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

Size: px
Start display at page:

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

Transcription

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

2 TABLE OF CONTENTS Music Department Philosophy and Goals 3 New Jersey Core Curriculum Content Standards 5 High Tech Music II - Course Description 15 High Tech Music II Curriculum Components 16 Units of Study Unit 1 - Finale Review 21 Unit 2 - Piano Skills Continued 23 Unit 3 - Pop Keyboard Harmonization 25 Unit 4 - The United States Copyright Law in Practice 27 Unit 5 - Pro Tools; Working with the Industry Standard in Digital Recording 29 Unit 6 - Compact Disk Graphic Design 31 Unit 7 - Recording a Concert 33 Unit 8 - Issues and Current Trends in the Music Industry 35 Unit 9 - Album Concept and Content 37 Unit 10 - Careers in Music Technology 39 Unit 11 - Songwriting 41 Unit 12 - Music in the World of Advertising 43 Sample Lesson Plans 45 Lesson 1 48 Lesson 2 51 Lesson 3 54 Lesson 4 57 Lesson 5 62 Standards Alignment Grids 64 High Tech Music II Course Requirements (Student Handout) 68

3 Philosophy Today, with the renewed emphasis on the sciences in our schools, with their basis in rationality and objectivity, and the explosion in computer technology, there exists the risk of neglecting the sensory and subjective as experienced through the arts. The arts in education are, in essence, a basic education in that they are one of the most basic forms of language, extending powerfully the range of human expression. Students grow in their ability to understand their world when they learn the arts. As they create in the various arts, they learn how to express themselves and how to communicate with others. The arts have both intrinsic and instrumental value. They have worth in and of themselves. They can be used to achieve a multitude of purposes (e.g., to present issues and ideas, to teach or persuade, to develop critical thinking skills, to entertain, to design, to plan and beautify.) They provide personal fulfillment, whether in vocational settings, vocational pursuits, or leisure. Attributes such as selfdiscipline, the collaborative spirit, and perseverance, which are so necessary to the arts, can transfer to the rest of life. Music helps us to learn about ourselves, our traditions, and our ways of thinking and acting. It also enables the citizens of a multi-cultural society to learn about, understand, and communicate with one another, and share in their traditions and their behavior. Music serves a basic need in life and therefore it deserves a place in the school curriculum. Participation in the music program s comprehensive and performance courses benefits the students in the following ways: a. It enables all students to develop their musical talent and musicianship to the highest possible level. b. It exposes the students to the richness of musical cultures and facilitates the preservation and transmission of those cultures. c. It provides all students with the opportunity to develop resources for a rewarding personal life and for positive social interaction and worthy use of leisure time. d. It provides a means for the development of self-confidence, self-esteem, cooperation, and perseverance. e. It provides a focus for disciplined effort and the development of personal responsibility and accountability. f. It enables all students to cultivate their imaginative potential and enriches their lives through self-expression and response to the expression of others through the creative process. g. It enlivens the spirit of the students and the school as a whole. The district s philosophy states that a diverse curriculum provides opportunities that promote student learning and emphasizes interdisciplinary connection and a global perspective. Instruction encourages inquiry-based learning, critical thinking skills, and community-based activities. Jefferson Township students will, among other goals, develop responsibility, communicate in a diverse population, make positive contributions to the community, and become life-long learners. The music department s philosophy, goals, objectives, and overall program comply with the district philosophy.

4 Goals: 1. To develop each student s aesthetic sensitivity and ability to perceive music s expressive qualities. 2. To develop an appreciation for all types and media of music and musical expression, while cultivating intelligent discrimination. 3. To expose the student to various careers in music. 4. To afford a means of recreation, pleasure, and worthy use of leisure time. 5. To develop the personal character traits of self-confidence, self-reliance, leadership, poise, and dependability. 6. To afford the student the opportunity to enjoy music through active participation. 7. To develop the facility and independence to express oneself musically. 8. To acquire the necessary skills and knowledge to become perceptive listeners. 9. To expose the student to a wide range of music representative of a variety of styles, media, and cultures through performance and comprehensive study.

5 New Jersey Core Curriculum Content Standards for Visual and Performing Arts Music - Grades 9-12 Content Area Standard Strand By the end of grade Visual & Performing Arts 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. B. Music Content Statement CPI # Cumulative Progress Indicator (CPI) 12 NOTE: By the end of grade 12, those students choosing MUSIC as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in the categorization of musical genres. Musical proficiency is characterized by the ability to sight-read advanced notation B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions B.2 Synthesize knowledge of the elements of music in the deconstruction and

6 Musical fluency is also characterized by the ability to classify and replicate the stylistic differences in music of varying traditions. performance of complex musical scores from diverse cultural contexts. Content Area Standard Strand Visual & Performing Arts 1.2: History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. A. History of the Arts and Culture By the end of grade Content Statement CPI # Cumulative Progress Indicator (CPI) 12 NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A.2 Justify the impact of

7 positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Content Area Standard Strand By the end of grade Visual & Performing Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. B. Music Content Statement CPI # Cumulative Progress Indicator (CPI) 12 NOTE: By the end of grade 12, those students choosing MUSIC as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. Technical accuracy, musicality, and stylistic considerations vary according to genre, culture, and historical era B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical

8 The ability to read and interpret music impacts musical fluency. Understanding of how to manipulate the elements of music is a contributing factor to musical artistry. Basic vocal and instrumental arranging skills require theoretical understanding of music composition. accuracy, appropriate musicality, and the relevant stylistic nuance B.2 Analyze how the elements of music are manipulated in original or prepared musical scores B.3 Improvise works through the conscious manipulation of the elements of music, using a variety of traditional and nontraditional sound sources, including electronic soundgenerating equipment and music generation programs B.4 Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using music composition software. Content Area Standard Visual & Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment,

9 and analysis to works of art in dance, music, theatre, and visual art. Strand A. Aesthetic Responses By the end of Content Statement grade 12 NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist s concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. CPI # Cumulative Progress Indicator (CPI) Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Speculate on the artist s intent, using disciplinespecific arts terminology and citing embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance,

10 Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, disciplinespecific arts terminology. craftsmanship, cultural context, and originality as criteria for assigning value to the works. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Content Area Standard Strand By the end of grade Visual & Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies Content Statement CPI # Cumulative Progress Indicator (CPI) 12 NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in

11 DANCE, MUSIC, THEATRE, or VISUAL ART. Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown. Art and art-making reflect and affect the role of technology in a global society B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

12 National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

13 High Tech Music II Jefferson Township High School has a rich history regarding the use of Music Technology in its classrooms. For over twenty years there have been comprehensive courses in Music Technology taught in the High School, and, with the advent of a new Music Wing a few years ago, Jefferson Township has once again established itself as a leader within the State of New Jersey in this regard. High Tech Music II is a 5 credit Academic Level course which meets 5 periods each week. The course is dedicated to the study of all forms of musical technology. Most of these forms can be found either in the Recording Studio or in the MIDI (Keyboard) Lab. The class will study trends in Pop Music and Culture, as well as the historic influences that developed Pop Music into a viable art form. High Tech Music II is meant to be a natural continuation of those concepts and practices learned during the prerequisite High Tech Music I. While High Tech Music I served as an overview of the spectrum of studies found in Music Technology, High Tech Music II will narrow this viewpoint, and will endeavor to have the student become more focused on just 2 of these areas composition/arranging and recording.

14 HIGH TECH MUSIC II CURRICULUM COMPONENTS Grades I. COMPUTER AND/OR MIDI LAB A. Essential Questions 1. What are the basic building blocks of sound? 2. Why can music be defined as organized noise? 3. Although music has developed from an aural tradition, how can notation of the symbols used in musical language has become universally accepted and expected? 4. What are the rules that govern the proper usage of technology - computers, as well as the technology used in the recording process? 5. How does the creation of music require a basic knowledge of music theory, piano keyboard skills, and a working knowledge of the computer and software contained thereof in order to be successful? B. Objectives Students will: 1. Demonstrate knowledge of procedures and rules of the lab. NJCCCS A.1/ NS Create assigned projects and assignments. NJCCCS B.1; B.2; B.1; B.2; B.1; B.2; B.3 3. Demonstrate their continued knowledge and skill at the piano keyboard. NJCCCS B.1; B.2; B.1; B.2; B.4/ NS2,3,4,5 4. Create original compositions using Finale software. NJCCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Create original arrangements of songs using Finale software. NJCCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Engrave completed pieces of music using Finale. NJCCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Defend their choices of harmonies, melodies, and tonal colorations using their knowledge of musical aesthetics. NJCCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Reflect and critique the works of other members of the class. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; 1/4/12/B.1 NS Participate in exercises which involve the use of the computer and the internet as a means of research. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS 3-7

15 10. Participate as Studio/MIDI Lab Managers, caring for the scheduling of studio time as well as the care and maintenance of the various pieces of equipment. NJCCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate their skill and knowledge in the packaging and formatting of original albums, designing the graphics and arranging the individual songs and recordings in a cohesive manner. NJCCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS 3-7 II. RECORDING STUDIO A. Essential Questions a. What are the basic building blocks of sound? b. How can music be defined as organized noise? c. Why must care be taken in order to insure that the Recording Studio, which contains delicate and expensive equipment, be managed and maintained properly? d. What are the proper procedures that must be followed in the Recording Studio? B. Reading Objectives Students will: 1. Identify, define and describe staff, clef, bar lines, measures, time signatures, sharps, flats, accidentals, double bar lines, repeat signs. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Identify and define the tempo marking. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Identify, describe and perform music in a variety of simple and compound meters. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Identify, read and perform rhythms containing whole, dotted half, quarter, eighth and sixteenth notes and rests. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate the ability to play the piano as an element of their recording projects. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Identify, define and perform standard notation for dynamics: forte, piano, mezzo forte, mezzo piano, fortissimo, pianissimo, crescendo, decrescendo. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate the ability to mix and master a recording. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Participate in class discussions. NJCCS 1.4 NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Understand the structure of selected scales used in music. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS 3-7

16 10. Understand the structure of selected chords used in music. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate the proper selection and use of recording microphones. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate knowledge of basic multi-track recording. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Identify mistakes and errors in their projects, as well as in the projects of others. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate correct style and knowledge of genre. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate a secure understanding of the procedures used in the creation of a multi-track recording. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Participate in group activities and discussions. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Participate in group planning and collaborative education programs. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS Demonstrate skill and knowledge of graphic design software programs in order to design a collaborative album. NJCCS B.1; B.2; B.1; B.2; B.3; B.4/ NS 3-7 A. Performance Objectives Students will: 1. Record 4-12 tracks of sound. 2. Record a Conductor Track. 3. Record a song using combined elements of live sound and sequence. 4. Record an acoustic drums, guitar and bass. 5. Record a vocal line with background vocals. 6. Evaluate the readiness of a project for inclusion on an album. 7. Demonstrate the proper procedures for recording. 8. Demonstrate proper usage of the facilities and equipment. 9. Record an onsite concert event. 10. Record an onsite concert event. 11. Create Master recordings of concerts and shows. 12. Duplicate and Produce recordings of concerts and shows. 13. Serve as Lab assistants for the High Tech I students. III. VOCABULARY AND HISTORY A. Essential Questions 1. How does music make use of common elements - the building blocks of sound? 2. How does music reflect the culture from which it comes? 3. How is it that every composer has a style; and every artistic period has a style?

17 B. Objectives Students will: 1. Demonstrate knowledge of the History of Music Technology. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate knowledge of the basic terminology of Music Technology. NJCCS B.1; B.2; B.1; B.2; B.3; B.4;/ NS Describe and perform music from different periods: Medieval, Renaissance, Baroque, Classical, Romantic and Contemporary. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Describe and perform a variety of American music: folk, spirituals, blues and jazz styles, Broadway, popular. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Describe and perform music from different cultures. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Develop the ability to effectively express the essence of a musical text. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate knowledge of studio slang. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate knowledge of Analog and Digital Synthesis. NJCCS B.1; B.2; B.1; B.2; B.3; B.4;/ NS Demonstrate knowledge of the U.S. Copyright Law. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Recognize the qualities of a well recorded piece of music. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate knowledge of the history of Pop Music. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate knowledge of Film and Animation Scoring. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS Demonstrate knowledge of recording microphones. NJCCS B.1; B.2; B.1; B.2; B.3; B.4;/ NS Appreciate the role of music throughout history and culture. NJCCS B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2/ NS 3-9

18 Cumulative Progress Indicators used in this Course B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2 1. Finale Review Unit Title: Course: Designer: Time Frame: School District: School: Finale Units of Study in this Course High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) Finale, one of the premier music notation software programs, is an extremely complex program one that cannot possibly be mastered in one week, or even one year. The 2 nd year of this course should see the student gaining a far more proficient knowledge of the software. This would include a better understanding and use of the hyper scribe tool, as well as complete score formatting, the printing of parts, and knowledge of the chord symbol tool. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music Standard 6: Listening to, analyzing, and describing music

19 Standard 7: Evaluating music and music performances Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2 2. Piano Skills Continued Unit Title: Course: Designer: Time Frame: School District: School: Piano Skills Continued High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) Basic keyboard students should be completing the Schaum A Book (Red) around the end of the 1 st Marking Period, and then continue into the B Book (Blue) Students who have some prior knowledge of the keyboard should either be working in a more advanced book in the Schaum series, in the First Lessons in Bach series, the Piano for Pleasure series, or compositions that are assigned that exceed these basic lessons. The students will once again be tested on a weekly basis. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music

20 Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

21 3. Pop Keyboard Harmonization Unit Title: Course: Designer: Time Frame: School District: School: Pop Keyboard Harmonization High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) The second level of Pop keyboard harmony will be based upon The Great American Songbook a collection of songs from the last 5-8 decades that most typify American Song. The students will use examples from this collection, in lead sheet form, to create improvised accompaniments, bass patterns, rhythmic accompaniments, etc. This unit is designed to reinforce the students aural skills, as very little of the actual song will be in notated form; everything else to be supplied must be faked by the student. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

22 4. The United States Copyright Law in Practice Unit Title: Course: Designer: Time Frame: School District: School: The United States Copyright Law in Practice High Tech Music I James Wynne One week: five lessons, with a long-range assignment Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) Level I covered the history and basics of Copyright Law. Level II will put the law into practice. The students will role play several scenarios that involve the use of the various facets of the Copyright Law. They will contact publishers, agencies (ASCAP, BMI), owners of particular copyrights, etc., to gain permission to create new recordings, arrangements, derivative versions. They will also fill out applications to the Copyright Office for any of their own works, real or fictional. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

23 5. Pro Tools Working with the Industry Standard for Digital Recording Unit Title: Course: Designer: Time Frame: School District: School: Pro Tools Working with the Industry Standard for Digital Recording High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) Pro Tools a system of Digital Recording Software and Hardware is the Recording Industry Standard for Digital Recording, and is available in our Recording Studio. The students will record directly onto a large computer. Projects will be assigned to assist the students in learning the software, which is extremely complex. This hands-on approach to learning will be the most profound and long-lasting. They will master Pro-Tools throughout the year, and, if they are still in school the following year, have the opportunity to take their knowledge to an even greater height. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 1: Singing, alone and with others, a varied repertoire of music Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit

24 B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2 6. Compact Disk Graphic Design Unit Title: Course: Designer: Time Frame: School District: School: Compact Disk Graphic Design High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) As Compact Disk Production is an important part of this level of the course, so is the design of the packaging of this product. The school owns an inkjet printer that is designed to print directly onto a printable CD. In addition, MS Office Publisher has templates set up to format the CD booklet, as well as the tray card. The students take turns playing graphic designer for their projects, and this final step gives the project a very polished, finished look. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

25 7. Recording a Concert Unit Title: Course: Designer: Time Frame: School District: School: Recording a Concert High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) A High School Concert can be a very memorable event, therefore it is important that an experienced recording engineer be trusted with the task of recording that concert. The students will study microphone placement, live mixing techniques, and re-mixing techniques. The live master recording is then edited on the computer and turned into an MP3 before formatting the finished recording for duplication to a CD. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 1: Singing, alone and with others, a varied repertoire of music Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit

26 B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2 8. Issues and Current Trends in the Music Industry Unit Title: Course: Designer: Time Frame: School District: School: Issues and Current Trends in the Music Industry High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) Just as the High Tech I class used their magazine subscription to research current topics within the industry, the High Tech II class will use a subscription to Rolling Stone magazine. Each week the members of the class will be assigned a reading from a current issue (bi-weekly) which they are in turn to write a page or two in comment to the reading. This will be followed by lively discussion. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

27

28 9. Album Content and Concept Unit Title: Course: Designer: Time Frame: School District: School: Album Content and Concept High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) This is perhaps the most democratic use of class time. The students will brainstorm, debate, discussion, narrow and finally select the topics and concepts for the series of large recording projects (Compact Disk Albums) that they will attempt during the school year. Each album will need to have leaders and designers, but the entire class brainstorms to come up with a list of ideas to work with. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 1: Singing, alone and with others, a varied repertoire of music Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

29 10. Careers in Music Technology Unit Title: Course: Designer: Time Frame: School District: School: Careers in Music Technology High Tech Music I James Wynne One week: five lessons then ongoing throughout the year. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) A research paper on schools of music specializing in Music Technology was due in the first level of the sequence. This research will be furthered by assigning research into a particular field of music. It is imperative to these students, many of whom are planning a career in a music field, that proper research done as to probability of employment, salary range, benefits, etc., before they take a blind leap into the profession. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

30 11. Songwriting Unit Title: Course: Designer: Time Frame: School District: School: Songwriting Seminar High Tech Music I James Wynne One week: five lessons with a long-range assignment Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) This unit will mark the second year that the students work on writing songs, however the first year was merely an overview of songwriting styles and forms. This year the students will each write a song, including lyrics, lead sheet and chords. This will be done in the MIDI Lab and either written with Finale, or transcribed to Finale after the fact. The style and theme of the song is always carte blanche, but the students are given guidelines to follow concerning form and structure. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 1: Singing, alone and with others, a varied repertoire of music Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

31 12. Music in the World of Advertising Unit Title: Course: Designer: Time Frame: School District: School: Music in the World of Advertising High Tech Music I James Wynne One week: five lessons with an assigned long-range project. Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) The use of music in advertising is a golden opportunity for budding songwriters to work in miniature creating musical soundbytes of seconds in length, and being well paid for doing this. The students will be given a list of products and then they must come up with the ad campaign and concept, plus write a jingle to go along with the campaign. They will then record the jingle. Content Standards New Jersey Standards: Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. National Standards: Standard 1: Singing, alone and with others, a varied repertoire of music Standard 2: Performing on Instruments, alone or with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments. Standard 4: Composing and arranging music within specified guidelines Standard 5: Reading and Notating music Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

32 Sample Lesson Plans Planning and Implementing a Recording Project Unit Title: Course: Designer: Time Frame: School District: School: Planning and Implementing the Annual Holiday Album High Tech Music II James Wynne 4 Weeks; 5 lessons; 15 Hands-On Recording Sessions Jefferson Township Jefferson Township High School Brief Summary of Unit (including curriculum and unit goals) The Annual High Tech Music Holiday Album has been a tradition for more than 20 years, beginning in the first year that the course was offered at the High School. This album has always been a collaborative effort utilizing the combined efforts of all levels of High Tech Music. It also allows the High Tech II students to work together as a team in order to finalize the creative aspects of the album, coordinating the recording sessions and then working on a final song order and mix. Content Standards New Jersey Standards: Standard 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art/ Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods and technologies appropriate to the art form in the creation, performance, and presentation of music. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of music. Standard 1.4 (Critique) All students will develop, apply and reflect upon knowledge of the process of critique. Standard 1.5 (World Cultures, History, and Society) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. Cumulative Progress Indicators used in this Unit B.1; B.2; B.1; B.2; B.1; B.2; B.3; B.4; B.1; B.2

33 Essential Questions How is music something that is heard; its raw materials are sound and silence? Why is a musical score a symbolic representation of the sounds of music? Knowledge and Skills: What key knowledge and skills will students acquire as a result of this unit? Students will know Students will be able to Class procedures Work collaboratively as either a team or small Teacher expectations group A Time Line to complete the task Create a song order from the submitted entries. The Cubase or Protools Software. Create a final mix of those entries Normalize all recordings for volume balance Create a Master Recording Demonstrate an sense of the aesthetic What evidence will show that students understand? Performance Tasks Students will be able to role play the part of Record Producer, Company Supervisor, Recording Engineer, and Studio Manager in order to create, in a timely manner not unlike a professional studio, a Compact Disk of high caliber. OTHER EVIDENCE Quizzes, Tests, Prompts, and Works Samples (summarized) A completed Holiday Album CD that has been duplicated for all members of the classes (Levels I, II and III) who have submitted work for consideration. Unprompted Evidence (e.g., observations and dialogues) Classroom discussion Observation of note taking Student critique of each stage of the project Student Self-Assessment Student posed questions on the content of the lecture Student critique of the final product 1. Homework Assignments 2. Research Assignments 3. Critical Discussion of Project Results 4. Sale of Compact Disk to the Student Body 5. Student to Teacher Discussions METHODS OF ASSESSMENT

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

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique

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

High School Concert Band

High School Concert Band 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

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

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

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

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

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

Optical Illusions/Op Art Pattern Unit Plan 11

Optical Illusions/Op Art Pattern Unit Plan 11 Content Area: VISUAL ARTS MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Course Title: Visual Art I Grade Level:9 12 Optical Illusions/Op Art Pattern Unit Plan 11 2 Weeks Date Created: 4/19/12 Board Approved

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

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

CATALOG ADDENDUM: 2013 CATALOG WITH EFFECTIVE DATE OF JANUARY 1, 2013- DECEMBER 31, 2013

CATALOG ADDENDUM: 2013 CATALOG WITH EFFECTIVE DATE OF JANUARY 1, 2013- DECEMBER 31, 2013 CATALOG ADDENDUM: 2013 CATALOG WITH EFFECTIVE DATE OF JANUARY 1, 2013- DECEMBER 31, 2013 The 2013 General Catalog contains The Los Angeles Film School official degree and program requirements, as well

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

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

INTRODUCTION TO MUSIC TECHNOLOGY

INTRODUCTION TO MUSIC TECHNOLOGY PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION INTRODUCTION TO MUSIC TECHNOLOGY Length of Course: Elective / Required: Schools: Semester (Full Year) Elective High Schools Student

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Pine Hill Public Schools Curriculum Content Area: Course Title/ Grade Level: Special Education / Special Areas Graphics/Web Design I Unit 1: Introduction to Photoshop / Dreamweaver Month: September Unit

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

Music Technology II. What are some additional applications understand midi sequencing. for music production software?

Music Technology II. What are some additional applications understand midi sequencing. for music production software? Music Technology II This class is open to all students in grades 9-12. This course is designed for students seeking knowledge and experience in music technology. Topics covered include: live sound recording

More information

How To Learn Art At A Junior High

How To Learn Art At A Junior High Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts Curriculum Course Description: The fourth grade visual art curriculum provides experiences for students to explore their

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

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

River Dell Regional School District Web Design Curriculum

River Dell Regional School District Web Design Curriculum 2015 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle Schools Mr. William Feldman Assistant

More information

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts Expressive Singing Independent Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts : knowledge of process and techniques for the production,

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

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

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

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

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

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

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

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

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013 High School, Adopted 2013 117.C. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter C. High School, Adopted 2013 Statutory Authority: The provisions of this Subchapter C issued

More information

Tri-District Web Design Curriculum

Tri-District Web Design Curriculum Tri-District 2013 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle School Ms. Anne Facendo

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

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Digital Media and Technology Grade 8

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Digital Media and Technology Grade 8 MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown Middle School Digital Media and Technology Grade 8 September 2010 Written by: Michael Spano Supervisor of Curriculum and Instruction

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

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

Newport Public Schools Curriculum Framework

Newport Public Schools Curriculum Framework Subject: History of American Pop Music Grade Level 10-12 #6 Listen, analyze and describe music analyze aural examples of varied repertoire of American popular music styles including: minstrelsy, ragtime,

More information

Standard 1: Skills and Techniques 1

Standard 1: Skills and Techniques 1 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

More information

Silver Burdett Making Music

Silver Burdett Making Music A Correlation of Silver Burdett Making Music Model Content Standards for Music INTRODUCTION This document shows how meets the Model Content Standards for Music. Page references are Teacher s Edition. Lessons

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

How To Learn Music

How To Learn 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

PENNSVILLE SCHOOL DISTRICT

PENNSVILLE SCHOOL DISTRICT PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Curriculum

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 - 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

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 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

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

UPPER SCHOOL COURSE CATALOG Grades 6-7

UPPER SCHOOL COURSE CATALOG Grades 6-7 UPPER SCHOOL COURSE CATALOG Grades 6-7 Of Nevada 2015-2016 1 P a g e DORAL ACADEMY of NEVADA MISSION STATEMENT Doral Academy of Nevada is dedicated to providing an enhanced educational experience. We will

More information

PROVIDENCE UNIVERSITY COLLEGE

PROVIDENCE UNIVERSITY COLLEGE 4.6.16 Music Academic Staff Bill Derksen, Ph.D., University of Minnesota, Emeritus Karen Sunabacka, Ph.D., University of California at Davis, Program Coordinator Darryl Friesen, D.M.A., University of Illinois

More information

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 COURSE CODE: V0981e GRADE LEVEL: Grades 9-12 COURSE LENGTH: PREREQUISITE: CREDIT:

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

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

NASM Competencies Summary

NASM Competencies Summary NASM Competencies Summary Degree: The Baccalaureate Degree in Music Education, a professional undergraduate degree Essential Note: Items below are excerpts from the NASM Handbook. Items 1 through 4 indicate

More information

Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art

Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art (Half-Year) 2.5 Credits Course This is an introductory-level course for the use of digital cameras

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

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm>

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm> Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts

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

MMSD 6-12 th Grade Level Visual Arts Standards

MMSD 6-12 th Grade Level Visual Arts Standards MMSD 6-12 th Grade Level Visual Arts Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment

More information

Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission)

Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Course Purpose: What is the purpose of this course? Please provide a brief description of the

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

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

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

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

Strategies for Success Advising Guide:

Strategies for Success Advising Guide: MIDDLESEX COMMUNITY COLLEGE Strategies for Success Advising Guide: Music Major As a student at Middlesex, you can earn either the Associate in Arts Liberal Arts and Science: Fine and Performing Arts, Music

More information

ARTS, INFORMATION AND COMMUNICATIONS CAREER LEARNING AREA

ARTS, INFORMATION AND COMMUNICATIONS CAREER LEARNING AREA ARTS, INFORMATION AND COMMUNICATIONS CAREER LEARNING AREA Overview The Performing Arts cluster skill sets are designed to prepare our students for entrance into performance or music education degrees.

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

Grades 6-8 UPPER SCHOOL COURSE CATALOG

Grades 6-8 UPPER SCHOOL COURSE CATALOG Grades 6-8 UPPER SCHOOL COURSE CATALOG Of Nevada 2016-2017 1 Page DORAL ACADEMY of NEVADA MISSION STATEMENT Doral Academy of Nevada is dedicated to providing an enhanced educational experience. We will

More information

COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:

COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 PHOTOGRAPHY 2 2 Rutherford High School Rutherford, NJ Photography 2

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

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

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION THEATRE ARTS 2. Student Eligibility: Grades 10-12

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION THEATRE ARTS 2. Student Eligibility: Grades 10-12 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION THEATRE ARTS 2 Length of Course: Elective/Required: School: Term _ Elective High Schools Student Eligibility: Grades 10-12 Credit

More information

The University of Alabama in Huntsville is an accredited institutional member of the National Association of Schools of Music.

The University of Alabama in Huntsville is an accredited institutional member of the National Association of Schools of Music. The University of Alabama in Huntsville 1 Music B102 Roberts Hall Telephone: 256.824.6436 Email: music@email.uah.edu The University of Alabama in Huntsville is an accredited institutional member of the

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

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

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

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

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 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

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

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Pine Hill Public Schools Curriculum Content Area: Special Areas Course Title/ Grade Level: Computer Graphics Design 1 / 11-12 Unit 1: Introduction to Illustrator Month: 1 st 1/2 of September Unit 2: Gradient,

More information

Course Outline of Record Curriculum Council Approval Date: 11/04/2013. Discipline, Number, Title: Music 101, Music Appreciation.

Course Outline of Record Curriculum Council Approval Date: 11/04/2013. Discipline, Number, Title: Music 101, Music Appreciation. 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

More information

1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A.

1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A. 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

More information

Arts, Media and Entertainment Pathway Courses

Arts, Media and Entertainment Pathway Courses CBEDS Code Course Title 5751 RCOE Creative Digital Media Course Hours Primary Pathway 180 Design, Visual and Media Arts, and / Production and Managerial Arts 5751 Digital Imaging 360 Design, Visual and

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Content Area: Course Title/ Grade Level: Special Areas Graphic Design & Technology 9-12 Unit 1: Safety and First Aid Month: 1 st Half - September Unit 2: Measurement/Basic Layout Month: 2 nd Half - September

More information

Bangor School Department Grades 9-Diploma Visual Arts Standards

Bangor School Department Grades 9-Diploma Visual Arts Standards Bangor School Department Grades 9-Diploma Visual Arts Standards A. Disciplinary Literacy Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology,

More information

Music Technology Programs

Music Technology Programs Music Technology Programs Certifi cate IV in Music (Technology) Diploma in Music (Sound Engineering) Bachelor of Music Studies (Music Technology) Honours and Postgraduate Programs ELDER CONSERVATORIUM

More information

Portsmouth High School. Music Department

Portsmouth High School. Music Department Portsmouth High School Music Department What Courses Are Available as a Freshman? Piano I Guitar I Introduction to Music AP Music Theory Music Production & Engineering (Music Technology) Jazz Ensemble

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 Production & Engineering

Music Production & Engineering Music Production & Engineering 2012-2013 Mr. Marshall Introduction Packet Overview Instructional Activities Instructional Materials and Resources Grading Requirements Instructional Objectives Course Materials

More information

South Texas College Division of Liberal Arts and Social Sciences Visual Arts and Music Music Theory III MUSI 2311 Master Syllabus Fall 2011

South Texas College Division of Liberal Arts and Social Sciences Visual Arts and Music Music Theory III MUSI 2311 Master Syllabus Fall 2011 Chair s Information: Name of Chair: Phyllis L. Evans Office: Pecan Campus, Building B-118 Telephone: (956) 872-2668 Fax: (956) 872-2505 E-mail: pevans@southtexascollege.edu Course Information: Course Name:

More information

School District of the Chathams Curriculum Profile

School District of the Chathams Curriculum Profile Program of Study: Fine Arts Course Title: Drawing Grade Level: 9-12 PURPOSE/ COURSE DESCRIPTION School District of the Chathams Curriculum Profile Drawing focuses on black and white or monochromatic rendering

More information

New Hampshire Department of Education Special Education Program Approval and Improvement Process

New Hampshire Department of Education Special Education Program Approval and Improvement Process New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.

More information

VISUAL AND PERFORMING ARTS

VISUAL AND PERFORMING ARTS VISUAL AND PERFORMING ARTS Visual Arts In Visual Arts a wide range of coursework is designed to develop an understanding of art, art history, art production, and creative problem solving. The courses are

More information

COURSE TITLE: PHOTOGRAPHY 1 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:

COURSE TITLE: PHOTOGRAPHY 1 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: COURSE TITLE: PHOTOGRAPHY 1 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 PHOTOGRAPHY 1 2 Rutherford High School Rutherford, NJ Photography 1

More information

Outcomes for All Professional Degrees in Music Utah State University 2015

Outcomes for All Professional Degrees in Music Utah State University 2015 Outcomes for All Professional Degrees in Music Utah State University 2015 The following outcomes are presented in a format defining four levels of competency for each skill/knowledge set. Since this instrument

More information

North Carolina Essential Standards Beginning Visual Arts. Visual Literacy. Note on Numbering: B-Beginning High School Standards

North Carolina Essential Standards Beginning Visual Arts. Visual Literacy. Note on Numbering: B-Beginning High School Standards North Carolina s Beginning Visual Arts Note on Numbering: B-Beginning High School Standards Note on Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Note: Students at the high

More information

Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study

Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study Course Objectives: Materials: Knowledge Base: Grading Procedure and Assessments: Curriculum Alignment: Course

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

Degree: Fine and Performing Arts Award Type: A.A. Degree

Degree: Fine and Performing Arts Award Type: A.A. Degree 2014-2015 Degree: Fine and Performing Arts Award Type: A.A. Degree The Fine and Performing Arts curriculum offers instruction in theory, practice and history. These three areas of study provide the foundation

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

NMC MUSIC MAJOR STUDENT HANDBOOK

NMC MUSIC MAJOR STUDENT HANDBOOK NMC MUSIC MAJOR STUDENT HANDBOOK MUSIC Table of Contents PROGRAM SUMMARY... 2 GENERAL INFORMATION Accompanists... 3 Applied Music... 3 Convocations... 3 Ensembles... 3 Instrument Lockers... 3 Juries...

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