Baltimore County Public Schools Office of Music. Course of Study

Transcription

1 Baltimore County Public Schools Office of Music Course of Study July 2009

2 ACKNOWLEDGEMENTS The Office of Music gratefully acknowledges the cooperation and assistance received from many individuals and groups throughout Baltimore County. Dr. Joe A. Hairston, Superintendent of Schools Dr. Barbara S. J. Dezmon, Assistant to the Superintendent Members of the Board of Education of Baltimore County: Ms. JoAnn C. Murphy, President Mr. James E. Coleman Ms. Francis Harris Mr. Earnest E. Hines Mr. Rodger C. Janssen Ms. Ramona N. Johnson Mr. H. Edward Parker, Vice President Ms. Mary-Margaret O Hare Mr. Joseph J. Pallozzi Ms. Valerie A. Roddy Mr. David Uhlfelder Ms. Annette Karanja, student member Office of Music Staff: Angela W. Tanner, Coordinator Stephen W. Miles, Supervisor Karl Stewart, Specialist Heather A. Caulton, Specialist Ellen N. Martin, Piano Technician Patricia A. Finch, Administrative Assistant We would like to express special gratitude and appreciation to the many Baltimore County teachers who have devoted their time, energy, and expertise to the development of music curricula included in this course of study. 2

3 FOREWORD All children are learners, and the innate drive within them to learn must be constantly encouraged and nurtured, never stifled. To adequately fulfill the right of our students to quality education, the various courses of study in the school system must and will continue to manifest rigorous content and competencies that every student is expected to achieve. In recent years, education in Baltimore County has undergone a seismic shift in certain areas, such as increasing diversity, workforce demands, and emerging technology. The school system is committed to meet those changes as opportunities to further adhere to the highest standards and provide all students the best education possible. Education is a multi-dimensional process, especially today. Still, the primary goal of education is the preparation of students to become self-sufficient individuals who, while pursuing their own objectives in life, will contribute to the betterment of society. This aim incorporates the ideal that education will enable people to attain personal fulfillment through learning and, at once, adopt responsibilities for others and their total environment. Essentially, education should assist individuals in enriching their lives to the best of their abilities, expanding their horizons and world visions, and fulfilling their roles as citizens. And paramount, education must prepare students to be active "learners" for the entirety of their lives. Curriculum comprises the framework upon which instruction and learning are founded. Many often choose to view curriculum as the product of a bunch of "what's good fors: what s good for the individual, what's good for the community, what's good for business, what's good for the country, what's good for society and culture, and so on sometimes forgetting what s good for students. And though input from all of the aforementioned sources is necessary in developing curriculum, educators must ever keep in mind that learning is not the sole possession of schools or the classroom. Accordingly, curriculum should increasingly attend, among other demands, to students need to increase creative and strategic thinking and learning skills. With such skills, students will continue the learning process far beyond their classroom environment and into their future years. Dr. Joe A. Hairston Superintendent 3

4 TABLE OF CONTENTS Acknowledgements...2 Forward...3 Table of Contents...4 Introduction...7 Sequence of Courses...9 National and State Content Standards...10 GENERAL MUSIC Kindergarten...12 Grade Grade Grade Grade Grade World Music World Music American Music Guitar Foundations of Music Technology Advanced Placement Music Theory Music for Life Creative Musical Theatre Class Piano

5 INSTRUMENTAL MUSIC Grade 4 Exploratory Instrumental Music...33 Grade 5 Instrumental Music...35 Band Grade Band Grade Band Grade Orchestra Grade Orchestra Grade Orchestra Grade Concert Band...44 Symphonic Band Symphonic Winds Wind Ensemble Percussion Ensemble Jazz Ensemble...49 Concert Orchestra Symphonic Orchestra Chamber Orchestra VOCAL MUSIC Elementary Chorus...54 Chorus Grade Chorus Grade Chorus Grade

6 Men s Chorus...59 Women s Chorus...61 Choral Ensemble...63 Concert Choir...64 Chorale...66 Chamber Choir

7 INTRODUCTION The Office of Music serves as a catalyst for the development, implementation, and evaluation of the music curriculum in Baltimore County Public Schools. Guided by the Maryland Voluntary State Curriculum, Maryland State Music Learner Outcomes, the Blueprint for Progress, and other major initiatives, the Office of Music provides direction and support for schools in delivering a comprehensive, engaging, and challenging music program for all students in Grades K-12. Enrichment opportunities are offered countywide to provide students with additional experiences to develop higher levels of performance skills. Baltimore County was recognized by the President s Committee on the Arts and the Humanities as a school system offering high-quality fine arts education for all students. Additionally, Baltimore County was named as one of the top communities for music education by the American Music Conference in 2004, 2006, 2007, 2008, and Purpose and Philosophy The purpose of this document is to provide an overview of the total K-12 music program in Baltimore County Public Schools. It outlines core knowledge and skills necessary for students to be successful participants in instrumental and vocal music experiences at the elementary, middle, and high school level. In identifying what children must know and be able to do at each level of instruction, it provides the framework for the sequential development of a comprehensive and creative music education. This document is the foundation for music instruction in all Baltimore County schools. The primary goal of music education in Baltimore County Public Schools is to help students grow in their ability to incorporate music as an enriching and humanizing force in their daily lives. This goal is based on the philosophy that the success of our society will ultimately be based on how well we develop the abilities of our children, not only to earn a living, but to live a life rich in meaning and purpose. Because we believe music is a basic expression of human culture, every student should have access to a balanced, comprehensive, and sequential program of study in music. The music programs in Baltimore County are organized in a manner that provides musical growth to students of all ages and ability levels. They provide: experiences in performing and listening to a wide range of musical styles and genres; ample opportunity for experiencing the joy of performing and reacting to music; and a hands-on approach to teaching and learning. Music education in Baltimore County provides a variety of learning experiences designed to develop abilities to read and perform music, use notation and terminology, analyze and describe, and make informed evaluations. It develops: sensitivity to the expressive qualities of music understanding of the role music plays in this and other cultures 7

8 personal and social values higher level critical and creative thinking skills understanding of the relationships that exist between music and other disciplines historical perspective Music courses in Baltimore County reflect an alignment of the written, taught, and assessed curriculum, an expectation that leads to a high-quality music program for all students. In addition to comprehensive program offerings, courses are offered for Honors, Gifted and Talented, and Advanced Placement credit. Providing an extensive and varied program of study, curriculum guides are designed to offer teachers an organized and sequential approach to instrumental and vocal music instruction while providing them with the framework necessary to effectively plan and implement their music programs. Every guide provides a scope and sequence, instructional strategies, and resources to support effective instruction for beginning through advanced levels of music education. 8

9 SEQUENCE OF COURSES Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12 General Music Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 World Music Grade 6 World Music Grade 7 American Music Grade 8 Guitar Foundations of Music Technology AP Music Theory Music for Life Creative Musical Theatre Class Piano Instrumental Music Exploratory Grade 4 Instrumental Grade 5 Band Grade 6 Band Grade 7 Band Grade 8 Orchestra Grade 6 Orchestra Grade 7 Concert Band Symphonic Band Symphonic Winds Wind Ensemble Percussion Ensemble Jazz Ensemble Concert Orchestra Symphonic Orchestra Chamber Orchestra Orchestra Grade 8 Vocal Music Elementary Chorus Chorus Grade 6 Chorus Grade 7 Chorus Grade 8 Men s Chorus Women s Chorus Choral Ensemble Concert Choir Chorale Chamber Choir 9

10 NATIONAL AND STATE CONTENT STANDARDS FOR MUSIC EDUCATION National Content Standards The national content standards to be met by music instruction are: Singing alone and with others, a varied repertoire of music Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations, and accompaniments Composing and arranging music within specified guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture Maryland State Content Standards All students in Maryland must meet the following music outcomes: Perceiving, Performing, and Responding Aesthetic Education: The student will demonstrate the ability to perceive, perform, and respond to music. Historical, Cultural, and Social Contexts: The student will demonstrate an understanding of music as an essential aspect of history and human experience. Creative Expression and Production: The student will demonstrate the ability to organize musical ideas and sounds creatively. Aesthetic Education: The student will demonstrate the ability to make aesthetic judgments. 10

11 General Music 11

12 KINDERGARTEN The elementary music program is a comprehensive program of instruction aligned to the Voluntary State Curriculum. Music content and skills are sequentially developed from kindergarten through Grade 5. The grade level content covered in this course provides a model for a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. Kindergarten is an exciting time of exploration for students. Children at this age do their most important work while playing. They spontaneously make up songs as accompaniments to their play, and as they mature, they become more accurate with the songs they know. Kindergarten students are excited and eager to share their singing abilities. They approach their music education with joy and a spirit of playfulness. The kindergarten music program provides an enriched age-appropriate environment for learning. O-1 The student will respond to music through movement. O-2 The student will experience performance through singing and playing instruments.. O-3 The student will develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment. O-4 The student will experiment with standard and individually created symbols to represent sounds. O-5 The student will develop knowledge of a wide variety of styles and genres through the study of music history. O-6 The student will become acquainted with the roles of music in the lives of people. O-7 The student will develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression. O-8 The student will develop readiness for composing and arranging by experimenting with sound. 12

13 O-9 The student will develop the ability to improvise music through experimentation with sound. O-10 The student will explore the relationship of music to dance, theater, the visual arts, and other disciplines. O-11 The student will evaluate selected musical compositions using established criteria. O-12 The student will develop personal aesthetic criteria for evaluating musical performances. 13

14 GRADE 1 The elementary music program is a comprehensive program of instruction aligned to the Voluntary State Curriculum. Music content and skills are sequentially developed from kindergarten through Grade 5. The grade level content covered in this course provides a model for a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. Students, particularly in the primary grades, learn by doing. Grade 1 students are learning that they can control their singing voices and that music can suggest ways to move and feel. These students are ready to extend their singing capabilities and to approach their music education with anticipation. O-1 The student will respond to music through movement. O-2 The student will experience performance through singing and playing instruments. O-3 The student will experiment with standard and individually created symbols to represent sounds. O-4 The student will develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment through movement, singing, and playing instruments. O-5 The student will evaluate selected musical compositions using established criteria. O-6 The student will develop the ability to improvise music through experimentation with sound. 14

15 GRADE 2 The elementary music program is a comprehensive program of instruction aligned to the Voluntary State Curriculum. Music content and skills are sequentially developed from kindergarten through Grade 5. The grade level content covered in this course provides a model for a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. By the end of Grade 2, the singing skills of students are more focused within a rhythmic and tonal framework. Their song repertoire has doubled, and they enjoy a beginning proficiency in playing classroom instruments. Students can start to refine their beginning skills and relate sound to sight. O-1 The student will respond to music through movement. O-2 The student will experience performance through singing and playing instruments. O-3 The student will experiment with standard and individually created symbols to represent sounds. O-4 The student will develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment. O-5 The student will develop knowledge of a wide variety of styles and genres through the study of music history. O-6 The student will explore the relationship of music to dance, theatre, the visual arts, and other disciplines. O-7 The student will become acquainted with the roles of music in the lives of people. O-8 The student will develop the ability to improvise music through experimentation with sound. O-9 The student will develop readiness for composing and arranging by experimenting with sound. 15

16 O-10 The student will create simple rhythmic and melodic patterns using the voice or classroom instruments. O-11 The student will evaluate selected musical compositions using established criteria. 16

17 GRADE 3 The elementary music program is a comprehensive program of instruction aligned to the Voluntary State Curriculum. Music content and skills are sequentially developed from kindergarten through Grade 5. The grade level content covered in this course provides a model for a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. After extensive experience with a variety of styles of music in Grade 2, students have become considerably more independent in their abilities to create music on their own. They can perform more difficult song material independently, and they are becoming knowledgeable about the fundamental language of music. They approach the next grade level with pride in their developing music skills. O-1 The student will respond to music through movement. O-2 The student will experience performance through singing and playing instruments. O-3 The student will experiment with standard and individually created symbols to represent sounds. O-4 The student will develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment. O-5 The student will develop readiness for composing and arranging by experimenting with sound. O-6 The student will develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression. O-7 The student will explore the relationship of music to dance, theatre, the visual arts, and other disciplines. O-8 The student will develop readiness for composing and arranging by experimenting with sound. 17

18 O-9 The student will evaluate selected musical characteristics as they relate to the listener's feelings and preferences. O-10 The student will develop personal aesthetic criteria for evaluating musical performances. 18

19 GRADE 4 The elementary music program is a comprehensive program of instruction aligned to the Voluntary State Curriculum. Music content and skills are sequentially developed from kindergarten through Grade 5. The grade level content covered in this course provides a model for a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. Grade 4 students enjoy opportunities to hone their music skills, sing and move with increasing confidence, and to analyze song texts, musical structure, and the quality of musical performance. As they leave Grade 4, they can look forward to more sophisticated musical activities in all areas, as well as an opportunity to develop further musical independence. In addition to classroom instruction, the Grade 4 music program includes chorus and instrumental instruction through an exploratory music program. O-1 The student will experience performance through singing and playing instruments. O-2 The student will experiment with standard and individually created symbols to represent sounds. O-3 The student will develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment. O-4 The student will explore the relationship of music to dance, theatre, the visual arts, and other disciplines. O-5 The student will become acquainted with the roles of music in the lives of people. O-6 The student will develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression. O-7 The student will develop knowledge of a wide variety of styles and genres through the study of music history. O-8 The student will develop the ability to improvise music through experimentation with sound. 19

20 O-9 The student will evaluate selected musical compositions using established criteria. O-10 The student will develop personal aesthetic criteria for evaluation of musical performances. 20

21 GRADE 5 The elementary music program is a comprehensive program of instruction aligned to the Voluntary State Curriculum. Music content and skills are sequentially developed from kindergarten through Grade 5. The grade level content covered in this course provides a model for a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. By the end of Grade 5, students become independent and capable musicians. They have developed music skills and have had many varied experiences in making music. Their song repertoires are eclectic and extensive, and they have a beginning proficiency on several musical instruments. These students can enter the middle school program confident of their musical strengths and look forward to more challenging musical experiences in their future. In addition to classroom instruction, the Grade 5 music program includes chorus and instrumental music instruction. O-1 The student will respond to music through movement. O-2 The student will experience performance through singing and playing instruments. O-3 The student will develop awareness of characteristics of musical sounds and the diversity of sounds in the environment. O-4 The student will experiment with standard and individually created symbols to represent sounds. O-5 The student will develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression. O-6 The student will explore the relationship of music to dance, theatre, the visual arts, and other disciplines. O-7 The student will develop the ability to improvise music through experimentation with sound. O-8 The student will develop readiness for composing and arranging by experimenting with sound. 21

22 O-9 The student will evaluate selected musical compositions using established criteria. O-10 The student will develop personal aesthetic criteria for evaluating musical performances. 22

23 WORLD MUSIC 6 World Music 6 is a comprehensive general music course offered to students in Grade 6, who opt to gain fine arts experience through music appreciation and in a nonperformance environment. The curriculum was designed to reflect the indicators outlined in World Cultures 6 to create interdisciplinary support of content. In World Music 6, students study the elements of music theory through critical listening, composition, and performance of music from various world cultures. The sequences of lessons are contained in four units: Introduction, Music of Latin America, Music of South Asia, and Music of East Asia. Students are given the opportunity to reinforce the concepts studied by performing on various classroom instruments, including recorders, Latin and Asian percussion instruments, and using the Yamaha Music in Education (MiE) keyboard laboratory. O-1 The student will develop listening skills to describe the aesthetic qualities of music. O-2 The student will experience a variety of works from different cultures to understand the people and ideas of divergent societies. O-3 The student will define and apply increasingly complex notation symbols to read pitch, rhythm, dynamics, tempo, articulation, and expression markings. O-4 The student will use analytical skills and vocabulary to describe music. O-5 The student will use rhythmic, melodic, and harmonic classroom instruments to perform complex rhythmic, melodic, and chordal patterns accurately and independently. O-6 The student will demonstrate an understanding of the fundamentals of music to compose and notate simple songs using voices, instruments, and electronic technology. O-7 The student will listen to and examine a variety of music to identify and classify simple formal structures. 23

24 WORLD MUSIC 7 World Music 7 is a comprehensive general music course offered to students in Grade 7, who opt to gain fine arts experience through music appreciation and in a nonperformance environment. The curriculum was designed to reflect the indicators outlined in World Cultures 7 to create interdisciplinary support of content. In World Music 7, students study the elements of music theory through critical listening, composition, and performance of music from various world cultures. The sequences of lessons are contained in five units: Listening and Introduction, Music of Sub-Saharan Africa, Music of North Africa and The Middle East, Music of Eastern Europe and Opera of Western Europe. Students are given the opportunity to reinforce the concepts studied by performing on various classroom instruments, including recorders, African percussion instruments, and using the Yamaha Music in Education (MiE) keyboard laboratory. O-1 The student will listen to and perform a variety of works from different cultures to understand the people and ideas of divergent societies. O-2 The student will perform and analyze music from a variety of historical periods and cultures to determine and describe distinguishing characteristics of representative music genres and styles. O-3 The student will develop and use critical listening skills to describe the aesthetic quality of music. O-4 The student will demonstrate an understanding of the fundamentals of music to compose and notate simple songs using voices, instruments, and electronic technology. O-5 The student will use rhythmic, melodic, and harmonic classroom instruments to perform complex rhythmic, melodic, and chordal patterns accurately and independently. O-6 The student will identify, define, and apply increasingly complex notation symbols to read pitch, rhythm, dynamics, tempo, articulation, and expression markings. O-7 The student will use analytical skills, vocabulary, and communication skills to describe music. O-8 The student will analyze how musical elements interact to create varying forms of musical expression. 24

25 AMERICAN MUSIC 8 American Music 8 is a comprehensive general music course offered to students in Grade 8, who opt to gain fine arts experience through music appreciation and in a nonperformance environment. The curriculum was designed to reflect the indicators outlined in Social Studies 8 to create interdisciplinary support of content. In American Music 8, students study the elements of music theory through critical listening, composition, improvisation, and performance of music from styles representative of various American musical genres. The sequences of lessons are contained in 10 units: Sounds of America, First Nations, First Music, The Music of the Patriots, The Roots of Jazz, Jazz on the Move, Early Folk and Country Music, The Birth of Rock and Roll, Music of the Social Revolution, Hello Dolly! and Musical Theatre, and Rap-Up of American Music. Students are given the opportunity to reinforce the concepts studied by performing on various classroom instruments, including recorders, guitars, percussion instruments, and using the Yamaha Music in Education (MiE) keyboard laboratory. O-1 The student will use rhythmic, melodic, and harmonic classroom instruments to perform complex rhythmic, melodic, and chordal patterns accurately and independently O-2 The student will use analytical skills, vocabulary, and communication skills to describe American music from a variety of historical periods. O-3 The student will identify, define, and apply increasingly complex notation symbols to read pitch, rhythm, dynamic, tempo, articulation, and expression markings. O-4 The student will analyze how musical elements interact to create varying forms of musical expression. O-5 The student will perform and analyze American music from a variety of historical periods to describe the representative style and their evolution. O-6 The student will listen to, identify, and perform a variety of works from different cultures to understand the contributions that various societies made to the development of American music. O-7 The student will analyze examples of American music which express political and social views to describe the use of music as a communication tool in American history. O-8 The student will develop and use critical listening skills to describe the aesthetic quality of music. 25

26 GUITAR Guitar is a comprehensive general music course offered to high school students, who opt to fulfill the required fine arts credit characterized by a performance-based and assessment model of instruction. The curriculum aligned with the Voluntary State Curriculum offers strategies for developing critical and creative thinking, utilizes technology as a supplemental learning tool, implements multi-cultural elements, and addresses the need for differentiating instruction for different learning styles. Guitar is a sequential course that is offered at varying levels of difficulty and rigor. Students have the potential to advance through six levels of guitar instruction. Each level is a year-long instructional program comprised of eight units. Through the study of music theory, vocabulary, musical styles, historical references, and the opportunities for performance and creative composition, students develop the basic skills necessary for successful performance on acoustic or electronic guitar. O-1 The student will demonstrate proper posture, hand position, finger style playing, and pick usage to develop advanced individual performance skills. O-2 The student will identify well-known musicians associated with different genres of music to describe various styles of guitar performance. O-3 The student will listen critically and examine a variety of musical works in terms of their artistic and expressive qualities. O-4 The student will demonstrate skill in reading standard musical notation, tablature, and chord symbols to accurately perform music. O-5 The student will identify elements of music, including melody, rhythm, harmony, form, texture, and expressive devices to describe the characteristics of musical sound. O-6 The student will research careers in music to develop an awareness of the opportunities available and the qualifications needed to pursue careers in music. O-7 The student will demonstrate an understanding of pentatonic, major, and minor scales to improvise rhythmic and melodic patterns. O-8 The student will demonstrate the appropriate means of caring for a musical instrument to maintain its longevity and quality of sound. 26

27 FOUNDATIONS OF MUSIC TECHNOLOGY This course presents high school students with the content needed to compose and arrange music using a music sequencing software. The course integrates the study of melody, harmony, rhythm, and form with adequate time devoted to individual project creation. Additionally, the scientific and historical development of music technology and other technological systems and their impact on society are also examined. O-1 The student will identify and classify the theoretical elements and structural components of music as they apply to performance and composition. O-2 The student will identify and describe the components and functions of a music technology system. O-3 The student will employ the components of music to create a musical composition. O-4 The student will utilize a music technology system to create a musical composition. O-5 The student will employ standard musical structures, forms, and styles to create a musical composition. O-6 The student will analyze the elements of pop music to create musical compositions. 27

28 ADVANCED PLACEMENT MUSIC THEORY This course is the equivalent of a one-year college course in music theory, and it provides an opportunity for students to pursue and receive credit for college-level coursework. The course integrates the study of melody, harmony, texture, rhythm, and form with adequate time devoted to the analysis of notated examples; development and acquisition of aural skills, sight singing, and keyboard harmony; and part-writing and harmonization. While the main emphasis is placed on music of the Common Practice period ( ), music of other stylistic periods is also studied. O-1 The student will perform sophisticated and creative musical tasks. O-2 The student will implement the rudiments and terminology of music. O-3 The student will apply elements of the design process to incorporate compositional techniques of twentieth century music. O-4 The student will implement the concepts and procedures of common-practice tonality. O-5 The student will utilize the structural elements of tonal harmony. 28

29 MUSIC FOR LIFE In this course, students explore the elements of music that will enable them to create and perform their own music. They examine a variety of music including pop, jazz, classical, rap, blues, country, rock, and Broadway, as well as several other musical styles. Included are experiences with keyboards, percussion, film, and composing and arranging music. O-1 The student will demonstrate competence in reading, performing, and notating music to communicate ideas and feelings. O-2 The student will demonstrate and apply critical listening skills to increase musical sensitivity. O-3 The student will use acquired musical knowledge and vocabulary to perceive, perform, and respond to music. O-4 The student will analyze music to increase understanding of compositional techniques. O-5 The student will use and apply critical listening skills to describe the characteristics of music. 29

30 CREATIVE MUSICAL THEATRE This course presents an overview of the history of American musical theatre. Included are new trends in musical theatre; performance practices and problems in acting, speaking, singing, body movements, and dancing; and technical design, including makeup, costuming, scenery, and lighting. O-1 The student will develop and demonstrate the skills needed to perceive, perform, and respond to music. O-2 The student will develop and demonstrate the understanding that music is an essential aspect of history, culture, and the human experience. O-3 The student will creatively organize sound and ideas. O-4 The student will develop and demonstrate the ability to make educated aesthetic judgments. 30

31 CLASS PIANO Class Piano is a comprehensive general music course offered to high school students, who opt to fulfill the required fine arts credit characterized by a performance-based and assessment model of instruction. The curriculum aligned with the Voluntary State Curriculum offers strategies for developing critical and creative thinking, utilizes technology as a supplemental learning tool, implements multi-cultural elements, and addresses the need for differentiating instruction for varying learning styles. Class Piano is a sequential course that introduces beginning piano and keyboard skills and is designed to present two levels of instruction that advance in rigor through the progression of piano literature. Each level is a year-long instructional program comprised of seven units. Through the study of music theory, piano pedagogy, historical references, and the opportunities for performance both independently and in small ensembles, students develop the basic skills necessary for successful performance on piano or keyboard. O-1 The student will apply criteria to make and support aesthetic judgments. O-2 The student will create, compose, and improvise rhythmic, melodic, and harmonic patterns to demonstrate the ability to organize musical sounds with creativity. O-3 The student will experience and perform a diverse repertoire of piano music to demonstrate an understanding of music as an essential aspect of history and the human experience. O-4 The student will perform with expression and technical accuracy a varied repertoire of piano literature to demonstrate performance proficiency. O-5 The student will perform a variety of music to express feelings and communicate ideas. O-6 The student will read and interpret standard music notation and symbols to perform piano literature with accuracy and expression. O-7 The student will analyze musical sounds to identify and notate rhythmic, melodic, and harmonic patterns. 31

32 INSTRUMENTAL MUSIC 32

33 GRADE 4 EXPLORATORY INSTRUMENTAL MUSIC Students have a genuine enthusiasm for trying new experiences and are ready to begin exploring the world of instrumental music as they enter Grade 4. They have reached a physical and mental maturity level that makes the experience with instrumental music especially meaningful. This exploratory course extends and enriches the basic musical understandings that have been developed through the general music program in the earlier grades. The focus of student effort in this course is on enriched musical experience rather than building technical performance skills. Activities are focused on growth in general music as it applies to the instrumental music experience. Student experiences focus on how instrumental tone is produced, what causes an instrument to change pitch, what determines particular tonal characteristics, what role an instrument plays in the instrumental family, how an instrument is used in ensembles, and its role throughout history. Hands-on and participatory activities are emphasized so that every student has a direct exploratory experience with instruments from the brass, woodwind, string, and percussion families. O-1 The student will demonstrate basic performance techniques on the violin, trumpet, and clarinet. O-2 The student will identify and describe members of the brass, woodwind, string, and percussion family. O-3 The student will demonstrate an understanding of music as an essential aspect of history and human experience by listening and responding to music from various cultures. O-4 The student will identify the acoustical properties of sound to demonstrate an understanding of how sound is produced on musical instruments. O-5 The student will classify instruments by sight and sound. O-6 The student will demonstrate skills to work effectively as an individual and with others. O-7 The student will demonstrate an understanding of music as an essential aspect of history and human experience by listening and responding to music from various cultures. 33

34 O-8 The student will describe the development of instruments and how cultural factors continue to influence the evolution and use of musical instruments. O-9 The student will identify, define, and apply standard notation symbols to read pitch, rhythm, dynamic, tempo, and expression markings. O-10 The student will demonstrate skills to work effectively as an individual and with others. O-11 The student will apply criteria to make musical judgments. 34

35 GRADE 5 INSTRUMENTAL MUSIC Students in Grade 5 are ready to begin focused instruction on a variety of band and orchestra instruments. This instruction is hands-on and builds on the general musical skills and knowledge that the students have acquired through their earlier years in general music instruction and in the Grade 4 exploratory instrumental programs. Instruction is highly sequential and systematic and focuses on the following areas: 1) tone production and technical facility, 2) reading and interpreting standard musical notation accurately and independently, 3) responding to the cues and direction of the teacher to play expressively and in time, 4) recognizing and identifying a variety of musical styles, 5) listening to and analyzing music both as a performer and listener, 6) demonstrating a developing understanding of how music relates to human history and other disciplines, and, 7) demonstrating skills at working effectively with others in collaborative musical situations. O-1 The student will produce a characteristic tone and demonstrate facility to perform music ranging from familiar melodies through very easy graded music (Grades ½ to 1). O-2 The student will use wind, string, and percussion instruments to interpret standard musical notation symbols accurately and independently. O-3 The student will respond to the cues of a conductor to play expressively, with appropriate dynamics, phrasing, and interpretation. O-4 The student will analyze similarities and differences in compositions to recognize and identify a variety of musical styles. O-5 The student will listen to and examine a variety of music to analyze formal structures. O-6 The student will apply musical elements and concepts to identify how compositions express feelings and communicate ideas. O-7 The student will demonstrate an understanding of music as an essential aspect of history and human experience by listening and responding to music from various cultures. O-8 The student will demonstrate skills to work effectively as an individual and with others. O-9 The student will demonstrate proper care and maintenance of his or her instrument. 35

36 BAND GRADE 6 Instrumental music students at the sixth-grade level have experienced introductory instruction in instrumental music at the elementary level and are now ready to explore incrementally more advanced concepts and skill expectations as introduced within the repertoire under study. Instruction is largely hands-on since the essence of instrumental music experiences is largely participatory and performance in nature. Instruction at this level is highly sequential and systematic and focuses on the following areas: 1) tone production and technical facility, 2) reading and interpreting standard musical notation accurately and independently, 3) responding to the cues and direction of the teacher to play expressively and in time, 4) recognizing and identifying a variety of musical styles, 5) listening to and analyzing music both as a performer and listener, 6) demonstrating a developing understanding of how music relates to human history and other disciplines, and, 7) demonstrating skills at working effectively with others in collaborative musical situations. Expectations associated with public performance, both individual and collaborative, grow as students progress through the middle school grades. Performance is a critical learning experience that 1) helps students define the roles of performer and audience member, 2) teaches students how to respond to and to critique music appropriately, 3) provides an authentic formative and summative performance assessment experience to measure musical growth and achievement, and 4) helps to foster confidence and pride in student work. It is important, especially at the sixth-grade level, that skill and concept development maintains a central role in the instructional process, and is not superseded by an overemphasis on public performance. O-1 The student will perform, with expression and accuracy, a repertoire of instrumental ensemble literature with a level I-II difficulty, on a scale of I-VI, to demonstrate performance proficiency. O-2 The student will interpret music notation to perform music with confidence and accuracy. O-3 The student will sight-read with technical accuracy to meet county sight-reading proficiency standards. O-4 The student will perform a diverse repertoire of instrumental music to demonstrate an understanding of music as an essential aspect of history and the human experience. 36

37 O-5 The student will demonstrate skills to work as a confident and effective group member. O-6 The student will create, compose, or improvise rhythmic and melodic patterns to demonstrate the ability to organize musical sounds with creativity. 37

38 BAND GRADE 7 Instrumental music students at the seventh-grade level have experienced introductory and intermediate instruction in instrumental music at the elementary and sixth-grade levels and are now ready to explore more advanced concepts and skill expectations as introduced within the repertoire under study. Instruction at this level continues to be highly sequential and systematic while maintaining a hands-on focus since the essence of instrumental music experiences is largely participatory and performance in nature. Expectations associated with public performance, both individual and collaborative, grow as students progress through the middle school grades. Performance is a critical learning experience that 1) helps students define the roles of performer and audience member, 2) teaches students how to respond to and to critique music appropriately, 3) provides an authentic formative and summative performance assessment experience to measure musical growth and achievement, and 4) helps to foster confidence and pride in student work. It is important, especially at the seventh-grade level, that skill and concept development maintains a central role in the instructional process, and is not superseded by an overemphasis on public performance. O-1 The student will perform with expression and accuracy a repertoire of instrumental ensemble literature with a level I-II, on a scale of I-VI, to demonstrate performance proficiency. O-2 The student will sight-read with technical accuracy to meet county sight-reading proficiency standards. O-3 The student will develop performance skills to increase effectiveness in communicating ideas and feelings. O-4 The student will perform a diverse repertoire of instrumental music to demonstrate an understanding of music as an essential aspect of history and the human experience. O-5 The student will demonstrate skills to work as a confident and effective group member. O-6 The student will analyze his or her own and others' involvement in musical activities to contribute to his or her own musical growth. O-7 The student will create, compose, or improvise rhythmic and melodic patterns to demonstrate the ability to organize musical sounds with creativity. 38

39 BAND GRADE 8 Instrumental music students at the eighth-grade level have experienced introductory and intermediate instruction in instrumental music at the elementary, sixth- and seventh-grade levels and are now ready to explore more advanced concepts and skill expectations as introduced within the repertoire under study. Instruction at this level continues to be highly sequential and systematic while maintaining a hands-on focus since the essence of instrumental music experiences is largely participatory and performance in nature. Expectations associated with public performance, both individual and collaborative, grow as students progress through the middle school grades. Performance is a critical learning experience that 1) helps students define the roles of performer and audience member, 2) teaches students how to respond to and to critique music appropriately, 3) provides an authentic formative and summative performance assessment experience to measure musical growth and achievement, and 4) helps to foster confidence and pride in student work. While skill and concept development retain important placed in the instructional process at the eighth-grade level, there is an appropriate increase in importance placed on public performance, including assessed performance using accepted BCPS rubrics, tools, and procedures. Eighth-grade bands participate in a performance assessment process designed to objectively measure student achievement of outcomes as established in the curriculum guide Effective Instrumental Music Instruction, Grades 6-8. O-1 The student will perform with expression and accuracy a repertoire of instrumental ensemble literature with a level I-II difficulty, on a scale of I-VI, to demonstrate performance proficiency. O-2 The student will sight-read with technical accuracy to meet county sight-reading proficiency standards. O-3 The student will perform a diverse repertoire of instrumental music to demonstrate an understanding of music as an essential aspect of history and the human experience. O-4 The student will demonstrate skills to work as a confident and effective group member. O-5 The student will create, compose, or improvise rhythmic and melodic patterns to demonstrate the ability to organize musical sounds with creativity. 39

40 ORCHESTRA GRADE 6 Instrumental music students at the sixth-grade level have experienced introductory instruction in instrumental music at the elementary level and are now ready to explore incrementally more advanced concepts and skill expectations as introduced within the repertoire under study. Instruction is largely hands-on since the essence of instrumental music experiences is largely participatory and performance in nature. Instruction at this level is highly sequential and systematic and focuses on the following areas: 1) tone production and technical facility, 2) reading and interpreting standard musical notation accurately and independently, 3) responding to the cues and direction of the teacher to play expressively and in time, 4) recognizing and identifying a variety of musical styles, 5) listening to and analyzing music both as a performer and listener, 6) demonstrating a developing understanding of how music relates to human history and other disciplines, and, 7) demonstrating skills at working effectively with others in collaborative musical situations. Expectations associated with public performance, both individual and collaborative, grow as students progress through the middle school grades. Performance is a critical learning experience that 1) helps students define the roles of performer and audience member, 2) teaches students how to respond to and to critique music appropriately, 3) provides an authentic formative and summative performance assessment experience to measure musical growth and achievement, and 4) helps to foster confidence and pride in student work. It is important, especially at the sixth-grade level, that skill and concept development maintains a central role in the instructional process, and is not superseded by an overemphasis on public performance. O-1 The student will perform, with expression and accuracy, a repertoire of instrumental ensemble literature with a level I-II difficulty, on a scale of I-VI, to demonstrate performance proficiency. O-2 The student will interpret music notation to perform music with confidence and accuracy. O-3 The student will sight-read with technical accuracy to meet county sight-reading proficiency standards. O-4 The student will perform a diverse repertoire of instrumental music to demonstrate an understanding of music as an essential aspect of history and the human experience. O-5 The student will demonstrate skills to work as a confident and effective group member. 40