CREATING. Imagine Generate musical ideas for various purposes and contexts. Pre K K MU:Cr1.1.4b Generate musical

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "CREATING. Imagine Generate musical ideas for various purposes and contexts. Pre K K 1 2 3 4 5 6 7 8. MU:Cr1.1.4b Generate musical"

Transcription

1 CREATING Imagine Generate musical ideas for various purposes and contexts. Common Anchor #1 Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources. MU:Cr1.1.PKa guidance, explore and experience a variety of Essential Question: How do musicians generate creative ideas? MU:Cr1.1.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a MU:Cr1.1.7a guidance, explore Improvise Improvise rhythmic Improvise rhythmic, Improvise rhythmic, Generate simple Generate rhythmic, and experience create musical rhythmic and and melodic ideas, melodic, and melodic, and rhythmic, melodic, melodic, and music concepts ideas (such as melodic patterns and describe harmonic ideas, harmonic ideas, and harmonic harmonic phrases (such as beat and answering a and musical ideas connection to and explain and explain phrases within AB and variations over melodic contour). musical question) for a specific specific purpose connection to connection to and ABA forms harmonic for a specific purpose. and context (such specific purpose specific purpose that convey accompaniments purpose. as personal and and context (such and context (such within AB, ABA, or social). as social and as social, cultural, theme and cultural). and historical). variation forms that convey MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives). MU:Cr1.1b With generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple). MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple). MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter. MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes. MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey. Plan and Make Select and develop musical ideas for defined purposes and contexts

2 Common Anchor #2 Enduring Understanding: Musicians creative choices are influenced by their expertise, context, and MU:Cr2.1.PKa - guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments). Essential Question: How do musicians make creative decisions? MU:Cr2.1.Ka With guidance, demonstrate and choose favorite musical ideas. MU:Cr2.1.PKb guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology. MU:Cr2.1.Ka With guidance, organize personal musical ideas using iconic notation and/or recording technology. MU:Cr2.1.1a With demonstrate and discuss personal reasons for selecting musical ideas that represent MU:Cr2.1.1b With use iconic or standard notation and/or recording technology to document and organize personal musical ideas. MU:Cr2.1.2a and explain personal reasons for selecting patterns and ideas for music that represent MU:Cr2.1.2b Use iconic or standard notation and/or recording technology to combine, sequence, and musical ideas. MU:Cr2.1.3a selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context. MU:Cr2.1.3b Use standard and/or iconic notation and/or recording technology to rhythmic and melodic musical ideas. MU:Cr2.1.4a selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to rhythmic, melodic, and simple harmonic musical ideas. MU:Cr2.1.5a selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context. MU:Cr2.1.5b Use standard and/or iconic notation and/or recording technology to rhythmic, melodic, and two-chord harmonic musical ideas. MU:Cr2.1.6a Select, organize, construct, and musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey MU:Cr2.1.6b Use standard and/or iconic notation and/or audio/ video recording to simple rhythmic phrases, melodic phrases, and twochord harmonic musical ideas. MU:Cr2.1.7a Select, organize, develop and musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to simple rhythmic phrases, melodic phrases, and harmonic sequences. MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to rhythmic phrases, melodic phrases, and harmonic sequences.

3 Common Anchor #3 Evaluate and Refine Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work? MU:Cr3.1.PKa MU:Cr3.1.Ka - MU:Cr3.1.1a With MU:Cr3.1.2a MU:Cr3.1.3a MU:Cr3.1.4a MU:Cr3.1.5a MU:Cr3.1.6a MU:Cr3.1.7a With guidance, Interpret and apply Evaluate, refine, Evaluate, refine, Evaluate, refine, Evaluate their own Evaluate their own guidance, consider apply personal, discuss and apply personal, peer, and and document and document and document work, applying work, applying personal, peer, and peer, and teacher personal, peer, and teacher feedback to revisions to revisions to revisions to teacher-provided selected criteria teacher feedback feedback in teacher feedback to revise personal personal musical personal music, personal music, criteria such as such as appropriate when refining personal refine personal ideas, applying applying teacherprovided applying teacher- application of application of demonstrating musical ideas. musical ideas. teacher-provided and provided and selected elements elements of music and refining and collaborativelydeveloped collaboratively- of music, and use including style, personal musical collaborativelydeveloped criteria developed criteria of sound sources. form, and use of ideas. criteria and feedback to and feedback, and sound sources. and feedback. show improvement explain rationale for over time. changes.. MU:Cr3.1.6b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher. MU:Cr3.1.7b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers). MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. MU:Cr3.1.8b Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

4 Present Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Enduring Understanding: Musicians presentation of creative work is the culmination of a process of creation and communication Essential Question: When is creative work ready to share? MU:Cr3.2.PKa guidance, share revised personal musical ideas with peers. MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers. MU:Cr3.2.1a With convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Cr3.2.2a Convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Cr3.2.3a Present the final version of personal created music to others, and describe connection to MU:Cr3.2.4a Present the final version of personal created music to others, and explain connection to MU:Cr3.2.5a Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to MU:Cr3.2.6a Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey MU:Cr3.2.7a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey

5 PERFORMING Select Select varied musical works to present based on interest, knowledge, technical skill, and context. Common Anchor #4 Enduring Understanding: Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. MU:Pr4.1.PKa guidance, demonstrate and state preference for varied musical selections. Essential Question: How do performers select repertoire? MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections. MU:Pr4.1.1a With demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections. MU:Pr4.1.2a and explain personal interest in, knowledge about, and purpose of varied musical selections. MU:Pr4.1.3a and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. MU:Pr4.1.4a and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. MU:Pr4.1.5a and explain how the selection of music to perform is influenced by personal interest, context, as well as their personal and others technical skill. MU:Pr4.1.6a Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen. MU:Pr4.1.7a Apply collaborativelydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify qualities, technical challenges, and reasons for choices. MU:Pr4.1.8a Apply personallydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain qualities, technical challenges, and reasons for choices.

6 Analyze Analyze the structure and context of varied musical works and their implications for performance. Enduring Understanding: Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. MU:Pr4.2.PKa guidance, explore and demonstrate awareness of musical contrasts. Essential Question: How does understanding the structure and context of musical works inform performance? MU:Pr4.2.Ka With MU:Pr4.2.1a With MU:Pr4.2.2a MU:Pr4.2.3a MU:Pr4.2.4a MU:Pr4.2.5a MU:Pr4.2.6a MU:Pr4.2.7a guidance, explore Explain how Explain and and demonstrate demonstrate knowledge of music understanding of understanding of understanding of understanding the demonstrate the awareness of knowledge of music concepts (such as the structure in the structure and the structure and structure and the structure of music contrasts concepts (such as tonality and music selected for the elements of the elements of elements of music contrasting pieces (such as high/low, beat and melodic meter) in music performance. music (such as music (such as are used in music of music selected loud/soft, contour) in music from a variety of rhythm, pitch, and rhythm, pitch, selected for for performance same/different) in a from a variety of cultures selected form) in music form, and performance. and how elements variety of music cultures selected for performance. selected for harmony) in music of music are used. selected for for performance. performance. selected for performance. performance. MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation. MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation. MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation. MU:Pr4.2.5b When analyzing selected music, read and perform using standard notation. MU:Pr4.2.6b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics. MU:Pr4.2.7b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form. MU:Pr4.2.8b When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.3c Describe how context (such as personal and social) can inform a performance. MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance. MU:Pr4.2.5c Explain how context (such as social, cultural, and historical) informs MU: Pr4.2.6c Identify how cultural and historical context inform MU:Pr4.2.7c Identify how cultural and historical context inform performances and result in different music interpretations. MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects.

7 Interpret Develop personal interpretations that consider creators Enduring Understanding: Performers make interpretive decisions based on their understanding of context and MU:Pr4.3.PKa guidance, explore music s qualities (such as voice quality, dynamics, and tempo). Essential Question: How do performers interpret musical works? MU:Pr4.3.Ka With MU:Pr4.3.1a MU:Pr4.3.2a MU:Pr4.3.3a MU:Pr4.3.4a MU:Pr4.3.5a MU:Pr4.3.6a MU:Pr4.3.7a guidance, and and and and Perform a selected Perform demonstrate describe music s understanding of describe how explain how intent explain how intent piece of music contrasting pieces awareness of intent is conveyed is conveyed is conveyed demonstrating how of music qualities (such as qualities (such as through through interpretive through interpretive their demonstrating their qualities (such as dynamics and dynamics and decisions and decisions and interpretations of interpretations of voice quality, tempo). tempo) and how qualities (such as the elements of the elements of dynamics, and creators use them dynamics and qualities (such as qualities (such as music and the music and tempo) that to convey tempo). dynamics, tempo, dynamics, tempo, support the and timbre). timbre, and qualities (such as qualities (such as creators articulation/style). dynamics, tempo, dynamics, tempo, timbre, timbre, articulation/style, articulation/style, and phrasing) and phrasing) convey convey MU:Pr4.3.8a Perform contrasting pieces of music, demonstrating as well as explaining how the music s intent is conveyed by their interpretations of the elements of music and qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).

8 Common Anchor #5 Rehearse, Evaluate and Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. MU:Pr5.1.PKa guidance, practice and demonstrate what they like about their own Essential Question: How do musicians improve the quality of their performance? MU:Pr5.1.Ka With MU:Pr5.1.1a With MU:Pr5.1.2a - guidance, apply Apply established personal, teacher, apply personal, criteria to judge and peer feedback teacher, and peer the accuracy, to refine feedback to refine ness, and effectiveness of MU:Pr5.1.PKb guidance, apply personal, peer, and teacher feedback to refine MU:Pr5.1.Kb With guidance, use suggested strategies in rehearsal to improve the qualities of MU:Pr5.1.1b With use suggested strategies in rehearsal to address interpretive challenges of MU:Pr5.1.2b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of MU:Pr5.1.3a - Apply teacherprovided and collaborativelydeveloped criteria and feedback to evaluate accuracy of ensemble MU:Pr5.1.3b Rehearse to refine technical accuracy, qualities, and identified performance challenges. MU:Pr5.1.4a Apply teacher-provided and collaborativelydeveloped criteria and feedback to evaluate accuracy and ness of ensemble and personal MU:Pr5.1.4b Rehearse to refine technical accuracy and qualities, and address performance challenges. MU:Pr5.1.5a Apply teacher-provided and established criteria and feedback to evaluate the accuracy and ness of ensemble and personal MU:Pr5.1.5b Rehearse to refine technical accuracy and qualities to address challenges, and show improvement over time. MU:Pr5.1.6a Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform. MU:Pr5.1.7a Identify and apply collaborativelydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform. MU:Pr5.1.8a Identify and apply personallydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.

9 Common Anchor #6 Present Perform ly, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Essential Question: When is a performance judged ready to present? Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. How do context and the manner in which musical work is presented The context and how a work is presented influence the audience response. influence audience response? MU:Pr6.1.PKa With substantial guidance, perform music with expression. MU:Pr6.1.Ka With guidance, perform music with expression. MU:Pr6.1.Kb Perform appropriately for the audience. MU:Pr6.1.1a With perform music for a specific purpose with expression. MU:Pr6.1.1b Perform appropriately for the audience and purpose. MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy. MU:Pr6.1.2b Perform appropriately for the audience and purpose. MU:Pr6.1.3a Perform music with expression and technical accuracy. MU:Pr6.1.3b performance decorum and audience etiquette appropriate for the context and venue. MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation. MU:Pr6.1.4b performance decorum and audience etiquette appropriate for the context, venue, and genre. MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. MU:Pr6.1.5b performance decorum and audience etiquette appropriate for the context, venue, genre, and style. MU:Pr6.1.6a Perform the music with technical accuracy to convey the creator s MU:Pr6.1.6b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose. MU:Pr6.1.7a Perform the music with technical accuracy and stylistic expression to convey the creator s MU:Pr6.1.7b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context. MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator s MU:Pr6.1.8b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.

10 RESPONDING Select Choose music appropriate for a specific purpose or context. Common Anchor #7 Enduring Understanding: Individuals' selection of musical works is influenced by their experiences, understandings, and purposes. MU:Re7.1.PKa With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others. Essential Question: How do individuals choose music to experience? MU:Re7.1.Ka MU:Re7.1.1a With MU:Re7.1.2a MU:Re7.1.3a MU:Re7.1.4a MU:Re7.1.5a MU:Re7.1.6a MU:Re7.1.7a With guidance, Explain and and and and Select or choose Select or choose list personal identify and demonstrate how describe how explain how explain, citing music to listen to contrasting music interests and demonstrate how personal interests selected music selected music evidence, how and explain the to listen to and experiences and personal interests and experiences connects to and is connects to and is selected music connections to compare the demonstrate why and experiences influence musical influenced by influenced by connects to and is specific interests or connections to they prefer some influence musical selection for specific specific influenced by experiences for a specific interests or music selections selection for specific purposes. experiences, or experiences, specific specific purpose. experiences for a over others. specific purposes. purposes. purposes, or experiences, specific purpose. contexts. purposes, or contexts. MU:Re7.1.8a Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.

11 Analyze Analyze how the structure and context of varied musical works inform the response. Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of Essential Question: How does understanding the structure and context of music inform a response? MU:Re7.2.PKa With substantial guidance, explore musical contrasts in MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in MU:Re7.2.1a With demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose. MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in MU:Re7.2.3a and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social). MU:Re7.2.4a and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural). MU:Re7.2.5a and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical). MU:Re7.2.6a Describe how the elements of music and qualities relate to the structure of the pieces. MU:Re7.2.7a Classify and explain how the elements of music and qualities relate to the structure of contrasting pieces. MU:Re7.2.8a Compare how the elements of music and qualities relate to the structure within programs of MU:Re7.2.6b Identify the context of music from a variety of genres, cultures, and historical periods. MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods. MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.

12 Common Anchor #8 Interpret Support interpretations of musical works that reflect creators /performers Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their Essential Question: How do we discern the musical creators and performers intent? MU:Re8.1.PKa With MU:Re8.1.Ka MU:Re8.1.1a With MU:Re8.1.2a MU:Re8.1.3a MU:Re8.1.4a MU:Re8.1.5a MU:Re8.1.6a MU:Re8.1.7a MU:Re8.1.7a substantial With guidance, and and and Describe a Describe a personal Support personal guidance, explore demonstrate demonstrate and knowledge of describe how the explain how the explain how the personal interpretation of interpretation of music s awareness of identify music concepts interpretation of contrasting works contrasting qualities (such as qualities (such as and how they qualities (such as qualities (such as qualities (such as how creators and and explain how programs of music dynamics and qualities (such dynamics and support creators / dynamics and dynamics, tempo, dynamics, tempo, performers creators and and explain how tempo). as dynamics and tempo) that reflect performers tempo) are used in and timbre) are timbre, and application of the performers creators or tempo) that creators / performers used in performers articulation) are elements of application of the performers apply reflect performers interpretations to and personal used in performers music and elements of music the elements of creators /perform reflect interpretations to and personal and music and ers reflect interpretations to qualities, within qualities, within reflect genres and genres, cultures, qualities, within cultural and and historical genres, cultures, historical periods, convey and historical context, convey periods to convey Evaluate Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Common Anchor #9 MU:Re9.1.PKa With substantial guidance, talk about personal and preferences in Essential Question: How do we judge the quality of musical work(s) and performance(s)? MU:Re9.1.Ka MU:Re9.1.1a With MU:Re9.1.2a MU:Re9.1.3a MU:Re9.1.4a MU:Re9.1.5a MU:Re9.1.6a Apply MU:Re9.1.7a With guidance, Apply personal and Evaluate musical Evaluate musical Evaluate musical teacher-provided Select from apply personal apply personal and works and works and works and criteria to evaluate teacher-provided and preferences in the performances, performances, performances, musical works or criteria to evaluate preferences in preferences in the evaluation of music applying applying applying musical works or the evaluation of evaluation of music for specific established established established for specific purposes. criteria, and criteria, and criteria, and explain purposes. describe explain appropriateness to appropriateness to appropriateness to the context, citing the context. the context. evidence from the elements of MU:Re9.1.8a Apply appropriate personallydeveloped criteria to evaluate musical works or

13 CONNECTING Connect #10 Synthesize and relate knowledge and personal experiences to make Enduring Understanding: Musicians connect their personal experiences, ideas, and knowledge to performing, and responding. Common Anchor #10 MU:Cn10.0.PKa how MU:Cr3.2.PKa With substantial guidance, share revised musical ideas with peers. MU:Pr4.1.PKa With substantial guidance, demonstrate and state preference for varied musical selections. MU:Pr4.3.PKa With substantial guidance, explore music s qualities (such as voice quality, dynamics, and tempo). Essential Question: How do musicians make meaningful connections to responding? MU:Cn10.0.Ka how MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers. MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections. MU:Pr4.3.Ka With guidance, demonstrate awareness of qualities (such as voice quality, dynamics, and tempo) that support the creators MU:Cn10.0.1a how MU:Cr2.1.1a With demonstrate and discuss personal reasons for selecting musical ideas that represent MU:Cr3.2.1a With convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Pr4.3.1a and describe music s qualities (such as dynamics and tempo). MU:Re7.1.1a With identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. MU:Cn10.0.2a how MU:Cr2.1.2a and explain personal reasons for selecting patterns and ideas for their music that represent MU:Cr3.2.2a Convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Pr4.3.2a understanding of qualities (such as dynamics and tempo) and how creators use them to convey MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. MU:Cn10.0.3a how MU:Cr2.1.3a selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context. MU:Cr3.2.3a Present the final version of created music for others, and describe connection to MU:Pr4.1.3a and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. MU:Pr4.3.3a and describe how intent is conveyed through qualities (such as dynamics and tempo). MU:Re7.1.3a and describe how selected music connects to and is MU:Cn10.0.4a how MU:Cr2.1.4a selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. MU:Cr3.2.4a Present the final version of created music for others, and explain connection to MU:Pr4.1.4a and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. MU:Pr4.3.4a and explain how intent is conveyed through interpretive decisions and qualities (such as dynamics, tempo, and timbre). MU:Re7.1.4a MU:Cn10.0.5a how MU:Cr2.1.5a selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context. MU:Cr3.2.5a Present the final version of created music for others that demonstrates craftsmanship, and explain connection to MU:Pr4.1.5a and explain how the selection of music to perform is influenced by personal interest, knowledge, context, as well as their personal and others technical skill. MU:Pr4.3.5a and explain how intent is conveyed through interpretive decisions and qualities (such as MU:Cn10.0.6a how MU:Cr2.1.6a Select, organize, construct, and musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey MU:Cr3.2.6a Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey MU:Pr4.1.6a Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each was chosen. MU:Pr4.3.6a Perform a selected piece of music MU:Cn10.0.7a how MU:Cr2.1.7a Select, organize, develop and musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey MU:Cr3.2.7a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey MU:Pr4.1.7a Apply collaborativelydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify qualities, technical challenges, and reasons MU:Cn10.0.8a how MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, and convey MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey MU:Pr4.1.8a Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain

14 influenced by specific experiences, or purposes. and explain how selected music connects to and is influenced by specific experiences, purposes, or contexts. dynamics, tempo, timbre, and articulation/style). MU:Re7.1.5a and explain, citing evidence, how selected music connects to, and is influenced by specific experiences, purposes, or contexts. demonstrating how their interpretations of the elements of music and the qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey MU:Re7.1.6a Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. for choices. MU:Pr4.3.7a Perform contrasting pieces of music demonstrating their personal interpretations of the elements of music and qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey MU:Re7.1.7a Select or choose contrasting music to listen to and compare the connection to specific interests or experiences for a specific purpose. qualities, technical challenges, and reasons for choices. MU:Pr4.3.8a Perform contrasting pieces of music, demonstrating as well as explaining how the music s intent is conveyed by their interpretations of the elements of music and qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing). MU:Re7.1.8a Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.

15 Connect #11 Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians responding. Common Anchor #11 MU:Cn11.0.PKa understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily MU:Pr4.2.PKa With substantial guidance, explore and demonstrate awareness of musical contrasts. MU:Re7.2.PKa With substantial guidance, explore musical contrasts in MU:Re9.1.PKa With substantial guidance, talk about their personal and preferences in Essential Question: How do the other arts, other disciplines, contexts, and daily life inform music? MU:Cn11.0.Ka MU:Cn11.0.1a MU:Cn11.0.2a MU:Cn11.0.3a MU:Cn11.0.4a MU:Cn11.0.5a MU:Cn11.0.6a MU:Cn11.0.7a understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of relationships relationships relationships relationships relationships relationships relationships relationships between music and between music and between music and between music and between music and between music and between music and between music and the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily MU:Pr4.2.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a Generate MU:Cr1.1.7a Generate guidance, explore and create Improvise rhythmic and Improvise rhythmic and Improvise rhythmic, Improvise rhythmic, simple rhythmic, melodic, rhythmic, melodic, and demonstrate awareness of musical ideas (such as melodic patterns and melodic ideas, and melodic, and harmonic melodic, and harmonic and harmonic phrases harmonic phrases and music contrasts (such as answering a musical musical ideas for a describe connection to ideas, and explain ideas, and explain within AB and ABA forms variations over harmonic high/low, loud/soft, question) for a specific specific purpose. specific purpose and connection to specific connection to specific that convey accompaniments within same/different) in a variety purpose. MU:Pr4.2.2a context (such as personal purpose and context purpose and context AB, ABA, or theme and of music selected for MU:Pr4.2.1a With knowledge and social). (such as social and (such as social, cultural, variation forms that performance. of music concepts (such MU:Pr4.2.3c Describe cultural). and historical). MU:Pr4.2.6c convey Identify how cultural and MU:Re7.2.Ka With demonstrate knowledge of as tonality and meter) in how context (such as MU:Pr4.2.4c MU:Pr4.2.5c historical context inform MU:Pr4.2.7c Identify guidance, demonstrate music concepts (such as music from a variety of personal and social) can Explain how context (such Explain how context (such the how cultural and how a specific music beat and melodic cultures selected for inform a performance. as social and cultural) as social, cultural, and historical context inform concept (such as beat or contour) in music from a performance. MU:Pr6.1.3b informs a performance. historical) informs MU:Pr6.1.6b performance and results melodic direction) is variety of cultures selected MU:Pr6.1.2a Perform MU:Pr6.1.4b in different music used in for performance. performance decorum music for a specific performance decorum MU:Pr6.1.5b interpretations. (such as stage presence, MU:Re9.1.Ka With MU:Pr6.1.1a With purpose with expression and audience etiquette performance decorum attire, and behavior) and MU:Pr6.1.7b guidance, apply personal perform and technical accuracy. appropriate for the context and audience etiquette performance decorum audience etiquette and music for a specific MU:Re7.2. Describe and venue. appropriate for the and audience etiquette appropriate for venue and performance decorum preferences in the purpose with expression. how specific music MU:Re7.2.3a context, venue, and appropriate for the purpose. (such as stage presence, evaluation of MU:Re7.2.1a With concepts are used to and describe genre. context, venue, genre, attire, and behavior) and support a specific purpose how a response to music MU:Re7.2.4a and style. MU:Re7.2.6b Identify audience etiquette the context of music from demonstrate and identify in can be informed by the and explain MU:Re7.2.5a appropriate for venue, a variety of genres, how specific music MU:Re9.1.2a Apply structure, the use of the how responses to music and explain, purpose, and context. cultures, and historical concepts (such as beat or personal and elements of music, and are informed by the citing evidence, how periods. MU:Re7.2.7b pitch) is used in various preferences in the context (such as personal structure, the use of the responses to music are Identify and compare the styles of music for a evaluation of music for and social). elements of music, and informed by the structure, MU:Re9.1.6a Apply context of music from a purpose. specific purposes. MU:Re9.1.3a Evaluate context (such as social the use of the elements of teacher-provided criteria variety of genres, MU:Re9.1.1a With musical works and and cultural). music, and context (such to evaluate musical cultures, and historical apply performances, applying MU:Re9.1.4a as social, cultural, and works or periods. personal and established criteria, and Evaluate musical works historical). MU:Re9.1.7a Select preferences in the describe appropriateness and performances, MU:Re9.1.5a Evaluate from teacher-provided evaluation of music for to the context. applying established musical works and criteria to evaluate specific purposes. criteria, and explain performances, applying musical works or appropriateness to the established criteria, and context. explain appropriateness to the context, citing evidence from the elements of MU:Cn11.0.8a understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey MU:Pr4.2.8c Identity how cultural and historical context inform performance and results in different musical effects. MU:Pr6.1.8b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style. MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods. MU:Re9.1.8a Apply appropriate personallydeveloped criteria to evaluate musical works or

16

MU:Cr2.1.E.IIb Preserve draft compositions and improvisations through standard notation, audio, or video recording.

MU:Cr2.1.E.IIb Preserve draft compositions and improvisations through standard notation, audio, or video recording. Present Present Evaluate and Refine Evaluate and Refine CREATING Plan and Make CREATING Imagine CREATING Plan and Make Imagine Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring

More information

2012 Music Standards GRADES K-1-2

2012 Music Standards GRADES K-1-2 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

More information

Musical Literacy. Clarifying Objectives. Musical Response

Musical Literacy. Clarifying Objectives. Musical Response 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

More information

HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY

HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive, perform, and respond

More information

National Standards for Music Education

National Standards for Music Education 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

More information

Music Standards of Learning

Music Standards of Learning 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

More information

Unit Overview Template. Learning Targets

Unit Overview Template. Learning Targets 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

More information

Music Standards FINAL. Approved on May 5, 2000. Copyright 2003 Texas State Board for Educator Certification

Music Standards FINAL. Approved on May 5, 2000. Copyright 2003 Texas State Board for Educator Certification 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

More information

General Music K-2 Primary Elementary Grades

General Music K-2 Primary Elementary Grades The following General K-8 alignment with Iowa Core was developed to provide guidance with the 21 st Century Universal Constructs: Critical Thinking, Effective Communication, Creativity, Collaboration,

More information

Music. Madison Public Schools Madison, Connecticut

Music. Madison Public Schools Madison, Connecticut Music Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools Music Curriculum Guide. If you plan to use the whole or any parts of this

More information

Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks)

Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks) 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.

More information

Arizona Music Standards

Arizona Music Standards 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.

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013 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

More information

Minnesota Academic Standards

Minnesota Academic Standards 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

More information

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite 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

More information

Greenwich Public Schools Electronic Music Curriculum 9-12

Greenwich Public Schools Electronic Music Curriculum 9-12 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

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music 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

More information

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4 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

More information

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Appreciation (Grades 6-12)

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Appreciation (Grades 6-12) 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

More information

8 th grade concert choir scope and sequence. 1 st quarter

8 th grade concert choir scope and sequence. 1 st quarter 8 th grade concert choir scope and sequence 1 st quarter MU STH- SCALES #18 Students will understand the concept of scale degree. HARMONY # 25. Students will sing melodies in parallel harmony. HARMONY

More information

WisconsinÕs Model Academic Standards for Music

WisconsinÕs Model Academic Standards for Music 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

More information

Indiana Academic Standards for Music August, 2010

Indiana Academic Standards for Music August, 2010 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)

More information

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC 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

More information

Greenwich Public Schools Chorus Curriculum 4-12

Greenwich Public Schools Chorus Curriculum 4-12 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

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013 Elementary, Adopted 2013 117.D. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter D. Elementary, Adopted 2013 Statutory Authority: The provisions of this Subchapter D issued under

More information

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Technology (Grades 6-8)

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Technology (Grades 6-8) 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

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music 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

More information

MUSIC GLOSSARY. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts.

MUSIC GLOSSARY. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. MUSIC GLOSSARY A cappella: Unaccompanied vocal music. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. Alla breve: A tempo marking indicating a

More information

Music Years 7 10. Syllabus

Music Years 7 10. Syllabus Music Years 7 10 Syllabus June 2003 2003 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of

More information

Music Primary 6 CURRICULUM

Music Primary 6 CURRICULUM Music Primary 6 CURRICULUM Music Primary 6 Music Primary 6 Crown Copyright, Province of Nova Scotia 2002 Prepared by the Department of Education Contents of this publication may be reproduced in whole

More information

MUSIC. MU 100 Fundamentals of Music Theory (4) MU 101 Listen to the Music (4) MU 102 Music Appreciation (4) MU 109 Class Voice (2)

MUSIC. MU 100 Fundamentals of Music Theory (4) MU 101 Listen to the Music (4) MU 102 Music Appreciation (4) MU 109 Class Voice (2) 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

More information

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 099: MUSIC EDUCATION

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 099: MUSIC EDUCATION MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Listening Skills Music Theory Music History Music Creation and Performance Music Education Approximate Percentage of Questions on

More information

Music Standards of Learning

Music Standards of Learning 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

More information

by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts

by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz

More information

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC 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

More information

Music 2 and Music Extension. Stage 6 Syllabuses

Music 2 and Music Extension. Stage 6 Syllabuses 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

More information

Music in schools: promoting good practice

Music in schools: promoting good practice Guidance from HMI for teachers, headteachers, and music hub leaders when observing musical teaching and learning Schools, all other funded providers of music education, and providers of Continuing Professional

More information

Sample Entrance Test for CR125-129 (BA in Popular Music)

Sample Entrance Test for CR125-129 (BA in 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

More information

Music Literacy for All

Music Literacy for All Music Literacy for All Developing Musically Literate Individuals in Performance-Based Ensembles J. Steven Moore, DMA Research Data How Many Public Performances Does the Average H.S. Band Present Annually?

More information

STUDY GUIDE. Illinois Licensure Testing System. Music (143) This test is now delivered as a computer-based test.

STUDY GUIDE. Illinois Licensure Testing System. Music (143) This test is now delivered as a computer-based test. 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

More information

MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP

MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP 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

More information

Music Instructional Units

Music Instructional Units Music Instructional Units MUSIC INSTRUCTIONAL UNITS TASK FORCE MEMBERS DAVID DUNLAP JOHN LEVAI JENNIFER CAMILLO SABINA MULLER, CURRICULUM AND INSTRUCTION SUPERVISOR SEPTEMBER 2013 Unit 1 Multi Cultural

More information

Catholic Connections to Music

Catholic Connections to Music to Music in the National Standards for Arts Education Music Education Division National Association of Pastoral Musicians NPM Publications 2006 Washington, DC National Standards for Arts Education copyright

More information

Music Technology. Fine Arts Curriculum Framework

Music Technology. Fine Arts Curriculum Framework Music Technology Fine Arts Curriculum Framework Course Title: Course/Unit Credit: Music Technology 1 unit Course Number: 459020 Teacher Licensure: Please refer to the Course Code Management System (https://adedata.arkansas.gov/ccms/)

More information

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY The systematic development of musical skills, knowledge and perception is fundamental to the total development of the individual. Music education should begin

More information

Arlington Public Schools Secondary Vocal/Choral Music Curriculum INTRODUCTION

Arlington Public Schools Secondary Vocal/Choral Music Curriculum INTRODUCTION 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

More information

Music Learning Activity Types 1, 2

Music Learning Activity Types 1, 2 Music Learning Activity Types 1, 2 Technology has greatly influenced today s world of music, including the means by which people produce, consume, and share it. Teachers have many options for utilizing

More information

2015 2016 VCE Music Performance

2015 2016 VCE Music Performance 2015 2016 VCE Music Performance Performance examination End of year Examination specifications Overall conditions The student will give a live performance in only one of the following contexts: as a member

More information

Music - Commercial. Career Options Vocalist Instrumentalist Producer Artist agent Sound engineer Public and private teaching

Music - Commercial. Career Options Vocalist Instrumentalist Producer Artist agent Sound engineer Public and private teaching 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

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design

Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design 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

More information

K-12 CURRICULUM FRAMEWORK FOR THE ARTS

K-12 CURRICULUM FRAMEWORK FOR THE ARTS K-12 CURRICULUM FRAMEWORK FOR THE ARTS Sketching my Friend By Jennah Age 7 In accordance with RSA 193-C relative to the New Hampshire Educational Improvement and Assessment Program (NHEIAP), the purpose

More information

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19 MUSIC Syllabus for Primary Schools Curriculum Department, Floriana Year 3 19 YEAR 3 Curriculum Department, Floriana Year 3 20 LEARNING OUTCOMES for YEAR 3 Curriculum Department, Floriana Year 3 21 3.1

More information

Music, Grade 11, University/College Preparation (AMU3M)

Music, Grade 11, University/College Preparation (AMU3M) 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,

More information

THEORY AND COMPOSITION (MTC)

THEORY AND COMPOSITION (MTC) 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

More information

Visual Arts, Music, Dance, and Theater Personal Curriculum

Visual Arts, Music, Dance, and Theater Personal Curriculum Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum Michigan State Board of Education John C. Austin, President Ann Arbor Casandra E.

More information

Brookburn Primary School. Policy for Music

Brookburn Primary School. Policy for Music Brookburn Primary School Policy for Music POLICY FOR MUSIC Document Purpose This document reflects the values and philosophy of Brookburn Primary School in relation to the teaching and learning of Music.

More information

Music. Victorian Certificate of Education Study Design. Victorian Curriculum and Assessment Authority 2010

Music. Victorian Certificate of Education Study Design. Victorian Curriculum and Assessment Authority 2010 Music Victorian Certificate of Education Study Design Victorian Curriculum and Assessment Authority 2010 VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY COVER ARTWORK WAS SELECTED FROM THE TOP ARTS EXHIBITION.

More information

GCSE Music Unit 3 (42703) Guidance

GCSE Music Unit 3 (42703) Guidance GCSE Music Unit 3 (42703) Guidance Performance This unit accounts for 40% of the final assessment for GCSE. Each student is required to perform two separate pieces of music, one demonstrating solo/it skills,

More information

126CSR44J TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION

126CSR44J TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION 126CSR44J TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION SERIES 44J 21 ST CENTURY MUSIC EDUCATION CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.10) 126-44J-1. General. 1.1. Scope. --

More information

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Arts Education in the 21st Century Creativity is a driving force in the 21st century global economy, with the fastest

More information

K-8. Fine Arts Curriculum Framework. Revised 2008

K-8. Fine Arts Curriculum Framework. Revised 2008 K-8 Fine Arts Curriculum Framework Revised 2008 K-8 Fine Arts Curriculum Framework Strand Music Content Standard 1. Skills and Techniques Students shall demonstrate and apply the essential skills and techniques

More information

TECHNICAL DOCUMENTATION FOR THE SOUTH CAROLINA ARTS ASSESSMENT PROGRAM (SCAAP): ENTRY-LEVEL MUSIC & VISUAL ARTS ASSESSMENT 2010. A report submitted to

TECHNICAL DOCUMENTATION FOR THE SOUTH CAROLINA ARTS ASSESSMENT PROGRAM (SCAAP): ENTRY-LEVEL MUSIC & VISUAL ARTS ASSESSMENT 2010. A report submitted to Project funded by the South Carolina State Department of Education through contract with the Office of Program Evaluation, College of Education, University of South Carolina TECHNICAL DOCUMENTATION FOR

More information

Learning Through The Arts Video Series. Drama Dance Music Visual Arts Media Arts

Learning Through The Arts Video Series. Drama Dance Music Visual Arts Media Arts Learning Through The Arts Video Series Drama Dance Music Visual Arts Media Arts Learning Through The Arts Video Series Introduction 3 Dance Elementary 6 Secondary 8 Drama Elementary 9 Secondary 10 Music

More information

Paxton-Buckley-Loda Instructional Curriculum Articulation and Alignment

Paxton-Buckley-Loda Instructional Curriculum Articulation and Alignment Paxton-Buckley-Loda Instructional Curriculum Articulation and Alignment Early Elementary Kindergarten through Second Grade Fine Arts State Goal 25: The students will be able to know the language of the

More information

TExES I Texas Examinations of Educator Standards. Preparation Manual. 177 Music EC 12

TExES I Texas Examinations of Educator Standards. Preparation Manual. 177 Music EC 12 TExES I Texas Examinations of Educator Standards Preparation Manual 177 Music EC 12 Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are

More information

High School Music Guidelines

High School Music Guidelines 840350 High School Music Guidelines Grades 9/10 Program and Grades 11/12 Electives Educational Programs and Services Department of Education P. O. Box 6000 Fredericton, New Brunswick E3B 5H1 May 2002 Acknowledgements

More information

RESEARCH IN MUSIC EDUCATION AND SOUND ARTS (Completed in, and/or about New Zealand)

RESEARCH IN MUSIC EDUCATION AND SOUND ARTS (Completed in, and/or about New Zealand) 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

More information

Early Music HOCHSCHULE FÜR MUSIK UND THEATER »FELIX MENDELSSOHN BARTHOLDY« Programmes of study:

Early Music HOCHSCHULE FÜR MUSIK UND THEATER »FELIX MENDELSSOHN BARTHOLDY« Programmes of study: HOCHSCHULE FÜR MUSIK UND THEATER Early Music Programmes of study: For instrumental subjects (recorder, transverse flute, historic oboe instruments, bassoon/dulcian, natural horn, natural trumpet, cornett,

More information

School of Music INDIANA STATE UNIVERSITY. Admission Information. Admission to the University. Acceptance to the School of Music

School of Music INDIANA STATE UNIVERSITY. Admission Information. Admission to the University. Acceptance to the School of Music Admission Information Your journey to a career in music begins at Indiana State University, where you ll find opportunities to pursue the road that interests you whether it s teaching, performing, working

More information

Music Curriculum Essentials Document

Music Curriculum Essentials Document Music Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction May 2009 . Music Curriculum Essentials Document Boulder Valley School District Board of Education

More information

JEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY HIGH TECH MUSIC II JULY 2011

JEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY HIGH TECH MUSIC II JULY 2011 JEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY HIGH TECH MUSIC II JULY 2011 TABLE OF CONTENTS Music Department Philosophy and Goals 3 New Jersey Core Curriculum Content Standards 5 High Tech Music II

More information

FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS

FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS - FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS Sponsored by the FINE ARTS division of the Utah State Office of Education Featuring practical music lessons coffelated to

More information

Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009

Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009 Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8 Adopted by the Mount Laurel Board of Education on August 25, 2009 Contents in this Curriculum (Art) Pre-K Curriculum Kindergarten

More information

Seven Kings High School Music Department. Scheme of Work. Year 9 - Spring Term 1. Indian Music.

Seven Kings High School Music Department. Scheme of Work. Year 9 - Spring Term 1. Indian Music. Seven Kings High School Music Department. Scheme of Work. Year 9 - Spring Term 1. Indian Music. Content. Aurally recognise and appreciate characteristics of Indian Classical Music. Learning about Indian

More information

An Introduction to Chords

An Introduction to Chords 1 An Introduction to Chords by David Gilson A chord is the musical sound produced by playing a number of notes at the same time. The sound of the chord is different depending on the key you are playing

More information

DEPARTMENT OF MUSIC Bachelor of Music in Music Education

DEPARTMENT OF MUSIC Bachelor of Music in Music Education 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

More information

General Music Programme Syllabus (Primary/Secondary)

General Music Programme Syllabus (Primary/Secondary) GENERAL MUSIC PROGRAMME SYLLABUS General Music Programme Syllabus (Primary/Secondary) Curriculum Planning & Development Division Ministry of Education Singapore All Rights Reserved Year of Implementation:

More information

Salisbury Township School District Planned Course of Study - Music Production Salisbury Inspire, Think, Learn, Grow Together!

Salisbury Township School District Planned Course of Study - Music Production Salisbury Inspire, Think, Learn, Grow Together! Topic/Unit: Music Production: Recording and Microphones Suggested Timeline: 1-2 weeks Big Ideas/Enduring Understandings: Students will listen to, analyze, and describe music that has been created using

More information

Control of affective content in music production

Control of affective content in music production International Symposium on Performance Science ISBN 978-90-9022484-8 The Author 2007, Published by the AEC All rights reserved Control of affective content in music production António Pedro Oliveira and

More information

ADAM HALL AND THE VPs

ADAM HALL AND THE VPs Western Australian K-10 Syllabus The Arts ADAM HALL AND THE VPs The following curriculum links to the Western Australian K-10 Syllabus The Arts have been created from: K-10 Overview: The Arts/ http://www.curriculum.wa.edu.au/internet/years_k10/curriculum_resources

More information

Massachusetts Arts Curriculum Framework

Massachusetts Arts Curriculum Framework Massachusetts Arts Curriculum Framework November 1999 Massachusetts Department of Elementary & Secondary Education 350 Main Street, Malden, MA 02148 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu

More information

GCSE Performing Arts

GCSE Performing Arts GCSE Performing Arts Rationale (Why take it?) Specification seeks to emphasise the unique qualities of Performing Arts. Given opportunities to analyse and evaluate your own and others' performances including

More information

Admission Requirements to the Music Program

Admission Requirements to the Music Program 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

More information

Campbellsport School District Art and Design Performance Standards and Benchmarks

Campbellsport School District Art and Design Performance Standards and Benchmarks CSD Performance Standards for Art and Design describe what Campbellsport School District students will know and be able to do within this subject area. Each CSD performance standard is aligned to one or

More information

Progression of Learning in Secondary School Music

Progression of Learning in Secondary School Music 1 Progression of Learning in Secondary School Music August 20, 2010 2 Table of Contents Progression of Learning in Secondary School 3 Introduction 5 Knowledge 6 Applications of Knowledge 11 Competency

More information

Sequential Guide for Music Instruction... Classroom / General Music NYSSMA 2012

Sequential Guide for Music Instruction... Classroom / General Music NYSSMA 2012 Sequential Guide for Music Instruction... Classroom / General Music NYSSMA 2012 Sequential Guide for Music Instruction... Classroom / General Music New York State School Music Association 2012 This is

More information

Contextual Relevancy

Contextual Relevancy North Carolina s Kindergarten Visual Arts Note on Numbering/Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Visual Literacy K.V.1 Use the language of visual arts to communicate

More information

BACHELOR OF ARTS IN MUSIC

BACHELOR OF ARTS IN MUSIC 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

More information

Arts Education Standards and 21st Century Skills

Arts Education Standards and 21st Century Skills Arts Education Standards and 21st Century Skills An Analysis of the National Standards for Arts Education (1994) As Compared to the 21st Century Skills Map for the Arts Prepared by the College Board for

More information

THE MUSIC ACADEMY AT CCTS Audition Requirements For Vocalists applying for acceptance into The Music Academy at Camden County Technical Schools

THE MUSIC ACADEMY AT CCTS Audition Requirements For Vocalists applying for acceptance into The Music Academy at Camden County Technical Schools THE MUSIC ACADEMY AT CCTS Audition Requirements For Vocalists applying for acceptance into The Music Academy at Camden County Technical Schools www.ccts.org MUSIC ACADEMY AUDITION DATE AND TIME The Music

More information

Department of Education Educational Programs & Services Branch

Department of Education Educational Programs & Services Branch 842890 Music Education Curriculum K-5 M CURRICULUM 2004 Department of Education Educational Programs & Services Branch Additional copies of this document (Music Curriculum K-5) may be obtained On-line

More information

Arts Education Standards and 21 st Century Skills

Arts Education Standards and 21 st Century Skills Arts Education Standards and 21 st Century Skills An Analysis of the National Standards for Arts Education (1994) As Compared to the 21 st Century Skills Map for the Arts Prepared by the College Board

More information

SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC

SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC 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

More information

Medical Laboratory Technology Music

Medical Laboratory Technology Music 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,

More information

C Major F Major G Major A Minor

C Major F Major G Major A Minor For this task you will create a 16 bar composition with a Ground Bass Accompaniment. REMINDER A chord is built on the notes 1 3 5 of a scale. e.g. chord of C would have the notes C E G. The first note

More information

ACPA Holistic Delivery & Assessment Strategy 2013

ACPA Holistic Delivery & Assessment Strategy 2013 ACPA & The Cultural Program: The Aboriginal Centre for the Performing Arts (ACPA) is Australia s largest Indigenous performing arts training organisation. It offers a three year pathway, from a Certificate

More information

APPENDIX: Student Growth Scoring Guide

APPENDIX: Student Growth Scoring Guide TN Fine Arts Growth Measures System APPENDIX: Student Growth Scoring Guide FRAMEWORK The Fine Arts Student Growth Framework has four state standards categories: Perform, Create, Respond, and Connect. These

More information

South Carolina Department of Education Columbia, South Carolina

South Carolina Department of Education Columbia, South Carolina SOUTH CAROLINA ACADEMIC STANDARDS FOR THE VISUAL AND PERFORMING ARTS Jim Rex State Superintendent of Education South Carolina Department of Education Columbia, South Carolina 2010 ACKNOWLEDGMENTS South

More information

Commercial Music April 2012 Needs Assessment

Commercial Music April 2012 Needs Assessment Commercial Music April 2012 Needs Assessment Prepared by Elisa Lewis Date: April 25, 2012 Commercial Music 1 Scope Data compiled in this report covers San Bernardino, Riverside, Orange, and Los Angeles

More information