) and (25.B.1) 7. interpret notational symbols for rhythm (26.A.1d) II. Melody 1. perceive and perform melodic patterns and motives (26.B.1c) 2. improvise melody patterns using do - mi - so - la (26.A.1d) and 26.B.1c) 3. identify and define phrases and respond through movement (25.A.1c) 4. identify like and unlike phrases (25.A.1c) 5. identify steps, leaps and repeated tones in melodies (25.A.1c) 6. determine upward and downward melodic directions, and to show direction by playing bells (25.A.1c) and (26.B1c) II. 7. recognize the shape of a melody through notation and by listening (26.A.1d) Melody (Continued) The Learner Will
5 SECOND GRADE CURRICULUM OBJECTIVES 8. respond to high and low pitches through various creative means (26.A.1c) and (25.A.1c) III. Harmony The Learner Will: 1. play harmony parts (25.B.1c) 2. perform an ostinato to show beats and rests (25.A.1c) 3. recognize rhythmic and melodic ostinatos by clapping and singing (26.A.1c) IV. Form 1. perceive verse/refrain form and ABA through movement and by playing instruments (26.B.1c) and (25.A.1c) 2. experience the form of call and response in a song (25.A.1c) V. Tone Color 1. develop expressively in singing and speaking (26.B.1c) 2. experience the tone colors heard in various styles of music (25.A.1c) 3. experiment with sound, to create musical sound effects (26.A.1c) and (27.B.1) VI. Expressive Qualities 1. respond to loud and soft dynamics and to see how dynamics reflect mood (25.A.1c) 2. discover and respond to the images created in various types of music
6 SECOND GRADE CURRICULUM OBJECTIVES (26.B.1c) 3. interpret or create lyrics for songs (26.A.1c) and (25.B.1) 4. enhance a song through vocal and instrumental effects (26.B.1c) 5. create accompaniments using percussion instruments (26.B.1c) 6. create dance movements, pantomime, sign language and games to suit a musical style or form (26.B.1a) and (25.B.1) VII. Composers 1. listen to works by Grieg, Beethoven and Saint-Saens (27.A.1a)
7 THIRD GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. demonstrate steady beat while listening and performing (25.A.1c) 2. show the strong beats in a measure (25.A.1c) 3. hear and read simple notation in a meter of twos, threes, or fours (25.A.1c) 4. identify and use half, quarter, eighth and sixteenth notes and rests (26.A.1d) 5. perform rhythm patterns by tapping and clapping (25.A.1c) II. Melody 1. recognize like and unlike melody patterns (25.A.1c) 2. recognize, define and describe phrases in a song (25.A.1c) 3. identify patterns made up of steps, leaps and repeated tones (26.A.1c) 4. show upward and downward melodic movement (26.A.1d) III. Harmony 1. notice the difference in sound between a melody alone and a melody with harmony (25.A.2c) 2. practice hearing and reading melodic and rhythmic ostinatos (26.A.1d) 3. practice singing two songs that fit together simultaneously (25.A.1c) 4. enrich musical texture by adding harmony parts to the performance (25.A.2c)
8 THIRD GRADE CURRICULUM OBJECTIVES IV. Form 1. identify AB and ABA forms by listening (25.A.2c) 2. identify and perform rounds and canons (25.A.2c) 3. identify introduction and coda (25.A.2c) 4. understand how a cumulative song is constructed (25.A.2c) 5. listen for and create a song in call and response style (25.A.2c) V. Tone Color 1. distinguish vocal tone colors heard in a song (26.A.1c) 2. identify the sounds of different instruments (26.A.1c) VI. Expressive Qualities 1. recognize the relationship of dynamics to the character of a piece of music (25.A.2c) 2. identify the characteristics of style and expression (26.B.1c) 3. relate the performance of a song to the meaning of the lyrics (27.B.1) VII. Composers 1. Study the following composers: Copeland, Ravel, Schumann, Tchaikovsky, Stravinsky, Handel (27.A.1a)
9 FOURTH GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. show the steady beat by playing an instrumental accompaniment (26.B.2c) 2. feel meter changes by moving to and playing along with music (26.B.2c) and (25.A.2c) 3. feel and practice meter in twos, threes, and four (25.A.2c) 4. feel the duration of sixteenth, eighth, quarter, half, whole, dotted sixteenth, dotted eighth, and dotted quarter notes and rests (26.A.2d) 5. identify and perform similar rhythmic quality of syncopation by performing a pattern two ways (25.A.2c) and (26.B.2c) 6. read and perform eighth note and two sixteenth note patterns (26.A.2d) 7. become aware of the rhythmic quality of syncopation by performing a pattern two ways (25.A.2c) and (26.B.2c) 8. analyze a listening selection in terms of rhythmic elements (25.A.2c) II. Melody 1. identify by eye and ear, repeated melody patterns in a song (25.A.2c) 2. distinguish between like and unlike phrases (25.A.2c) 3. identify by eye and ear, steps, leaps and repeats in melodies (25.A.2c) 4. analyze how tones move in a melody (25.A.2c) 5. practice reading music by signing and playing (26.A.2d)
10 FOURTH GRADE CURRICULUM OBJECTIVES III. Harmony 1. add, create or identify harmony parts by singing, using instruments or examining scores (26.B.2c) 2. create harmony by playing and singing ostinatos (26.B.2c) 3. create harmony by singing and playing counter melodies and descants (26.B.2c) IV. Form 1. discover how contrast can be created between two sections of a song (25.A.2c) 2. delineate rondo form by performing and creating chants (25.A.2c) 3. become aware of the process by which rounds and canons work (25.A.2c) 4. create and add an introduction and coda to the performance of a song (25.A.2c) V. Tone Color 1. recognize the different instruments of the orchestra, and to define their tone colors (26.A.2c) VI. Expressive Qualities 1. determine how tempo choices contribute to an expressive performance (25.A.2c) 2. recognize the differences in dynamic levels and to use them appropriately (25.A.2c) VI. Expressive Qualities (continued) The Learner Will 3. learn recorder fingerings from middle C to high D (26.B.2c)
11 FOURTH GRADE CURRICULUM OBJECTIVES VII. Composers 1. study the lives and works of the following composers: Foster, Honegger, Stravinsky, Handel, Mozart, Mendelssohn, Sousa (27.A.1a) VIII. Recorder 1. play simple melodies on the recorder (26.B.2c)
12 FOURTH GRADE CURRICULUM OBJECTIVES
13 FIFTH GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. show the strong beats by movement and playing instruments (26.B.2c) 2. show and feel meter in two, three, four, and six (25.A.2c) 3. use conducting patterns to review meter in 2, 3 and 4 (25.A.2c) 4. play rhythm patterns that use whole, half, quarter, eighth and dotted quarter notes (26.A.2d) 5. practice the dotted eight-sixteenth rhythm pattern in 2/4 and 4/4 meters (26.A.2d) 6. prepare triplets (26.A.2d) 7. feel a syncopated pattern by clapping and playing instruments (26.B.2c) 8. analyze the music in terms of rhythm and instruments used (25.A.2c) II. Melody 1. recognize by ear and eye melody patterns that step, leap or repeat (25.A.2c) 2. practice identifying melodic sequence (25.A.2c) 3. play and sing melody patterns that move upward and downward by step (26.B.2c) and (25.A.2c) 4. analyze several pieces in terms of melody and melodic rhythm (25.B.2) III. Harmony
14 FIFTH GRADE CURRICULUM OBJECTIVES 1. become aware of a harmonic characteristic of different types of music (25.A.2c) 2. identify canons and sing rounds (25.A.2c) 3. add instrumental ostinatos to the performance of a song (26.B.2c) 4. create harmony by singing two songs simultaneously (25.A.2c) 5. create harmony by adding counter melodies and descants (25.A.2c) 6. add harmony parts to the performance (25.A.2c) 7. understand chord structure, the tonic and cadence (25.A.2c) IV. Form 1. identify theme and variation (25.A.2c) 2. practice first and second endings and D.C. al Fine (25.A.2c) 3. examine the effects produced by different vocal combinations (26.A.2c) 4. analyze the music in terms of the instruments used (26.A.2c) V. Expressive Qualities 1. be aware that appropriate dynamics help to express mood and idea (25.B.2) 2. identify the musical qualities that contribute to mood (25.B.2) VI. Composers 1. study the lives and works of the following composers: Haydn, Sibelius, Bizet, Bach, Beethoven, Bernstein (27.A.1a)
15 FIFTH GRADE CURRICULUM OBJECTIVES VII. Instruments 1. identify the instruments in a symphony orchestra (26.A.2c) 2. identify an orchestral score (26.A.2d)
16 FIFTH GRADE CURRICULUM OBJECTIVES
17 SIXTH GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. perform rhythm pattern in six-eight meter (G25.A.3c) 2. identify and perform rhythmic patterns in songs (ostinato) (G25.A.3c) 3. identify and perform triplet patterns in songs (G25.A.3c) 4. recognize and perform rhythm patterns in (G25.A.3c) (G25.A.3c) 5. identify and perform syncopated patterns in songs (G25.A.3c) II. Melody 1. recognize repetition and contrast in melodic patterns (G25.A.3c) 2. identify phrase lengths (G25.A.3c) 3. distinguish between different intervals, steps, leaps and repeated (G25.A.3c) 4. distinguish differences in melodic contour (G25.A.3c) 5. identify sequences in a melodic line (G25.A.3c) 6. sing in solfege (G25.A.3c) 7. distinguish differences in tonality of major/minor chords and scales (G25.A.3c) III. Harmony III. 1. sing a melodic line with accompaniment (G26.A.3c) Harmony (Cont.) The Learner Will
18 SIXTH GRADE CURRICULUM OBJECTIVES 2. recognize and sing an ostinato (G26.A.3c) 3. sing two and three part partner songs (G26.A.3c) 4. sing and play counter melodies and descants with songs (G26.A.3c) 5. sing harmony in thirds (G26.A.3c) 6. sing two-part songs (G26.A.3c) 7. play chords on a keyboard (major - minor) (G26.A.3c) IV. Form 1. recognize AB, ABA, rondo, rounds and canons in song (G26.B.3c) 2. discuss theme and variations in a listening selection (G26.B.3c) 3. perform and sing first and second endings in a song (G26.B.3c) V. Tone Color 1. hear and perform various vocal tone colors for different styles of music (G26.B.3c) 2. determine the distinguishing characteristics of instruments alone and in groups (percussion, strings, woodwinds, brass, band, orchestra) (G26.B.3c) VI. Expressive Qualities 1. distinguish stylistic differences in music (G26.B.3c) 2. analyze use of musical elements in the performance of a song (G26.A.3c)
19 SIXTH GRADE CURRICULUM OBJECTIVES 3. explain how music elements reflect the lyrics of a song (G26.A.3d) V. Composers 1. listen to, discuss and analyze the works of Gerswhin, Beethoven, Mozart, Prokofiev (G26.A.3c) (State Goal) Rev. 1/01
20 SEVENTH GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. recognize and conduct meters in 2, 3 and 4 (G25.A.3c) 2. identify multi-meters in a piece of music (G25.A.3c) 3. identify the prominent rhythm patterns in a piece of music (G25.A.3c) 4. identify and accompany a song with syncopated, triplets and other various rhythm patterns (G25.A.3c) II. Melody 1. describe melodic characteristics of a piece of music (G25.A.3c) 2. investigate the development of a melodic pattern in a composition (G25.A.3c) 3. discover how a composition grows from a motive into a complete piece (G25.A.3c) 4. identify and analyze whole and half steps, motives, sequences and melodic variations (G25.A.3c) 5. analyze the different ways a melody can move (G25.A.3c) 6. identify and analyze phrasing in different pieces of music (G25.A.3c) III. Harmony/Texture 1. identify and build chords (I IV V) and play on keyboards (G26.A.3c) 2. discern a chord pattern in a song (G26.A.3d) III. Harmony/Texture (Cont.) The Learner Will...
21 SEVENTH GRADE CURRICULUM OBJECTIVES 3. recognize chord progressions in blues and rock styles (G26.A.3d) 4. discern monophonic, polyphonic and homophonic textures (G26.A.3d) 5. discuss the basic structure and components of the fugue (G26.A.3d) 6. recognize the difference between thin and thick textures (G26.A.3d) 7. sing in layers to create thicker texture (G26.B.3c) 8. discover the texture differences in a counter melody, round, partner song and ostinato (G26.B.3c) IV. Form 1. discuss how musical elements work together to create form (AB, ABA, rondo, theme and variation) (G26.A.3d) 2. recognize a specific form when listening (G26.A.3d) V. Tone Color 1. describe and identify the tone color of individual instruments and each basic orchestral group (G26.B.3c) 2. evaluate how the instruments of an orchestra can shape the style of a piece (G26.B.3c) 3. explore the tome colors of electronic instruments (G26.A.3d) 4. compare the unique vocal quality that colors two singers' performances of the same piece (G26.B.3c) V. Tone Color The Learner Will describe how a performer adjusts his/her vocal quality to suit selections in two contrasting styles (G26.B.3c)
22 SEVENTH GRADE CURRICULUM OBJECTIVES VI. Tonality 1. discern the whole and half step pattern of the major, minor and pantothenic scales (G26.A.3d) 2. distinguish the sound of major and minor tonality (G26.A.3d) VII. Expressive Qualities 1. examine the rhythmic, melodic, harmonic or tone color aspects of pieces in particular styles (G26.B.3c) 2. identify differences in Dixieland, Modern Jazz and Ragtime (G26.B.3c) 3. discern musical qualities that distinguish between historical music periods and cultures (G26.B.3c) 4. evaluate the appropriateness of tempos in music (G26.B.3c) VIII. Notational Skills 1. discern and play various note values and their relative duration (G25A.3c) 2. create rhythm patterns and perform them (G25.A.3c) 3. analyze a musical score (G26.A.3c) VIII. Notational Skills (Cont.) The Learner Will discern how a melody passes from one voice to another (G26.A.3d) 5. discern monophonic, polyphonic and homophonic textures (G26.A.3d)
24 EIGHTH GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. comprehend how changes in meter affect the feeling a piece of music gives (G25.A.3c) 2. create rhythmic rounds (G25.A.3c) 3. recognize syncopated rhythmic patterns (G25.A.3c) 4. identify and define prominent rhythm patterns of songs and listening selections (ostinato) (G25.A.3c) II. Melody 1. discover and analyze melodic contour in a song (G25.A.3c) 2. investigate different ways in which a motive can be varied (G25.A.3c) 3. discover and analyze similar/contrasting phrases and phrase structure (G25.A.3c) III. Harmony/Texture 1. discover the patterns of whole and half steps on which the major and minor scales are based (G26.A.3c) 2. detect how the whole tone and 12 tone scales differ from the major and minor scales (G26.A.3d) 3. compare the tonal effects of major and minor modes (G26.A.3d) 4. read and sing songs in 2, 3 and 4 part harmony (G26.A.3c)
25 EIGHTH GRADE CURRICULUM OBJECTIVES III. Harmony/Texture (continued) 5. experience the resulting harmonies in partner songs and songs with counter melodies (G26.A.3c) 6. discern polyphonic and homophonic texture in listening and performing music (G26.A.3d) 7. perceive how different textures can help determine form (G26.A.3d) 8. detect unison, 2 and 3 part texture visually and orally (G26.A.3d) IV. Form 1. discern and diagram the arch (ABCBA) form while listening to music (G26.A.3d) 2. evaluate the effect of unity and variety (G26.A.3d) 3. analyze how minutes and trios can be designed (G26.A.3d) 4. distinguish the various sections of a piece in sonata - allegro form (G26.A.3d) 5. follow theme and variation form (G26.A.3d) 6. discern how ostinatos and riffs are used to create a sense of unity in music or to reinforce contrast (G26.A.3d) 7. explore how composers maintain interest using ostinato (G26.A.3d) V. Tone Color 1. examine how instruments are used to "paint" a scene (G26.B.3c) V. Tone Color (Cont.) The Learner Will...
26 EIGHTH GRADE CURRICULUM OBJECTIVES 2. to discern how instrument characteristics of different historical periods contribute to the overall effect of music (G26.B.3c) 3. distinguish different voices by their vocal qualities (G26.B.3c) 4. assess the appropriateness of correct vocal quality in which to perform a song (G26.B.3c) 5. identify different singing styles - gospel, liturgical, country-western, opera, rock Latin American (G26.B.3c) 6. examine the rhythmic, melodic, harmonic and tone color aspect of songs in particular styles (G26.B.3c) 7. explore how various musical elements (rhythm, tempo, dynamic, texture) can be used to portray moods, feelings and personalities (G26.B.3c) 8. discern the musical qualities that give musical selections from different historical periods their sense of style (G26.B.3c) 9. describe the characteristics of music from these different historical periods and styles (classic, romantic, jazz, 12 tone, swing, 20th century) (G26.B.3c) 10. experience, sing and play a variety of vocal and instrumental styles including baroque, classic, romantic and impressionistic) (G26.B.3c) 11. describe how the elements of music are used to give emotional impact, variety and unity to a work (G26.B.3c) 12. discuss how the characteristics of an accompaniment contribute to the expressiveness of a song (G26.B.3c) 13. employ dynamics and expression markings in performing music expressively (G26.B.3c) V. Tone Color (Cont.) The Learner Will assess how tempo choices affect the expressiveness of a piece of music (G26.B.3c)
28 EIGHTH GRADE MUSIC MATERIALS Textbook Series -- World of Music/Silver Burdett & Ginn Keyboards and song bells Student texts Teacher's Edition Teacher's Resource Book World of Music records and CD's Rhythm instruments Orff instruments Clavinova World of Music videos Filmstrips: Instruments of the Orchestra Charts: Composers and Instruments
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School Name: AVIATION HIGH Unit title: HIT IT KLA(s): ARTS - Music Strand Year level(s): 8 Duration of unit: 10 weeks Ways of working Duration, beat, time values and metre are used to create rhythm e.g.
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.
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
Theory and Ear Training Student Handbook 2015-2016 Contents Introduction... 4 Proficiency Tests... 5 Manhattan School of Music Mission Statement... 5 Recommended Textbooks... 5 Suggested Web Sites... 5
CMP Unit Plan Claire Burns Grade Level: Fourth Grade Class: General Music School: Kleven Boston Elementary School, Cherokee county, GA The Ostinato: Basis for Musical Experience Conceptual Focus: The Ostinato.
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.
Year 9 Unit 1 Chords into jazz Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Chords into jazz Learning how jazz musicians use chords as
Page 1 of 5 Course Outline of Record Curriculum Council Approval Date: 11/04/2013 Discipline, Number, Title: Music 101, Music Appreciation Units and Hours: Catalog Entry: Requisites: 3.00 Units 48.00 Hours
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
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
Chapter 16 Sonata and Suite TRUE/FALSE 1. The harpsichord is not as touch-sensitive an instrument as the piano. ANS: T REF: Chapter 16, "The Harpsichord", pg. 116 2. Arcangelo Corelli could have been considered
Course: Electronic Music - Grades 6, 7, 8 Overview of Course Electronic Music meets for a full year on alternating days. The program includes the areas of performance, listening skills, music theory and
K CPS Music Learning Expectations for Kindergarten Historical/Cultural Contexts of Music Singing and Playing By the end of Kindergarten, students will be able to: 1. perform nursery rhymes, songs, and/or
HOCHSCHULE FÜR MUSIK UND THEATER Répétiteur Training Piano Chamber Music Lied interpretation Programmes of study: Bachelor of Music Fields of orientation: Duration of study programme: Degree earned: Area
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Music Lessons Structure MUSIC - SCHEMES OF WORK For Children Aged 8 to 12 Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss and explore with examples.
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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
HANDEL TO HIP HOP GRADE 6 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 BOE Approval Date: July 29, 2013 Michael Nitti Revised: Jennifer Forness Superintendent Brian Bittings, Supervisor
Guitar I Curriculum Arlington Public Schools Arts Education 1 This curriculum was written by: Kristin Snyder, Guitar Teacher, Yorktown High School Matt Rinker, Guitar Teacher, Gunston Middle School Carol
1 Comprehensive Course Syllabus-Music Theory COURSE DESCRIPTION: In Music Theory, the student will implement higher-level musical language and grammar skills including musical notation, harmonic analysis,
SPECIMEN General Certificate of Secondary Education Music B354 Unit B354: Listening Paper Specimen Paper Candidates answer on question paper: Additional Materials: Time: 1 hour 30 minutes Candidate Forename
Music Journal Prompts 2014 2015 Directions: Respond to the music journal prompts using your own paper. A minimum of three paragraphs is required to receive full credit. Journal responses are due at the
Musicianship training The emphasis in Maoin Cheoil is firmly set upon the provision of a complete musical education for all students. The separate but vital skills of Aural Training and Theoretical knowledge
Senior High School Jazz Band District-Developed End-of-Course (DDEOC) Exam Study Guide Division of Academic Support, Office of Academics & Transformation Miami-Dade County Public Schools 2014-2015 Contents
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
NCEA Level 1 Music (90016) 2008 Page 1 of 8 Assessment Schedule 2008 Music: Identify and describe fundamental materials of music (90016) Evidence Statement Q Evidence One SCORE EXTRACT A: Blues for Brass
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
Certificated Teacher: Desired Results: Music Theory Fundamentals/AP Music Theory Syllabus School Year: 2015-2016 Course Title : Music Theory Fundamentals/AP Music Theory Credit: one semester (.5) X two
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
Music Set Songs and Set Works It is not necessary to carry out all the activities contained in this unit. Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Theme
Tasmanian College of the Arts Conservatorium of Music AUDITION INFORMATION 2014/2015 P a g e 2 Index Undergraduate Courses Course Page Number High Achiever Program 3 Bachelor of Music- 13K 3 Bachelor of
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