MUSIC The cretion of rt forms requires the use of judgment, perceptivity, ingenuity, nd purpose; in word, intelligence. Art, no less thn philosophy or science, issues chllenge to the intellect. The gret works of music, sculpture, pinting, engrving nd ll other forms of rtistic expression engge the mind, teching lessons out order, proportion, nd genius. Willim J. Bennett
MUSIC TABLE OF CONTENTS Introduction.....4 Music Benchmrks...5 Elementry Introduction...10 Kindergrten...11 First Grde...16 Second Grde...21 Third Grde...26 Fourth Grde...31 Keyord, Beginner Level (K-4)...35 Strings, Beginner nd Intermedite Level...40 Middle School Introduction...48 Middle School Level I...51 Middle School Level II...55 Middle School Level III...60 Middle School Level IV...64 Middle School Chorl Performnce...70 Middle School Instrumentl Performnce...79 Middle School Smll Group Jzz Improvistion...101 Keyord, Intermedite Level...106 High School Introduction...110 High School Generl Music...114 Music 2
High School Chorl Performnce...122 High School Instrumentl Music...142 High School Keyord...158 High School Smll Group Jzz Improvistion...162 High School Music Theory nd Hrmony/Literture...170 Literture Connections...177 Technology Connections...181 Resources...185 Glossry...191 Music 3
MUSIC INTRODUCTION Music is performing rt tht mirrors humn expression nd experience. The sounds of instruments nd of songs stimulte humn response tht is not only herd, ut lso wkens nd touches emotions. Responses to musicl experiences include sensory, gross motor, fine motor, cognitive, communictive, nd socil. As such, music teches out life nd living, out thoughts nd feelings, nd out self nd others. The world is literlly filled with music. Every culture throughout history hs incorported music into the fric of dily life. By lerning out music nd lerning to mke music, students ecome prt of the sequence of history. Therefore, such lerning must e crefully plnned nd nurtured in sequentil mnner. Experiencing music through listening, composing, nd performing provides students with mens to cquire knowledge nd to communicte it through the lnguge of the senses. This connection with sounds, our odies, nd cognitive ctivity develops wht eduction resercher Howrd Grdner refers to s musicl intelligence. It is unique wy of knowing nd is sic to humn rin development. Music develops criticl thinking skills tht re pplicle to ll disciplines requiring cretive solutions. Concepts, fcts, nd higher order thinking skills re ll connected through musicl concepts. Consequently, music needs to occupy centrl plce in students lives nd in the school curriculum. To fcilitte the teching nd lerning of music for ll students throughout their school experience, the music portion of the Mississippi Visul nd Performing Arts Frmework clerly delinetes wht students should know nd e le to do in the discipline of music, s they ecome educted citizens in tody s world. Music 4
MUSIC BENCHMARKS Gol 1: Students will communicte ides nd feelings y improvising, composing, rrnging, nd performing works of music. Content Strnd: Creting/Performing (CP) BENCHMARKS Grdes K-4 Grdes 5-8 Grdes 9-12, Proficient Grdes 9-12, Advnced By the end of Grde 4, students will: By the end of Grde 8, students will: By the end of one yer of study,* proficient students will: By the end of four yers of study, dvnced students will: Sing nd/or ply vriety of music selections lone nd in groups Sing nd/or ply vried repertoire of music, lone nd in lrge or smll ensemles Perform in chorl or instrumentl ensemles of vrying sizes nd descriptions Perform works of music tht include comintions of instruments nd voices s well s solo performnces Crete nd perform music using simple melodic nd rhythmic ptterns Crete nd perform originl music with simple melodic, rhythmic, nd hrmonic ptterns Crete nd perform rrngements using vriety of music elements with simple melodic, rhythmic, nd hrmonic ptterns nd ccompniments Crete nd perform originl music nd rrngements in vriety of forms, styles, nd genres *the equivlent of 1 Crnegie unit Music 5
MUSIC BENCHMARKS Gol 2: Students will respond to, descrie, nlyze, interpret, nd evlute the complex chrcteristics of music. Content Strnd: Criticl Anlysis (CA) BENCHMARKS Grdes K-4 Grdes 5-8 Grdes 9-12, Proficient Grdes 9-12, Advnced By the end of Grde 4, students will: By the end of Grde 8, students will: By the end of one yer of study,* proficient students will: By the end of four yers of study, dvnced students will: Listen to, descrie, nd respond to short works of music Listen to, nlyze, nd descrie music from vried repertoire Listen to, nlyze, nd evlute music in vriety of forms nd styles Anlyze nd interpret music of vrious historic periods, forms, nd styles Descrie qulities of successful music performnces nd identify elements nd expressive qulities of music Exmine or develop criteri for evluting the qulity of music performnces Anlyze music performnces y using criticl thinking nd listening skills supported y musicl terminology Evlute the qulity of music performnces nd compositions using multiple criteri nd vrious evlution tools Recognize, identify, nd red music nottion nd symols Recognize, identify, nd red incresingly complex music nottion nd symols Demonstrte n understnding of music nottion nd symols y reding nd performing music Demonstrte the ility to red full score y descriing how the elements of music re used *the equivlent of 1 Crnegie unit Music 6
MUSIC BENCHMARKS Gol 3: Students should understnd the roles nd functions of music nd musicins in cultures, times, trditions, nd plces. Content Strnd: History/Culture (HC) BENCHMARKS Grdes K-4 Grdes 5-8 Grdes 9-12, Proficient Grdes 9-12, Advnced By the end of Grde 4, students will: By the end of Grde 8, students will: By the end of one yer of study,* proficient students will: By the end of four yers of study, dvnced students will: Recognize tht music reflects the culture, time, nd plce of its origin Demonstrte wreness of the role nd function of music nd musicins in cultures, times, nd plces. Anlyze forms nd suject mtter in music tht recur cross cultures, times, nd plces Assess the impct of music nd musicins of vrious cultures, times, nd plces on society tody *the equivlent of 1 Crnegie unit Music 7
MUSIC BENCHMARKS Gol 4: Students will perceive, understnd, nd pprecite the diverse menings nd vlue of music. Content Strnd: Aesthetics (A) BENCHMARKS Grdes K-4 Grdes 5-8 Grdes 9-12, Proficient Grdes 9-12, Advnced By the end of Grde 4, students will: By the end of Grde 8, students will: By the end of one yer of study,* proficient students will: By the end of four yers of study, dvnced students will: Interpret vriety of moods nd feelings expressed y different music selections Develop wreness of esthetic qulities in works of music Interpret the vlue of musicl work in terms of esthetic qulities Evlute selected musicl works in terms of esthetic qulities *the equivlent of 1 Crnegie unit Music 8
MUSIC BENCHMARKS Gol 5: Students should mke vlid connections mong the rts, others suject res, nd everydy life. Content Strnd: Connections (C) BENCHMARKS Grdes K-4 Grdes 5-8 Grdes 9-12, Proficient Grdes 9-12, Advnced By the end of Grde 4, students will: By the end of Grde 8, students will: By the end of one yer of study,* proficient students will: By the end of four yers of study, dvnced students will: Recognize connections etween music, the other rts, nd other suject res Recognize rod concepts tht music, the other rts, nd other suject res shre in common Anlyze the reltionship of content in music to other rts nd other sujects Integrte knowledge of music with knowledge in the other rts nd other sujects Recognize wys tht music nd musicins re encountered in everydy life Understnd the role of music nd musicins in everydy life Anlyze contriutions of musicins nd the music industry to individuls, their communities, nd their cultures Evlute the role of music s lifelong creer or voction *the equivlent of 1 Crnegie unit Music 9
MUSIC ELEMENTARY INTRODUCTION (Kindergrten Fourth Grde) All students enefit from music eduction. Through musicl experiences students discover their own musicl interests nd individul tlents. Performing music provides mens of personl expression nd wy to uild self-confidence nd sense of self-worth. Prticiption in music eduction enles students to uild music skills long with socil skills tht mke them etter citizens. Students from pre-kindergrten through grde four egerly listen to nd respond to music. They love to sing, to move, nd to explore the world of musicl sounds. Music mking is source of joy nd students re often nimted nd exuernt in their responses to music. Development of performnce skills occurs rpidly in this ge group, much like their rpid cquisition of lnguge nd growth in physicl size. Students in Kindergrten through Fourth Grde re open-minded out music. They hve not formed mny preferences nd they re interested in wide vriety of music exmples: instrumentl nd vocl, ncient nd modern, ptriotic nd populr, multiculturl nd trditionl. At this stge in music lerning, exposure to wide vriety of music is very desirle. Bsic elements of music (pitch, rhythm, hrmony, dynmics, timre, texture, nd form) should e introduced during pre-kindergrten nd continued in successive grde levels. These elements represent the core components of music study nd serve s uilding locks for music litercy. Skill development tht occurs sequentilly nd increses in complexity should mtch the mturtion nd developmentl level of the students. Through sequentil music instruction, students understnding of music nd their performing skills increse in proportion to their ge nd eduction level. The Elementry Music progrm of study serves s guide in developing curriculum for students in grdes K-4. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt estlishes the progression of instruction for ech gol re through grde clusters. The K-4 progrms of study re to e used y the Music Specilist nd Clssroom Techer in designing curriculum for the following: Elementry Music K-4 Arts Integrted in the Elementry Clssroom Music 10
MUSIC KINDERGARTEN DESCRIPTION OF PROGRAM OF STUDY: The Kindergrten music progrm of study serves s guide in developing curriculum for students in Kindergrten music clsses or Kindergrten regulr eduction clsses. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re provided for ech competency. The enchmrk chrt in the music introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for kindergrten students in the following: Elementry Music Arts Integrted in the Elementry Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 11
MUSIC KINDERGARTEN CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd ply vriety of short songs in limited melodic rnge with stedy et. (CP). Sing from memory, lone or with others vriety of rote songs including folk, ethnic, ptriotic, nonsense, nd sesonl songs.. Sing five-tone penttonic melody on pitch while moving to stedy et. c. Ply stedy et on clssroom instruments. 2. Crete sound effects nd rhythmic ccompniment for songs, rhythms, nd stories. (CP). Improvise short melodies y singing or plying the pitches sol-mi-l (5-3-6).. Improvise rhythms nd ccompniments y singing nd plying instruments. 3. Listen to nd respond to short works of music. (CA). Distinguish etween qulities of music such s low nd high, soft nd loud, fst nd slow, nd sme nd different.. Respond to the et nd tempo of vrious music exmples with pproprite movements nd/or drmtiztion. c. Recognize the sound of rss, string, woodwind, percussion, nd keyord instrument fmilies. d. Respond voluntrily to selected musicl piece. 4. Explore the vriety of sounds produced in performnce. (CA). Explin which sounds re most plesing following successful performnce.. Differentite etween types of performnces such s choir nd solo. c. Recognize differences in the qulity of solo or chorl performnce. Music 12
5. Recognize sic music icons. (CA). Recognize tht the written form of music is different from the written form of lnguge.. Recognize the difference etween moments of silence (rests) nd moments of sound (notes). c. Identify simple music terms when presented urlly. 6. Respond to n introduction to music nd musicins in vrious cultures, times, nd plces. (HC). Listen to nd descrie music from vrious cultures nd ethnic groups.. Explore instruments nd timres of instrumentl fmilies from vrious cultures. c. Perform simple songs in the lnguges of vrious cultures. 7. Relte how music ffects individul emotions. (A). Explin feelings tht my e evoked y specific exmples of music.. Express the ide or story of music selection through movement, dnce, nd drmtiztion (role-ply). c. Respond to music y pinting, drwing picture, or dictting story. 8. Identify wys in which music nd other disciplines tught in school re similr (C). Recognize ides nd stories contined in the lnguge of songs nd relte them to the pproprite suject re (i.e. counting-mth; colors-rt).. Identify word ptterns nd rhymes within song text. c. Recognize the sequentil rrngement of sections in work of music. 9. Know tht music is prt of everydy life. (C). Identify vrious wys people mke music.. Identify vrious uses of music in dily experience. c. Know there re different styles of music. d. Identify musicl creers encountered in everydy life. Music 13
Music, Kindergrten Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Students sing Johnny Works With One Hmmer. Add the ody movements using the following: One hmmer-one fist; Two- two fists; Three-dd foot; Four-dd the other foot; Five-dd hed. After et is internlized nd performed correctly, dd instruments insted of using ody percussion. Students sing lone (or divide the clss into five groups) nd dd one person (or group) to the singing nd plying ech time. ART CONNECTION: Builder y Jco Lwrence. Techer oservtion of singing voice, ccurte pitch, nd stedy et. 2 Students lern trin song such s Little Red Coose or Down t the Sttion. Listen to the instrumentl selection, The Little Trin of the Cipir, y Vill Loos. Discuss ides out sounds tht the trin mkes s it moves on the trck. Use either ody percussion nd sounds or rhythm instruments to improvise (crete) trin sound ccompniment for your selection. Students decide which sounds should e herd throughout nd which should come only t the eginning nd the end. Perform the ccompniment while the song is plyed. Then clss is divided using hlf for singing nd hlf for plying the ccompniment. Techer oservtion nd chrt of individul student progress with the stedy et, documenting mstery in duple, triple, nd qudruple divisions of simple nd compound meters 3 Students listen to Bllet of the Unhtched Chicks from Pictures t n Exhiition y Mussorgsky. Ask children to imgine wht it would e like to e y chick inside n egg. Tlk out how the chicks get out of the egg (Science connection). Children respond to the music y eginning with their ody folded s smll s possile, then moving s they think the chicks would move to get out of the shell. Techer oservtion of children s cretive drmtiztion 4 Using techer-selected exmples, students identify or distinguish etween the following performnces: cppell choir or ccompnied choir; dults/children, mn/womn. Discuss the differences. Ply two different selections nd sk the students to identify on pper or y rising their hnd to indicte exmple 1, or keep hnds on knees if it is exmple 2 5 Techer mkes rhythm chrt using symols representing sound nd silence. The techer sks students to respond to sounds y tpping hnds on legs. Oserve rests with silence. Children my crete different rhythm ptterns to perform using sticks to crete rhythm ptterns on the floor. Oserve the rhythm pttern creted s students clp their rhythms individully, record results, indicting success or needs help Music 14
Music, Kindergrten When students perform simple pttern consistently, dd the pttern to e plyed on instruments to song of your choice, such s mrch. 6 c Students listen nd descrie the purpose of the Counting Song, Mexicn folk song. After identifying the lnguge nd wht the song is out, students listen gin nd hold up fingers for the Spnish numers s they re sung. On the refrin (l-l), keep the stedy et. Students lern the song in Spnish. When they hve lerned the song, they improvise dnce movements on the refrin nd use mrcs to ccent the et. (Alternte song: Dys of the Week) Listen nd oserve 7, Students contrst Jump Tht Jody with Klevsky s A Sd Story. Children descrie oth songs, telling how ech song mkes them feel, nd how it mkes them wnt to move. Children crete movements tht go with ech song. Use scrves or rions to crete movement for A Sd Story. Techer oservtion 8 Students red ook out "Teddy Bers" nd lern the song, Teddy Ber. Children explin the song, then perform pproprite movement to the song. After viewing pictures of Teddy ers, students compre the pictures with their Teddy ers t home. Students descrie nd drw their Teddy er. On nother dy students ring their Teddy ers nd group them together y color. Count the numer in ech group. Determine which is the lrgest/smllest. Sing the colors such s, Yellow er, yellow er, turn round, Blue ers, lue ers, touch the ground, etc. Decorte the ers with different shpe on ech. Students then group ers y shpes. Count. Sing gin with shpes sustituted in the song. SCIENCE CONNECTION: tlk out where ers live, hierntion, etc. Techer oservtion. Note students who know colors, cn count, nd follow instructions 9 Techer selects severl music exmples tht re herd in different plces. Students identify where they re most likely to her the music. Mke sure the selections re ovious, such s church orgn, circus music, prde music, etc. Prepre picture chrt for the children to respond to y circling the imge on the chrt tht mtches the music selection. Techer oservtion Music 15
MUSIC FIRST GRADE DESCRIPTION OF PROGRAM OF STUDY: The First Grde Music progrm of study serves s guide to develop curriculum for students in First Grde music clsses or First Grde regulr clsses. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency. A enchmrk chrt estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for first grde students in the following: Elementry Music Arts Integrted in the Elementry Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 16
MUSIC FIRST GRADE CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing complete songs within n octve rnge nd ply simple rhythmic ccompniment. (CP). Sing nd ply lone nd with others vriety of songs using pproprite techniques nd dynmics.. Sing with ccurte pitch nd rhythm. c. Sing music from vriety of sources. d. Sing nd chnt ostintos, nd cll nd responses. e. Ply stedy et. 2. Using vriety of melodic nd rhythmic instruments, crete drmtiztions of songs, poems, nd stories. (CP). Improvise short melodies y using set rhythmic ptterns on pitched instruments.. Improvise rhythms nd ccompniments y plying instruments. 3. Listen nd respond to vriety of musicl styles. (CA). Distinguish etween qulities of music such s soft nd loud, low nd high, fst nd slow, sme nd different, nd tone colors.. Improvise response to the et nd tempo of vrious music exmples with pproprite movements or drmtiztion. c. Identify the sound of rss, string, woodwind, percussion, nd keyord instrument fmilies. 4. Using simple voculry, descrie the elements present in high-qulity performnce. (CA). Identify musicl elements tht relte to successful performnce.. Recognize differences in the qulity of vocl or chorl performnce. c. Discriminte etween different types of performnces such s vocl, choir, nd, nd solo instruments. Music 17
5. Recognize nd identify sic music nottion nd symols. (CA). Recognize music symols nd trditionl terms tht demonstrte rhythm nottion (i.e., qurter note, qurter rest, nd eighth note).. Identify sic dynmic nottion such s p nd f. c. Recognize the stff. 6. Know tht fctors influence musicl compositions. (HC). Listen to music from vrious cultures nd ethnic groups.. Descrie music performnces from vrious cultures. c. Identify nd descrie roles of musicins in dily life. d. Experience instruments nd timres of instrument fmilies from vrious cultures. e. Perform songs in the lnguges of vrious cultures. 7. Respond to music through expression of moods, ides, nd feelings. (A). Explin feelings expressed y specific exmples of music.. Express the ide or story of music selection through movement, dnce nd drmtiztion (role-ply). c. Respond to music y pinting, drwing picture, or dictting story. 8. Recognize the messge of the music in reltion to other suject res. (C). Interpret ides nd stories contined in the lnguge of songs nd relte them to the pproprite suject re (e.g., reding, mth, science).. Identify word ptterns nd rhymes within song text. c. Recognize the sequentil rrngement of sections in work of music. 9. Identify nd discuss the vrious plces tht music is herd. (C). Descrie nd illustrte vrious wys tht people mke music.. Identify the presence nd uses of music in everydy life. c. Recognize differences tht exist in vrious styles/genre of music. d. Identify vriety of musicl creers. Music 18
Music, First Grde Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1,e Song: Lucy Lockett, sed on sol-mi-l. Students lern the song using solfege syllles, then sing with the words. Instruments re dded (Orff, keyord, resontor ells) nd plyed with the stedy et. Students sing with instrumentl ccompniment. Mke smll pper purse nd tie rion round it. Students stnd in circle, shoulder to shoulder. Lucy stnds in the center. Students pss the purse ehind their ck. When the music stops, Lucy tries to identify who hs the purse. If the student who hs it succeeds in fooling Lucy, tht child tkes his/her plce in the center of the circle. The gme egins gin. Techer oservtion of correct mllet technique, stedy et, singing on pitch, following instructions 2 Use the song Lucy Lockett tht ws previously lerned. Techer sets the instrument for the penttonic scle (1-2-3-5-6 or lck notes on the keyord). Students crete melody using the rhythmic pttern of the words. Ply the improvised melody ccompnied with stedy et ourdon (1-5). (Expnd the lesson y tlking out form s you sing one verse nd improvise the next). Techer oservtion 3 c Techer displys pictures of vrious instruments nd how they re plyed. Ply recorded exmple of instrumentl music. Students listen to n exmple, identifying the instruments. Stop the recording occsionlly to sk for identifiction of instruments herd. Listen gin, sking students to pretend to ply n instrument fetured. Expnd the lesson further y dding rhythm instruments to the stedy et while students mrch round the room. Techer oservtion; or written test with pictures of instruments to identify; or circle the instrument eing plyed 4 While prepring for performnce, techer tperecords the children singing in clss. Students evlute their sound, nswering leding questions out vocl qulity, eginning sounds, endings, diction, etc. Techer oservtion; Evlute their comments nd ssess your teching techniques 5 Students crete four-mesure rhythm pttern using qurter notes, qurter rests, nd eighth notes. When students cn perform their composition using ody percussion or instruments, they red nd perform their rhythm pttern to song such s The Strs nd Stripes Forever. Techer oservtion; Use lp-size mrker ord for students to hold it up s they finish creting their line for you to check Music 19
Music, First Grde 6, Techer plys Andnte from Hydn s Symphony no. 94 in G mjor, telling the students out the culture in which Hydn ws living. Descrie the wy people dressed, food, etc., nd how he cme to work nd live t the plce of Prince Esterhzy s chief musicin. Tell why he decided to write the Surprise Symphony. Students then listen for the surprise while the recording is plyed. Students pretend to e the prim, proper guests tht were t the prty, who fell sleep, only to e wkened y the surprise in the music. Techer oservtion of listening skills nd ility to relte to musicl selections 7,,c Students listen to song such s You re Grnd Old Flg, then nswer questions out the mood of the song. Students listen gin nd dd movement to ccompny the words. Students cn mrch to the et. Students discuss the word emlem nd drw flg. Techer oservtion 8 Students lern the song, Open A Book, y Mrgret Jones nd Crmino Rvos. Techer plys the song for the children to her. Students determine the messge of the song. (Note the long vowel sounds of e nd o. Note the worlds tht we discover through ooks). Crete storyook prde with the chrcters mentioned: Cinderell, Alice in Wonderlnd, Old King Cole. When students know the stories, divide them into groups to mke ook cover for one of the chrcters mentioned. As you sing the song, ssign the chrcters to students who come on stge with their ook cover in front of their fce until you sing the chorus. They will fold their ook closed nd ecome tht chrcter. Tke turns. Techer oservtion 9 Students find something t home tht mkes musicl sound (pot lids, spoons, com, etc.) nd ring it to clss. Students could lso mke n instrument such s shker (ens, rice, or popcorn in cn) or rin stick (wrpping pper roll with rocks or en inside to slide up nd down with ends tped closed) or jingles (coke top rings strung on wire). Students ply their instrument to the et ccompnied y selected soundtrck. Techer oservtion Music 20
MUSIC SECOND GRADE DESCRIPTION OF PROGRAM OF STUDY: The Second Grde Music progrm of study serves s guide to develop curriculum for students in Second Grde music clsses or Second Grde regulr clsses. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for second grde students in the following: Elementry Music Arts Integrted in the Elementry Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 21
MUSIC SECOND GRADE CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing using pproprite tone qulity, posture, diction, nd rething nd ply ccompniment using correct mllet technique. (CP). Sing nd ply lone nd with others vriety of songs using pproprite techniques nd dynmics.. Sing expressively with pproprite dynmics, phrsing, nd interprettion. c. Sing nd chnt ostintos nd cll nd responses. d. Students will e le to ply simple ostinto ptterns. 2. Improvise melodies nd rhythms using the penttonic scle. (CP). Improvise short melodies y singing or plying on pitched nd un-pitched instruments.. Improvise rhythms nd ccompniments y plying instruments. c. Crete song y using rhyming words nd improvising "nswers" in the sme style. 3. Listen to music of diverse cultures nd styles nd identify distinguishing chrcteristics. (CA). Demonstrte perceptul skill y moving to, nswering questions out, or descriing url exmples of music from diverse cultures.. Interpret music selection with pproprite movements or drmtiztion. c. Compre the sounds of different instruments of orchestrs, nds, nd other cultures. d. Identify AB nd ABA form. 4. Using simple music voculry, descrie the musicl elements tht contriute to performnce excellence. (CA). Explin musicl elements tht relte to successful performnce.. Recognize excellence in the qulity of vocl or chorl performnce. c. Perform nd evlute individul nd/or group performnce. Music 22
5. Relte music/nottion symols to written melodic line. (CA). Recognize incresingly difficult music symols tht demonstrte rhythm nottion (i.e., eighth rest, hlf note, hlf rest, whole note, whole rest).. Red nd respond to simple notted melodies, rhythms, nd dynmic. c. Compose short song within specified guidelines. 6. Compre nd contrst music exmples from different cultures, times, nd plces. (HC). Listen to music from vrious cultures nd ethnic groups nd compre nd contrst performnce styles.. Perform music from vrious cultures nd crete musicl instruments from vrious cultures. c. Discuss the role nd function of music nd musicins. d. Perform using instruments nd timres of instrumentl fmilies from vrious cultures. 7. Descrie the musicl chrcteristics tht ffect moods, responses, nd feelings. (A). Compre the feelings expressed y specific exmples of music.. Interpret the ide or story of music selection through movement, dnce, nd drmtiztion (role-ply). c. Respond to nd descrie music y pinting or drwing picture, or writing story. 8. Identify musicl expression s it reltes to other suject res. (C). Identify ides nd stories contined in the lnguge of songs nd relte them to the pproprite suject re.. Understnd word ptterns nd rhymes within song text. c. Recognize the sequentil rrngement of sections in work of music. 9. Descrie the wys tht music ffects everydy life. (C). Descrie vrious wys tht people mke music.. Understnd the presence nd uses of music in everydy life. c. Descrie different music styles nd genres. d. Identify creers in music. e. Demonstrte udience ehvior pproprite for musicl performnce. Music 23
Music, Second Grde Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1, Song: Hwiin Rinows (phrse, pitch, rhythm). Sing Hwiin Rinows. Students identify the shpe of rinow, drwing rinow in the ir to indicte ech phrse. Students identify the singing voice, nd the correct rhythm. After students cn sing nd mke curves for the phrses, they re divided into groups to crete smooth nd flowing movements for ech phrse. Students discuss the dynmics of the piece. Are there crescendos nd decrescendos? Techer oservtion 2, Using rhyme such s 2,4,6,8, meet me t the grden gte. If I m lte, don t wit. 2,4,6,8, students determine the rhythm of the chnt nd write it out (on pper, on the floor with sticks). Ply the rhythm with unpitched percussion instruments nd ply the rhythm of the words using the penttonic scle on melody instrument. Techer plys ourdon on the Bss Xylophone. Students sy the rhyme with rhythmic ccompniment. Students ply n improvised melody on tuned instrument, then crete melody for singing the words insted of plying them. Develop n ABACA performnce y using the improvistion for A, the vocl rhythmic rhyme for B, nd sung melody of the rhyme for C. Techer divides the clss so tht ech group hs tsk for which they re responsile. Oserve rhythm writing nd instrument plying for technique 3 d Students listen to recorded exmple of minuet, The techer identifies the form. The students crete movements for the sections of the minuet to ecome more wre of the dnce form. Techer oservtion of student ody movements 4, Students re divided into severl smll groups. Ech group designs ruric, discussing the elements tht could e used to evlute singing performnce (eginnings, endings, dynmics, etc.). Mke list. Ech group performs n exmple to e evluted y the other students using the ruric. You my wnt students to give d exmple first, then correct their performnce to mke sure tht they grsp the evlution process. Techer oservtion nd ruric 5, Techer writes song such s Pese Porridge Hot on poster ord. Students pt legs to the rhythm. Using wht they lerned out notes on the stff, they nme the notes. If instruments re ville, students ply the notes (if there re no instruments Techer oservtion Music 24
Music, Second Grde ville, mke nd copy pper keyord), students crete other rhythmic ccompniments nd improvise other melodies on the rhythm. (Use lck keys on the pino if you hve no rred instruments.) 6,,d Students lern the song, Chee Chee Kooly, folk song from Ghn. Students echo-sing the song nd discuss ptterns in the song from Ghn, nd other Africn countries. Note tht people communicte with drums. After students know the song, they ply "Follow the Leder" with Africn instruments (or drums). Discuss tht children re sung to from infncy in Afric nd this song is proly mixture of different dilects nd hs no mening ut is ply song. First phrse-hnds on hed (imitte); Second phrse-hnds on shoulders (imitte); Third phrse-hnds on hips (imitte); fourth phrse-grsp nkles (imitte); nd fifth phrse-fll to the ground (imitte). Students crete their own movements s they think children might do in Ghn. Techer oservtion 7,,c Mterils needed: Book, Wht Wonderful World, nd Louis Armstrong s recording of Wht A Wonderful World (ville on RCA Victor Beginner s Guide to Jzz-CD-ROM). Techer plys the recording, turning the pges with the singer s he performs the text. Students crete movement tht will identify the word tht you spek ( trees, red roses, loom, etc.). Students move with the music using movements tht they hve just creted. (This lesson could e expnded in mny directions. Use your cretivity.) Techer oservtion 8 Students lern the song, Recycle Rp, or other song out recycling. Students discuss the importnce of recycling. Students discuss rp, listen to the rp, discuss the text, pointing out the rhyming words to help with memoriztion. Students crete movement. (If this is not ville, let the students mke their own rp out recycling nd dd their own rhythmic ccompniment.) Techer oservtion 9 d Students find nd ring pictures of vrious performing rtists. They my lso ring recorded exmple to ply y tht rtist (specify importnce of choosing exmples tht re pproprite for the clssroom). Students tell wht they know out the rtist. After plying short exmple, discuss the jos of ll the people it took to crete the recording. Techer oservtion Music 25
MUSIC THIRD GRADE DESCRIPTION OF PROGRAM OF STUDY: The Third Grde Music progrm of study serves s guide to develop curriculum for students in Third Grde music clsses nd Third Grde regulr clsses. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for third grde students in the following: Elementry Music Arts Integrted in the Elementry Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 26
MUSIC THIRD GRADE CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing prtner songs nd two-prt rounds with expressive voice control nd ply ccompniments using crossover mllet techniques. (CP). Sing nd/or ply prtner songs nd simple rounds using pproprite vocl techniques nd dynmics.. Sing with ccurte pitch nd rhythm. c. Recognize nd sing music of different styles. d. Ply pitched instruments using crossover ptterns. 2. Compose short melodies nd rhythmic ptterns. (CP). Crete short melodies y singing or plying on pitched instruments.. Crete rhythms nd ccompniments on vrious instruments. c. Crete nd perform n originl melodic nd/or rhythmic song. 3. Listen to nd identify simple forms, orchestrl instrument fmilies, nd melodic movement. (CA). Identify the melodic movement used in composition.. Identify the sounds of vrious instrumentl fmilies of the orchestr nd nd in selected works of music c. Perform pproprite movements or drmtiztion to selected works of music. d. Identify AB, ABA, AABB, nd rondo form. 4. Using music voculry, descrie the chrcteristics of musicl performnce. (CA). Explin musicl chrcteristics tht relte to performnce excellence.. Compre the qulity of vrious vocl or chorl performnces. c. Descrie nd evlute individul nd/or group performnce nd compositions. Music 27
5. Identify note vlues in written melodic line. (CA). Recognize incresingly difficult music symols tht demonstrte rhythm nottion (i.e., whole note, whole rest, key, nd meter signture).. Identify the trele clef nd ss cleft line nd spce note nmes. c. Red nd ply rhythm nottion. 6. Demonstrte n understnding of vrious styles or cultures through interpretive movement. (HC). Drmtize/perform music from vrious cultures nd ethnic groups.. Descrie the role nd function of music nd musicins from vrious cultures. c. Perform music nd dnce using instruments from vrious cultures. 7. Understnding tht musicl chrcteristics ffect moods, responses, nd feelings. (A). Compre nd contrst feelings expressed y specific exmples of music.. Drmtize the ide or story of music selection. c. Interpret music through pinting, drwing picture, movement, or writing. 8. Descrie wys in which other suject res re interrelted with music.. Identify ides nd stories contined in the lnguge of songs nd relte them to the pproprite suject re.. Explin the sequentil rrngement (sequencing of thoughts, numers, etc.) of sections in work of music. c. Identify wys in which the principles nd suject mtter of music re relted to other disciplines. 9. Distinguish vrious musicl styles herd in everydy life. (C). Descrie the presence nd use of music in everydy life.. Compre nd contrst different music styles. c. Compre nd contrst vrious wys tht people mke music. Music 28
Music, Third Grde Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 d Techer defines nd introduces prtner songs. Students echo the definition. After lerning the songs Sndy Lnd nd Bow, Belind, students re divided into two groups. One group sings Sndy Lnd. The other group sings Bow Belind. Group one nd two now sing Sndy Lnd nd Bow Belind together. Techer oservtion 2 Students lern the song, I Got Letter, nd tp the rhythm to the words, I got letter this morning, oh, yes. Students re grouped in pirs nd crete melody ptterns for the rhythm of the words using notes E, G, A, B on resontor ells, xylophones, or glockenspiels. The first student will end on G or (do) nd the second student will end on E (l). Techer oservtion. Checklist: Correct mllet technique 3 c,d Students listen to Springfield Mountin. While listening, the students swy when the repeting section is herd nd pt knees when the new section is herd. Students nme the sections herd in the song. After the sections hve een identified, instruct the students out AB form. Students re then plced in four groups to drmtize the text. Three of the groups ct out two verses nd the fourth group cts out the refrin. The students my use utcher pper, scrves, nd lnkets s props. Techer oservtion of orl response ctivity 4 c While listening to Tideo, students red nd ply rhythm nottion, including qurter notes, qurter rests, eighth notes, eighth rests, hlf notes, hlf rests, dotted hlf rests, whole notes nd whole rests using lummi sticks. Techer oservtion of orl response ctivity c Students will sing well-known round in 2-4 prts nd descrie nd evlute the singing qulity, lend, diction, nd overll expressiveness of the performnce. Techer oservtion of written ctivity c Students will work in groups to crete n 8 mesure pttern using known note vlues, nd melodic pitches on rred nd percussion instruments. Ech group will perform for the clss with the clss evluting ccording to the use of the pproprite note vlues, melodic pitches, dynmics, nd sense of ensemle. Student responses to ech performnce 5 On worksheet, students will nme the line nd spce notes of the trele clef nd ss clef. Techer oservtion of written ctivity Music 29
Music, Third Grde 6,d Students listen to L Rsp, Mexicn song, nd Bo Mrley s, The Sun is Shining, Regge song. After listening, students list the vrious instruments tht re herd in ech song nd discuss instrument fmilies from the two different cultures. Techer oservtion of student responses nd discussion following listening ctivity 7,c Students listen to recordings of Rimsky-Korskov s Flight of the Bumleee, nd Boy McFerrin nd Yo Yo M s Flight of the Bumleee. After listening, the students mke list of similrities nd differences. They then discuss the mood or their feelings out ech piece. Students listen to the pieces gin. On rt pper they drw how the music mkes them feel when the music is herd. Techer oservtion of student listening, student self-evlution of discussion nd visul rtworks 8 Techer introduces the Mexicn chnt Bte, Bte, trnslting the Spnish words nd discussing the mening. Students think of new words tht fit the rhythm of piece, write new verses nd red them to the clss. Techer oservtion nd verl feedck of student-creted verses 9 c Students imgine tht they re conductor or singer, reserch ech creer, nd write pper. They will then compre nd contrst the creers in pprecition. After compring nd contrsting the creers, students nme conductors nd/or singers they know. Techer ssessment of ech student s written work; techer nd peer evlution of student discussion Music 30
MUSIC FOURTH GRADE DESCRIPTION OF PROGRAM OF STUDY: The Fourth Grde Music progrm of study serves s guide to develop curriculum for students in Fourth Grde music clsses nd Fourth Grde regulr clsses. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for fourth grde students in the following: Elementry Music Arts Integrted in the Elementry Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 31
MUSIC FOURTH GRADE CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing two nd three-prt rounds, echo songs, nd countermelodies with wider rnge, nd ply ccompniments using syncopted rhythm ptterns on pitched nd un-pitched instruments. (CP). Sing nd/or ply two nd three prt rounds, echo songs, nd countermelodies using pproprite vocl techniques, dynmics, nd phrsing.. Sing with pproprite tone qulity while incresing vocl rnge. c. Sing music from vriety of plces, including Mississippi. d. Sing from memory repertoire tht incorportes simple hrmonies. e. Ply syncopted ccompniments using pitched nd un-pitched instruments. f. Sing in groups, focusing on lending, mtching dynmics, nd responding to the conductor. 2. Compose short melodies using steps, leps, nd repets. (CP). Crete incresingly complex melodies y singing or plying on pitched instruments.. Crete nd correctly echo simple rhythms nd melodic ostinto ccompniments y plying instruments. c. Crete n originl song nd ccompniment using vriety of sound sources. d. Improvise simple vrition on fmilir melodies. 3. Listen nd respond to music nd instruments of diverse cultures nd styles. (CA). Descrie the instrumenttion of music composition.. Drmtize chrcteristics identified in music composition with pproprite movement. c. Anlyze incresingly complex forms (i.e., theme nd vritions, suite, overture, cll-response). Music 32
4. Descrie qulities of successful musicl performnces. (CA). Descrie musicl elements tht relte to successful performnce.. Drmtize nd interpret musicl performnces. c. Anlyze recorded music exmples s model for performnce. d. Devise criteri for evluting performnce or compositions. 5. Develop music reding skills for trele clef. (CA). Perform sic rhythmic, melodic, nd dynmic symols nd nottion while reding nd performing music.. Red lines nd spces of trele clef nd ss clef nottion. 6. Recognize tht music reflects the culture, time, nd plce of its origin. (HC). Recognize nd discuss y genre or style music exmples from vrious historicl cultures nd ethnic groups.. Identify instruments nd timres of instrument fmilies from vrious cultures. 7. Interpret vriety of moods nd feelings communicted through vrious music selections. (A). Illustrte the feelings expressed in music performnces y pinting, drwing picture, moving, or writing story/poem.. Interpret the ide or story of music selection y performing on instruments pproprite to the piece. 8. Compre nd contrst the mening of common terms used in the rts nd other suject res (i.e., line, form, rhythm, texture, contrst, nd color). (C). Identify similrities nd differences in the menings of common terminology of rt forms such s music, drm, nd dnce, with literture nd poetry.. Anlyze sequentil rrngement (sequencing of thoughts, numers, etc.) within vrious rt forms. c. Identify wys in which the principles of music re relted to other disciplines. 9. Recognize wys tht music nd musicins re encountered in everydy life. (C). Compre nd contrst the qulifictions for vrious musicl creers.. Identify nd descrie roles of musicins in vrious musicl settings, cultures, nd creers. Music 33
Music, Fourth Grde Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Techer introduces three prt round nd gives the definition. Students echo the definition. Use song such s Hey, Ho! Noody Home, nd divide students into three groups. The techer rings in ech group ppropritely while performing the song. Techer oservtion of students singing ccurcy 2 While singing Hmone, students tke turns creting melodies on the qurter rests on pitches E, G. A, B- flt, nd D, using resontor ells, xylophones, or glockenspiels. Techer oservtion nd checklist record documenting which students hve performed 3 Students listen to recording of song from nother culture, such s, Kye, Kye, Kule, from Africn Folksongs: Children s Songs from Ghn. After listening, students discuss the instruments herd in the composition. Techer oservtion of students orl responses following the listening ctivity 4 Students discuss nd sing song tht tells story, such s Clementine. After singing, students re plced in two groups to drmtize the text. Group I cts out the verses, group II cts out the refrin. Students use fethers, oxes, uckets nd pper rocks. Techer oservtion of drmtiztion nd singing 5 Given rred instrument nd mllets, the student plys song such s Mry Hd Little Lm, with ttention to mllet technique. Techer oservtion of mllet technique 6 After listening to song such s Cielito Lindo, students will identify instruments nd timre herd within the recording. Techer oservtion of student listening nd responses 7 After listening to symphony selection such s Symphony no. 94, y Hydn, The Surprise Symphony, the students will illustrte their musicl feelings y drwing picture or writing story/poem. Techer oservtion of student listening nd drwing 8 Students sing song out time such s, Tke Time in Life. After singing, they work in pirs to find out how mny months it will tke from the present dte to complete elementry school, middle school, nd high school. Students my lso think of other wys to spend time in life: How mny months until I finish college? or How mny months until the lst dy of school? Techer oservtion of student singing nd listening; red nd/or respond to students written work 9, After identifying vrious musicl creers, students list the qulifictions of ech, then compre nd contrst ech creer. Techer oservtion of student responses. Music 34
MUSIC KEYBOARD, BEGINNER LEVEL (Kindergrten through Fourth Grde) DESCRIPTION OF PROGRAM OF STUDY: The eginning level keyord frmework is designed to guide techers in developing keyord music curriculum for students in the erly grdes. Keyord study my tke plce using n coustic pino, portle electronic keyords, or in lortory setting with multiple keyords connected to computer. The competencies nd strtegies re closely relted to the K-4 generl music frmework. Individul schools or school districts mke decisions out when students egin keyord study. Techers re encourged to consider the ge of the child nd his/her prior music experiences when designing the keyord curriculum. Competencies in this frmework pply to eginners, nd re not designed for specific grde levels. This progrm of study is to e used in developing music curriculum for kindergrten through fourth grde students in the following: Elementry Keyord Students in these grdes follow yerlong progrm of study. Techers re encourged to select repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the generl music introduction estlishes the progressions of instruction for ech gol re grouped y grde cluster. The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 35
CONTENT STRANDS: MUSIC KEYBOARD, BEGINNER LEVEL (K-4) Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Ply vriety of music selections lone or in groups. (CP). Use proper posture nd hnd position while sitting t the keyord.. Demonstrte understnding of high, medium, nd low pitch rnges in selected keyord repertoire. 2. Crete nd perform music using simple melodies nd rhythms. (CP). Crete melodic motives on the keyord to illustrte up nd down.. Improvise composition using stccto nd legto melodies. 3. Listen to, descrie, nd respond to short works of music. (CA). Descrie chrcteristics of melody or rhythm used in keyord composition.. Descrie sic elements of form in music. 4. Descrie qulities of successful keyord performnces. (CA). Identify expressive qulities of keyord performnce: soft, loud, fst, slow, etc.. Evlute ccurcy of rhythm, melody, nd style in keyord performnces. 5. Recognize nd identify music nottion nd symols. (CP, CA). Recognize music symols tht demonstrte rhythmic nottion nd vlues (i.e., qurter note, qurter rest, eighth note r lines, nd mesures).. Know the letter nmes of line nd spce notes on trele nd ss clefs. c. Demonstrte knowledge of music symols/icons y plying on the keyord. 6. Recognize tht music reflects the culture, time, nd plce of its origin. (CP, HC). Listen to nd perform music from vrious cultures, nd ethnic groups.. Understnd the role of music nd musicins in selected cultures, times, nd plces. Music 36
7. Experience vriety of moods nd feelings expressed y different keyord selections. (CP, A). Compre nd contrst emotions or moods expressed when listening to or performing specific exmples of music.. Know tht keyord selections cn convey vrious ides or stories. 8. Recognize connections etween music, the other rts, nd other suject res. (CA, C). Compre wys composer uses dynmics to tell musicl story with the wy n uthor, pinter, mime, or dncer tells story.. Anlyze the sequentil rrngement of phrses or sections in work of music compred to the order of events in story. 9. Recognize wys tht music nd musicins re encountered in everydy life. (C). Know vrious wys tht people mke music.. Anlyze the presence, use, nd effect of music in everydy life. c. Demonstrte eginning knowledge of vriety of music styles. d. Compre nd contrst the qulifictions for vrious musicl creers. Music 37
Music, Beginner Keyord Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Use techer-mde chrts to demonstrte posture t the pino. Students select correct posture nd hnd position from the chrts. Techer oservtion of student's ility to select proper imge 1 Students hold n imginry ll in ech hnd nd move individul fingers on keys s techer clls out finger numers. Techer oservtion of student s hnd position nd fingers 1 The techer will ply short keyord motive. Students will identify the pitch rnge of the exmple plyed y nswering high, medium, or low. Techer oservtion of ccurcy of student responses 2 While using cloth mllet, the student will ply glissndo on the keyord to illustrte the up nd down sounds in the song Hickory, Dickory, Dock. Techer nd/or peer oservtion 3 Students listen to the techer or clssmte perform short piece, then they identify the form of the piece (e.g. AB, ABA, etc.). Techer oservtion of student responses 4 Students will use terms such s soft/loud, smooth/jerky, fst/slow, nd short/long to descrie nd evlute keyord performnces. Techer oservtion of student's ility to pply ccurte terms 5 Students ply five-note scle ptterns from chrt tht shows qurter note, hlf note, nd eighth note exmples. Techer oservtion of student reding 5 c Students will ply the correct ss or trele clef pitch on the keyord when the techer points to note on stff nottion chrt. Techer/peer oservtion 6 Students listen to dnce pieces from different time periods (e.g., minuet, wltz, oogie-woogie). Discuss or demonstrte the different types of movement tht would ccompny ech dnce selection. Techer ssessment of student s orl or demonstrted responses 7 Students listen to two rief keyord performnces of lully nd mrch. After hering the exmples, they choose from techer-mde chrt tht shows 4-6 pictures of people doing different things, including resting nd mrching. Students select picture from the chrt nd explin why they mde the choice. Techer nd/or peer evlution of student response nd rtionle Music 38
Music, Beginner Keyord 8 Listen to or perform short keyord piece such s Country Grdens, y Schumnn. Students compre the eginning, middle, nd end of the music to story such s Little Red Riding Hood. Techer oservtion of student's ility to connect sequence in music to sequence in stories 9 Discuss the different types of keyords tht hve een used throughout history. Crete list of keyords used tody, nd where/how they might e used in music mking. Techer mde chrt of student responses nd evlution of student s knowledge of keyords sed on their discussion Music 39
MUSIC Strings, Beginner nd Intermedite Level (Kindergrten through Fourth Grde) DESCRIPTION OF PROGRAM OF STUDY: The eginning level strings frmework is designed to guide techers in developing strings music curriculum for students in the erly grdes. Clsses meet only once or twice per week. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency. There is lso enchmrk chrt tht estlishes the progression of instruction for ech gol through grde clusters. The competencies nd strtegies re closely relted to the MS-eginner music frmework. Individul schools or school districts mke decisions out when students egin strings clss. Techers re encourged to consider the ge of the child nd his/her prior music experiences when designing the strings curriculum. Competencies in this frmework pply to eginners, nd re not designed for specific grde levels. This progrm of study is to e in developing music curriculum for kindergrten through fourth grde students in the following: Elementry Strings Students in these grdes follow yerlong progrm of study. Techers re encourged to select repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency; there is lso enchmrk chrt in the instrumentl music introduction tht estlishes the progression of instruction for ech gol re grouped y grde cluster. The competencies re printed in old fce type nd re required to e tught. For n explntion of the content strnds, see the generl introduction section of the Mississippi Visul nd Performing Arts Frmework. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. Music 40
For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 41
MUSIC Strings, Beginner nd Intermedite Level (K-4) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd ply vriety of music selections lone or in groups. (CP). Use proper posture nd hnd position while holding stringed instrument.. Demonstrte understnding of high, medium nd low pitch rnges in selected stringed repertoire. 2. Crete nd perform music using simple melodies nd rhythms. (CP). Identify nd ply scles.. Crete melodic motives on the instrument to illustrte up nd down. c. Improvise composition using stccto nd legto melodies. 3. Listen to, descrie, or respond to short works of music. (CA). Descrie chrcteristics of melody or rhythm used in string composition.. Descrie sic elements of form in music. 4. Descrie qulities of successful string performnces. (CA). Identify expressive qulities of string performnce: soft, loud, fst, slow, etc.. Evlute ccurcy of rhythm, melody, nd style in stringed performnces. 5. Recognize nd identify music nottion nd symols. (CP, CA). Recognize music symols tht demonstrte rhythmic nottion (i.e., qurter note, qurter rest, eighth note).. Know the letter nmes of line nd spce notes on trele nd ss clefs. c. Identify note/rest vlues, r lines nd mesures. d. Demonstrte knowledge of music symols/icons y plying on respective stringed instrument. Music 42
6. Recognize tht music reflects the culture, time, nd plce of its origin. (CP, HC). Listen to nd perform music from vrious cultures, nd ethnic groups.. Understnd the role of music nd musicins in selected cultures, times, nd plces. 7. Experience vriety of moods nd feelings expressed y different string repertoire. (CP, A). Compre nd contrst emotions or moods expressed when listening to or performing specific exmples of music.. Know tht stringed selections cn convey vrious ides or stories. 8. Recognize connections etween music, the other rts, nd other suject res. (CA, C). Compre wys composer uses musicl elements to tell musicl story like the wy n uthor, pinter, mime, or dncer tells story.. Compre wys music nd other sujects re relted. 9. Recognize wys tht music nd musicins re encountered in everydy life. (C). Know vrious wys tht people mke music.. Anlyze the presence, use, nd effect of music in everydy life. c. Demonstrte eginning knowledge of vriety of music styles. d. Compre nd contrst the qulifictions for vrious musicl creers. Music 43
Elementry Strings, Beginner Comp. Oj. Suggested Teching Strtegies 1 Students discuss eforehnd the finger position to e used, wht strings to e plyed. Suggested Assessment Techer oservtion of discussion Students lern correct left nd right hnd positions, nd prctice owing long, slow ows on open strings. Techer oservtion 2 Students prctice esy scles such s D, G, nd C y plcing their fingers on colored tpe guides on the fingerord to insure proper note plcement. Plying test, techer oservtion c Students will improvise simple melodies which demonstrte the ility to move up nd down within simple scle. Students will improvise simple melody which demonstrtes the ility to utilize oth stccto nd legto owings. Techer oservtion Plying test, techer oservtion 3 Students listen to relted works of composers whose pieces they re plying nd discuss differences nd similrities of rhythm, style, tempo, nd melody. Techer oservtion Students listen to work of well-known composer in the Clssicl period nd demonstrte ility to identify sic forml elements. Written ssessment 4 Students will identify nd define the simple expressive qulities (fst/slow, simple meters, forte/pino, etc.) contined within recording of n orchestrl performnce. Techer evlution of student response or written work Students will evlute recorded exmples of the instrumentl sounds (sed on grding scle of 1-5) of the entire clss in the ctegories of ccurcy of rhythm (whole to eighth notes) nd style. Student evlution using scle 5 Students use flshcrds to review different types of notes nd rests. Then they write music stff, notes, nd corresponding rests to crete mesures of music on worksheet. Techer evlution of worksheet c Students memorize nmes of lines nd spces of their clef, then mke flshcrds to review with ech other. Students lel rhythm worksheet with pproprite counts nd symols denoting its expressive qulity. Written test Techer evlution of rhythm worksheets Music 44
Elementry Strings, Beginner c,d Students identify nd ply music from lesson ook tht demonstrtes different types of owing (dynmic mrkings nd tempo). 6 Students will listen to nd discuss stringed instruments incorported into vrious styles of music. Visul nd url oservtion y techer Techer oservtion of discussion Students will listen s their techer reds story out composer nd will then nswer questions out the story. Techer oservtion of discussion 7 Students descrie the feeling or mood expressed in piece of music, nd explin those conclusions. Techer oservtion of discussion While listening to musicl selection, students will illustrte story evolved y the music. Techer oservtion 8 Students listen to vriety of styles of music nd view exmples of vriety of styles of visul rt, descriing how music nd visul rt evoke involuntry responses. Techer-led discussion of esthetic experiences Students will discuss how historicl events influence composer s writings. Techer oservtion 9 Students will complete chrt of ll the music herd for five stright dys. Included in this chrt should e description of who ws mking the music, the purpose of the music, nd how it ffected their mood nd ttitude. Student-creted chrt c d Students discuss the plces they her music, such s dvertising, CD s, crtoons, cell phones, videos, nd rdio, nd determine wht the music communictes nd how it delivers messge in ech ppliction. Ech student will demonstrte the ility to lter given melody (nursery song or other simplistic melody) on their instrument to exhiit t lest 2 different styles of music. Students will exmine severl musicl creers nd descrie the different qulifictions for ech. Techer oservtion Techer nd student oservtion nd feedck Written ssessment Music 45
Elementry School Strings, Intermedite Comp. Oj. Suggested Teching Strtegies 1 Students will ply chorles to develop more mture sound. Students ply in smller, chmer groups, listening to ech other. 2 Students lern 1 nd 2 octve scles, nd corresponding minor scles. Suggested Assessment Peer evlution through smll student critique groups Techer oservtion nd evlution of performnce.,c Students improvise, lone nd in smll groups. Students crete nd perform four-mesure melody. Evlution of cretivity nd resolution of the melody 3 Students ply Clssicl, Broque, nd pop music, then identify composer nd discuss different structures of ech through written work or clss discussion. Techer evlution of written work or discussion Students identify time signture, key signture, tempo, nd dynmic mrkings of piece efore it is plyed. Techer oservtion 4 Students listen to CD nd wtch music video nd discuss the music elements in ech piece. Oservtion of techer-led discussion Students tke plying test. Evlution of plying test 5 Students ply scles using different rhythms, then complete worksheet. 6 Students listen to CD s of vrious genres nd styles of string music nd prticipte in clss discussion. Evlution of worksheet Techer oservtion Students reserch cultures in which vrious compositions studied originted identifying culturl influences tht ffected the composer nd the music, nd shring findings in cretive presenttions. Techer evlution of presenttions 7 Students listen to live nd recorded music, discuss the feelings nd emotions inspired y the music, nd determine how the elements of music re used to crete those feelings. Evlution of techerled discussion Students will listen to exemplry recordings of concert mteril nd nlyze how the music elicits vrious responses. Students then compose n essy descriing their rections to the nunces of the music. Techer evlution of written essys Music 46
Elementry School Strings, Intermedite 8 Discuss rts progrms in their school such s drm, choir, rt, nd how these groups interct. Evlution of techerled discussion Students identify similrities etween music nd mth, such s how note vlues re like frctions, crescendo nd decrescendo re like greter thn/less thn signs, nd ptterns in music phrses re similr to numer ptterns. Worksheets 9 Students discuss the importnce of music in their lives nd the impct of music on others. Evlution of discussion Music 47
MUSIC MIDDLE SCHOOL INTRODUCTION Students studying music t the middle school level continue to uild on skills cquired during erlier grdes. In grdes 5-8 students re still very eger to crete, perform, nd respond to music. At the sme time, they re eginning to form opinions out music tht influence their personl choices. As knowledge out music increses, students egin to mke choices out their music prticiption nd preferences. Interest in peers nd populr culture lso ffects student decision-mking. The middle school yers provide n excellent time for students to rep enefits of music study. In the erly grdes students re introduced to sic elements of music: rhythm, melody, hrmony, form, nd expression. These elements represent the core components of music study nd serve s uilding locks for music litercy. Incresing music litercy nd performing skills enles middle school students to undertke more chllenging repertoire. In ddition, performing music provides mens of personl expression nd wy to uild self-confidence nd sense of self-worth. In this time of rpid physicl growth, music study offers n outlet for expnding thoughts nd ides tht helps students to know themselves etter. Students who hve identified specil interests or tlents my wnt to consider options for more serious study or to exmine the possiility of creer in music. Middle School Generl Music The gol of this progrm of study is to continue sequentil music instruction tht leds to music litercy, educted music consumers, nd lifelong lerning in music. With tht gol in mind, during the middle school yers, students re expected to increse skills in performing, creting, nd responding to music. Courses my e prescried or elected, depending upon decisions mde t the school district level. The Middle School Music progrms of study, Levels I, II, III, nd IV, serve s guide in developing curriculum for students in grdes 5-8. Students in these grdes my receive music instruction in yerlong progrm of study, in semester course, or in 9-week term. Nine-week nd semester courses will introduce ll the competencies in the designted progrm of study. Yerlong courses will cover ll the competencies, ut in greter depth nd redth thn semester or 9-week courses. Curriculum my encompss generl music pproch nd/or chorl music performnce. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt estlishes the progression of instruction for ech gol re grouped y grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for Levels I, II, III, nd IV students in the following: Middle School Generl Music (9 week, semester, or yerlong course) Arts Integrted in the Middle School Clssroom Music 48
Middle School Chorl Performnce Students t the middle school level who choose to pursue chorl performnce identify with the sounds of singing nd its expressive qulities. The ide of singing for n udience stimultes them to work hrd for performnce gols. By this time, students re le to sing in two nd three prts. Vocl mturtion results in n entirely different singing sound from the erlier grdes. The middle school yers re n excellent time to develop vocl technique, increse music litercy skills, nd lern sic elements of music theory. The Middle School Chorl Performnce progrm of study serves s guide to develop curriculum for chorl performnce clsses tht include students in grdes 5-8. Students in these grdes my receive music instruction in yerlong progrm of study, in semester course, or in 9-week term. Nine-week nd semester courses will introduce ll the competencies in the designted progrm of study. Yerlong courses will cover ll the competencies ut in greter depth nd redth thn semester or 9- week courses. Techers re encourged to select chorl repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency; the enchmrk chrt estlishes the progression of instruction for ech gol re grouped y grde clusters. This progrm of study is to e in developing music curriculum for Levels I, II, III, nd IV students in the following: Middle School Chorl Performnce (9 week, semester, or yerlong Course) Middle School Musicl Performnce (Chorl) (9 week, semester, or yerlong course) Middle School Instrumentl Performnce The ide of lerning to ply n instrument is very ttrctive to middle school students. Mny students t this level hve spent yers thinking out plying one prticulr instrument or eing memer of nd or orchestr. Previous music study yields rpid progress when students egin to ply n instrument. Yet instruments offer chllenges tht inspire new commitment to the discipline of music study nd prctice. Support of peers nd interest from prents is prticulrly helpful s students egin to lern n instrument. Once pst the initil chllenges of lerning n instrument, students egin to understnd the enefits of plying together in n ensemle. Listening skills, criticl thinking, nd prolem solving ecome very importnt to the performing group. The middle school level is n excellent time for students to expnd their knowledge of music literture nd their pprecition for mny kinds of music. The Middle School Instrumentl Performnce progrm of study serves s guide for developing curriculum for instrumentl performnce clsses tht include students in grdes 5-8. Students in these grdes follow yerlong progrm of study. Techers re encourged to select instrumentl repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted for ech grde level. Smple strtegies nd ssessments re given for ech competency; the Music 49
enchmrk chrt estlishes the progression of instruction for ech gol re grouped y grde clusters. This progrm of study is to e used in developing music curriculum for Levels I, II, III, nd IV students in the following: Middle School Bnd Middle School Instrumentl Ensemle Middle School Strings Middle School Musicl Performnce (Instrumentl) Music 50
MUSIC MIDDLE SCHOOL LEVEL I DESCRIPTION OF PROGRAM OF STUDY: The Middle School Level I progrm of study serves s guide in developing music curriculum for students in Fifth Grde or t the eginning middle school level. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for level I students in the following: Middle School Generl Music Arts Integrted in the Middle School Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 51
MUSIC MIDDLE SCHOOL LEVEL I CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd/or ply, lone nd in groups, vriety of music, y imittion nd from short notted ptterns, using sic performnce techniques, including ttention to pitch, meter, tempo, nd dynmics. (CP). Sing nd/or ply lone nd with others vriety of songs using pproprite techniques nd dynmics.. Sing with ccurte pitch nd rhythm while incorporting eginning reth control techniques. c. Sing music from vriety of cultures, times, nd trditions. d. Sing music written in two prts. 2. Compose nd/or improvise short vocl nd/or instrumentl phrses in penttonic nd mjor scles, using simple meters, sic rhythm, nd melodic ptterns. (CP). Improvise incresingly difficult melodies y singing or plying instruments in two prt hrmonies.. Improvise rhythms nd ccompniments y plying instruments. c. Crete nd notte n originl musicl composition. 3. Listen to nd descrie vried repertoire of short music exmples. (CA). Anlyze instrumenttion of music selection.. Identify the chrcteristics of music composition. c. Anlyze incresingly difficult musicl forms. 4. Differentite etween performnces of higher nd lower qulity. (CA). Evlute music performnces.. Anlyze musicl elements of successful performnce. Music 52
5. Red from music nottion tht includes trele clef pitches, sic rhythm nottion (including sixteenth, eighth, qurter, hlf, nd whole notes with corresponding rests), sic meter signtures, nd sic dynmic mrkings. (CA). Understnd counting, plying, or singing from incresingly difficult musicl nottion such s syncoption.. Demonstrte knowledge of melodic, rhythmic, nd dynmic nottion. 6. Demonstrte wreness of music nd musicins in vrious cultures, times, nd plces. (HC). Listen to nd identify music from vrious cultures nd ethnic groups.. Perform music from vrious cultures. c. Investigte the role nd function of music nd musicins. d. Understnd how vrious cultures use different musicl instruments nd vocl techniques to crete culturlly unique music. 7. Develop nd use voculry to descrie the mood nd feelings expressed in different music selections. (A). Interpret feelings expressed y specific exmples of music.. Develop musicl ide or story tht will express moods or feelings. 8. Descrie connections etween music, the other rts, nd other suject res. (C). Identify poetic chrcteristics of song lyrics.. Recognize the sequentil order of musicl events. c. Descrie the wys in which the principles nd suject mtter of other disciplines re relted to music. 9. Descrie the role of music nd musicins in everydy life. (C). Demonstrte vrious wys tht people mke music.. Evlute the use nd effect of music in everydy life. c. Identify creers ssocited with music. Music 53
Middle School Music, Level I Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Students sing trditionl songs such s Down y the Riverside, nd Fis Dodo, French folk song. Techer oservtion nd feedck out vocl performnce 2 c Students crete nd notte n eight-mesure rhythm pttern tht includes t lest one sixteenth note, dotted hlf note, triplet, nd tie. Techer ssessment of written student responses. Record student progress on mstery of rhythm nottion 3 c Students listen to works such s Fossils from Sint-Sens, Crnivl of the Animls. When the repeted section is herd, the students tp the et. When the new sections re herd, they snp fingers, pt shoulders, or nod heds to determine the form of AABCADA. Techer oservtion of student movement while listening 4 After listening to musicl selection, students develop ruric to determine the qulity of the performnce. Techer evlution of student-mde ruric 5 While singing songs, students red tp ets to syncopted ostinto ccompniments. Techer oservtion of student prticiption 6,, d After listening to work such s Rgupti Rgv Rj Rm severl times, students discuss the instruments herd in the piece. They pln performnce of the song nd crete rhythm ptterns to e plyed on vrious sized hnd drums. Techer oservtion of student listening nd student-plnned rhythm ptterns 7, Students listen to works such s Coplnd s Hoedown from Rodeo, nd Gershwin s Summertime from Porgy nd Bess. After listening, they develop musicl story for ech piece sed on the moods or feelings portryed in the music. Students my use movement with props such s scrves, skimmers, stremers, nd hts. Techer oservtion nd feedck relted to student prticiption nd story-telling 8 After singing songs such s Erie Cnl, students identify rhyming words in the song text. They write the words on the chlkord nd think of other words tht would fit the rhythm. Techer oservtion of students orl nd written responses 9 After listening to exmples of clssicl nd jzz music, students discuss the differences herd in reltion to instruments, feelings, or mood. The students then discuss nd evlute how these types of music re used, nd the wy their use ffects people in tody s society. Techer oservtion of student listening nd discussion Music 54
MUSIC MIDDLE SCHOOL LEVEL II DESCRIPTION OF PROGRAM OF STUDY: The Middle School Level II progrm of study serves s guide to develop music curriculum for students in sixth grde or those who hve completed Middle School Music Level I. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for level II students in the following: Middle School Generl Music Arts Integrted in the Middle School Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 55
MUSIC MIDDLE SCHOOL LEVEL II CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd/or ply, lone nd in groups, vriety of music expressively nd with rhythmic ccurcy, y imittion nd from notted ptterns of incresing difficulty. (CP). Sing or ply vried repertoire lone nd in groups.. Sing or ply using pproprite performnce techniques, expression, nd ccurcy from rod literture of music. c. Sing or ply music in unison nd in two nd three prt hrmonies. d. Sing or ply music in vriety of meters, tonlities nd styles. 2. Compose nd/or improvise short vocl nd/or instrumentl musicl exmples using vriety of rhythm ptterns, penttonic or mjor nd minor scles, vrious vocl nd/or instrumentl timres, nd sic written music nottion. (CP). Improvise melodies nd rhythms employing the voice, ody percussion, nd vriety of instruments using penttonic scles or mjor nd minor scles.. Crete simple ccompniments to songs nd speech using vriety of sound sources. c. Compose originl penttonic or mjor melodies nd rhythms using nottion or instruments. 3. Listen to nd descrie vried repertoire of compositions nd performnces, including Americn populr music. (CA). Identify elements of music herd in vried repertoire of music selections.. Anlyze music compositions for musicl forms representing diverse genres. c. Identify nd descrie chrcteristics of musicl styles. 4. Identify nd descrie chrcteristics of qulity performnces. (CA). Develop criteri for evluting qulity music performnces.. Anlyze nd evlute clssroom nd pulic performnces for qulity. Music 56
5. Recognize nd identify nottion tht includes: trele clef nd ss clef pitches, shrps nd flts, sic rhythmic nottion, complex rhythms, sic meter signtures, nd sic Itlin dynmic terms nd corresponding symols. (CA). Red nd interpret music nottion in trele clef nd ss clef.. Demonstrte knowledge of how to red grnd stff in musicl scores. c. Recognize, identify nd descrie tempo, dynmic, nd expression mrkings in written music. d. Use pproprite terminology to descrie components of musicl score. 6. Determine the role nd function of music nd musicins in different cultures, times, nd plces. (HC). Recognize nd discuss music nd musicins from the United Sttes.. Recognize nd discuss music nd musicins from outside the United Sttes. c. Discuss the role nd function of music in vrious cultures, times, nd plces. 7. Anlyze wide vriety of music for expressive qulities, using oth musicl nd esthetic voculry. (A). Demonstrte understnding of mood or feelings expressed while performing or listening to music.. Anlyze the elements of music tht evoke or represent certin mood or feeling in specific exmples of music. c. Identify nd compre musicl qulities tht express rtistic mening nd vlue. 8. Anlyze connections etween music, the other rts, nd other suject res. (C). Compre nd contrst shred rtistic elements (e.g., flow, line, texture, color/tone, mood, contrst) mong music, visul rts, dnce, nd thetre.. Anlyze connections etween music, lnguge, nd literture. c. Identify the reltionship of musicl rhythm to mthemticl properties. 9. Know the importnce of music nd musicins in everydy life. (C). Anlyze wys music nd other rts re integrted into the experience of dily life.. Discover wys the rts re incorported into vrious communictions medi nd technology. Music 57
Middle School Music, Level II Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1,,c,d Students sing Siyhm, using good diction nd tone, with severl rhythmic or melodic ostintos s ccompniment, plyed on percussion instruments. Techer nd peer oservtion, discussion of proper performnce technique, rhythm, nd pitch ccurcy 2 Students improvise rhythmic ccompniment to song with hnd clpping, keeping n pproprite sense of et nd tempo. Oservtion of stility of clpping in reltion to et nd rhythm c Students compose penttonic melody of 16 ets in 4/4 meter for originl or selected lyrics/poetry, or without lyrics, using rred percussion instruments or keyords. Oservtion of compositionl process nd originl melody (product) 3, Students listen for rondo form in New Hmpshire Hornpipe from On Golden Pond movie soundtrck nd crete listening grph to show the continuity of design nd sections of the form, sed on the contrst of elements, themes, nd style. Evlution of order of contrsting section of form on student grphs 4 Videotpe clssroom performnce of song. After viewing the video, ech student mkes list of suggestions to improve the performnce in order to compile set of clssroom guidelines for singing or plying instruments in the future. Comine ides to compile checklist. Evlution of guidelines nd checklist 5, Students re-write short exmples of trele clef notes trnsposed into the ss clef stff keeping the sme letter nmes. Techer evlution of student-mde ruric Students sing ptterns from notted fmilir songs, using solfege syllles nd letter nmes. Techer/peer oservtion of rhythm nd et stility 6,, c Students wtch video progrms of trditionl musicmking from vrious countries or cultures, then discuss nd write descriptions of the differences etween Americn/Europen music-mking nd those on the video(s). Evlution nd discussion of student oservtions nd sttements 7 c Students listen to two or more recorded versions of the sme musicl selection nd list different musicl chrcteristics, moods, nd mening. Evlution of student lists Music 58
Middle School Music, Level II 8 Students listen to excerpts from Pictures t n Exhiition y Mussorgsky while viewing representtive pintings to descrie the wy tht sounds symolize the visul content of the pintings. Choose work of visul rt to connect to personl fvorite musicl selection. Student orl nd written responses Evlution of student choices 9, Students listen for music outside of the clssroom nd compile list of musicl selections nd where they were herd, stting their opinion on the function nd purpose of these selections. Evlution of student lists nd sttements. Music 59
MUSIC MIDDLE SCHOOL LEVEL III DESCRIPTION OF PROGRAM OF STUDY: The Middle School Level III progrm of study serves s guide to developing music curriculum for students in Seventh Grde or those who hve completed Middle School Music Level II. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for level III students in the following: Middle School Generl Music Arts Integrted in the Middle School Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 60
MUSIC MIDDLE SCHOOL LEVEL III CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd ply, lone or in groups, vried repertoire lerned y imittion nd from printed music scores, employing n incresing level of technicl proficiency.. Sing nd/or ply, lone nd in groups, vried repertoire, from memory or musicl scores.. Sing nd/or ply using pproprite performnce techniques, ccurcy, nd expression from wide repertoire. c. Sing nd/or ply music in unison nd in two nd three prts, from memory or musicl scores. d. Sing nd/or ply music in vriety of meters, tonlities, textures, nd styles from vrious genres nd cultures. 2. Compose nd/or improvise vocl nd/or instrumentl musicl exmples using mjor nd minor scles, stndrd nd syncopted rhythms, nd written music nottion. (CP). Improvise melodies nd rhythms y singing, ody percussion, nd plying vriety of instruments.. Improvise ccompniments y singing or plying instruments. c. Compose short originl music selections employing melodies nd rhythms using mnuscript, instruments, or technology (e.g., MIDI, nottion softwre, or sequencing softwre). 3. Listen to nd descrie vried repertoire of compositions nd performnces, including glol nd Americn music. (CA). Distinguish mong vrious music elements within selected repertoire.. Compre vriety of music styles within selected repertoire. Music 61
4. Recognize the technicl proficiency nd expressive nture of successful performers nd performnces. (CA). Identify chrcteristics tht produce qulity music performnce.. Recognize the impct of musicl elements on the expressive nture of musicl works. 5. Recognize trele nd ss clef pitches, rhythmic nottion, sic meters, sic Itlin expressive mrkings (e.g., crescendo, fermt) nd tempo mrkings (e.g., ndnte, llegro). (CA). Red nd perform music nottion in trele clef nd ss clef including triplets nd tied notes.. Recognize nd descrie dynmic nd expression mrkings in written music. c. Use pproprite terminology to descrie nd nlyze components of music score. d. Sight-red short vocl or instrumentl pssges from music selections. 6. Compre nd contrst the role nd function of music nd musicins in vrious cultures, times, nd plces. (HC). Identify nd compre music nd musicins from inside nd outside the United Sttes.. Discuss the role nd function of music throughout history s it reltes to the culture of its origin. 7. Descrie esthetic qulities in music from vrious cultures, times, nd plces. (A). Descrie nd/or demonstrte the wy elements of music evoke or represent moods or feelings.. Anlyze musicl qulities tht express rtistic mening nd vlue. 8. Descrie common elements shred mong music, the other rts, nd other sujects. (C). Descrie wys tht similr ides re communicted through vrious rts disciplines.. Recognize common conceptul elements mong the rts disciplines. c. Recognize mthemticl properties of music nd music usiness. d. Acknowledge the connection of lnguge, literture, nd science to music. 9. Anlyze the role of music nd musicins in everydy life. (C). Compre nd contrst creers in music nd the rts to other creers.. Compre different wys in which musicins perform. Music 62
Middle School Music, Level III Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Students perform song with expression y using chnges in dynmics to emphsize text or mood. Techer oservtion of chnges in performnce 2 In two groups, students improvise contrsting rhythmic nd/or melodic ostintos using vriety of instruments nd/or ody percussion to crete rondo form out of fmilir folk song, Techer oservtion of group cretive process nd performnce of entire song 3 Students list the types of sound or fmilies of instruments herd in recorded musicl selection nd discuss which instruments ply the melody or min theme compring the contrst mong instrument fmilies. Checklist of instruments nd/or sounds nd review of student sttements 4 Students record, discuss, nd modify clssroom singing or plying of musicl selection in comprison to n estlished set of performnce guidelines in order to develop wreness of qulity in performnce. Techer evlution of student comments nd performnce compred to estlished guidelines 5 c,d Students circle, lel, nd define music symols nd mrkings from the score of song used in clss. Techer exmintion of worksheet responses 6,, Using mp worksheet, students mtch folk song titles to res nd sttes of the United Sttes ccording to regionl nd ethnic concentrtion, history, nd trditions. Techer exmintion of mp nd responses 7, Following clss discussion of the mood of song text, students perform the selection mking chnges in tone, dynmics, nd fcil expression to express vriety of interprettions. Students then choose one interprettion tht they feel expresses the most pproprite interprettion nd discuss nd/or write n explntion. Student musicl, orl nd/or written responses 8 9 c Students compile totl costs of clssroom instruments nd resources from vendor ctlogs nd/or from Internet we sites, then rnk the items in order of expense or importnce to clssroom setting. Students review university ctlogs nd list common nd differing course requirements for music degrees nd other degree progrms in order to understnd the wy people re educted for vrious creers. Techer nd peer evlution of student figures nd rnking Techer nd peer evlution of student responses nd lists Music 63
MUSIC MIDDLE SCHOOL LEVEL IV DESCRIPTION OF PROGRAM OF STUDY: The Middle School Level IV progrm of study serves s guide to develop music curriculum for students in Eighth Grde or those who hve completed Middle School Music Level III. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Induction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used y the Music Specilist nd or the Clssroom Techer in developing music curriculum for level IV students in the following: Middle School Generl Music Arts Integrted in the Middle School Clssroom The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 64
MUSIC MIDDLE SCHOOL LEVEL IV CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd ply vriety of music for smll nd lrge groups, expressively, nd with rhythmic ccurcy, nd with proficient performnce technique. (CP). Sing nd/or ply, lone nd in groups, vried repertoire from memory or musicl scores.. Sing nd/or ply using pproprite performnce techniques, expression, nd ccurcy in vriety of musicl groupings from rnge of musicl literture.. c. Sing nd/or ply music in unison nd with more thn one prt from memory or musicl scores from diverse genres nd cultures. d. Sing nd/or ply music in vriety of meters, tonlities, textures, styles, nd interprettions. 2. Compose nd improvise originl music, selecting from vriety of performnce medi (vocl, instrumentl, technologicl), using mjor nd minor scles or chords, written in stndrd music nottion. (CP). Improvise or compose melodies nd rhythms y singing, ody percussion, nd plying vriety of instruments to crete unity nd vriety, tension nd relese, nd lnce.. Improvise ccompniments or contrsting sections to songs y singing, using ody percussion, or plying instruments. c. Compose originl music selections employing melodies, rhythms, nd/or vrious sound sources (mnuscript, instruments, technology, MIDI, nottion softwre, nd sequencing softwre). d. Arrnge simple pieces for voices or instruments. 3. Listen to, nlyze, nd descrie compositions nd performnces, including selected glol nd Americn music. (CA). Develop the uses of elements of music s the sis for nlysis of musicl style nd structure.. Use common elements of music to nlyze nd descrie selected repertoire using pproprite terminology. Music 65
4. Develop criteri for evluting nd nlyzing the qulity of musicl performnces. (CA). Identify nd define chrcteristics tht produce qulity music performnce.. Anlyze personl nd clssroom performnces for qulity. c. Develop constructive criticism techniques. 5. Recognize nd identify incresingly complex music nottion nd symols including trele nd ss clef, key signtures nd ccidentls, chnging meters, vrious Itlin terms or symols (e.g., de cpo l cod, cesur). (CA). Red music nottion in trele clef nd ss clef.. Red nd compre scores tht include multiple prts. c. Interpret dynmic nd expression mrkings in written music. d. Use pproprite terminology to nlyze nd compre components mong music scores. e. Sight-red simple melodies. f. Use stndrd nottion to record musicl ides. 6. Demonstrte wreness of distinguishing chrcteristics of music nd musicins in vrious cultures, times, nd plces. (HC). Identify nd compre vrious music prctices within the United Sttes.. Identify nd compre music nd musicins from outside the United Sttes. c. Anlyze the role nd function of music throughout history. 7. Develop wreness of esthetic qulities in works of music. (A). Anlyze the wy elements of music evoke or represent moods or feelings while performing nd/or listening to music.. Evlute differences of opinion out musicl qulities tht express rtistic mening nd vlue. c. Anlyze the perceived purpose of music composition. 8. Recognize the rod concepts tht music, the other rts, nd other suject res shre in common. (C). Identify wys tht similr ides re communicted through vrious rts disciplines.. Compre common conceptul elements mong the rts disciplines. c. Anlyze mthemticl properties of music nd music usiness. d. Interpret the connection of lnguge nd literture to music. e. Compre the scientific properties of coustic nd digitl sound. Music 66
f. Compre how the processes nd medi of vrious rt disciplines (sound to music, movement to dnce) cn e used to interpret ides, emotions, events, or scenes through rt. 9. Evlute the role of music nd musicins in everydy life. (C). Evlute the role of music in vriety of plces nd events in society.. Evlute the wy music nd rts creers relte to other creer res. c. Compre cultures of the world through the functions music serves, roles of musicins, nd conditions under which music is performed. d. Descrie distinguishing chrcteristics of music genres nd styles from vrious cultures. Music 67
Middle School Music, Level IV Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1,,c,d Students sing two prt (SA or SB) song ccompnied y chords on guitr nd electronic keyords, ss line on ss xylophones, recorder descnt nd unpitched percussion ostintos. Work for lnce, lend, intontion, expression, nd interprettion. Adjust for dynmic lnce nd contrst mong prts, proper tempo, correct notes, nd proper technique. Techer nd peer evlution recording, discussing nd rehersl of modifictions 2, Students listen to recordings of stndrd 12-r lues songs. Perform the ss line of the stndrd lues chord progression y singing nd/or plying on rred percussion or keyords, or using sequencing softwre. Students explore vocl improvistions, in groups nd/or lone, in reltion to the lues chord progression. Write lues songs with lyrics nd sections of improvistion. Record nd mke clss CD s or record through MIDI hrdwre/softwre tht will notte MIDI files. Review ccurcy of composed melodies in lues songs nd lnce etween melodies nd improvistions in songs on CD or softwre. Techer nd peer oservtion nd discussion of vlidity of improvistions to the chords 3, Students listen to exmples of disco nd hip hop songs tht hve lyrics pproprite to the school setting. Identify instruments/sounds used, meter, key, nd stylistic musicl qulities common to ech genre. Mke lists of instruments; using instruments, discover tonic nd mode of key; feel strong nd wek ets to identify meter; identify rhythmic, expressive, nd texture qulities for style. Compre nd contrst the two genres writing prgrphs on findings. Listen to exmples nd identify genre from criteri. Techer nd peer discussion of oservtions. Techer evlution of written work 4 Students identify songs they prefer to her on rdio, wtch on television music progrms, or purchse. Given guidelines, students explin wht they vlue nd like out their choices. Compile list of vrious student music choices. Review sttements in reltion to criteri. Oservtion of student discussion 5,,c,d After viewing trnsprencies of pge from full scores for oth nd nd chorus, students compre, contrst, nd discuss differences nd similrities such s clefs, key signtures, numer of prts, lyout). Use technicl music terms out scores. Students discuss similr nd different chrcteristics of scores. Students perform nd/or conduct song from written full score. Lel prts of new score exmple on worksheet with proper terms. Techer oservtion nd evlution of discussion Techer oservtion of students performing or conducting Worksheet Music 68
Middle School Music, Level IV 6 Techer prepres list of clssicl nd/or populr music performers from round the world. Students choose performer nd reserch informtion out them through lirry nd/or internet sources. Students produce iogrphicl essys nd discuss performers. Techer evlution of essy nd student discussion 7,,c Discuss the vlue of ptriotic songs nd the wy the songs my mke people feel out themselves nd their country. Compre Americ, Americ the Beutiful, Str Spngled Bnner, nd Bttle Hymn of the Repulic for stylistic nd expressive qulities. Listen to ntionl songs from other countries for similrities. Students choose one song nd think out how it mkes them feel nd identify or nlyze wht qulities in the music cuse these feelings. Discuss the vlue of ptriotic songs nd individul rections to them. Techer oservtion of discussion 8,,d Students listen to or wtch videos of scenes from Americn musicl thetre works (Brodwy shows) such s Sound of Music, Annie, nd Lion King. Exmine certin fmilir songs nd/or scenes from the show for musicl nd plot connections, stging, chrcters nd ctions, nd musicl style. Students shre rections to performnces. Students use techer creted criteri or suggestions out how to connect the music to the stge or medi. Students wtch performnce of musicl theter outside of clss on video or live performnce, then write oservtions sed on clssroom guidelines. Techer evlution of written work e Students exmine the wy sound is mde on pino, electronic keyord, nd computer MIDI soundcrd. Find dditionl exmples of instruments tht hve coustic, electronic, nd digitl forms of sound production. Clssify instruments nd look for common instruments mong the types of production. Techer nd peer evlution of discussion 9 Students exmine the wy music is sold nd mrketed to students nd society, including medi, eduction, entertinment, nd religion. Students crete list of wys they consume music in commercil wy. Discuss the issues of musicl choices nd dvertising. Students identify instnces where music hs influenced their ides, the purchse of n item, or wys tht music hs een introduced to them. Techer evlution of list Music 69
MUSIC MIDDLE SCHOOL CHORAL PERFORMANCE DESCRIPTION OF PROGRAM OF STUDY: The Middle School Chorl Performnce progrm of study serves s guide to develop curriculum for chorl performnce clsses tht include students in grdes 5-8. Students t the middle level who choose to pursue chorl performnce identify with the sounds of singing nd its expressive qulities. The ide of singing for n udience stimultes them to work hrd for performnce gols. By this time, students re le to sing in two nd three prts. Vocl mturtion results in n entirely different singing sound from the erlier grdes. This is n excellent time to develop vocl technique, increse music litercy skills, nd lern sic elements of music theory. This progrm of study is to e used in developing music curriculum for middle school students, levels I-IV in the following: Middle School Chorl Music (Beginner/Intermedite) Middle School Musicl Performnce (Chorl Advnced) The Middle School Chorl Music Course pplies to chorl group or chorl ensemle clsses. The Middle School Musicl Performnce Course pplies to clsses in specilized or dvnced chorl music instruction in prticulr musicl form, or clsses mde possile y rtist s residency progrms. Techers re encourged to select chorl repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction estlishes the progression of instruction for ech gol re grouped y grde cluster. The competencies in this progrm of study cn e pplied to curriculum development in these pplictions with the focus of the course guiding the development. Content strnds include Creting/Performing, Criticl Anlysis, History/Culture, Aesthetics, nd Connections. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Music 70
Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 71
CONTENT STRANDS: MUSIC MIDDLE SCHOOL CHORAL PERFORMANCE Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing vried repertoire of chorl music selections lone nd in groups using correct vocl technique. (CP). Perform music tht includes vriety of textures.. Sing correctly using pproprite reth support nd control throughout the vocl rnge. c. Sing, with expression nd technicl ccurcy, vried repertoire of vocl literture including some songs from memory. 2. Crete nd perform originl chorl music within specified guidelines. (CP). Improvise rhythmic nd melodic vritions on specific melodies.. Improvise originl melodies in given chord progression. c. Crete compositions using trditionl nd non-trditionl sound sources. 3. Listen to, nlyze, nd descrie vried repertoire of chorl music. (CA). Mke criticl judgements out musicl works from vried repertoire.. Respond to vried repertoire of music with expression pproprite to the work eing performed. c. Discuss nd demonstrte pproprite udience ehvior. 4. Develop nd pply criteri for evluting chorl performnces. (CA, CP). Evlute the qulity nd effectiveness of performnces y self nd others, pplying specific criteri pproprite for the style of music.. Apply proposed criteri in personl listening nd performing. Music 72
5. Recognize nd identify incresingly complex music nottion nd symols. (CA, HC, A, C). Demonstrte the ility to sight-red simple melodies.. Identify nd define the stndrd symols of music nottion. c. Sight red simple melodies nd hrmonies. 6. Demonstrte wreness of the role nd function of music nd musicins in cultures, times, nd plces. (HC). Identify nd descrie chorl music from vriety of cultures nd plces, including Mississippi.. Identify nd descrie chorl music nd musicins from historic to contemporry time. c. Recognize the role of music in people s lives in vrious cultures nd plces. d. Explin the chrcteristics of prticulr work tht cuse it to e considered exemplry within the context of its culturl origin. 7. Recognize nd pprecite individul perceptions of the diverse menings nd vlue of music. (A, CA, C). Understnd how chorl music experiences produce vriety of responses.. Offer constructive criticism of the qulity nd effectiveness of specific musicl works y pplying specific rtistic criteri. c. Compre nd discuss individul feelings nd emotions evoked from listening to specified work. 8. Compre nd contrst chorl music to the other rts nd other suject res. (C). Compre the expressive qulities in chorl music with other rtistic endevors.. Descrie wys in which the principles nd suject mtter of other disciplines re interwoven with those of music. c. Identify through culturl, historicl, nd societl perspectives the unity in thought nd structure inherent in ll disciplines. d. Define wys in which technology impcts vocl music in glol culture. 9. Understnd the role of chorl music in everydy life. (C). Identify wys chorl music, incorported with other rts, is experienced in dily life.. Descrie wys the rts re incorported into vrious communictions medi nd technology. c. Identify creers in music nd the rts. Music 73
Middle School Chorl Music (Beginner/Intermedite) 2003 Mississippi Visul nd Performing Arts Frmework Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Students sing cppell nd ccompnied music written in two or more prts. Techer oservtion Students sight-sing simple melodies. Audio evlution c Students sing selected chorl pieces with correct pitches nd with moderte dynmics from memory. Techer oservtion 2 Students will improvise the rhythm nd melody of simple songs (e.g., Mry s Little Lm nd Twinkle, Twinkle Little Str ). Coopertive evlution Students will select song of their choice nd improvise the existing rhythm. Audio evlution Students will crete 8- nd 16- mesure compositions for 1-2 voice prts over given hrmonic ccompniment using I, ii, IV, V, nd VI chords. Ruric of prescried criteri 3 Students judge musicl performnces nd compositions ccording to prescried criteri. Ruric of prescried criteri Students identify the styles of nd recll notle chrcteristics of the composers nd rrngers of the music literture eing studied. Written evlution Students move in response to the chrcteristics of vrious music exmples. Techer oservtion Video c Students compre nd discuss pproprite ehvior during vrious types of musicl performnces. Techer oservtion of chrts c Students ttend vrious types of performnces nd respond to ech performnce using pproprite ehvior. Techer oservtion of student ehvior 4 Students listen to musicl performnces nd discuss qulities inherent in ech work. Smll group evlution Students will develop list of criteri for evluting the expressive qulities of performnce, wtch tped or live performnce, nd djudicte the performnce sed on the developed criteri. Ruric of prescried criteri 5 Students sight-red simple melodic line. Techer oservtion, Chrt, url evlution Music 74
Middle School Chorl Music (Beginner/Intermedite) 2003 Mississippi Visul nd Performing Arts Frmework 5 Students discuss the stndrd symols of nottion tht re present in given work for pitch, rhythm, dynmics, tempo, rticultion, nd expression. Written evlution 6 Students listen to nd discuss performnces of Mississippi rtists (e.g., Blues, rhythm nd lues, country, gospel). Techer oservtion of orl presenttions Students listen to nd discuss musicl performnces from ntiquity to contemporry. Techer generted ruric c Students sing music from vriety of cultures nd plces (e.g., Afric, Ltin Americ, Cnd, Americn Indin). Techer oservtion of student performnce 7 Students explin the mening of the text in vrious musicl works from n individul perspective. Coopertive evlution,c Students discuss the elements of music tht crete expressive qulities in specified music selection. Written evlution,c Students discuss feelings nd emotions evoked fter listening to recording of their performnce. Smll group discussion 8 Students demonstrte nd compre legto nd stccto technique in oth music nd dnce. Coopertive evlution Students discover the mthemticl concepts involved in musicl nottion through drill nd prctice. Drill nd prctice worksheets c Students recognize ntionlism y exmining the culturl elements in specified work (e.g., folk song, nthem, drum cdence). Techer oservtion of written nd orl presenttions d Students contrst the musicl nottionl devices used y Beethoven nd Dnny Elfmn. Chrt 9 Students trck music exposure in one dy y keeping log of dily ctivities tht include music. Techer evlution of student logs Students ply Nme tht Jingle nd discuss the impct of music in vrious medi. Techer oservtion of student prticiption c Students invite vrious performers to shre their creer experiences with the clss (e.g., church musicins, nd memers, composers, music technologists). Interview sheets Reports Music 75
Middle School Musicl Performnce (Chorl - Advnced) Comp. Oj. Suggested Teching Strtegies 1 Students sing 3-6 prt cnons with good lend nd vocl technique. Suggested Assessment Techer oservtion c Students sing in smll ensemles with one student on prt demonstrting good reth support nd control throughout the rnge. Students sing selections from the Renissnce Period y memory focusing on legto vocl line, good reth support, nd moderte dynmics. Audio evlution Techer nd Student Oservtion 2 Students improvise rhythmic nd melodic vritions on Hert & Soul using the sung syllle h. Audio evlution c Students crete 8 nd 16 mesure compositions for 2-4 voice prts over given hrmonic ccompniment using the I, ii, IV, V, nd VI chores. Students crete composition to ccompny poem of their choice using only non-trditionl vocl ccompniment. Audio evlution Video oservtion 3 Students nlyze nd mke criticl judgments out their chorl performnces. Ruric or prescried criteri c Students descrie the use of unity, repetition, nd vriety nd of tension nd relese in compositionl structure nd how these techniques evoke vrious individul responses. Students ttend chorl festivls, competitions, nd performnces nd demonstrte pproprite udience ehvior. Techer oservtion of student discussion Techer oservtion of student ehvior 4 Students develop list of t lest five components of qulity musicl composition tht will e used y judges t festivls/competitions nd pply them s they listen criticlly to themselves. Student discussion nd student noteook Students develop criteri for evluting nd choosing music nd help select pproprite literture for their own performnces. Techer oservtion student noteook 5 Students sight-red melody nd trnspose it from trele to ss clef. Aurl evlution Students identify, nme, nd define the function of vrious music symols in chorl selection eing studied. Student worksheet quiz Music 76
Middle School Musicl Performnce (Chorl - Advnced) 5 c Students sight-red, in unison, 4 nd 8 mesure simple melodic lines one fter the other nd then comine them for hrmony with students switching prts nd clefs. 6 Students listen to, descrie, discuss, nd perform music of Mississippi rtists. Aurl evlution Techer evlution c d Students sing nd perform chorl music from the Renissnce to nd including the 20 th century. Students descrie the role of the mster musicin in trditionl Africn performnce prctice nd perform similr role using n Africn song. Students define the term style in music nd identify the style period of selected chorl music excerpts. Aurl evlution Techer nd student evlution of the performnce Student worksheet quiz 7 Students compre nd discuss their individul responses to the vrious chorl selections they hve performed. Techer oservtion c Students write criticl review of new music selection explining how the music evokes feelings nd emotions. Students compre nd discuss their responses to vocl style, melodic form, nd ccompniment upon hering url exmples of vrious Ntive Americn songs. Student noteook Techer oservtion of student discussion 8 Students identify nd relte the musicl ABA for with ABA for in visul rt nd rchitecture. Student noteooks worksheet c d Students compre the reltionship etween oper nd literture nd re le to explin these interreltionships. Students compre exmples of music nd visul rts from the Broque Period nd identify similr chrcteristics in their style. Students listen to nd then identify uthentic CD recordings of music from vrious Non-Western cultures tht students re exposed to dily through the medi. Student noteook worksheet or quiz Student noteook worksheet or quiz Aurl evlution 9 Students reflect on nd discuss the impct of music t importnt times in their lives such s fmily celertions, holidys, nd specific religious services. Student noteook Music 77
Middle School Musicl Performnce (Chorl - Advnced) c Students identify, descrie, nd contrst the vrious jos necessry to ring musicl theter production to the stge vs. musicl television production. Students descrie the role of composer nd identify how the ckground of composer my influence his or her work. Techer oservtion of student discussion Grded noteook Music 78
MUSIC MIDDLE SCHOOL INSTRUMENTAL PERFORMANCE (Beginner nd Intermedite) DESCRIPTION OF PROGRAM OF STUDY: The Middle School Instrumentl Performnce progrm of study serves s guide for developing curriculum for instrumentl performnce clsses tht include eginning nd intermedite students in grdes 5-8. The ide of lerning to ply n instrument is very ttrctive to middle level students. Mny students t this level hve spent yers thinking out plying one prticulr instrument or eing memer of nd or orchestr. Previous music study yields rpid progress when students egin to ply n instrument. Yet, instruments offer chllenges tht inspire new commitment to the discipline of music study nd prctice. Support of peers nd interest from prents is prticulrly helpful s students egin to lern n instrument. The new wers off quickly when hrd work is the only mens to mke progress. Once pst the initil chllenges of lerning n instrument, students egin to understnd the enefits of plying together in n ensemle. Listening skills, criticl thinking, nd prolem solving ecome very importnt to the performing group. This is n excellent time for students to expnd their knowledge of music literture nd pprecition for mny kinds of music. This progrm of study is to e used in developing dnce curriculum for eginning nd intermedite middle school students, levels I IV, in the following: Middle School Bnd Beginner/Intermedite Middle School Instrumentl Ensemle Beginner/Intermedite Middle School Musicl Performnce (Instrumentl) Middle School Strings (Proficient nd Advnced) The Middle School Bnd course pplies to nd clsses in which eginning nd intermedite students re enrolled. The Middle School Instrumentl Ensemle Beginner/ Intermedite course pplies to instrumentl ensemle clsses comprised of wind, percussion, strings, or keyord instruments in distinct groups or comintions. The Middle School Strings course pplies to middle school strings clsses of eginner nd intermedite students. The Middle School Musicl Performnce course pplies to clsses in specilized or dvnced instrumentl music instruction in prticulr musicl form, or clsses mde possile y rtist s residency progrms. Techers re encourged to select instrumentl repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the generl music introduction estlishes the progression of instruction for ech gol re grouped y grde cluster. The competencies in this progrm of study cn e pplied to curriculum development in these pplictions with the focus of the course guiding the development. Music 79
Content strnds include Creting/Performing, Criticl Anlysis, History/Culture, Aesthetics, nd Connections. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 80
MUSIC MIDDLE SCHOOL INSTRUMENTAL PERFORMANCE (Beginner nd Intermedite) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform vriety of instrumentl selections lone nd/or in groups. (CP) Beginner:. Perform with cceptle tone qulity using proper instrumentl techniques.. Perform esy scles on wind, strings, nd rss instruments nd ply esy rudiments on percussion instruments. c. Perform instrumentl music tht includes some vriety of textures. Intermedite:. Perform with chrcteristic tone qulity.. Perform scles of incresing rnge nd tempo on wind, strings, nd rss instruments nd ply more complex rudiments on percussion instruments. c. Perform instrumentl music tht includes greter vriety of textures. 2. Crete originl instrumentl music within specified guidelines. (CP) Beginner:. Complete the composition of n unfinished line of music using esy keys.. Crete nd perform music using vriety of esy scles, rhythms, tempi, nd styles. Intermedite:. Complete the composition of n unfinished line of music using more complex keys.. Crete nd perform music using greter nd more complex vriety of scles, rhythms, tempi, nd styles. Music 81
3. Listen to, nlyze, nd descrie vried repertoire of instrumentl music. (CA) Beginner:. Anlyze elementry rhythm ptterns nd their corresponding rests.. Define, identify, demonstrte, nd pply simple musicl terms nd symols in selected works of instrumentl music. Intermedite:. Anlyze more complex rhythm ptterns nd their corresponding rests.. Define, identify, demonstrte, nd pply more complex musicl terms nd symols in selected works of instrumentl music. 4. Evlute instrumentl music performnces. (CA) Beginner:. Evlute simple musicl elements within ech individul performnce.. Evlute simple musicl elements within the group performnce. c. Evlute simple musicl elements in performnces of different groups, styles, nd genres. Intermedite:. Evlute more complex musicl elements within ech individul performnce.. Evlute more complex musicl elements within the group performnce. c. Evlute more complex musicl elements in performnces of different groups, styles, nd genres. 5. Recognize nd identify incresingly complex music nottion nd symols. (CA) Beginner:. Demonstrte ility to red nd notte simple musicl symols.. Demonstrte the performnce of simple interpretive mrkings for ll music eing studied. Intermedite:. Demonstrte ility to red nd notte more complex musicl symols.. Demonstrte the performnce of more complex interpretive mrkings for ll music eing studied. 6. Understnd music in reltion to diverse cultures, times, nd plces. (HC) Beginner:. Demonstrte elementry knowledge of music history nd culturl heritge relted to instrumentl music.. Identify music nd musicins in vrious cultures, times, nd plces. Music 82
Intermedite:. Demonstrte greter knowledge of music history nd culturl heritge relted to instrumentl music.. Identify music nd musicins in vrious cultures, times, nd plces. 7. Recognize nd pprecite individul perceptions of the diverse menings nd vlue of music. (A, CA, C) Beginner:. Demonstrte sic understnding of how music cn communicte vriety of moods nd feelings.. Demonstrte sic understnding of how music elements interct to produce vriety of responses from performers nd udience. Intermedite:. Demonstrte higher understnding of how music cn communicte vriety of moods nd feelings.. Demonstrte higher understnding of how music elements interct to produce vriety of responses from performers nd udience. 8. Understnd reltionships etween instrumentl music, the other rts, nd suject res outside the rts. (C) Beginner:. Compre instrumentl music to the other rts nd other disciplines.. Descrie wys in which music reltes to suject mtter from other disciplines nd life experiences. Intermedite:. Compre nd contrst instrumentl music to the other rts nd other disciplines.. Relte principles from other suject res to those of music in meter, note vlues, music form, nd music history. 9. Understnd how music ffects one s qulity of life. (C) Beginner:. Prticipte in culturl/musicl life of the community through involvement in locl nd regionl instrumentl music nd rts opportunities.. Descrie the ffect of instrumentl music in everydy life nd how others lives cn e improved through this music. Intermedite:. Prticipte more fully in culturl/musicl life of the community through involvement in locl nd regionl instrumentl music nd rts opportunities.. Descrie the ffect of instrumentl music in everydy life nd how others lives cn e improved through this music. Music 83
Middle School Bnd (Beginner nd Intermedite) The strtegies for Middle School Bnd nd Middle School Instrumentl Ensemle re similr since they oth pply to teching eginner nd intermedite wind nd percussion instrumentlists. Techers with comined woodwind rss, nd percussion groups should use these strtegies for Middle School Bnd, while those with homogeneous or smller heterogeneous groups (such s woodwinds, rss, or percussion lone) should use the strtegies for Middle School Instrumentl Ensemle. Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 c 1 c 2 Beginner Skilled instrumentlists (i.e. older students, other techers) will demonstrte chrcteristic tone qulity nd students will imitte homogeneously prior to group plying. Students will demonstrte the ility to perform the B concert scle (clrinets my mke octve jump to void the rek) or 4 rudiments. Students will perform multiple pieces with difficulty of Grde 1 individully nd s prt of the lrge ensemle, demonstrting ility to count rests nd listen to others while plying. Intermedite Students will perform long tones throughout the B concert scle (preferly long with n dvnced model for comprison), demonstrting chrcteristic tone qulity. Students will demonstrte the ility to perform the B, E, F, nd A concert scles or 9 rudiments y performing them ll with the ensemle t tempo of eighth notes @ qurter note = 90 ets per minute. Students will perform multiple pieces with difficulty of Grde 1.5 or 2 individully nd s prt of the lrge ensemle, demonstrting ility to count rests nd listen to others while plying. Beginner Techer will egin well-known melody with limited rnge in concert B nd students will complete melody. Students will individully improvise simple melodic line using the B concert scle nd rhythms consisting of whole, hlf, qurter, nd eight notes nd their respective rests. Other students in Techer oservtion Techer nd peer oservtion Techer nd peer oservtion Techer oservtion/peer comprison Techer evlution of performnce Techer oservtion Techer oservtion Peer oservtion Music 84
Middle School Bnd (Beginner nd Intermedite) ensemle will give feedck s to the cretive use of the musicl elements of pitch, rhythm, dynmic, tempi nd style. 2 3 3 4 Intermedite Techer or student will ply eginning of well-known melody utilizing n octve or more rnge in concert F, E, or A while nother student completes the tune. Students will individully improvise simple melodic line using F, E, or A concert scles nd rhythms which include simple dotted rhythms nd sixteenthnote groups. Other students in ensemle will give feedck s to the cretive use of the musicl elements of pitch, rhythm, dynmic, tempi nd style. Beginner Students will nlyze nd dictte rhythm ptterns of simple recorded or performed exmples tht utilize whole, qurter, hlf, nd eighth note rhythms y using the pproprite numers or syllles. Students will identify nd define the simple musicl elements (fst/slow, simple meters, forte/pino, etc.) contined within recording of nd, orchestrl, or chorl performnce. Intermedite Students will nlyze nd dictte rhythm ptterns of recorded or performed exmples tht utilize sixteenth notes nd dotted rhythms y using the pproprite numers or syllles. Students will identify nd define the musicl elements contined within recording of nd, orchestrl, or chorl performnce. Elements should include vrying levels of dynmics (mf, ff, pp, etc.), crescendo/decrescendo, triple nd duple meter, nd vrying degrees of tempi (llegro vs llegretto, for exmple). Beginner Students will evlute recorded exmples of their own individul instrumentl sounds (sed on grding scle of 1-5) in the ctegories of tone nd rhythm (whole to eighth notes). Exmples of correct instrumentl sounds my then e plyed for comprison. Techer/peer oservtion Peer oservtion/feedck Techer evlution of written work Techer evlution of student response or written work Techer evlution of written work Techer evlution of student response or written work Student evlution using scle Music 85
Middle School Bnd (Beginner nd Intermedite) 4 Students will evlute recorded exmples of the instrumentl sounds (sed on grding scle of 1-5) of entire ensemle in the ctegories of tone nd rhythm (whole to eighth notes). Students evlution using scle c 4 c 5 5 Students will pply knowledge nd wreness of proper instrumentl sounds y evluting simple recording of different instrumentl ensemle in the ctegories of tone nd rhythm (sed on grding scle of 1-5). Intermedite Students will evlute recorded exmples of their own individul instrumentl sounds (sed on grding scle of 1-5) in the ctegories of tone (throughout the known rnge), rhythm (including dotted rhythms nd sixteenths), nd rticultion. Exmples of correct instrumentl sounds will then e plyed for comprison. Students will evlute recorded exmples of the instrumentl sounds (sed on grding scle of 1-5) of the entire ensemle in the ctegories of tone (throughout the known rnge), rhythm (including dotted rhythms nd sixteenths), nd rticultion. Students will pply knowledge nd wreness of proper instrumentl sounds y evluting recording of different ensemle (nd, chorus, or strings) in the ctegories of tone, rhythm, nd rticultion (sed on grding scle of 1-5). Beginner Students will identify nd copy nottion of whole, hlf, qurter, nd eight notes nd their respective rests. Students will understnd nd e le to perform notes with the durtion of whole, hlf, qurter, nd eight notes nd their respective rests, s well s forte nd forte nd pino nd mezzo forte. Intermedite Students will demonstrte knowledge of sic rhythm ptterns nd rests y using stndrd nottion nd mnuscript pper to write simple pieces dictted y the techer which included dotted qurter/eighth rhythms nd sixteenths. Students will e le to sight-red musicl exmples with level of difficulty of 1.5 on scle of 1 to 6 with very few mistkes or stops. Student evlution using scle Student evlution using scle Student evlution using scle Student evlution using scle Written ssessment of music nottion Techer oservtion Written ssessment of music nottion Techer-creted score sheet Music 86
Middle School Bnd (Beginner nd Intermedite) 6 6 7 7 8 Beginner Students will e le to identity one composer nd one generl chrcteristic from ech of the five periods of Western Music (Renissnce, Broque, Clssicl, Romntic, 20 th Century) fter listening to n excerpt of significnt musicl work from ech period. Students will e le to descrie severl similrities nd differences etween Western nd severl Non- Western musicl exmples. Intermedite Students will e le to identify severl composers nd generl chrcteristics from ech of the five periods of Western Music (Renissnce, Broque, Clssicl, Romntic, 20 th Century) fter listening to excerpts of significnt musicl works from ech period. Students will e le to identify music from severl different Non-Western cultures nd/or countries. Beginner Students will e le to list the musicl elements tht ffect the mood of the music tht they re performing. Wys of incresing or decresing the emotionl content should lso e identified. After listening to simple recorded exmple, the students will list the musicl elements tht dominted given performnce nd wht mde tht composition unique. Intermedite Ech student will demonstrte the ility to lter given melody (nursery song or other simplistic melody) on their instrument to exhiit t lest 3 different emotionl sttes (hppy, sd, ngry, indifferent, etc.). After listening to recorded exmple (more complex thn Beginner), the students will list the musicl elements tht dominted given performnce nd wht mde it unique. Beginner Students will e le to descrie the reltionship etween instrumentl music nd oth dnce nd drm utilizing terms which re in common to ll three rt forms (meter/pcing, dynmic/projection, etc.). Written ssessment Written ssessment or techer oservtion Written ssessment Written ssessment Techer-led discussion nd oservtion of responses Written ssessment Techer nd student oservtion nd feedck Written ssessment Techer oservtion Music 87
Middle School Bnd (Beginner nd Intermedite) 8 Students will demonstrte how sic rhythm ptterns cn e formulted mthemticl sentences nd ech student will clp the correlting rhythm. Techer oservtion 8 9 9 Intermedite Students will e le to identify the similrities of meter nd phrses in music with tht of poetry nd literture. Students will identify how prticulr event or oject could e represented in terms of music, visul rt, nd dnce. Beginner Students will ttend severl musicl performnces not ssocited with the school. Students will provide written exmples of community events tht re enhnced y music. Intermedite Students will prticipte in musicl performnces not ssocited with the school. Students will complete chrt of ll the music herd for five stright dys. Included in this chrt should e description of how often music ws herd, t wht loction, nd how it ffected their mood nd ttitude. Written ssessment Written ssessment Techer-creted frequency chrt Written responses Techer-creted frequency chrt Student-creted chrt Music 88
Middle School Instrumentl Ensemle (Beginner nd Intermedite) The strtegies for Middle School Instrumentl Ensemle nd Middle School Bnd re similr since they oth pply to teching eginner nd intermedite wind nd percussion instrumentlists. Techers with homogeneous or smller heterogeneous groups (such s woodwinds, rss, or percussion lone) should use these strtegies for Middle School Instrumentl Ensemle, while those with comined woodwind, rss, nd percussion groups should use those strtegies for Middle School Bnd. Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 c 1 2 2 Beginner Techer (or other chosen demonstrtor) will perform eginning notes with chrcteristic tone qulity nd students will imitte. Students will demonstrte the ility to perform the B concert scle (clrinets my mke octve jump to void the rek) or 4 rudiments. Students will perform multiple pieces with difficulty of Grde 1 individully nd s prt of differentsized groups (duets, trios, etc.). Intermedite Students will perform long tones throughout the know rnge (preferly long with n dvnced model for comprison), demonstrting chrcteristic tone qulity. Students will demonstrte the ility to individully perform the B, E, F, nd A concert scles or 9 rudiments y performing them ll with mximum of 3 mistkes or stops in eighth notes @ qurter note = 90 ets per minute. Beginner Techer will egin well-known melody with limited rnge in concert B nd students will complete melody. Ech student will improvise simple melodic line using the B concert scle nd rhythms consisting of whole, hlf, qurter, nd eight notes nd their respective rests. Other students in clss will give feedck s to the cretive use of the musicl elements of pitch, rhythm, dynmic, tempi nd style. Intermedite Techer or student will ply eginning of well-known melody utilizing n octve or more rnge in concert F, E, or A while nother student completes the tune. Techer oservtion Techer nd peer oservtion Techer nd peer oservtion Techer oservtion/peer comprison Techer evlution of performnce Techer oservtion Peer oservtion Techer/peer oservtion Music 89
Middle School Instrumentl Ensemle (Beginner nd Intermedite) 2 Students will improvise simple melodic line using F, E, or A concert scles nd rhythms which include simple dotted rhythms nd sixteenth-note groups. Other students in clss will give feedck s to the cretive use of the musicl elements of pitch, rhythm, dynmic, tempi nd style. Peer oservtion/feedck 3 3 4 c Beginner Students will nlyze nd dictte rhythm ptterns of simple recorded or performed exmples tht utilize whole, qurter, hlf, nd eighth note rhythms y using the pproprite numers or syllles. Students will identify nd define the simple musicl elements (fst/slow, simple meters, forte/pino, etc.) contined within recording of nd, orchestrl, or chorl performnce. Intermedite Students will nlyze nd dictte rhythm ptterns of recorded or performed exmples tht utilize sixteenth notes nd dotted rhythms y using the pproprite numers or syllles. Students will identify nd define the musicl elements contined within recording of nd, orchestrl, or chorl performnce. Elements should include vrying levels of dynmics (mf, ff, pp, etc.), crescendo/decrescendo, triple nd duple meter, nd vrying degrees of tempi (llegro vs. llegretto, for exmple). Beginner Students will evlute recorded exmples of their own individul instrumentl sounds (sed on grding scle of 1-5) in the ctegories of tone nd rhythm (whole to eighth notes). Exmples of correct instrumentl sounds will then e plyed for comprison. Students will evlute recorded exmple of the instrumentl sounds (sed on grding scle of 1-5) of the entire clss in the ctegories of tone nd rhythm (whole to eighth notes). Students will pply knowledge nd wreness of proper instrumentl sounds y evluting simple recording of different instrumentl ensemle in the ctegories of tone nd rhythm (sed on grding scle of 1-5). Techer evlution of written work Techer evlution of student response or written work Techer evlution of written work Techer evlution of student response or written work Student evlution using scle Student evlution using scle Student evlution using scle Music 90
Middle School Instrumentl Ensemle (Beginner nd Intermedite) 4 c 5 5 6 Intermedite Students will evlute recorded exmples of their own individul instrumentl sounds (sed on grding scle of 1-5) in the ctegories of tone (throughout the known rnge), rhythm (including dotted rhythms nd sixteenths), nd rticultion. Exmples of correct instrumentl sounds will then e plyed for comprison. Students will evlute recorded exmples of the instrumentl sounds (sed on grding scle of 1-5) of the entire clss in the ctegories of tone (throughout the known rnge), rhythm (including dotted rhythms nd sixteenths), nd rticultion. Student will pply knowledge nd wreness of proper instrumentl sounds y evluting recording of different ensemle (nd, chorus, or strings) in the ctegories of tone, rhythm, nd rticultion (sed on grding scle of 1-5). Beginner Students will identify nd copy nottion of whole, hlf, qurter, nd eighth notes nd their respective rests. Students will understnd nd e le to perform notes with the durtion of whole, hlf, qurter, nd eight notes nd their respective rests, s well s forte nd pino nd mezzo forte. Intermedite Students will demonstrte knowledge of sic rhythm ptterns nd rests y using stndrd nottion nd mnuscript pper to write simple pieces dictted y the techer which includes dotted qurter/eighth rhythms nd sixteenths. Students will e le to sight-red musicl exmples with level of difficulty of 1.5 on scle of 1 to 6 with very few mistkes or stops. Beginner Students will e le to identify one composer nd one generl chrcteristic from ech of the five periods of Western Music (Renissnce, Broque, Clssicl, Romntic, 20 th Century) fter listening to n excerpt of significnt musicl work from ech period. Student evlution using scle Student evlution using scle Student evlution using scle Written ssessment of music nottion Techer oservtion Written ssessment of music nottion Techer-creted score sheet Written ssessment Music 91
Middle School Instrumentl Ensemle (Beginner nd Intermedite) 6 Students will e le to descrie severl similrities nd differences etween Western nd severl Non- Western musicl exmples. Written ssessment or techer oservtion 6 7 7 8 Intermedite Students will e le to identify severl composers nd generl chrcteristics from ech of the five periods of Western Music (Renissnce, Broque, Clssicl, Romntic, 20 th Century) fter listening to excerpts of significnt musicl works from ech period. Students will e le to identify music from severl different Non-Western cultures nd/or countries. Beginner Students will e le to list the musicl elements tht ffect the mood of the music tht they re performing. Wys of incresing or decresing the emotionl content should lso e identified. After listening to simple recorded exmple, the students will list the musicl elements tht dominted given performnce nd wht mde it unique. Intermedite Ech student will demonstrte the ility to lter given melody (nursery song or other simplistic melody) on their instrument to exhiit t lest 3 different emotionl sttes (hppy, sd, ngry, indifferent, etc.). After listening to recorded exmple (more complex thn Beginner), the students will list the musicl elements tht dominted given performnce nd wht mde tht composition unique. Beginner Students will e le to descrie the reltionship etween instrumentl music nd oth dnce nd drm utilizing terms which re in common to ll three rt forms (meter/pcing, dynmic/projection, etc.). Students will demonstrte how sic rhythm ptterns cn e formulted mthemticlly. Techer will write simple mthemticl sentences nd ech student will clp the correlting rhythm. Written ssessment Written ssessment Techer-led discussion nd oservtion of responses Written ssessment Techer nd student oservtion nd feedck Written ssessment Techer oservtion Techer oservtion Music 92
Middle School Instrumentl Ensemle (Beginner nd Intermedite) 8 9 9 Intermedite Students will e le to identify the similrities of meter nd phrse in music with tht of poetry nd literture. Students will identify how prticulr event or oject could e represented in terms of music, visul rt, nd dnce. Beginner Students will ttend severl musicl performnces not ssocited with the school. Students will provide written exmples of community events tht re enhnced y music. Intermedite Students will prticipte in musicl performnces not ssocited with the school. Students will complete chrt of ll the music herd for five stright dys. Included in this chrt should e description of how often music ws herd, t wht loction, nd how it ffected their mood nd ttitude. Written ssessment Written ssessment Techer-creted frequency chrt Written responses Techer-creted frequency chrt Student-creted chrt Music 93
Middle School Musicl Performnce, Instrumentl 2003 Mississippi Visul nd Performing Arts Frmework These strtegies should e utilized y those ensemles formed for specilized or dvnced instrumentl music instruction (3 rd yer or top group in school with multiple ensemles) or ensemles mde possile y rtist s residency progrms. Comp. Oj. Suggested Teching Strtegies 1 Students will demonstrte n incresingly mture tone qulity throughout the dynmic rnge coupled with virto (where pplicle). Suggested Assessment Techer oservtion c Students will demonstrte the ility to individully perform ll concert scles up to 5 flts (D) nd 1 shrp (G) or 15 rudiments performing them ll with mximum of 2 mistkes or stops in eighth notes @ qurter note = 120 ets per minute. Students will chievle proficiency on multiple pieces with difficulty of Grde 2.5 or 3 within the ensemle. Techer nd peer oservtion Techer nd peer oservtion 2 Ech student will e le to successfully complete the finl 2 mesures of recognizle 4-mesure melody in duple or triple meter in the keys of D, C, or G. Techer oservtion Students will improvise melody over simple I/ii/IV/V pttern in the keys of B, F, G, E, A, nd D in duple meter. Other students in ensemle will give feedck s to the cretive use of the musicl elements of form, rhythmic development, use of dynmic contrst, nd style. Techer evlution of performnce 3 Students will nlyze nd dictte rhythm ptterns of recorded or performed exmples tht utilize eighth not triplets nd the comintion of dotted eighth/sixteenth y using the pproprite numers or syllles. Written ssessment Students will identify nd define the musicl elements contined within recording of nd, orchestrl, or chorl performnce. Elements should include oth chnging tempi nd chnging meters (i.e. from duple to triple meter). Techer evlution of student response or written work 4 Students will develop n djudiction sheet designed to judge individul instrumentl performnces which incorportes those musicl elements determined y the student to e importnt to qulity individul performnce. The sheet will then e used to judge n individul performnce of peer. Techer evlution of written work Music 94
Middle School Musicl Performnce, Instrumentl 2003 Mississippi Visul nd Performing Arts Frmework 4 Students will develop n djudiction sheet designed to judge instrumentl ensemle performnces which incorportes those musicl elements determined y the student to e importnt to qulity group performnce. The sheet will then e used to judge the ensemle through the use of recording. Techer evlution of written work c Students will utilize the djudiction sheets developed in 4 to evlute recordings of higherskilled orchestrs or nds. Techer oservtion or evlution of written work 5 Students will demonstrte knowledge of rhythm ptterns nd rests y using stndrd nottion nd mnuscript pper to write melodies dictted y the techer which includes dotted eighth/sixteenth rhythms nd triplets. Written ssessment of music nottion Students will e le to sight-red musicl exmples with level of difficulty of 2 on scle of 1 to 6 with very few mistkes or stops. Techer-creted score sheet 6 Students will e le to sight-red musicl exmples with level of difficulty of 2 on scle of 1 to 6 with very few mistkes or stops. Techer ssessment of written work or presenttion Students will present indepth informtion out music from Non-Western culture, including instruments utilized, nottion used, nd wys in which music is used in tht prticulr culture. Techer ssessment of written work or presenttion 7 After listening to the first movement of Beethoven s Symphony no. 6 ( Pthetique ), students will identify those musicl elements used y Beethoven to chieve the emotionl content of the piece. Techer evlution of student responses After listening to Crnivl of the Animls, students will descrie the wys in which Sint-Sens utilized musicl elements to represent the different nimls. Techer evlution of student responses 8 Students will provide comprison etween the form nd elements of musicl composition nd the form nd elements of drmtic ply. Techer ssessment of student responses or written work Students will descrie the wy in which music influences the enjoyment of movie. Specifics should include such fctors s how different ensemles nd genres re effectively used nd how music cn portry wht is pprently hppening inside person s mind. Techer evlution of student response or written work 9 Students will orgnize community musicl event in honor of person or community hppening. Techer oservtion Music 95
Middle School Musicl Performnce, Instrumentl 2003 Mississippi Visul nd Performing Arts Frmework 9 Students will descrie how the musicl event orgnized in 9 ffected the community nd/or the person eing honored nd how musicl events cn improve life in ny community. Written ssessment Music 96
Middle School Strings (Beginner nd Intermedite) 2003 Mississippi Visul nd Performing Arts Frmework Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 c 1 c 2 2 Beginner Students lern correct left nd right hnd positions, nd prctice owing long, slow ows on open strings. Students prctice esy scles such s D, G, nd C y plcing their fingers on colored tpe guides on the fingerord to insure proper note plcement. Students discuss efore hnd wht finger position to e used, wht strings to e plyed, nd wht time signtures re used in plying certin piece. Students identify nd ply music from lesson ook tht demonstrtes different types of owing, dynmic mrkings, nd tempos. Intermedite Students will ply chorles to develop more mture sound. Students lern 1 nd 2 octve scles, nd corresponding minor scles using different rhythms, then complete worksheet. Students ply in smller, chmer groups, listening to ech other. Beginner Techer will egin well-known melody with limited rnge in nd esy key nd students will complete melody. Ech student will improvise simple melodic line using simple scle nd rhythms consisting of whole, hlf, qurter, nd eighth notes nd their respective rests. Other students in clss will give feedck s to the cretive use of the musicl elements of pitch, rhythm, dynmic, tempi, nd style. Intermedite Students improvise, lone nd in smll groups. Students crete nd perform four-mesure melody. Techer oservtion Plying test, techer oservtion Techer oservtion of discussion Visul nd url oservtion y techer Peer evlution through smll student critique groups Techer oservtion nd evlution of performnce nd evlution of worksheet Peer evlution through smll student critique groups Techer oservtion Peer oservtion Evlution of cretivity nd resolution of the melody Music 97
Middle School Strings (Beginner nd Intermedite) 2003 Mississippi Visul nd Performing Arts Frmework 3 3 4 Beginner Students use flshcrds to review different types of notes nd rests. Then they write music stff, notes, nd corresponding rests to crete mesures of music on worksheet. Students identify time signture, key signture, tempo, nd dynmic mrkings of piece efore it is plyed. Students lel rhythm worksheet with pproprite counts nd symols under ech mesure nd/or rhythm. Students listen to relted works of composers whose pieces they re plying nd discuss differences nd similrities of rhythm, style, tempo, nd melody. Students will differentite mong trill, tremolo, nd virto. Intermedite Students ply Clssicl, Broque, nd pop music, then identify composer nd discuss different structures of ech through written work or clss discussion. Beginner Students will evlute recorded exmples of their own individul instrumentl sounds (sed on grding scle of 1-5) in the ctegories of tone nd rhythm (whole to eighth notes). Exmples of correct instrumentl sounds will then e plyed for comprison. Techer evlution of worksheet Techer oservtion Techer evlution of rhythm worksheets Techer oservtion Evlution of student s ility to recognize technique plyed y techer Techer evlution of written work or discussion Student evlution using scle 4 c 5 5 Students discuss recent performnces, how they felt efore, during, nd fter, nd the difference etween eing n oserver nd prticipnt. Intermedite Students tke plying test. Students listen to CD nd wtch music video nd discuss the music elements in ech piece. Beginner Students memorize nmes of lines nd spces of their clef, then mke flshcrds to review with ech other. Intermedite Students will e le to sight-red musicl exmples with level of difficulty of 1.5 on scle of 1 to 6 with very few mistkes or stops. Techer oservtion Evlution of plying test Oservtion of techer-led discussion Written test Techer-creted score sheet Music 98
Middle School Strings (Beginner nd Intermedite) 2003 Mississippi Visul nd Performing Arts Frmework 6 6 7 Beginner Students red out mjor composer nd prepre cretive presenttion to report findings to the clss. Students mke timeline including min events in composer s life nd the historicl events tht occurred during the sme time period. Intermedite Students listen to CD s of vrious genres nd styles of string music nd prticipte in clss discussion. Students reserch cultures in which vrious compositions studied originted identifying culturl influences tht ffected the composer nd the music, nd shring findings in cretive presenttions. Beginner Students descrie the feeling or mood expressed in piece of music, nd explin those conclusions. After listening to simple recorded exmple, the students will list the musicl elements tht dominted given performnce nd wht mde it unique. Ruric Ruric Techer oservtion Techer evlution of presenttions Techer oservtion of discussion Written ssessment 7 Intermedite Students will listen to exemplry recordings of concert mteril nd nlyze how the music elicits vrious responses. Students then compose n essy descriing their rections to the nunces of the music. Techer evlution of written essys 8 8 Students listen to live nd recorded music, discuss the feelings nd emotions inspired y the music, nd determine how the elements of music re used to crete those feelings. Beginner Students listen to vriety of styles of music nd view exmples of vriety of styles of visul rt, descriing how music nd visul rt evoke involuntry responses. Students red nd discuss n historicl event, geogrphicl loction, or ide inspiring the composer to write the music tht the students re plying. Intermedite Students discuss rts progrms in their school such s drm, choir, rt, nd how these groups interct. Students identify similrities etween music nd mth, such s how note vlues re like frctions, crescendo nd decrescendo re like greter thn/less thn signs, nd ptterns in music phrses re similr to numer ptterns. Evlution of techerled discussion Techer-led discussion of esthetic experiences Techer oservtion Evlution of techerled discussion Worksheets Music 99
Middle School Strings (Beginner nd Intermedite) 2003 Mississippi Visul nd Performing Arts Frmework 9 9 Beginner Students perform t school, locl lirry, nursing home, mll, prent meeting, or other community site. Students discuss the plces they her music, such s dvertising, CD s, crtoons, cell phones, videos, nd rdio, nd determine wht the music communictes nd how it delivers messge in ech ppliction. Students prepre written description of the selected use of music. Intermedite Students discuss the importnce of music in their lives nd the impct of music on others. Techer oservtion nd student evlution of performnce Techer evlution of written work Evlution of discussion Music 100
MUSIC MIDDLE SCHOOL SMALL GROUP JAZZ IMPROVISATION DESCRIPTION OF PROGRAM OF STUDY: This progrm of study is intended for Middle Level I-IV music students who elect to study improvistion through the medium of jzz. The smll group ensemle my include instrumentl, keyord, nd/or vocl performers. The frmework for this course fosters developing knowledge of jzz improvistion s performnce skill. This progrm of study is to e used in developing music curriculum for middle school students in the following: Middle School Smll Group Jzz Improvistion The Middle School Smll Group Jzz Improvistion course is designed for students who hve completed t lest one yer of instrumentl music, keyord, nd/or chorl music instruction. Techers re encourged to select repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency. There is lso enchmrk chrt in the generl music introduction tht estlishes the progression of instruction for ech gol re grouped y grde cluster. Content strnds include Creting/Performing, Criticl Anlysis, History/Culture, Aesthetics, nd Connections. The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 101
MUSIC MIDDLE SCHOOL SMALL GROUP JAZZ IMPROVISATION CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Sing nd/or ply vried repertoire of music, lone nd in lrge or smll ensemles. (CP). Imitte melodic ptterns or motives in vriety of keys.. Improvise selected jzz melodies in mjor nd minor keys. c. Prctice plying nd/or singing originl jzz melodies in mjor nd minor keys. d. Improvise melodies sed on the stndrd hrmonic progression of lues. 2. Crete nd perform originl jzz music within specified guidelines. (CP). Prctice scles nd/or melodies utilizing jzz rhythms.. Crete jzz rhythmic interprettion of selected melodies. c. Perform improvised solos in stndrd meters. 3. Listen to, nlyze, nd descrie vried repertoire of jzz music. (CA, HC). Listen to ss lines nd chord hrmonies from vrious jzz selections.. Distinguish etween lues style nd 32 r (AABA) jzz forms. c. Listen to nd nlyze hrmonic reltionships in jzz repertoire. d. Listen to nd descrie recordings of significnt jzz soloists nd ensemles. e. Distinguish differences in performnce prctices within vrious jzz styles (e.g., rgtime, swing, eop, jzz-rock, Ltin). 4. Develop criteri for evluting the qulity of jzz music performnces. (CA, HC). Estlish guidelines to ssess jzz improvistion sed on the elements of rhythm, melody, nd hrmony.. Determine the chrcteristics of high-qulity improvised jzz solos. Music 102
5. Recognize nd identify incresingly complex music nottion nd symols. (CP, CA). Red nd improvise solos from melodies printed in trele or ss clef.. Interpret chord symols y performing n improvised solo within given hrmonic sequence. 6. Demonstrte wreness of the role nd function of music nd musicins in vrious cultures, times, nd plces. (HC, CA). Exmine the influence of jzz on music of the pst nd present centuries.. Evlute the culturl impct of the music of vrious jzz periods (e.g., rgtime, swing, eop, jzz-rock, Ltin). c. Recognize historicl milestones nd significnt individul performers who influenced the development of jzz. 7. Develop wreness of esthetic qulities of works of jzz music. (A). Determine the vlue of jzz in the music-lerning environment.. Explore the role of jzz s significnt music development in 20 th Century Americn music. 8. Recognize rod concepts tht music, the other rts, nd other disciplines shre in common. (HC, C). Compre nd nlyze events in jzz history with significnt events in Americn history.. Relte the concept of jzz improvistion to concepts of Americn democrcy. c. Relte knowledge of Americn history nd culture to the development of jzz s n Americn rt form. 9. Understnd the role of jzz music nd musicins in everydy life. (HC, CA, C). Acknowledge the impct of jzz nd jzz musicins on the music, recording, nd entertinment industries in Americ nd elsewhere.. Reserch opportunities in the locl nd regionl community for musicins to record nd/or perform jzz music. Music 103
Middle School Smll Group Jzz Improvistion Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Ply the melody of fmilir song such s I ve Been Working on the Rilrod. After plying the tune s it is written, vry notes in the tune to improvise new version y ltering the rhythm, pitches or tonlity. Techer/peer oservtion nd feedck 2 Crete set of teching crds demonstrting jzz rhythm ptterns such s swinging eighth notes, or triplets. The ensemle will ply scles in the selected rhythm s wrm-up exercise. Techer oservtion nd student self-evlution 3 The techer will ply slow tempo jzz selection (keyord or recording). Ask students to hum the chord roots of the hrmony s they listen. As the students improve in their hering nd singing skill, invite them to ply the chord roots on their instruments (singers imitte the ss line y singing). Techer oservtion nd student self-evlution 4 c Students nd techer develop ruric or crete checklist with score rnge of 1-10 to ssess performnces in the sic elements of rhythm, melody, nd hrmony. Two or three students ply improvised solos in techer-selected exmple. Other students evlute the performnces. Techer nd student creted ruric or checklist 5 The techer will ply CD (music minus one type) or keyord instrument to provide hrmonic ccompniment. Individul students will tke turns improvising solo y interpreting written sequence of chord symols. Techer, peer, nd selfevlution of performnce 6 Students develop time line to trce the evolution of jzz through vrious periods, including the nmes of performers who helped estlish the style. Techer oservtion 7 Downlod midi file version of Thelonius Monk s song, Round Midnight. Students listen to the music nd descrie wht they think the composer is trying to sy in the words nd the tune. They nswer the question, Wht cn we lern from this composer nd text tht will help us in school? Techer-led discussion (Are students mking the connection etween wht they re lerning nd how it teches lessons in life?) 8 Students view selected portions of video on the history of jzz, such s Ken Burns film, Jzz. Discuss developments in jzz s they relte to events of history reviewed in the film. Techer oservtion of student discussion nd prticiption Music 104
Middle School Smll Group Jzz Improvistion 9 Otin recordings of Americn orchestrs such s Boston Pops or Cincinnti Pops. Listen to trcks on the recordings to determine if elements of jzz re present. Determine how mny selections on single CD incorporte elements of jzz such s improvistion, syncoption, rhythmic comping in guitr or keyord prts, etc. Techer ssessment of student responses Music 105
MUSIC KEYBOARD, INTERMEDIATE LEVEL (Middle School) DESCRIPTION OF PROGRAM OF STUDY: The intermedite keyord frmework is designed to ssist techers in developing keyord music curriculum for students t the intermedite level. The competencies nd strtegies re closely relted to the middle level generl music frmework. Individul schools or school districts mke decisions out when students egin keyord study. Techers re encourged to consider the ge of the student nd his/her prior music experiences when designing the keyord curriculum. Competencies in this frmework pply to students who hve hd some exposure to plying keyord instruments, nd re not designed for specific grde levels. This progrm of study is to e used in developing music curriculum for middle school students, levels I IV, in the following: Middle School Keyord Techers re encourged to select repertoire nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the generl music introduction estlishes the progressions of instruction for ech gol re grouped y grde cluster. The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 106
MUSIC KEYBOARD, INTERMEDIATE LEVEL (Middle School) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Ply vried repertoire of keyord music lone or in smll groups. (CP). Perform keyord selections in vriety of tempos, styles, nd keys.. Lern proper finger numers nd plcement on the keys. 2. Crete nd perform originl music within specified guidelines. (CP). Crete short, originl compositions using left nd right hnds.. Improvise composition sed on given ss line. 3. Listen to, nlyze, nd descrie vried repertoire of music. (CA). Descrie wys the elements of music re used in composition.. Compre nd contrst vriety of music styles within selected repertoire. c. Recognize vrious types of keyords y ppernce nd sound. d. Discriminte etween use of lck/white keys, up nd down melodic direction, nd high nd low sounds on the keyord. 4. Develop criteri for evluting the qulity of keyord performnces. (CA, CP). Anlyze chrcteristics tht produce qulity performnces in solo keyord repertoire.. Estlish guidelines for ssessing the qulity of individul nd group performnces. 5. Recognize nd identify incresingly complex music nottion nd symols. (CA). Red music from the grnd stff tht includes ledger lines ove nd elow the ss nd trele clefs.. Sight-red techer-selected repertoire in mjor nd minor keys. Music 107
6. Demonstrte wreness of the role nd function of music nd musicins in cultures, times, nd plces. (HC, CA). Recognize distinguishing chrcteristics of keyord music within specific cultures, times, nd plces.. Anlyze the role nd function of keyord music in vrious cultures, times, nd plces. 7. Develop wreness of esthetic qulities in works of music. (A). Anlyze elements in works of music tht imprt rtistic mening nd vlue.. Determine common chrcteristics of works of music tht endure over time. 8. Recognize rod concepts tht music, the other rts, nd other suject res shre in common. (C, CA). Discover wys tht similr ides re communicted through vrious rts disciplines.. Recognize common conceptul elements mong the rts disciplines. c. Understnd the reltionship etween virtion nd sound production. 9. Understnd the role of music nd musicins in everydy life. (C). Identify needs nd uses for keyord music nd musicins in dily life.. Compre nd contrst creers of keyord musicins to other music creers, creers in the rts disciplines, nd creers in other disciplines. c. Evlute the role of keyord music nd musicins within the entertinment usiness. Music 108
Music, Intermedite Keyord Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 One student plys repertoire selection for memers of the clss. Clssmtes identify the style nd tempo of the selection. Techer oservtion 2 Develop pln for n originl keyord composition using five-finger melodies in left nd right hnd. The sequence might include: 4-mesure introduction plyed y left hnd; 4 mesure melody plyed y right hnd; 4 mesure conclusion plyed y oth hnds. Techer nd peer evlution using checklist to ssess elements of the piece 3 After listening to the first two sections of Fur Elise y Beethoven, students descrie the use of dynmics in the two sections. Techer evlution of student response 4 The techer performs selection from the student s repertoire, ut plys it in sloppy wy. Afterwrd, the students will descrie wht chnges should e mde to improve the performnce. Techer evlution of student responses 5 Students sight-red techer-selected music tht includes grnd stff nottion in C, F, nd G mjor nd/or the reltive minor keys. Student orl selfevlution; techer or peer evlution 6 After plying or listening to techer-selected repertoire from cultures found in the United Sttes (e.g., Hispnic, Africn-Americn, Asin), students evlute the use of music elements in ech selection. Techer oservtion of student responses 7 Students nd techer discuss the expressive qulities of two contrsting selections (e.g., Clementi Sontin nd Clire de Lune, y Deussy). Techer ssessment of student s use of voculry descriing the selections 8 c The student will ply three chords, I, V, I, while holding down the sostenuto pedl; repet the three chords without the pedl. Discuss the cousticl resons for difference in the sounds. Techer ssessment of student response indicting n understnding of the scientific principle of virtion 9 Students conduct reserch to determine how often keyord instruments re herd nd seen during two-week period, where they were found, nd whether they were eing plyed, or were idle to determine the impct of keyord instruments nd music on dily life. Shre findings nd tulte results. Discussion of the impct s determined y the student reserch Music 109
MUSIC HIGH SCHOOL INTRODUCTION The high school yers serve s the culmintion of yers of music study. It is t this point tht students synthesize nd pply the music lerning tht egn in erly kindergrten experiences nd continued through middle school. Students in grdes 9-12 re redy for chllenging repertoire in chorl nd instrumentl music, in lrge nd smll ensemles, nd in some cses, in solo performnces. They re lso redy to employ music technology pplictions, sic knowledge of music theory, nd performing technique on their respective instruments. This is time to polish individul performnce skills nd to evlute individul or ensemle performnces. Instrumentl nd chorl ensemles often prticipte in festivls nd competitions in ddition to school performnces. The circle of music experience in high school rodens to include wide vriety of repertoire, performing groups, nd performnce types. Students in grdes 9-12 my elect to tke vrious high school music courses such s generl music, chorl, nd/or instrumentl music performnce. The high school music frmework is divided into seprte progrms of study tht cn e used to develop curriculum for vriety of courses listed in the Approved Courses for the Secondry Schools of Mississippi mnul. For exmple, the High School Instrumentl Music progrm of study will e used to develop curriculum for High School Bnd, High School Instrumentl Ensemle, High School Performnce Arts Specil Course nd Advnced Strings. Ech High School Music progrm of study includes n introduction listing the courses tht will use tht prticulr progrm of study in uilding curriculum. For ech progrm of study smple strtegies nd ssessments re given t proficient nd dvnced levels. When developing curriculum, techers re encourged to select course content, incorporte technology, choose diverse rnge of chorl nd instrumentl repertoire, nd implement performnce prctices nd ssessments tht will enle students to meet the competencies stted for proficient nd dvnced levels. High school music courses uild on sequentil music instruction shped y enchmrks estlished in grdes K-8. Competencies in high school music 9-12 progress from proficient to dvnced. The proficient level is ttined y students who hve completed courses of study involving relevnt skills nd knowledge tht re equivlent to two semesters of study t the high school level. The dvnced level of study is ttined y students who hve completed course work equivlent to three to four yers of study. Students t the dvnced level re expected to chieve competencies for the proficient s well s the dvnced levels. Every student is expected to chieve the proficient level in t lest one rts discipline y the time he or she grdutes from high school. Music 110
In order to ccommodte the vriety of scheduling formts throughout Mississippi schools, some rts courses re ville for 1 or 1/2 credit. Courses offered for 1/2 credit must cover ll the competencies in the designted progrm of study. Those courses erning 1 credit will cover ll the competencies, ut in greter depth nd redth thn the1/2 credit courses. A listing of these courses nd the corresponding progrm of study to e used in developing curriculum for those courses follows. Music Course: High School Generl Music High School Chorl Music High School Chorl Ensemle High School Performing Arts Specil Course (Chorl Music) High School Voice High School Bnd High School Strings - Proficient High School Strings - Advnced High School Instrumentl Ensemle High School Performing Arts Specil Course (Instrumentl) High School Keyord High School Smll Group Jzz Improvistion High School Music, Theory nd Hrmony/Literture Advnced Plcement Music Theory Music Progrm of Study: High School Generl Music High School Chorl Performnce High School Chorl Performnce High School Chorl Performnce High School Chorl Performnce High School Instrumentl Performnce High School Instrumentl Performnce High School Instrumentl Performnce High School Instrumentl Performnce High School Keyord High School Smll Group Jzz Improvistion High School Theory nd Hrmony/ Literture Advnced Plcement Curriculum Course Descriptions High School Generl Music (1/2 or 1 credit) This course includes sic instruction in music performnce, music theory, nd music literture. In ddition, connections etween music, other rts, nd other suject res re mde. High School Chorl Music (1/2 or 1 credit) This course llows students to continue music lerning through the study of chorl performnce repertoire. In ddition to lerning repertoire, students will continue to develop vocl technique, sight singing, nd er trining skills. Students who choose to enroll in chorl music courses in successive yers re expected to mster proficient competencies, nd then pursue dvnced competencies. High School Chorl Ensemle (1/2 or 1 credit) This course is n extension of High School Chorl Music intended for students who choose to perform in prticulr ensemle. Students re often required to udition for Music 111
chorl ensemles. Groups my e lrge or smll; they my focus on specific types of repertoire or music genre. Students who elect chorl music ensemle courses in successive yers re expected to mster proficient competencies, nd then pursue dvnced competencies. High School Performing Arts Specil Course (Chorl Music) (1/2 or 1 credit) This course is intended to provide specilized chorl instruction in specific ctegory within the field of music (e.g. mdrigl choir, sign lnguge choir, vocl ensemle). The course drws upon musicl expertise or knowledge of individul techers tht would not necessrily e widely prcticed y ll music techers. High School Voice (1/2 or 1 credit) This course is designed for individulized instruction in vocl performnce. Course content will ddress vocl technique nd music litercy skills. Solo repertoire will e ssigned, nd individul performnce gols will e set. Students who elect to study voice in successive yers re expected to mster proficient competencies, nd then pursue dvnced competencies. High School Bnd (1/2 or 1 credit) This lrge ensemle performnce course is designed to include rss, wind, nd percussion instruments. Individul student progress is often determined y repertoire selection, individul instruction, nd ccomplishment of stted progress requirements. Students who elect to ply in high school nd during successive yers re expected to mster proficient competencies, nd then pursue dvnced competencies. High School Strings Proficient (1/2 or 1 credit) Advnced (1/2 or 1 credit) This course is intended for students who re continuing their study of string instruments or who wish to egin studying stringed instrument. Instruction my e in smll or lrge groups. Clsses my e divided y instrument type (e.g., cello, guitr, violin) or my include mixture of instruments. Students with different performnce nd experience levels my e included in the sme clss. Students who elect to study string instruments in high school during successive yers re expected to mster proficient competencies, nd then pursue dvnced competencies. High School Instrumentl Ensemle (1/2 or 1 credit) This course is intended for students who choose to perform in prticulr instrumentl ensemle. A wide vriety of instrumentl ensemles my exist in single school (e.g., symphonic nd, orchestr, rss choir, steel drum). Students re often required to udition for instrumentl ensemles. Groups my e lrge or smll; they my focus on specific types of repertoire or music genre. Students who elect instrumentl music ensemle courses in successive yers re expected to mster proficient competencies, nd then pursue dvnced competencies. High School Performing Arts Specil Course (Instrumentl) (1/2 or 1 credit) This course is intended to provide specilized chorl nd/or instrumentl music instruction in specific ctegory within the field of music (e.g., Africn drumming, Music 112
instrumentl/ensemle, lue grss nd). The course drws upon musicl expertise or knowledge of individul techers tht would not necessrily e widely prcticed y ll music techers. High School Keyord (1/2 or 1 credit) This course is designed for students who wish to otin or increse keyord performnce skills. Instructionl methods will e determined in prt y ville equipment in the locl school setting. In schools where only one pino or electronic keyord is ville, students will receive privte or smll group instruction. In settings where multiple keyords re ville in technology lortory, instruction my e individulized within keyord clsses for up to 20 students. Techers my wish to screen individul student music nd/or keyord knowledge to determine cceptnce nd plcement into keyord clsses. High School Smll Group Jzz Improvistion (1/2 or 1 credit) This course is offered to chorl, nd instrumentl students, including strings nd keyord performers, who wish to develop jzz improvistion skills. Students my perform in individul or ensemle settings s they develop competencies t proficient nd dvnced levels. Techers my wish to udition individul students to determine pproprite plcement. High School Music, Theory nd Hrmony/Literture (1/2 or 1 credit) This course exmines the sic elements of music theory nd music literture. Previous chorl or instrumentl music performing experience is prerequisite for dmission into this course. The nlyticl study of scles, keys, chords, nd composition elements complements other high school music performnce courses. A survey of music literture will roden student knowledge of music s n rt form, nd will id understnding of the connection etween music theory nd music literture. The survey of music literture will lso involve the historicl nd culturl ckground of the vrious genres of music. Advnced Plcement Music Theory (1 credit) The Advnced Plcement course curriculum is dministered y the AP Centrl College ord nd developed y committee of college fculty nd AP techers to cover the indepth, informtion, skills, nd ssignments found in the corresponding college course. http://pcentrl.collegeord.com. See the wesite for detiled informtion. Music 113
MUSIC HIGH SCHOOL GENERAL MUSIC (Proficient nd Advnced) DESCRIPTION OF PROGRAM OF STUDY: Students who elect to study generl music t the high school level my pursue music lerning through vriety of mens. This course my include lecture, chorl nd/or instrumentl performnce, coopertive lerning group ctivities, interdisciplinry or themtic studies within the school, nd use of technology pplictions to crete, perform, or reserch music s n rt form. This progrm of study my e used to develop curriculum tht includes study of music pprecition, music literture, or music in reltion to other rts disciplines. Techers re encourged to exmine wide rry of repertoire for students to study nd perform, including Americn music nd music of cultures outside the United Sttes. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used in developing music curriculum for high school students in the following: High School Generl Music The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 114
MUSIC HIGH SCHOOL GENERAL MUSIC (Proficient nd Advnced) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform in chorl or instrumentl ensemles of vrying sizes nd descriptions. (CP) Proficient:. Perform composition in group setting with expression nd technicl ccurcy demonstrting ensemle skills.. Perform simple rhythmic compositions using pproprite dynmics nd tempo. Perform works of music tht include comintions of instruments nd voices. (CP) Advnced:. Perform with expression nd technicl ccurcy music compositions s soloist.. Demonstrte the ility to perform music from vried repertoire in vriety of ensemle comintions with nd without ccompniment. 2. Crete nd perform rrngements using vriety of music elements. (CP) Proficient:. Improvise rhythmic melodic vritions using trditionl nd nontrditionl sources of sound in mjor nd minor keys.. Compose nd perform vriety of stylisticlly pproprite short musicl works. c. Improvise originl melodies over given chord progressions. Music 115
Crete nd perform originl music nd rrngements in vriety of forms, styles, nd genres. (CP) Advnced:. Improvise rhythmic nd melodic vritions on given melody demonstrting cretivity in the use of musicl elements.. Construct composition with given chord progression in consistent style, meter, nd tonlity supporting specific genre or style of music. d. Improvise stylisticlly pproprite hrmonizing prts. 3. Listen to, nlyze, nd evlute music in vriety of forms nd styles. (CA) Proficient:. Using criticl thinking nd listening skills, identify nd nlyze the sic elements of music.. Decode nd trnslte stndrd nottionl devices. c. Discuss nd demonstrte pproprite udience nd performnce ehvior. Anlyze nd interpret music of vrious historic periods, forms, nd styles. (CA, HC) Advnced:. Identify nd descrie compositionl devices nd techniques used to provide unity, diversity, tension, nd relese in musicl work.. Anlyze mjor musicl works through identifiction of compositionl devices nd techniques using the voculry of music. 4. Anlyze music performnces y using criticl thinking nd listening skills. (CA, A) Proficient:. Judge music performnces nd compositions using prescried criteri.. Evlute musicl performnce in terms of its esthetic qulities. Evlute the qulity of music performnces nd compositions using multiple criteri. (CA, A) Advnced:. Develop criteri nd evlute the musicl nd expressive elements inherent in the informl nd forml performnce of musicl composition.. Using prescried or originl evlution criteri, ssess live or tped performnce, composition, rrngement, or improvistion nd compre to similr exemplry models. Music 116
5. Demonstrte understnding of music nottion nd symols y reding nd performing music. (CP, CA) Proficient:. Demonstrte knowledge of the elements of rhythm nd melody.. Identify the sic elements of music. c. Evlute expression nd mening through the development of n pproprite musicl voculry. d. Use nottion to record musicl ides. Demonstrte the ility to red full score y descriing how the elements of music re used. (CP, CA) Advnced:. Demonstrte extensive knowledge of music tht contins technicl demnds, expnded rnges, nd vried interpretive requirements.. Discover urlly nd visully the properties nd function of the musicl elements in specified pieces. c. Identify nd explin compositionl devices nd techniques nd give exmples of works using similr devices nd techniques. 6. Anlyze forms nd suject mtter in music tht recur in vrious cultures, times, nd plces. (CA, HC, C) Proficient:. Discuss the historicl development of music in vrious cultures nd plces from ntiquity through the twentieth century.. Know the development of vrious genres of Americn music. c. Know how elements, rtistic processes, nd orgniztionl principles re used in similr nd distinctive wys cross genres. Assess the impct of music nd musicins in vrious cultures, times, nd plces on society tody. (CA, HC, C) Advnced:. Determine nd ssess the function of music genres within glol cultures.. Evlute music nd its expressive elements within ech of the historicl periods. c. Interpret the components of genres of Americn music through historicl nd musicl nlysis while citing well known musicins nd their compositions. 7. Interpret the vlue of musicl work in terms of its esthetic qulities. (A) Proficient:. Recognize feelings nd emotions evoked from listening to music.. Determine the rtistic vlue of specified musicl works sed upon n individul perspective. Music 117
Evlute selected musicl works in terms of esthetic qulities. (A) Advnced:. Communicte the esthetic impct of rts performnces seen live versus those recorded on udio or video.. Explin the musicl mens work uses to evoke feelings nd emotions. 8. Anlyze the reltionship of the content in music to the other rts nd other disciplines. (CA, C) Proficient:. Compre the expressive qulities in music with other rtistic endevors.. Descrie wys in which the principles nd suject mtter in other disciplines re interwoven with those of music. Integrte knowledge of music nd musicins with knowledge of the rts nd other suject res. (CA, HC, C) Advnced:. Anlyze the elementl components nd the orgniztionl processes inherent to the cretion of vrious rt forms within the context of given historicl period or culture.. Evlute nlyticlly n rtistic work or set of compred works sed upon developed or prescried system. c. Explin wys in which principles of music nd principles in vrious disciplines outside the rts re relted. 9. Anlyze contriutions of musicins nd the music industry to individuls nd communities. (CA, C) Proficient:. Explore the wys in which technology impcts music in glol culture.. Identify creers ssocited with the music industry. Evlute the role of music s creer or voction. (CA, C) Advnced:. Explore the choices ville to individuls desiring to continue their musicl experience nd eduction.. Explin the impct of life tht includes vriety of music experiences. c. Apply music skills to solve prolems relevnt to vrious creers. d. Reserch copyright nd performnce rights lws. Music 118
High School Generl Music (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students perform simple composition y singing or plying n instrument (recorder, xylophone, et l). Techer-mde ruric Checklist Students perform simple rhythmic compositions using pproprite dynmics nd tempo. Smll group evlution 1 Advnced Students sing or ply n existing nd n originl composition. Techer oservtion Ruric Students sing or ply composition with three or more prts. Student Performnce 2 Proficient Students improvise rhythmic nd melodic vritions on specific melodies. Techer oservtion Ruric checklist Students write nd perform minimum 32-mesure composition eginning with simple melody nd dding chordl ccompniment, prts, voicings, nd dynmic nd tempo mrkings. Ruric/checklist 2 Advnced Using simple chord progression (I, IV, V, I), students crete nswer phrses/melodies to question musicl phrse. Techer oservtion Ruric/ checklist Students rrnge pieces tht preserve or enhnce the expressive effect of the music. Techer-mde ruric 3 Proficient Students crete chrt to compre nd contrst musicl storytelling in works from different periods of music history, for exmple, Willim Tell Overture nd Theme from Str Wrs. Techer evlution of student chrt 3 c Students compre nd discuss pproprite ehvior during vrious types of chorl/instrumentl performnces.. Advnced Using chorl score, students listen to nd nlyze Hllelujh Chorus from Messih y G. F. Hndel. Techer oservtion Written nlysis Techer oservtion of student nlysis Music 119
High School Generl Music (Proficient nd Advnced) 4 Proficient Students view videotpe performnce of high school choir or nd nd evlute the performnce sed on n djudiction form designed for high school choir or nd. Techer led discussion of student evlutions 4 Advnced Students compre indictors of vocl or instrumentl performnce listed on no less thn two djudiction forms for high school chorus or high school nd. Techer oservtion of student evlutions 5 c Proficient Students listen to performnce of LeRoy Anderson s Bugler s Holidy nd mke list of dynmic levels herd in the selection using Itlin terminology. Techer evlution of student lists. 5 Advnced Students look t score of "Prelude no.1 from Bch s Well-Tempered Clvier nd descrie how the composer uses repeting rhythm pttern to unify the piece. Techer oservtion of student descriptions. 6, Proficient Students prepre list of clssicl nd/or populr music performers from round the world. Students choose performer nd reserch informtion out them through lirry, internet, or other sources. Techer/peer evlution of orl reserch reports nd written copy 6 Advnced Students listen to celertion music from three world cultures, for exmple, Asin (Chinese New Yer), South Americn (Crnivl/Brzil), nd Europen (St. Ptrick s Dy/Irelnd). Students decide wht mkes the music pproprite for ech celertion nd wht chrcteristics the selections hve in common. Techer oservtion of student discussion 7 Proficient Students descrie nd discuss the vrious emotions tht occur when listening to selected work. Techer oservtion of student discussion Students discuss the vlue of ptriotic songs nd the wy the songs my mke people feel out themselves nd their country. Compre Americ, Americ the Beutiful, Str Spngled Bnner, nd Bttle Hymn of the Repulic for stylistic nd expressive qulities, s well s Sous mrching nd pieces nd other ptriotic songs. Techer oservtion of student discussion Music 120
High School Generl Music (Proficient nd Advnced) 7, Advnced Students listen to nd nlyze ntionl songs from other countries for similrities nd differences. Techer oservtion of student nlysis Students listen to or wtch videos of scenes from Americn musicl thetre works such s Sound of Music, Annie, nd Lion King. Students exmine certin fmilir songs nd/or scenes from the show for musicl nd plot connections, stging, chrcters, ctions, nd music style. Techer oservtion of student comments nd discussion 8 Proficient Students exmine nd descrie the wy sound is mde on pino, electronic keyord, nd computer MIDI soundcrd. Techer / peer evlution of student descriptions. 8 Advnced Students will write reserch pper or crete presenttion trcing the ptronge of music from Bch to the present. Reserch pper 9 Proficient Students exmine the wy music is sold nd mrketed to their genertion nd society through mens of medi, eduction, entertinment, nd religion. Techer oservtion of student discussion Students interview locl musicin (e.g., nd director, church choir director, dnce instructor) nd write report or crete presenttion sed on tht interview. Ruric, report 9 Advnced Students reserch the vrious opportunities ville for music s voction or voction through sources such s internet, creer ls, guidnce counselors, community choirs/orchestrs, etc., nd write report or crete presenttion sed on the findings. Ruric, report Students develop list of wys music consumers re influenced. Students discuss the issues of musicl choices nd dvertising. Techer/peer evlution of individul lists nd discussion of musicl choices Music 121
MUSIC HIGH SCHOOL CHORAL PERFORMANCE (Proficient nd Advnced) DESCRIPTION OF PROGRAM OF STUDY: This progrm of study is to e used in developing curriculum for use in vriety of chorl performnce courses. The focus of the course will guide the development of the specific curriculum sed upon the competencies in this progrm of study. Competencies re provided t proficient nd dvnced levels to fcilitte meeting needs of students t different levels. Curriculum developed from these competencies will foster incresing knowledge of: chorl performnce; the reltionship of music elements, music theory, nd technology to performnce prctices; repertoire encompssing wide vriety of forms, styles, nd periods; historicl/culturl connections of repertoire to events, times, plces, other rts, nd other disciplines. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used in developing music curriculum for high school students in the following: High School Chorl Music High School Chorl Ensemle High School Performing Arts Specil Course (Chorl Music) High School Voice The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 122
MUSIC HIGH SCHOOL CHORAL PERFORMANCE (Proficient nd Advnced) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform in chorl ensemles of vrying sizes nd descriptions. (CP) Proficient:. Sing from diverse repertoire with expression nd technicl ccurcy using correct vocl technique.. Red nd perform vried repertoire of music tht demonstrtes understnding of music nottion, symols, nd expression. c. Use ensemle skills (e.g., lnce, intontion, rhythmic unity). Perform works of chorl music tht include comintions of instruments nd voices. (CP, A) Advnced:. Perform n incresingly difficult repertoire in vrious ensemles with expression, technicl ccurcy, nd correct posture nd rething techniques.. Interpret the text nd style of vried chorl repertoire with expression, technicl ccurcy, nd sense of the contriution of the individul within the group setting. 2. Crete nd perform chorl rrngements using vriety of music elements. (CP) Proficient:. Improvise hrmonies in vried styles.. Improvise rhythmic nd melodic vritions on specific melodies. c. Compose originl melodies in given chord progression. Music 123
Crete nd perform originl chorl music nd rrngements in vriety of forms, styles, nd genres. (CP) Advnced:. Crete chorl rrngements using ll of the elements of music.. Compose originl chorl works in vriety of forms, styles, nd genres. 3. Listen to, nlyze, nd evlute chorl performnces in vriety of forms nd styles. (CA) Proficient:. Anlyze the sic elements of chorl music y using criticl thinking nd listening skills.. Decode nd trnslte stndrd nottionl devices. c. Use technicl voculry to ssess nd nlyze chorl performnces. Anlyze nd/or interpret music of vrious historic periods, forms, nd styles. (CA) Advnced:. Evlute music performnces nd compositions using vrious criteri.. Use ccurte, technicl voculry to ssess nd ctegorize music from vrious historicl periods nd cultures y genre or style. 4. Use criticl thinking nd listening skills to nlyze chorl performnces. (CA) Proficient:. Judge music performnces nd compositions using prescried criteri.. Assess individul performnces using prescried or originl evlution criteri. Evlute qulity chorl performnces nd compositions using multiple criteri. (CA) Advnced:. Evlute, oth s n individul performer nd s memer of group, the musicl nd expressive elements inherent in the informl nd forml performnce of chorl repertoire.. Determine the effectiveness nd/or ppropriteness of vrious scoring rurics for chorl contests/festivls. Music 124
5. Demonstrte understnding of music nottion nd symols y reding nd performing music. (CP, CA) Proficient:. Demonstrte the ility to red nd perform vocl score of up to four stves.. Interpret musicl content reltive to dynmics, tempo, nd rticultion to communicte the text to the listener. Demonstrte the ility to red full score y descriing how the elements of music re used. (CP, CA) Advnced:. Red music tht contins technicl demnds, expnded rnges, nd vried interpretive requirements.. Anlyze nd descrie the chrcteristic use of musicl elements in vriety of chorl works. 6. Anlyze forms nd suject mtter in chorl music tht recurs in vrious cultures, times, nd plces. (CA, HC, C) Proficient:. Interpret, nlyze, nd ctegorize music in vrious genres or cultures.. Explin the use of elements of music nd expressive devices in music of vrious genres nd cultures. c. Identify vrious roles tht musicins perform, cite representtive individuls who hve functioned in ech role, nd descrie their ctivities nd chievements. Assess the impct of music nd musicins in vrious cultures, times, nd plces on society tody. (CA, HC, C) Advnced:. Determine nd ssess the function of music genres within glol cultures.. Investigte the musicl trditions of vrious cultures nd the chrcteristics evident in ech style or genre. c. Identify nd explin the stylistic fetures of given musicl work tht serve to define its esthetic trdition nd its historicl or culturl context. 7. Interpret the vlue of chorl work in terms of its esthetic qulities. (A) Proficient:. Explore nd justify the rtistic vlue of specific chorl works.. Recognize nd identify the expressive qulities of given chorl work. c. Interpret the expressive menings of the musicl nd/or compositionl elements. d. Express individul perceptions nd experiences within the context of specified chorl works. Music 125
Evlute selected chorl works in terms of esthetic qulities. (A) Advnced:. Evlute given musicl work in terms of its esthetic qulities nd explin the musicl mens it uses to evoke feelings nd emotions.. Determine the effectiveness of the presenttion of the musicl work in evoking pproprite or desired feelings or emotions. 8. Anlyze the reltionship of content in music to other rts nd other sujects. (CA, HC, C) Proficient:. Compre the expressive qulities in music with those in other rtistic endevors.. Descrie wys in which the principles nd suject mtter of other disciplines re interwoven with those of music. c. Reserch chorl music from culturl, historicl, nd societl perspectives to determine the reltionship. d. Interpret music using rod-sed knowledge nd skills tht clrify the context nd content of musicl selections. e. Recognize the wys in which technology impcts music in glol culture. Integrte knowledge of music with knowledge in the other rts nd other sujects. (CA, HC, C) Advnced:. Discover the elementl components nd the orgniztionl processes inherent to the cretion of vrious rt forms within the context of given historicl period or culture.. Integrte the knowledge of the elementl components of vrious rt forms with n evlution of the effective use of ech component. c. Anlyticlly evlute n rtistic work or set of compred works sed upon developed or prescried system. d. Evlute the importnce of ech person involved in the cretion of n rtistic work. e. Anlyze the reltionship etween chorl music, literture, visul rts, politics, societl structure, nd technology throughout vrious historicl periods. 9. Anlyze the role of chorl music in everydy life. (C, CA, HC) Proficient:. Anlyze the importnce of vocl music in common celertions in Americ.. Anlyze the impct the tretment of certin music elements hs on musicl work. c. Identify sources of Americn chorl music genres, nd cite well-known musicins nd compositions ssocited with them. Music 126
Evlute the role of chorl music s creer or voction. (C, CA, HC) Advnced:. Investigte choices ville to individuls desiring to continue their musicl experiences.. Anlyze the impct of life tht includes vriety of music experiences. c. Identify nd descrie chorl music genres or styles tht show the influence of two or more culturl trditions nd how these ffect the lives of individuls. d. Investigte lws pertining to copyright nd performnce rights. Music 127
High School Chorl Music (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students sing correctly using pproprite reth support nd control. Smll group oservtion Students perform chorl literture in vrious cultures from ntiquity through the 20 th Century. Techer oservtion 1 Advnced Students sing with expression nd technicl ccurcy in ccompnied nd cpell selection. Video/Audio oservtion Students sing, with expression nd technicl ccurcy, concert or contest repertoire tht demonstrtes ccurte understnding of the text, style, nd genre of the music. Techer oservtion 2 Proficient Students hrmonize given melodies during wrm-up exercises. Techer oservtion Students crete nd perform rhythmic ostinti on given melody in coopertive setting. Techer oservtion of performnce c Students crete melodic nswer phrses to techer s melodic question phrses. Techer oservtion 2 Advnced Using compositionl computer progrm, students crete n rrngement of given melody. Ruric of prescried criteri pplied to composition Students crete n originl composition in vrious forms including theme nd vritions. Ruric of prescried criteri pplied to composition 3 Proficient Students evlute work using techer nd student prescried criteri. Ruric Students identify stndrd nottionl devices (e.g., 1 st nd 2 nd endings, D.C., D.S., Cod) in given chorl work. Techer oservtion 3 Advnced Students critique vrious video/udio chorl performnces using student-generted criteri. Ruric Music 128
High School Chorl Music (Proficient nd Advnced) Students descrie distinguishing chrcteristics of representtive music genres nd styles from vrious historicl cultures. Techer oservtion, Chrt c Students identify sources of Americn music genres; develop historicl timeline showing the evolution of these genres nd styles; include wellknown musicins, their compositions, nd the pulic's rection to the initil performnce. Reports, timeline, techer oservtion of student prticiption 4 Proficient Students ttend concert nd evlute the chorl performnce using techer-prescried criteri. Ruric, reports Students evlute individul performnce using student-prescried criteri. Student generted ruric 4 Advnced Using prescried criteri, students ssess chorl performnce. Written evlution Students evlute nother school s contest/festivl performnce using vrious scoring rurics or djudiction forms. Ruric Adjudiction forms 5 Proficient Students perform concert or contest repertoire nd evlute it ccording to techer-prescried criteri. Ruric Students perform chorl works using pproprite interpretive elements. Techer oservtion 5 Advnced Students red nd perform vocl scores tht include techniclly difficult elements such s complex rhythms nd tonl melodic lines. Smll group evlution Students compre nd contrst the wy the elements of music re used in chorl works from ntiquity through the 20 th Century. Written or orl report of findings 6 Proficient Students ctegorize, ccording to style, voicing, nd mood, performnce of visiting chorl group. Chrts Students identify the differences etween chorl ensemles from vrious historicl periods through coopertive presenttions (e.g., PowerPoint, orl, written). Techer oservtion of presenttions Music 129
High School Chorl Music (Proficient nd Advnced) 6 Advnced Students discuss the vrious functions of prescried piece such s Africn-Americn spirituls or gospels. Techer oservtion Students explore movements inherent to prticulr music genre. (e.g., Africn music, the Hrlem Renissnce). Smll group presenttion 7 Proficient Students explin how given work ffects n individul performer. Written evlution Students listen to professionl recording of specified work, oserving expressive qulities. Techer oservtion c Students compre nd contrst feelings nd emotions evoked from listening to clssicl nd populr love songs. Chrt 7 Advnced Students explin how complex musicl work evokes feelings nd emotions. Smll group discussion Students discuss the udience s rections to prticulr performnces. Video oservtion 8 Proficient Students compre nd contrst visul rt, dnce, literture, technology, nd music of the sme historicl period. Techer oservtion of orl presenttion Students discover the mechnics of the diphrgm y oserving dissected niml. (Integrted Activity with Biology or AP) Oservtion of student prticiption during Biology clss presenttion c Students compre nd contrst the chrcteristics of music with other disciplines from historicl perspective. Written evlution d Students discuss the wys music videos hve influenced people throughout the world. Techer oservtion 8 Advnced Students explore the vrious forms in clssicl works (such s 2-prt, 3-prt, rondo, sont). Ruric for chrt d Students chrt musicl composition from its inception to the performnce y creting pictoril timeline. Techer evlution of timeline Music 130
High School Chorl Music (Proficient nd Advnced) 9 Proficient Students perform themtic music progrm sed on holidy or celertion. Techer oservtion Students listen to nd evlute how the music elements re used to invoke specific emotionl responses in music written for movies. Techer oservtion of clss discussion or written response 9 Advnced Students interview professionl vocl musicins to discover the eductionl nd tlent requirements for their field of study. Reports/Interviews Students survey community memers to discover how music hs impcted their lives. Survey developed written nlysis of dt collected Music 131
High School Chorl Ensemle (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students sing correctly using pproprite posture, reth support, nd control. Techer oservtion Students perform vriety of chorl ensemle literture selections written in prts, improving lend, nd mtching dynmic levels.. Techer oservtion 1 Advnced Students sing with expression nd technicl ccurcy oth ccompnied nd cpell selections. Video/Audio oservtion Students sing n incresingly difficult repertoire representing musiclly nd culturlly diverse literture with expression nd technicl ccurcy while responding to the conductor's cues. Techer oservtion 2 Proficient Students hrmonize given melodies during wrmup. Techer oservtion Students crete nd perform rhythmic ostinti on given melody in coopertive setting. Techer oservtion of performnce Crete melodic nswer phrses to techer s melodic question phrses. Techer oservtion 2 Advnced Using compositionl computer progrm, students crete n rrngement of given melody. Ruric of prescried criteri pplied to composition Students compose n originl composition in prescried form or genre. Ruric of prescried criteri pplied to composition 3 Proficient Students evlute work using techer prescried criteri. Ruric Students identify stndrd nottionl devices (e.g., 1 st nd 2 nd endings, D.C., D.S., Cod). Techer oservtion 3 Advnced Students critique video/udio performnce using student-generted criteri. Ruric Music 132
High School Chorl Ensemle (Proficient nd Advnced) Students ctegorize performnce repertoire ccording to historicl period or culture identifying chrcteristics tht distinguish the period or culture. Techer oservtion, chrt 4 Proficient Students ttend concert nd evlute the concert progrm nd performnce using techer-prescried criteri. Ruric, reports Students evlute individul performnce using student-prescried criteri. Student generted ruric 4 Advnced Students descrie nd evlute the ensemle's music performnce using musicl terminology, nd develop suggestions for improvement. Techer oservtion Students evlute nother school s contest/festivl performnce using vrious scoring rurics or djudiction forms. Ruric nd djudiction forms. 5 Proficient Students listen to vrious chorl works nd evlute ccording to techer-prescried criteri. Ruric Students perform chorl works using pproprite interpretive elements. Techer oservtion 5 Advnced Students sight-red incresingly difficult music. Techer oservtion Students discuss musicl elements used in chorl works. Techer oservtion 6 Proficient Students ctegorize music sung y visiting chorl groups. Techer oservtion Students identify the differences etween chorl ensemles from vrious historicl periods nd their purpose in the culture of the period. Techer oservtion 6 Advnced Students discuss the function or purpose of prescried piece. Techer oservtion Students explore movements inherent to prticulr music genre (e.g., Africn music, Blues, Crien music). Techer oservtion Music 133
High School Chorl Ensemle (Proficient nd Advnced) 7 Proficient Students explin how given work ffects n individul performer. Techer oservtion Students listen to professionl recording of specified work, oserving expressive qulities. Techer oservtion c Students discuss feelings nd emotions evoked from listening to music. Techer oservtion 7 Advnced Students explin how complex musicl work evokes feelings nd emotions. Techer oservtion Students discuss the udience s rection to prticulr performnces nd wht fctors contriute to evoking the noted rections. Techer oservtion 8 Proficient Students compre nd contrst visul rt nd music of the sme historicl period. Techer oservtion Students discover the mechnics of the diphrgm y oserving dissected niml. (Integrted Activity with Biology). Oservtion c Students compre nd contrst the chrcteristics of music with other disciplines from historicl perspective. Techer oservtion d Students discuss the wys music videos hve influenced people throughout the world. Techer oservtion 8 Advnced Students explore the sont form in clssicl work. Techer oservtion Students identify nd explin the fetures of ny given piece nd list the steps chorl group goes through to perfect this selection for performnce. Chrt 9 Proficient Students perform themtic music progrm sed on holidy or celertion. Techer oservtion Students listen to nd evlute wys music elements re used to invoke specific emotionl responses in music written for movies. Techer oservtion, question nd nswer Music 134
High School Chorl Ensemle (Proficient nd Advnced) 9 Advnced Students investigte, compre, nd evlute the roles of musicins throughout history nd in vrious cultures including music creers in tody's society. Students survey community memers to discover the vrious creers impcted or influenced y music. Reports/interviews Survey developed; written nlysis of dt collected Music 135
High School Voice (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient The student nd techer will collorte to select music from vrious ers, which the student lerns nd performs. Student nd techercreted ruric ddressing the components of high qulity singing nd performnce 1 Advnced Students ccurtely interpret the text nd style of vried chorl repertoire including sense of the individul s contriution to the ensemle. Techer oservtion nd ruric 2 c Proficient Students crete melody in given chord progression. Techer-mde ruric 2 Advnced Students compose three or more musicl works of incresing difficulty in form. Ruric for originl composition creted y techer nd student 3 Proficient Using chorl nd solo student works provided y the techer, students decode nd trnslte stndrd nottionl devices. Techer-mde ruric 3 Advnced Students reserch, ctegorize, nd discuss music from vrious historicl periods nd cultures y genre or style. Techer oservtion of student discussion 4 Proficient Using clss-creted djudiction form tht sttes prescried criteri, students judge live nd/or video performnces of vocl works of vried soloists nd/or ensemles. Techer nlysis of completed djudiction form 4 Advnced Students evlute solo nd chorl performnces from video or live production ccording to selfgenerted djudiction ruric tht ddresses the musicl nd expressive elements of performnce. Adjudiction ruric nd techer oservtion 5. Proficient Students evlute exmples of chorl works y vrious composers from severl ers of music history. Techer oservtion of student discussions Music 136
High School Voice (Proficient nd Advnced) 5 Advnced Students sing selected voice prt from mjor work such s Hndel s Messih nd explin the technicl intriccies contined therein. Techer oservtion nd orl report 6 Proficient Students listen to qulity smples of folk music from vriety of plces such s, Jpn, Sudi Ari, Ethiopi, Jmic, Ukrine, nd Brzil. Explin orlly, or in writing, the use of expressive devices including unique instruments. Techer oservtion nd/or written report 6 Advnced Students study nd listen to the celertory music of five or more cultures. Anlyze in reserch pper how this music is used in terms of the culture in which it exists. Techer oservtion Reserch pper 7 c Proficient Students interpret the success of chorl/orchestrl work, such s Beethoven s Ninth Symphony regrding the expressive menings nd use of musicl elements. Orl or written report to clss 7 Advnced Students listen to reflective, contempltive piece, such s Smuel Brer s Agnus Dei nd evlute. A listening mp will e creted using pproprite signs nd symols to indicte the emotions evoked. Listening mp 8 Proficient Students compre nd contrst the complex story nd music qulities of n oper with the writing complexities of novel, such s Andrew Lloyd Weer s The Phntom of the Oper nd Willim Fulkner s A Light in August. Multi-medi presenttion demonstrting the mjor points of how the expressive qulities in music work with the rt of writing 8 c Advnced Students look t Delcroix s pinting Lierty Leding the People, listen to Beethoven s Eroic Symphony no. 3 nd red out its history t http://www.gretdrems.com/eroic.htm nd red Victor Hugo s Les Miserle. For exmple, students drw comprison etween the politicl nd socil ctivity, rt, nd music of n er y nlyzing works from tht culture nd time. Techer prescried ruric Presenttion of findings in multimedi formt 9 Proficient Students reserch the use of folk music in specific res of the country, such s celertions, fmily gtherings, or to retell fmilir story hnded down. Musicl collge of the folk music in Americ Music 137
High School Voice (Proficient nd Advnced) 9 Advnced Students visit recording studio nd wtch or prticipte in recording session. Students interview the recording engineer nd other personnel to discover the music nd eduction requirements for holding their positions. Orl nd/or written report Techer-creted ruric Music 138
High School Performing Arts Specil Course, Chorl (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students s group perform repertoire of three or more vried styles of music demonstrting n understnding of music nottion nd symols. Techer oservtion nd ruric for performnce 1 Advnced The student will ccurtely interpret, in vrious chorl ensemle comintions, the text nd style of vried chorl repertoire including sense of the contriution of ech individul within the group setting. Techer nd student designed ruric 2 Proficient Given known melody, the student will improvise the rhythm nd melody of the given melody. Techer designed ruric including style ppropriteness nd singility of the vrition 2 Advnced Students compose originl musicl works in theme nd vritions, AB, nd ABA forms for soloist or choir. Ruric for originl compositions 3 Proficient Students reserch nd crete n djudiction sheet for chorl performnce nd use this instrument to evlute live or tped chorl performnce. Adjudiction sheet Ruric for djudiction 3 Advnced Students listen to Hndel s Messih, Puccini s LBoheme, nd Andrew Lloyd Weer s Jesus Christ Superstr (or other similr chorl selections) nd ctegorize ech of the component prts y genre nd style. Students write pper compring these works, identifying the differences nd similrities. Techer evlution on reserch pper 4 Proficient Using clss creted djudiction form, students judge live nd/or video performnces of chorl works of vried ensemles. Ruric for djudiction form using prescried criteri 4 Advnced Students collect vrious scoring rurics from District nd Stte chorl festivls, show choir contests, nd solo nd ensemle festivl for comprison purposes Techer evlution of student reports Music 139
High School Performing Arts Specil Course, Chorl (Proficient nd Advnced) nd determine the effectiveness nd ppropriteness of ech scoring ruric collected nd evlute which rurics could e used interchngely nd why. Students report findings. 5 Proficient Students perform vried chorl repertoire in three or more ensemle comintions Techer oservtion Scoring ruric 5 Advnced Students select 20 th century clssicl vocl piece y Vincent Persichetti (or other composer) nd Schuert rt song for evlution. Student will listen to selected pieces nd interpret the musicl content, reltive to the elements, in communicting the text to the listener. Techer/peer oservtion nd feedck 6 Proficient Students listen to holidy nd specil occsion music from vrious countries (i.e. Jmic, Mexico, Jpn, Englnd, Americ). Students interpret the music of vrious cultures identifying how the use of specific instruments or musicl elements ffects the intent of the work. Techer oservtion 6 Advnced After selecting country for intensive study, students will reserch nd investigte the use of music in vrious kinds of celertions. Students write pper reporting the findings of the reserch including the origin of the musicl trditions of the selected country. Techer evlution reserch pper 7 Proficient Students will identify nd orlly descrie the written nd performnce sensitive qulities of selected works. Techer developed ruric 7 Advnced Students will listen to nd reserch the historicl deut of Strvinsky s The Rite of Spring (Le Scre du printemps). After hering the work, students will evlute the presenttion in terms of the emotions it evokes. Prepre presenttion for clss descriing the pulic rection to this historicl work. Compre this work to the work of contemporry rtists whose works re criticized ecuse they re misunderstood. Ruric descriing presenttion criteri Music 140
High School Performing Arts Specil Course, Chorl (Proficient nd Advnced) 8 c Proficient Students will write pper compring/contrsting the elements of ech medium using the musicl works of Deussy (i.e. Afternoon of Fun) with the pintings of Clude Monet (i.e. Lillies). Techer prescried ruric 8 c Advnced Students will look t Delcroix s pinting Lierty Leding the People, listen to Beethoven s Eroic Symphony no. 3 nd red out its history t http://www.gretdrems.com/eroic.htm, listen to Les Miserles, nd red Victor Hugo s ook of the sme nme to drw comprison etween the politicl nd socil ctivity, rt, nd music. Techer prescried ruric Presenttion of findings in multimedi formt 9 Proficient Students will mke poster from list compiled of the different kinds of celertions experienced in Americ nd discover, through listening, the music ssocited with ech. Ruric descriing poster criteri 9 Advnced Students will crete nd present series of rinstorm clouds tht represent vriety of occuptions ssocited with music, musicins, nd the music industry with rief description of the occuptions nd eductionl requirements of ech. Ruric criteri for rinstorm clouds Music 141
MUSIC HIGH SCHOOL INSTRUMENTAL PERFORMANCE (Proficient nd Advnced) DESCRIPTION OF PROGRAM OF STUDY: The High School Instrumentl Music progrm of study is to e used in designing curriculum for high school courses in instrumentl music in vriety of courses. The focus of the course will guide the development of the specific curriculum sed upon the competencies in this progrm of study. The progrm of study contins competencies t the proficient nd dvnced levels to ssist in meeting needs of students on different levels. Curriculum for courses must include ll competencies t the proficient level. Curriculum for dvnced courses must include ll competencies t the proficient nd dvnced levels. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used in developing music curriculum for high school students in the following: High School Bnd (Proficient nd Advnced) High School Instrumentl Ensemle (Proficient nd Advnced) High School Performing Arts Specil Course, Instrumentl (Proficient nd Advnced) High School Strings, (Proficient nd Advnced) The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 142
MUSIC HIGH SCHOOL INSTRUMENTAL PERFORMANCE (Proficient nd Advnced) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform in instrumentl ensemles of vrying sizes nd descriptions. (CP) Proficient:. Perform with expression nd technicl ccurcy lrge nd vried musicl repertoire.. Demonstrte desirle instrumentl tone qulity in prcticl registers nd moderte dynmic levels. c. Perform scles/rudiments pproprite to the music eing studied within the prcticl rnge of the instrument. Perform more difficult repertoire of music tht includes comintions of instruments. (CP) Advnced:. Perform n incresingly difficult repertoire in vrious ensemles with expression nd technicl ccurcy.. Demonstrte tone qulity chrcteristic of the instrument in extended register nd ll dynmic levels. 2. Crete instrumentl rrngements using vriety of music elements. (CP) Proficient:. From given melody improvise music in vrious styles.. Improvise rhythmic nd melodic vritions from given chord progressions. Music 143
Crete originl instrumentl music nd rrngements in vriety of forms, styles, nd genres. (CP) Advnced:. Compose nd perform music in vrious styles with given melody nd ccompniment.. Improvise originl melodies in vriety of styles over given chord progressions demonstrting consistent style, meter, nd tonlity. 3. Listen to, nlyze, nd evlute music in vriety of forms nd styles. (CA) Proficient:. Ply nd count rhythm ptterns nd corresponding rests from vriety of forms nd styles.. Define, identify, demonstrte, nd pply music theory terms nd symols t the pproprite level. Anlyze nd/or interpret music of vrious historic periods, forms, nd styles. (CA) Advnced:. Compre music performnce prctices of the Broque, Clssicl, Romntic, Impressionistic, nd Twentieth Century periods of composition.. Anlyze nd descrie uses of the elements of music in given work tht mke it unique, interesting, nd expressive. 4. Anlyze music performnces y using criticl thinking nd listening skills. (CA) Proficient:. Aurlly discriminte mong vrious instrumentl timres.. Evlute performnce y compring it to similr or exemplry models. Evlute music performnces nd compositions using multiple criteri. (CA, A) Advnced:. Descrie the type of compositions performed on given recordings or of live music performnce exmples.. Evlute given musicl work in terms of its esthetic qulities nd explin the musicl mens used to evoke feelings nd emotions. Music 144
5. Demonstrte understnding of music nottion nd symols y reding nd performing music. (CP, CA, A) Proficient:. Interpret music nottion, including rticultion nd dynmic mrkings.. Trnslte music nottion into pproprite instrumentl sound. c. Ply nd count rhythm ptterns nd corresponding rests. Demonstrte the ility to red full score y descriing how the elements of music re used. (CP, CA) Advnced:. Red music tht contins technicl demnds, expnded rnges, nd interpretive requirements.. Determine urlly nd visully the properties nd function of the musicl elements in specified pieces. 6. Understnd the role nd function of music nd musicins in vrious cultures, times, nd plces. (CA, HC) Proficient:. Demonstrte knowledge of vriety of compositionl styles nd periods.. Evlute the musicl nd expressive elements in compositions of vrious historicl periods. Evlute the reltionship of instrumentl music nd musicins in vrious cultures, times, nd plces. (CA, HC, A) Advnced:. Determine urlly nd visully the individul chrcteristics nd stylistic fetures tht identify musicl composition of historicl period.. Identify nd explin the stylistic fetures of given musicl work tht serves to define its esthetic qulities nd its historicl nd culturl context. 7. Interpret the vlue of musicl work sed on one s eliefs out the rt form. (A) Proficient:. Respond to the feelings experienced when listening to or performing musicl selection nd justify or explin responses.. Understnd how music cn communicte ides suggesting events, feelings, moods, or imges nd how these ides re relted. Music 145
Evlute selected musicl works in terms of esthetic qulities. (A) Advnced:. Interpret the vried uses of the elements of music nd expressive devices pproprite to given musicl performnce.. Descrie how music cn communicte vriety of moods nd feelings nd how responses vry sed upon individul perspectives. 8. Explin wys tht music interreltes with the other rts nd other suject res. (CA, HC, C) Proficient:. Compre the uses of chrcteristic elements, rtistic processes, nd orgniztionl principles mong the rts from different historicl periods nd cultures.. Know wys tht current technology ffects music eduction nd the music industry. Assess the roles of music nd musicins in reltion to the rts nd other suject res. (CA, C) Advnced:. Reserch vrious creers in music nd requirements needed to otin nd e successful in chosen musicl profession.. Explin how music cn enhnce visul rt, dnce, nd drm in distinctive wys. 9. Exmine the role of instrumentl music in everydy life. (C) Proficient:. Understnd how music ffects one's qulity of life.. Explin prcticl pplictions of instrumentl music in dily ctivity. Evlute the role of instrumentl music in lifelong lerning. (C) Advnced:. Explin the chrcteristics inherent in music mking tht would enhnce lifelong lerning experiences.. Identify opportunities ville in the community for instrumentl musicins. Music 146
High School Bnd (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students ply exercises tht develop concepts of lnce/lend, flexiility, nd control. Techer/peer performnce evlution 1 Advnced Students ply wrm-up exercises demonstrting the complete rnge of the instrument. Student creted udiotpe nd techer feedck using prescried criteri 2 Proficient Students compose nd perform n originl melody plyed in three different styles (e.g., mrch, song, swing). Techer oservtion 2 Advnced Students use the penttonic scle to provide n exmple of improvistionl technique. Techer Oservtion 3 Proficient Students will wrm-up on rhythm ptterns selected from the literture eing studied. Written exm 3 Advnced Students crete worksheet with stylistic chrcteristics of period in which the literture ws composed. Evlution of worksheet 4 Proficient Students discuss the hrmonic structure of literture eing studied in terms of instrumentl timre. Techer oservtion 4 Advnced Students listen to recordings of mrch nd compre the style to chorle. Techer/student performnce ssessment 5 Proficient Students ply different rticultions nd dynmics during wrm-up exercises. Ruric 5 Advnced Students differentite, lel the sic elements color-coded score. Techer oservtion nd evlution of student responses 6 Proficient Students listen to recordings of different selections to compre compositionl styles nd periods. Evlute y using checklist Music 147
High School Bnd (Proficient nd Advnced) 6 Advnced Students listen to recordings nd review highlighted scores to id in determining the different chrcteristics nd styles. Techer/peer oservtion 7 Proficient Students express the feelings creted when listening to musicl selection. Techer or studentcreted rting scle 7 Advnced Using the developed form, students evlute his/her own performnce nd correlte the evlution with the techer s evlution. Techer oservtion 8 Proficient Students discuss how meter in poetry is similr to meter in music Students determine if the timpni is properly tuned y listening for mtching sound 8 Advnced Students select musicl creer from techercompiled list. Students do reserch pper on the creer nd its requirements mtching Schools of Music tht est meet the requirements of the specific creer. Students report findings to clss. Techer ruric Techer oservtion of report 9 Proficient Students discuss types of music used in vrious environments (e.g., sporting events, dentist s office). Techer evlutes nd responds to student nswers 9 Advnced Students identify socil skills ssocited with lerning nd performing music. Techer oservtion Students invite locl/professionl musicin from the locl community to discuss the impct music s life long lerning hd on his/her life. Prior to the visit, students compose list of possile interview questions to sk the rtist. Through verl ssessment, students finlize which questions would e the est to use s strting point for their discussion with the rtist. Techer oservtion of student/rtist discussion Music 148
High School Instrumentl Ensemle (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students perform grde level pproprite literture tht requires expressive qulities. Student performnce skill inventory 1 Advnced Techer selects piece from the Clssicl period. The students perform the piece, presenting in their performnce the indictors of interprettion tht re chrcteristic of this period. Techer will ssess through the use of student performnce skill inventory. 2 Proficient Students perform scles/rudiments in different styles nd rticultions. Techer oservtion with pproprite feedck 2 Advnced Student compose n rrngement of given melody. Ruric of prescried criteri pplied to the composition 3 Proficient Students pply pproprite rticultion when given specified style. Techer oservtion with pproprite feedck 3 Advnced Students listen to exemplry recordings of different periods nd descrie the considertions tht performer would encounter. Written quiz. 4 Proficient Students listen to recordings nd identify the type of ensemle nd the instruments performing. Written evlution 4 Advnced Students listen to mrch, such s Strs nd Stripes, highlighting the elements tht mke this piece mrch. Written evlution 5 Proficient Students review techer provided worksheet with the musicl terms, rticultion, nd dynmic mrkings tht re specific to the piece eing studied. Students will perform the ssigned piece ccurtely. Student performnce ssessment 5 Advnced Students lel the sic elements of techer provided score. Evlution through the use of ruric Music 149
High School Instrumentl Ensemle (Proficient nd Advnced) 6 Proficient Students descrie the intended purpose or function of given piece of music. Written evlution 6 Advnced Techer provide students the historicl nd culturl ckground of given piece of music nd discuss the significnce. Written evlution 7 Proficient Students listen to recorded nd/or live performnces of given musicl work nd discuss how the comintion of musicl elements cretes unique qulities tht set certin style or genre prt. Inventory checklist 7 Advnced Students perform or listen to Boysen s I Am s compred to Finlyson s Erly English Suite nd discuss individul rections to ech. Techer-provided questionnire 8, Proficient Students compred the sounds from John Cge s work to visul imgery nd sounds creted y rtists from the Ddist movement. Students discuss how DD rtists might hve influenced Cge. Students discuss how technology from these rtists times influence the sounds nd visul imgery they creted. Students mke list of technologicl devices of tody nd discuss wys they could e used to crete sounds unique to tody. Students discuss their findings. Using we site on John Cge (http://www.rtndculture.com) students reserch to find other visul nd performing rtists who hve een influenced y the work of John Cge. Students report their findings. Students working in groups use technologicl devices discussed erlier to crete short musicl piece of their own sed on given elements from the techer. Students perform their works for the group. Techer oservtion Ruric for performnce piece 8 Advnced Students nlyze exmples of musicls, opers, nd llets where the performer interprets the story through music. Students prepre n essy explining how music enhnces the communiction of the story. Ruric descriing essy criteri 9 Proficient Students red memoirs of fmous instrumentlist nd discuss in groups the skills tht re cquired in instrumentl music such s, self-discipline, gol setting, temwork, loylty, nd commitment. Techer/peer oservtion nd feedck Music 150
High School Instrumentl Ensemle (Proficient nd Advnced) 9 Advnced Students rinstorm wys tht importnt events re positively ffected y music. Students predict wys in which their performnces my improve the qulity of life of their udience, creting chrt. Techer evlution of chrt Music 151
High School Strings, Proficient nd Advnced Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 1 2 2 3 Proficient Students ply exercises tht develop concepts of lnce/lend, flexiility, nd control, such s drwing the ow on string prllel to the ridge in given rhythm pttern. Advnced Students produce solid, lnced ensemle sound. Students, s n ensemle, drw the ow on string prllel to the ridge, vrying the length of ow used nd the prt of the ow used. Proficient Techer demonstrtes n originl melody plyed in three different styles (e.g., mrch, swing, song). Students ply pieces written in ternry form, such s Skter s Wltz y Struss. Advnced Students distinguish the components of musicl form y nlyzing specific form, such s minuets nd written reports. Students improvise n originl melody in the style of minuet. Proficient Students will wrm up, s group, y plying rhythm ptterns selected from specific style or genre eing studied. Techer nd student evlution of performed exercises Techer nd student evlution of performed exercises Techer evlution of student performnce Techer evlution of written nd orl report Student evlution of performed exercise Advnced 3 Students listen to music from selected periods nd styles, such s Broque, Clssicl, nd romntic, identifying the styles, descriing response to the music, nd critiquing the music using student-creted criteri. Proficient 4 Students will ply, s group, ll possile owing rticultions on open strings. Advnced 4 Students will listen to isolted prts of piece to determine the hrmonic importnce of ech prt. Students discuss the hrmonic structure in terms of instrumentl timre. Proficient 5 Students ply different rticultions nd dynmics during wrm-up exercises, such s plying rhythmic ptterns nd ltering ccents on given ets. Techer evlution of student-creted criteri nd responses Techer evlution of student performnce Techer evlution of student-creted criteri nd responses Techer oservtion Music 152
High School Strings, Proficient nd Advnced 5 Advnced Students recognize nturl nd contrived ccents nd then respond ppropritely to them. Students ply rhythmic ptterns, ltering ccents on given ets. Techer oservtion 6 Proficient Students listen to severl recordings of vrious styles nd periods, compring compositions nd presenting their findings. Student nd techer evlution of presenttions 6 Advnced Students reserch nd present findings on their exposure to string music performnce outlets. Techer evlution of presenttions 7 Proficient Students respond to vriety of musicl selections y expressing the feelings nd emotions evoked while listening to those selections. Students discuss their emotionl rections to music used in vrious environments. Techer evlution of discussion 7 Advnced Students listen to techer selected pieces (e.g., Vivldi s Four Sesons). Students list the vrious elements of music found in ech piece nd descrie how these elements nd expressive devices re used to communicte the vrious descriptive feelings evoked y ech selection. Techer evlution of discussion 8 Proficient Students will listen to vrious selections of string music, clpping rhythmic ptterns, ltering ccents on given ets. Students red loud nd listen to vrious selections of poetry, clpping rhythmic ptterns. Students discuss how meter in poetry is similr to meter in music. Techer oservtion of exercise nd discussion 8 Advnced Students compre the wy composers compose music to express feeling or emotion to the wy rtists use color nd line nd uthors use words nd punctution to elicit response. Connections etween ll rt forms will e mde. Techer evlution of discussion 9 Proficient Students discuss types of music used in vrious environments, such s sporting events nd dentists offices, how musicl elements re used to evoke different responses, nd the impct on individuls in those settings. Techer evlution of discussion Music 153
High School Strings, Proficient nd Advnced 9 Advnced Students will identify nd interview string musicins in their community to identify the musicl opportunities ville in the loclity. Students report findings to clss. Techer evlution of report Music 154
High School Performing Arts Specil Course, Instrumentl (Proficient nd Advnced) Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students perform in groups or individully using resources pproprite to their skill level. Techer/peer oservtion nd feedck 1 Advnced Students perform musicl selections tht provide n opportunity for students to experience different timres nd tonlity. Use questionnire to synthesize opinions nd provide pproprite feedck 2 Proficient Students compose melody with the chordl ccompniment provided y the techer. Techer provided questionnire 2 Advnced Students write or perform the melody from fmilir piece such s Twinkle, Twinkle Little Str in swing style or mrch style. The techer will provide pproprite feedck through the use of ruric 3 Proficient Students listen to recordings of exemplry qulity of vrious styles. Techer/peer oservtion nd feedck 3 Advnced Students perform selections from specific time period or style using the pproprite nd unique performnce requirements. Techer/peer oservtion 4 Proficient Techer provides checklist of elements for students to listen for while listening to live or recorded performnces. Use ruric to ssess their progress 4 Advnced Students justify their opinions of live nd recorded performnces on critique worksheet. Opinions should e limited to the sic elements of music nd interprettive decisions nd should e supported y knowledge of performnce stndrds, of the period within which the selection ws composed. Techer review of worksheet nd discussion of feedck 5 Proficient Techer provides musicl selection s worksheet for students to use in leling sic symols nd nottion. Techer review of worksheet discussion of feedck Music 155
High School Performing Arts Specil Course, Instrumentl (Proficient nd Advnced) 5 Advnced Techer provides students with full score nd recording. The students color code the elements found within the score. The techer could lso provide checklist for items tht should e leled. Techer-creted ruric nd discussion of feedck 6 Proficient Techer provides the historicl nd culturl ckground of given piece of music nd led student discussion of the significnce. Written evlution 6 Advnced Students reserch the historicl nd culturl ckground of given piece of music nd compre to clssic piece of rt, dnce, or literture from the sme ckground. Written evlution 7 Proficient Students listen to recorded nd/or live performnces of given musicl work nd discuss how the comintion of musicl elements cretes unique qulities tht set certin style or genre prt. Inventory checklist 7 Advnced Students perform or listen to clssicl piece such s, Brer s Adgio for Strings s compred to current pop tune nd discuss their immedite rection to the music. Discuss wht elements within the music cused these rections. Inventory checklist 8 Proficient Students discuss the similrities of phrsing in music nd sentence flow in literture. Techer oservtion Students discuss the impct tht music hs when used with technology, especilly its commercil uses. Prompts for essy response nd evlution of essy 8 Advnced Students crete historicl timeline (e.g. Gothic, Renissnce, Broque, etc.) of mjor rtistic nd musicl developments relting influences nd enhncements music hs hd on the other rt forms (visul rt, dnce nd drm). Written evlution Music 156
High School Performing Arts Specil Course, Instrumentl (Proficient nd Advnced) 9 Proficient After hering from locl musicl rtist on opportunities ville in music, students will interview locl musicin or n individul within their community who hs een involved in music on how music hs impcted their life. Techer evlution of interviews nd discussion of feedck 9 Advnced Students discuss the development of community dult performing groups (community choruses, community nds) nd the professionl mkeup of these groups. Students survey memers of the community s to their musicl ckground, estlishing the percentge of dults who continue to e involved in musicl ctivity within their community. Techer/peer oservtion nd feedck Music 157
MUSIC HIGH SCHOOL KEYBOARD Description of Progrm of Study: The High School Keyord frmework is designed to ssist techers in developing keyord music curriculum for students in grdes 9-12. The competencies nd strtegies re closely relted to the high school generl music frmework. Individul schools or school districts mke decisions out when students egin keyord study. At the high school level students my hve considerle experience plying keyord instruments, or they my hve no experience t ll. It is prole tht pln of instruction will need to e developed for individul students sed on ssessments dministered t the eginning of the course. Where possile, keyord technology pplictions should e explored. Competencies in this frmework pply to students who hve hd some exposure to plying keyord nd re not designed for specific grde levels. This progrm of study is to e used in developing music curriculum for high school students in the following: High School Keyord The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 158
MUSIC HIGH SCHOOL KEYBOARD CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform vriety of keyord solos or duets. (CP). Perform repertoire tht includes trele/ss clef, using oth hnds.. Demonstrte proper use of fingering nd hnd plcement on the keys. c. Know the functions of the three pedls on n coustic pino. 2. Crete nd perform keyord rrngements using vriety of music elements. (CP, CA). Crete keyord rrngement of fmilir melody y writing ss line nd hrmony prts.. Improvise keyord ccompniment y reding chord symols nd melody. c. Crete n originl 16-r keyord composition with two contrsting phrses. 3. Listen to, nlyze, nd evlute music in vriety of forms nd styles. (CP, CA). Anlyze keyord music y listening for specific elements: rhythm, melody, hrmony, form, style, genre, nd expression.. Evlute musicl expression nd performnce y employing n pproprite music voculry. 4. Anlyze keyord performnces y using criticl thinking nd listening skills. (CA). Evlute keyord compositions nd performnces using prescried criteri.. Evlute keyord performnces in terms of esthetic qulities. Music 159
5. Demonstrte understnding of music nottion nd symols y reding nd performing keyord music. (CP, CA). Demonstrte knowledge of music nottion y sight-reding music in trele nd ss clef.. Interpret content of keyord music scores in terms of mood, dynmics, tempo, nd rticultion. 6. Anlyze forms nd suject mtter in music tht recur cross cultures, times, nd plces. (HC, CA). Understnd the development of keyord music from ntiquity through the twentieth century.. Evlute the vrious functions of keyord music in cultures, times, nd plces. 7. Interpret the vlue of musicl work in terms of esthetic qulities. (A, CA). Evlute the rtistic merit of specified musicl works y compring them to exemplry models.. Estlish criteri for evluting the qulity nd effectiveness of keyord compositions or performnces. 8. Anlyze the reltionship of content in keyord music to other rts nd other sujects. (C, CA). Compre the expressive qulities of music with those of other rtistic endevors.. Identify the correltion etween orgnizing principles such s repetition nd contrst, in music with those of other rts nd other sujects. 9. Anlyze the contriutions of musicins nd the music industry to individuls nd communities. (C, CA). Anlyze the impct of technology on keyord music in tody s culture.. Reserch roles nd contriutions of well-known keyord musicins, their influence on the rt form nd on the pulic. c. Reserch copyright nd performnce rights lws. Music 160
Music, High School Keyord Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1. Students perform scles using correct fingerings in t lest three mjor nd minor keys. Techer oservtion 2 Students crete n rrngement of Americ tht includes chord ccompniment for one verse with melody in the right hnd, nd one verse with melody in the left hnd. Techer oservtion or student/peer ssessment 3 Students identify ech theme entrnce in pino composition written in rondo form. Techer oserves students responses 4 Techer cretes checklist for djudicting the expressive nture of pino solo performnce. Students ply for one nother nd score the performnce sed on the checklist. Peer ssessment; student nd techer evlution of checklists 5 Students work in pirs to sight-red techer selected compositions. One student plys while the other student reds nd listens. The pirs tke turns s plyers or listeners. Students evlution of rhythmic nd melodic ccurcy of the performnce 6 Students listen to three exmples of Americn seculr music repertoire, for exmple: folk songs, singing gmes, nd populr music. The students guess n pproximte dte for the composition, nd defend their choice y descriing elements of music composed during tht period. Techer oservtion of student responses 7 Students listen to Duke Ellington keyord performnce of Sophisticted Ldy or Mood Indigo. They determine why the selection hs ecome known s jzz stndrd. Techer oservtion of student responses 8 Students look t color reproduction of Vn Gogh s Strry Night, nd compre elements of expression used y the rtist to the music elements used y composer, John Willims, in his Str Wrs movie theme. Techer oservtion of student discussion 9 Students interview people who ply keyord instruments (coustic or electronic) nd receive pyment for doing so (e.g., church musicin, pino techer, school music techer, or ccompnist or studio musicin). Techer fcilittes student discussion. Techer oservtion of student discussion Music 161
MUSIC HIGH SCHOOL SMALL GROUP JAZZ IMPROVISATION (Proficient nd Advnced) DESCRIPTION OF PROGRAM OF STUDY: This course is intended for high school music students electing to study improvistion through the medium of jzz. The smll group ensemle my include instrumentl, keyord, nd/or vocl performers. The frmework for this course fosters developing knowledge of jzz improvistion s performnce skill. Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. This progrm of study is to e used in developing music curriculum for high school students in the following: High School Smll Group Jzz Improvistion Content strnds include Creting/Performing, Criticl Anlysis, History/Culture, Aesthetics, nd Connections. The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 162
MUSIC HIGH SCHOOL SMALL GROUP JAZZ IMPROVISATION (Proficient nd Advnced) CONTENT STRANDS: Creting/Performing (CP) History/Culture (HC) Connections (C) Criticl Anlysis (CA) Aesthetics (A) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform in chorl or instrumentl jzz ensemles of vrying sizes nd descriptions. (CP) Proficient :. Prctice plying nd/or singing mjor nd minor scles nd modes.. Improvise melodies within selected jzz repertoire. c. Perform selected chorl nd/or instrumentl jzz ensemle repertoire. Perform works of music tht include comintions of instruments nd voices. (CP) Advnced:. Sing or ply improvised jzz solos with performers in n ensemle.. Improvise solos in selected jzz ensemle repertoire. 2. Crete nd perform jzz rrngements using vriety of music elements. (CP) Proficient:. Crete jzz rrngements y dding improvised solos to selected ensemle repertoire.. Vry performnces of selected repertoire y ltering tempo nd dynmics. Crete nd perform originl music nd rrngements in vriety of forms, styles, nd genres. (CP, HC) Advnced:. Crete originl music in 12-r lues form incorporting improvised solos.. Improvise solos in vriety of jzz styles (e.g., swing, jzz-rock, Dixielnd, lues, Ltin) in selected repertoire. Music 163
3. Listen to, nlyze, nd evlute music in vriety of forms nd styles. (CA, HC) Proficient:. Listen to nd nlyze exmples of improvistion in vrious jzz styles.. Listen to nd nlyze improvistion styles of significnt jzz rtists. Anlyze nd interpret music of vrious historic periods, forms, nd styles. (CP, CA, HC) Advnced:. Listen to nd nlyze wide vriety of recordings feturing jzz soloists nd ensemles.. Descrie nd/or demonstrte the use of music elements in vriety of jzz periods, forms, nd styles. c. Interpret jzz stndrds y rrnging nd/or improvising selected music in prticulr styles (e.g., swing, lues, Dixielnd, etc). 4. Anlyze music performnces y using criticl thinking nd listening skills. (CA) Proficient:. Recognize the correltion of keys, scles, nd chords to jzz improvistion.. Listen to nd nlyze ss lines nd chord hrmonies from vriety of jzz repertoire. Evlute the qulity of music performnces nd compositions using multiple criteri. (CA, HC) Advnced:. Listen to nd nlyze the reltionship etween improvised solos nd the melodic nd hrmonic structure of recorded jzz exmples.. Develop nd pply criteri to evlute jzz performnces, compositions, nd rrngements. 5. Demonstrte understnding of music nottion nd symols y reding nd performing music. (CP, CA) Proficient:. Perform improvised solos in stndrd meters nd in mjor nd minor keys y reding jzz scores.. Red nd/or interpret stndrd chord symols tht function s the sis for jzz improvistion. Music 164
Demonstrte the ility to red full score y descriing how the elements of music re used. (CP, CA) Advnced:. Red, nlyze, nd interpret melodic nd hrmonic reltionships in jzz scores.. Descrie composition devices tht distinguish jzz scores from other music genres. 6. Anlyze forms nd suject mtter in music tht recur cross cultures, times, nd plces. (HC, C) Proficient:. Anlyze similrities etween events in U. S. history nd milestones of jzz history.. Compre the suject mtter of lues songs with topics in poetry nd literture in vrious cultures nd historicl periods. Assess the impct of music nd musicins of vrious cultures, times, nd plces on society tody. (HC, C) Advnced:. Assess the role of individuls nd/or cultures tht influenced the development of jzz.. Know events nd trends in U. S. history nd culture tht influenced the designtion of jzz s n Americn rt form. c. Exmine the influence of jzz on composers in the 20 th nd 21 st Century. 7. Interpret the vlue of musicl work in terms of esthetic qulities. (CA, A) Proficient:. Anlyze performnce prctices tht contriute to the success of jzz rtists or performing groups.. Compre nd contrst the lsting vlue of works in the jzz idiom. c. Determine the chrcteristics of jzz tht led to its designtion s n originl Americn rt form. Evlute selected musicl works in terms of esthetic qulities. (CA, A) Advnced:. Assess the role of improvised solos in determining the musicl success of selected works of jzz.. Estlish criteri to evlute the rtistic success of jzz performnces. c. Anlyze the qulities of jzz performnces tht enle them to endure over time. Music 165
8. Anlyze the reltionship of content in music to other rts nd other sujects. (HC, C) Proficient:. Recognize the importnce of cretivity in jzz music compred to cretivity in drm, visul rt, or dnce.. Relte historic developments in jzz with concurrent rtistic, socil, culturl, nd politicl developments in Americ. Integrte knowledge of music with knowledge in the other rts nd other sujects. (HC, C) Advnced:. Assess the influence of jzz on 20 th Century visul nd performing rtists nd rt forms.. Compre the role of cretivity in jzz to the role of cretivity in other disciplines such s literture or science. 9. Anlyze contriutions of musicins nd the music industry to individuls nd communities. (C) Proficient:. Evlute the impct of jzz nd jzz musicins on the recording industry nd the music industry.. Anlyze the influence of jzz nd jzz musicins on rce reltions in the U.S. Evlute the role of music s lifelong creer or voction. (C) Advnced:. Reserch employment opportunities for jzz musicins in the locl or regionl community.. Determine the eduction, experience, nd trining requirements for musicins who pursue creers in jzz performnce or the music industry. Music 166
High School Smll Group Jzz Improvistion Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 Proficient Students ply or sing D minor scle, scending nd descending, using rhythmic ccents to mtch vrious jzz rhythm idioms. (e.g., swinging eighth notes, drg triplets). Techer nd/or peer oservtion 1 Advnced Students improvise solo sed on jzz stndrd such s Duke Ellington s Stin Doll, while other ensemle memers perform the hrmonic chnges. Techer nd/or peer oservtion 2 Proficient Students crete nd perform new rrngement of existing repertoire y dding improvised solos. Techer oservtion nd feedck to individul performers 2 Advnced Rhythm plyers estlish hrmonic ccompniment for 4, 8, or 12-r improvised lues solos. Techer nd/or peer oservtion 3 Proficient Techer leds student discussion distinguishing etween the performnce of eighth notes in rgtime music nd swing er jzz. Student responses indicte tht eighth notes re executed evenly in rgtime, unevenly in swing. Techer evlution of student discussion 3 Advnced Students listen to nd nlyze recordings of improvised sxophone solos y rtists such s Stn Getz nd Kenny G. Techer oservtion of student nlysis 4 Proficient Students compre the ss line of Dixielnd ensemle to post-1950 jzz como. Techer oservtion of student nlysis 4 Advnced Students use n djudiction sheet intended for jzz ensemle competitions to determine criteri for evluting jzz performnces or recordings. Techer evlution of student-developed criteri 5 Proficient Students use led sheet or guitr/keyord prt from originl or pulished music s sis for developing improvised solos. Techer nd/or peer feedck on student performnce Music 167
High School Smll Group Jzz Improvistion 5 Advnced Students will compre nd descrie the differences etween pulished score for jzz ensemle nd chorl octvo score or nd score. Techer nd student oservtion 6 Proficient Students listen to vrious recordings of lues songs nd identify themes or topics suggested y the words. The themes or topics in the songs re compred to themes in literture nd poetry. Techer oservtion 6 Advnced Students listen to recordings of Louis Armstrong nd discuss why he is sometimes descried s jzz legend in context of his life's work Techer evlution of student discussion 7 Proficient Students lern the melody of I Got Rhythm y Gershwin nd conduct n internet serch to determine when the tune ws composed, how mny different rrngements hve een written, nd the nmes of different rtists who hve performed or recorded the tune. Techer oservtion of student lists nd follow-up discussion 7 Advnced Students listen to recording such s Oscr Peterson s Live t Montreux. After discussing elements of the improvised solos in one selection, students list criteri (e.g., rtist s cretive ides, musicl connection or communiction with other performers, udience response) of successful performnces. Techer evlution of student discussion nd criteri 8 Proficient Students ttend n exhiit of 20th Century rt or view exmples from ook or selected imges found on the internet. Compre the cretive expression in jzz solo to the wys cretive ides re expressed in visul rtworks. Techer oservtion of student discussion nd comprisons 8 Advnced Students develop hypotheses out the importnce of cretivity in the field of science. Compre the hypotheses for science to the role of cretivity in jzz. Techer oservtion of student hypotheses nd discussion 9 Proficient Students discuss the rcil mke-up of vrious historic jzz ensemles nd compre this to trends in Americn society t the time the ensemles performed. Techer oservtion of student discussion Music 168
High School Smll Group Jzz Improvistion 9 Advnced Students visit or phone recording studio, privte studio, or music store to interview professionl musicins or workers in the music industry. Interview individuls to determine the credentils necessry for creer in jzz performnce or the music industry. Techer evlution of student interviews nd discussion Music 169
HIGH SCHOOL THEORY AND HARMONY/LITERATURE DESCRIPTION OF PROGRAM OF STUDY: High school students in grdes 9-12 electing to study Music Theory nd Hrmony/Literture re seeking deeper knowledge of the discipline of music thn performnce courses lone generlly offer. These students my desire to pursue music s creer or to continue serious music study fter completing high school. Techers re encourged to incorporte music technology pplictions into instruction nd to include the student's performnce knowledge nd skill into n integrted survey of music theory nd literture. This course exmines the sic elements of Music Theory nd Music Literture. Previous keyord, chorl, or instrumentl music performing experience is prerequisite for dmission into this course. The nlyticl study of scles, keys, chords, nd composition elements complements other high school music performnce courses. A survey of music literture will roden student knowledge of music s n rt form, nd will id understnding of the connection etween music theory nd music literture. This progrm of study is to e used in developing music curriculum for high school students in the following: High School Music Theory nd Hrmony/Literture Techers re encourged to select nd implement unit topics, repertoire, teching strtegies, performnce prctices, nd ssessments tht will enle students to meet the competencies stted for ech level. Smple strtegies nd ssessments re given for ech competency. The enchmrk chrt in the Music Introduction section estlishes the progression of instruction for ech gol re through grde clusters. Content strnds include Creting/Performing, Criticl Anlysis, History/Culture, Aesthetics, nd Connections. The competencies re printed in old fce type nd re required to e tught. The competencies re printed in old fce type nd re required to e tught. The competencies my relte to one or more of the content strnds nd my e comined nd tught with other competencies throughout the school yer. Competencies re not listed in order of importnce nd my e tught in ny order tht is determined suitle y the school or district. Competencies provide generl guideline of ongoing instruction, not isolted units, ctivities, or skills. The suggested teching ojectives re optionl. Ojectives indicte concepts tht enle the fulfillment of competencies, descrie competencies in further detil, or show progress of concepts within enchmrk grde clusters. School districts my dopt the suggested teching ojectives or my write their own ojectives tht meet or exceed those suggested, sed upon needs of the students t the locl level. Music 170
For n explntion of the Content Strnds, Competencies, nd Ojectives, see the Generl Introduction Section of the Mississippi Visul nd Performing Arts Frmework. The Frmework Generl Introduction, Literture Connections, Technology Connections, Resources, nd Glossry re ville online t the Mississippi Deprtment of Eduction we site: http://www.mde.k12.ms.us. Music 171
MUSIC HIGH SCHOOL THEORY AND HARMONY/LITERATURE CONTENT STRANDS: Creting/Performing (CP) Criticl Anlysis (CA) History/Culture (HC) Aesthetics (A) Connections (C) COMPETENCIES nd Suggested Teching Ojectives: 1. Perform in chorl or instrumentl ensemles of vrying sizes nd descriptions. (CP). Sing mjor nd minor (melodic nd hrmonic) scles in vriety of keys using solfege, letter nmes or numers.. Sing nd/or ply I, IV, V, nd V 7 chords s intervls (e.g., do-mi-sol-mi-do; f--c-f; or 1-3-5-7-5-3-1) in selected mjor nd minor keys. c. Comine voices nd/or instruments to perform selected music exmples in unison, two-prt, three-prt, nd four-prt hrmony. d. Sing nd/or ply music selected from vriety of solo or ensemle repertoire. 2. Crete nd perform rrngements using vriety of music elements. (CP). Compose nd perform (sing nd/or ply) n originl melody with given chord ccompniment.. Ply or sing n originl melody tht includes repetition nd contrst. c. Improvise hrmony for selected melody y singing or plying in thirds or sixths. d. Crete rrngements y vrying the rhythm, rticultion, instrumenttion, or ccompniment of selected works of music. e. Write originl compositions for voices nd/or instruments using techer-specified criteri. 3. Listen to, nlyze, nd evlute music in vriety of forms nd styles. (CA). Listen to recorded music smples to determine the form or style of selected repertoire nd relte it to specific genre or culture.. Identify individul voice prts or groups (e.g., soprno, children's choir, mle chorus, duet, dult choir) herd in selected solo or ensemle exmples. c. Recognize nd lel the form of vrious music selections (e.g., cnon, theme nd vritions, cll-response, strophic song, verse-refrin, AB, ABA). Music 172
d. Discriminte nd specify differences mong wide vriety of music genres (e.g., Clssicl, 20th Century, oper, instrumentl, vocl, electronic, etc.) nd styles (e.g., folk, scred, seculr, jzz, populr, ethnic). 4. Anlyze music performnces y using criticl thinking nd listening skills. (CA). Determine the dte nd plce of origin of selected works of music sed on the musicl chrcteristics of the exmple.. Compre nd contrst seprte performnces of selected works of music. c. Descrie chrcteristics of vrious music forms (e.g., chorle, fugue, sont llegro, rondo, theme nd vrition, lues, etc.) d. Discriminte etween intervls tht move y step, skip, or lep. e. Anlyze importnt hrmonic events in music (e.g., cdences, key chnge, modultion, tonic/dominnt chord reltionships) when listening to selected instrumentl or chorl exmples. f. Descrie the musicl devices composers use to convey mood nd/or emotion in selected exmples of music. 5. Demonstrte understnding of music nottion nd symols y reding nd performing music. (CA). Sight-red y singing or ply melodies in vriety of mjor/minor keys nd modes in trele nd ss clef.. Define, interpret, nd perform rhythmic, melodic, nd hrmonic symols of stff nottion. c. Define, interpret, nd perform meter signtures, tempo mrkings, nd dynmic mrkings tht re incorported into music scores. d. Write melodies, ss lines, nd inner prts s dictted from selections using sic chord progressions nd limited non-hrmonic tones. e. Interpret, demonstrte, or descrie conducting gestures tht ssist performers in reding nd performing music scores. 6. Anlyze forms nd suject mtter in music tht recur cross cultures, times, nd plces. (HC). Compre nd contrst music scores or performnces of music written y wellknown composers from mjor historic periods of clssicl music (e.g., Renissnce, Broque, Clssicl, Romntic, erly/lte 20 th Century).. Integrte the study of music literture cross cultures, times, nd plces through the use of universl themes (e.g., celertions, lullies, scred or seculr music). c. Compre the lives nd works of composers of tody with those of other times nd plces. d. Exmine the role of music in the lives of people from wide vriety of cultures, times, nd plces. Music 173
7. Interpret the vlue of musicl work in terms of esthetic qulities. (A). Estlish criteri for evluting works of music sed on knowledge of music elements, performnce prctice, nd individul eliefs out music.. Exmine works of music tht hve endured over time to determine qulities they shre in common. c. Reserch nd/or descrie the mening or messge communicted y selected works of music. 8. Anlyze the reltionship of content in music to other rts nd other sujects (C). Exmine developments in music theory nd literture tht correlte with events in world history or Americn history.. Discover reltionships etween sound in music nd scientific study of sound. c. Investigte similrities etween tone color in music nd the color plette used y visul rtists. d. Evlute the reltionship of music to the disciplines of dnce nd drm. 9. Anlyze contriutions of musicins nd the music industry to individuls nd communities. (C). Identify music performnce nd udience opportunities in the locl community.. Identify sources (e.g., lirries, eduction institutions, retil outlets, performing rts centers, performers) in the locl community or region nd on the Internet for pursuing personl interest in music theory nd music literture. c. Determine the importnce of music in the lives of fmily memers, friends, nd/or memers of the community. d. Evlute the use of technology s lifelong music-lerning resource. Music 174
High School Theory nd Hrmony/Literture Comp. Oj. Suggested Teching Strtegies Suggested Assessment 1 c Divide students into two groups. One group will sing the melody to fmilir song. The other group will sing or ply chord roots to ccompny the song. Techer oservtion of student success in group prticiption 2 e Students rrnge n ccompniment tht incorportes I, IV, nd V chords into fmilir 16- mesure song such s Twinkle, Twinkle, Little Str. Divide the clss into sections to sing the rrngement. Techer oservtion or student rrnger selfssessment 3 Students listen to Benjmin Britten s Young Person s Guide to the Orchestr. Students list nmes of instruments (ex. flute, French horn, etc.) nd instrument sections (ex. rss, percussion, etc.) on piece of pper. Students self ssess sed on outline prepred y the techer 4 f Students listen to selection such s Olympic Fnfre, y Leo Arnud nd discuss the use of music elements nd choice of instruments the composer incorportes to crete sense of pgentry in the music. Techer oservtion of student discussion 5 Individul students sight-red mjor or minor selections, or modl exmples of techer-selected repertoire. Techer nd peer evlution of sight-singing ccurcy 6 Students compre nd contrst seprte performnces of Bch s Fugue in D Minor plyed on n orgn nd on synthesizer. Techer oserves student ility to identify differences in the timre of the two instruments 7 Students listen to nd nlyze music exmples such s love duet from L Boheme nd love duet from it s 20 th Century Brodwy counterprt, Rent. Discuss the musicl elements of love song written in two different centuries. Techer oserves student ility to identify common or dissimilr music elements in the selected works 8 Students listen to recording of Clire de Lune y Deussy, n impressionist composer. Compre wys tht pinters (such s Monet, Renoir, or Degs) nd llet dncing of tht er pproched their work with elements herd in Deussy s piece. Techer oservtion of student discussion. Cn students correlte the color in the music with the light nd color in the pintings? Music 175
High School Theory nd Hrmony/Literture 9 d Students keep dily journl documenting their experiences using music nd technology such s plying n electronic keyord, downloding music from the internet, etc., for one week. Students compre reports. Techer nd peer oservtion of journl writing Techer nd peer evlution of student reports. Music 176
LITERATURE CONNECTIONS MUSIC The Literture Connections section is designed to serve s guide nd first-stop source for mking cross-curriculr connections. The titles re not extensive nd other ooks should e used in the clssroom. Kindergrten through Fourth Grde Aylesworth, Jim Demi Ellwnd, Dvid Goode, Dine Hys, Michel THE COMPLETED HICKORY, DICKORY DOCK. New York: Mcmilln Pulishing Co., 1994. Illustrted y Eileen Christelow. Recounts the ntics of young mouse ech hour fter the clock strikes one. THE FIREBIRD. New York: Henry Holt, 1994. This Russin firy tle is lvishly illustrted in right colors nd gold; suitle compnion for Strvinsky s llet. TEN IN THE BED. New York: Hndprint Books, 2002. A counting ook. SILLY STORIES AND SONGS. New York: Dutton Children s Books, 1992. This collection of stories nd songs from numerous cultures includes notes out story sources. ABIYOYO. New York: Simon nd Schuster, 1994. A storysong sed on South Africn lully nd folk story. A Reding Rinow Book. Klmn, Boie BALLET SCHOOL. New York: Crtree Press, 1994. Descries wht it is like to study llet t the Ntionl Bllet School in Cnd from living t the school to getting redy for performnce. Kellogg, Steven YANKEE DOODLE. New York: Simon & Schuster, 1996. The illustrtor uses the multiple verses of the originl Revolutionry Wr song to relte history. Fcts supporting the text re included. Kovlski, Mrynn THE WHEELS ON THE BUS. New York: Little Brown nd Co., 1987. A ook to sing. While grndmother nd grndchildren wit for us, they sing the title song with such gusto they miss the us. Music 177
Lester, Julius Mrtin Jr., Bill; Archmult, J. Moore, Ing JOHN HENRY. New York: Dil Books, 1994. The trditionl story nd lld of the Steel Drivin Mn includes eutiful illustrtions nd surprise ending. CHICKA, CHICKA BOOM! BOOM! New York: Simon & Schuster, 1989. Book nd cssette. A delightful wy to encourge memoriztion of the lphet. THE SORCERER S APPRENTICE. New York: Mcmilln Pulishing Co., 1989. A picture ook nd story tht emphsizes the importnce of respecting rules. Moss, Lloyd ZIN! ZIN! ZIN! A VIOLIN. New York: Scholstic Inc., 1995. Illustrted y Mrjorie Pricemn, the ook includes rich voculry nd pictures of instruments. Muller, Jorg Pker, Josephine Rchlin, Ann & Hellrd, Susn Scieszk, Jon Spier, Peter Weiss, George Dvid; Thiele, Bo Whitmn, Wlt PETER AND THE WOLF. New York: Alfred Knopf Inc., 1986. A musicl firy tle y Sergei Prokofiev (ook nd tpe). I WONDER WHY FLUTES HAVE HOLES AND OTHER QUESTIONS ABOUT MUSIC. New York: Kingfisher, 1995. This delightfully illustrted ook nswers miscellneous questions out music, instruments, composers, etc. SCHUMANN. Chicgo: Children s Press, 1993. This ook tells stories from the life of composer, Roert Schumnn. Other ooks in the Fmous Children Series include Bch, Brhms, Chopin, Hndel, Hydn, Mozrt, nd Tchikovsky. THE TRUE STORY OF THE 3 LITTLE PIGS. New York: Puffin Books, 1989. A delightful re-telling of the trditionl story, from the perspective of the wolf. THE STAR SPANGLED BANNER. New York: Douledy, 1992. This picture ook illustrtes the text of our ntionl nthem written y Frnces Scott Key. WHAT A WONDERFUL WORLD. New York: Simon & Schuster, 1995. Illustrted y Ashley Bryn. Ashley Bryn s rtwork depicts Louis Armstrong nd children of mny ckgrounds performing puppet show tht rings to life the song Armstrong mde fmous. I HEAR AMERICA SINGING. New York: Philomel Books, 1991. Whitmn s poem is illustrted in this picture ook y Roert Suud. Music 178
Middle School Bez, Silvi P. Bennett, Willim J. Geis, Jcqueline Guthrie, Woody Mitchell, Brr Rolf, Peggy MUSIC & DANCE. Vero Bech, FL: Rourke Pulictions, Inc., 1995. Ltino life, music, history, nd criticism. THE BOOK OF VIRTUES. New York: Simon & Schuster, 1993. This rich collection of stories provides numerous connections to literture nd music. WHERE THE BUFFALO ROAM. Nshville: Idels Children s Books, 1992. An illustrted version of Home on the Rnge with connections to wildlife nd lndscpes of the Americn southwest. THIS LAND IS YOUR LAND. New York: Little, Brown nd Co., 1998. The folksong writer s well-known music is lvishly illustrted y rtist Kthy Jkosen; introduction y Pete Seeger. AMERICA, I HEAR YOU. Minnepolis: Crolrhod Books, Inc., 1987. A iogrphy of the Americn composer, George Gershwin. LOOKING AT PAINTINGS: MUSICIANS. New York: Hyperion Books for Children, 1993. Pinters hve depicted musicins for more thn two thousnd yers to express joy, euty, nd sometimes despir. This ook provides insights into rtists nd musicins, good connections etween two rts disciplines. Sieert, Dine MISSISSIPPI. New York: Hrper Collins Pulishers, 2001. Greg Hrln hs illustrted the poetry of the uthor with sweeping scenes of the river lndscpe. Additionl connections to history nd science. High School Bmerger & Brofsky: Berger, Melvin Bernstein, Leonrd THE ART OF LISTENING: DEVELOPING MUSCIAL PERCEPTION AND RHYTHM. New York: Hrper nd Row, 5 th ed., 1988. Chronologicl informtion on the fundmentls of hrmony. THE STORY OF FOLK MUSIC. New York: S. G. Phillips, 1976. Exmines the evolution of Americn folk music due to the influences of p THE JOY OF MUSIC. New York: Simon nd Schuster, 1959. Best-seller collection of Bernstein s essys nd converstions on the world of music from Blues to Beethoven. Music 179
Ellis, Dr. Rex M. Hskins, Jmes Lyons, John Henry Mchlis, Joseph Mississippi Dept. of Archives History WITH A BANJO ON MY KNEE: A MUSICAL JOURNEY FROM SLAVERY TO FREEDOM. New York: F. Wtts, 2001. Discusses the influence of the njo on Africn Americn music nd profiles vrious njo plyers. BLACK MUSIC IN AMERICA. New York: Thoms Crowell, 1987. Surveys the history of Africn-Americn music, from erly slve songs through jzz, the lues to soul, clssicl music nd current trends. STORIES OF OUR AMERICAN PATRIOTIC SONGS. New York: Vngurd, 1942. Music of ptriotic songs with illustrtions. AMERICAN COMPOSERS OF OUR TIME. New York: Greenwood Press, 1990. Introduction to modern Americn music. Biogrphies of modern Americn composers, documenting their uphill struggles. Tips on compositions recorded to record nd wht to note in studying them. ALL SHOOK UP. Mississippi Roots of Americn nd Populr Music Music 180
TECHNOLOGY CONNECTIONS MUSIC The Technology Connections section is designed to serve s strting point for investigtion into using technology in the music instructionl progrm. The Mississippi Deprtment of Eduction does not endorse or recommend purchsing the following resources. Mississippi Deprtment of Eduction suggests tht ll resources e thoroughly reviewed to ccommodte the needs of individul districts. Plese note technology chnges on dily sis, therefore, we sites, softwre, etc. which my e current on given dy my not e the next. Keep this in mind when using this s resource. We Sites Americns for the Arts http://www.rtsus.org Arts Eduction Prtnership http://www.ep-rts.org Americn Music Conference AMC http://www.mc-music.com The Americn Music Eduction Inititive http://www.usmusic.org Americn Orff-Schulwerk Assocition (AOSA) http://www.os.org ArtsEdge: Linking the Arts nd Eduction Through Technology. Coopertive we site of the John F. Kennedy Center for the Performing Arts nd the Ntionl Endowment for the Arts http://rtsedge.kennedy-center.org Awesome Lirry In the Music section, see listings for choir, composers, oper, etc. http://www.wesomelirry.org Best Children s Music, Children s Music We http://www.childrensmusic.com British Journl of Music Eduction (Cmridge University Press) http://uk.cmridge.org CABC (Center for Arts in the Bsic Curriculum) http://www.newhorizons.org/ofc_cc.html#cc Music 181
CARTS: Culturl Arts Resources for Techers & Students http://www.crts.org Children s Music Workshop http://childrensmusicworkshop.com/cmw.html Dlcroze Society of Americ http://www.dlcrozeus.org/index.htm Erlychildhood News http://www.erlychildhood.com Eduction Index: Music Resources http://www.eductionindex.com/music Eduction World http://www.eduction-world.com/rts/index ERIC Cleringhouse on Elementry nd Erly Childhood Eduction http://www.ericeece.org How to Sing nd Dnce http://www.ur-net.com/music-little-folks Ide Box: Erly Childhood Eduction nd Activity Resources http://www.theideox.com J. Pul Getty Museum, the site offers the Multiculturl Art Print Series for clssrooms K-12; extensive links to rts-relted We sites http://www.getty.edu/rtsednet/resources/mps Kids Music Plnet http://www.kidsmusicplnet.com Kidzone! (New York Philhrmonic) http://www.newyorkphilhrmonic.org Kindermusik http://www.kindermusik.com Lessons from the World http://www.mhhe.com/primis/ctlog/pctlog/d30-1.htm MENC: The Ntionl Assocition for Music Eduction, professionl orgniztion serving the needs of music eductors t ll levels http://www.menc.org Mississippi Allince for Arts Eduction. The site includes numerous stte/ntionl resources specific to music/rts eduction http://www.msrtsllince.com Music 182
Music for Kids Online http://www.musicforkids.com Music Technology Center http://www.mtlc.net/min.php Musikgrten http://www.musikgrten.org NAMM (Interntionl Music Products Assocition) http://www.nmm.com Ntionl Assemly of Stte Arts Agencies http://www.ns-rts.org Ntionl Assocition for the Eduction of Young Children (NAEYC) http://www.neyc.org Ntionl Endowment for the Arts http://www.ne.gov Ntionl Institute on Erly Childhood Development nd Eduction (U.S. Deprtment of Eduction) http://www.ed.gov/index.jsp The Ntion s Report Crd http://nces.ed.gov/ntionsreportcrd/rts The Newsletter of TI:ME/Technology Institute for Music Eductors http://www.ti-me.org Orgniztion of Americn Kodly Eductors (OAKE) http://www.oke.org VSA Arts (Formerly Very Specil Arts) http://www.vsrts.org Softwre ALFRED S ESSENTIALS OF MUSIC THEORY - Alfred Pulishing Co., Inc. (CD Rom) For ordering informtion: (818) 892-2454 or http://www.lfred.com/frmeset,cfm?su=home DR. T S SING-A-LONG AROUND THE WORLD (1994-Music nd Sound Awrd, Music Eductor product of the yer) CD Rom. This gives songs, pictures nd flgs for the countries on the mp. Songs re sung in English nd the lnguge of the country. GREAT COMPOSERS Beethoven, Grieg nd Hnson. CD Rom. (A selection of CD s is ville.) The story of the composer with written/spoken story lines nd with composer s most fmous compostions plyed in the ckground. Zne Pulishing. Music 183
THE INSTRUMENTAL HISTORY OF JAZZ. Wille L. Hill, Jr. MENC/Interntionl Assocition of Jzz Eductors. Two udio CD oxed set with multimedi fetures (Mc, PC); 56-pge ook. MUSIC ACE An interctive CD-rom progrm designed to develop music skills. MUSIC! WORD! OPERA! (Microsoft); MMB, Inc. SONIC FOUNDRY DEMO CDs For ordering informtion: http://www.sonicfoundry.com or cll 1-800-57-SONIC AURALIA COMPLETE EARTRAINING FOR ALL MUSICIANS (CD Rom) nd MUSITION2 COMPETE MUSIC THEORY TRAINING FOR YOUR PC; 1999-2002 Rising Austrli Pty.Ltd. http://www.risingsoftwre.com Other (See Music Resources for listings of ooks with ccompnying cd s nd tpes.) RHYTHMICALLY MOVING y Phyllis Weikert. MUSIC ALIVE! Mgzine Suscription P.O. Box 53063, Boulder, CO 80323-3063 http://www.musiclivel.com (middle school) Compnies Zne Pulishing, Inc. 1950 Stemmons, Suite 4044, Dlls, TX 75207-3109. http://www.zne.com Music 184
RESOURCES MUSIC The Resources section is listing of supplementl eductionl mteril tht my e helpful to techers. This list is not comprehensive nd is offered s strting point for investigtion into possile resources. The Mississippi Deprtment of Eduction does not endorse or recommend the following resources nd suggests tht other resources should lso e considered. BOOKS Kindergrten Through Fourth Grde Brrett, McCoy, Velen Bell, Pmel Conn; Nipp, Susn Hgn Bergethon/Bordmn/ Montgomery Brewer, Jmes H. Cmpell/Scott-Kssner Cmpell-Towell, Lee Cmpell-Towell, Lee Judy Smith Murry SOUND WAYS OF KNOWING: MUSIC IN THE INTERDISCIPLIPINARY CURRICULUM. ISBN: 0-02-864530-8 Schirmer: Thompson Lerning http://www.music.wdsworth.com THE WEE SING SERIES. Los Angeles, Cliforni: Price Stern Slon, Inc. A Collection of Songs nd Fingerplys. MUSICAL GROWTH IN THE ELEMENTARY SCHOOL, SIXTH EDITION. ISBN: 0-15-501648-2 Schirmer: Thompson Lerning http://www.music.wdsworth.com MISSISSIPPI MUSICIANS HALL OF FAME. Brndon, MS: Quil Ridge Press, 200l. Little know fcts nd iogrphies of Mississippi s gret musicins. Excellent resource for ny grde level. MUSIC IN CHILDHOOD: FROM PRESCHOOL THROUGH THE ELEMENTARY GRADES, SECOND EDITION. ISBN: 0-534-58554-X Schirmer: Thompson Lerning http://www.music.wdsworth.com ALLIGATOR PURSE. Milwukee, WI: Hl Leonrd. Old gmes mde new with movement nd song. CAT PAWS. Milwukee, WI: Hl Leonrd. Songs for nd moving nd plying y. Book #44223097 (Book nd tpe). Music 185
Hmmett, Crol nd Eline Bueffel Jcosen, John nd Aln Billingsley Lvender, Cheryl Leonrd, Hl Leonrd, Hl Levine, Donn B. Lornell, Rsmussen Mrtin, Bill nd John Archmult Mrx, Pmel Mttox, Cheryl Wrren McLen, Edwin Meyrick, Kthryn BALL, HOOP, AND RIBBON ACTIVITIES FOR YOUNG CHILDREN. Long Brnch, NJ: Kimo Eductionl (ook nd tpe). CONGA IN THE KITCHEN. Milwukee, WI: Hl Leonrd. Movement nd Activity Songs for Kids. ROCKIN RHYTHM RAPS. Milwukee, WI: Hl Leonrd. A sequentil pproch to rhythm reding. (ook nd CD) ANY TURKEY CAN TANGO. Milwukee, WI: Hl Leonrd. Sesonl songs for moving nd plying. Book #08740129. (ook nd tpe) THE GREAT COMPOSERS. Milwukee, WI: Hl Leonrd. Interesting informtion tht kids like to know, unison music selection, nd wys to tech the song. (ook nd reproducile pcket) MUSIC THROUGH CHILDREN S LITERATURE: THEME AND VARIATIONS. Englewood, Colordo: Techer Ides Press, 1993. Thirty nine ooks re presented with music connections, voculry nd dditionl resources. MUSIC OF MULTICULTRUAL AMERICA: A STUDY OF TWELVE COMMUNITIES. ISBN: 0-02-864585-5 Schirmer: Thompson Lerning http://www.music.wdsworth.com CHICKA, CHICKA BOOM! BOOM! New York, NY: Simon nd Schuster. A delightful wy to encourge memoriztion of the lphet. (ook nd cssette). TAKE A QUICK BOW! Glenview, IL: Goodyer Books, 1997. Contins twenty-six short plys tht my e esily stged in the clssroom on every suject from the sesons nd holidys to Americn heritge, science, folk tles from diverse cultures, nd more. Ech ply llows for flexile numer of chrcters, with enough roles for n entire clss. SHAKE IT TO THE ONE THAT YOU LOVE THE BEST: Ply songs nd Lullies from Blck Musicl Trditions. El Sornte, CA: Wrren-Mttox Productions, 1989. SCHOOLHOUSE ROCK SONGBOOK. Port Chester, NY: Cherry Lne Music Compny. THE MUSICAL LIFE OF GUSTAV MOLE. Mrtinez, CA: Discovery Toys. (ook nd tpe) Music 186
Moss, Lloyd Muller, Jorg The Reder s Digest Assocition, Inc. The Reder s Digest Assocition, Inc. Riekehof, Lottie Scieszk, Jon ZIN! ZIN! ZIN! A VIOLIN. Illustrted y Mrjorie Pricemn. New York, N.Y: Scholstic, Inc. PETER AND THE WOLF. New York: Alfred Knopf Inc., 1986. A musicl firy tle y Sergei Prokofiev. (ook nd tpe) THE READER S DIGEST CHILDREN S SONGBOOK. Plesntville, New York. ISBN-0-89577-214-0. A delightful collection of songs with notes out ech song. DOWN THE MISSISSIPPI. Reder s Digest trvels nd dventures condensed from MISSISSIPPI SOLO: A RIVER QUEST y Eddie L. Hrris. Plesntville, NY: The Reder s Digest Assocition, Inc. THE JOY OF SIGNING. Springfield, Missouri: Gospel Pulishing House, 1987. Sign-lnguge dictionry. THE TRUE STORY OF THE 3 LITTLE PIGS. New York, N.Y: Puffin Books. (Use with Orff instruments nd drm) Middle School Brewer, Jmes H. Gerke, Pmel Jcosen, John nd Billingsley, A. Klmn, Boie Lvender, Cheryl Leonrd, Hl Levine, Donn B. MISSISSIPPI MUSICIANS HALL OF FAME. Brndon, MS: Quil Ridge Press, 200l. Little know fcts nd iogrphies of Mississippi s gret musicins. Excellent resource for ny grde level. MULTICULTURAL PLAYS FOR CHILDREN: Volume II: GRADES 4 6. Lyme, NH: 1996. Ten plys sed on multiculturl folktles from such countries s Ghn, Chin, nd Itly. CONGA IN THE KITCHEN. Milwukee, Wi: Hl Leonrd. Movement nd Activity Songs for Kids. BALLET SCHOOL. New York, NY: Crtree Press. ROCKIN RHYTHM RAPS. Milwukee, WI: Hl Leonrd. A sequentil pproch to rhythm reding. THE GREAT COMPOSERS. Milwukee, WI: Hl Leonrd. Interesting informtion tht kids like to know, unison music selection, nd wys to tech the song. (ook nd reproducile pcket) MUSIC THROUGH CHILDREN S LITERATURE: Theme nd Vritions. Englewood, Colordo: Techer Ides Press, 1933. Thirty nine ooks re presented with music connections, voculry nd dditionl resources. Music 187
The Reder s Digest Assocition, Inc. Riekehof, Lottie Silvermn, Jerry THE READER S DIGEST CHILDREN S SONGBOOK. Plesntville, New York: ISBN-0-89577-214-0. A delightful collection of songs with notes out ech song. THE JOY OF SIGNING. Springfield, Missouri: Gospel Pulishing House, 1987. Sign-lnguge dictionry. MEL BAY PRESENTS: THE AMERICAN HISTORY SONGBOOK. Pcific, MO: Mel By Pulictions, 1992. U.S. ptriotic nd ntionl songs through history. High School Alrecht, Slly CHORAL MUSIC IN MOTION. Vol. I, Vol. II, 1989. Adding movement to your chorl progrm. Americn String Techer Assocition Brewer, Jmes H. Crocker, Emily nd Eilers, J. Glencoe McGrw-Hill Gridley, Mrk Kmien, Roger Kinghorn, Hrriet Lewis-Spicer, Lis nd Bdmn, Jcquelyn STRING SYLLABUS. Americn String Techer Assocition. MISSISSIPPI MUSICIANS HALL OF FAME. Brndon, MS: Quil Ridge Press, 200l. Little know fcts nd iogrphies of Mississippi s gret musicins. Excellent resource for ny grde level. CHORAL APPROACH TO SIGHT SINGING. Milwukee, WI: Hl Leonrd, 1995. Collection offers vriety of cpell wrm ups nd workouts. MUSIC! ITS ROLE AND IMPORTANCE IN OUR LIVES (text) Techer Resource Binder includes: Unit nd Chpter Blckline Msters, Music Theory Msters, Unit Tests nd Answer Key, Fine Art Trnsprencies, Fine Art Trnsprencies Instructor s Guide. Jzz Styles: History of Anlysis 3 rd nd 6 th Edition, Upper Sddle River, NJ. History of Jzz styles. MUSIC AN APPRECIATION 2 nd Brief Edition McGrw-Hill Pulisher, ISBN: 0-07-034819-7. LET S MEET FAMOUS COMPOSERS. T.S. Denison & Compny, Inc., Pulisher. A cretive ctivity ook. Miles, Richrd TEACHING MUSIC THROUGH PERFORMANCE. Vol. I IV, Chicgo, IL: GIA pulictions, 2000. Indispensle resource for nd directors. Music 188
Swope, Crol M. INDIVIDUALIZED RESOURCE BOOK FOR GENERAL MUSIC CLASSES. J. Weston Welch, Pulisher. (reproducile) Telfer, Nncy SUCCESSFUL SIGHT SINGING. Sn Diego: Neil A. Kjos Music Co., 1992. Well Orgnized method for sightsinging. ORGANIZATIONS Mississippi Allince for Arts Eduction, 3008 Nvjo Cir., Httiesurg, MS 39402 http://www.msrts.llince.com Mississippi Arts Commission, 239 N. Lmr Street, Suite 207, Jckson, MS 39201 (601) 924-0131 http://www.rts.stte.ms.us MUSIC PUBLISHERS Cherry Lne Music Compny. P.O. Box 430, Port Chester, NY 10573 Crtree Press. 350 Fifth Avenue, Suite 3308, New York, NY 10118 Gospel Pulishing House. 1445 Boonville Ave., 65802 Hl Leonrd. 7777 W. Blue Mound Rd. P.O. Box 13819, Milwukee, WI 53213 Kimo Eductionl, P.O. Box 477, Long Brnch. N.J. Plnk Rod Pulishing Compny. P.O. Box 26627, Wuwtos, WI 53226. (262-790-5210) Price Stern Slon, Inc. 360 North L Cieneg Blvd, Los Angeles, Cliforni 90048. Scholstic, Inc., 555 Brodwy, New York, NY 10012 USA Plys for Kids, Drury University, 900 North Benton Avenue, Springfield, MO 65802 http://usplys4kids.drury.edu OTHER NATIONAL STANDARDS FOR ARTS EDUCATION. 1994.Reston, VA: MENC. MUSIC K-8. The Resource Mgzine for Elementry nd Middle School Music Techers. Plnk Rod Pulishing Compny. Teching Music Mgzine; MENC Chorl Journl; ACDA Generl Music Tody; MENC Bo Kelly Cosmetics, 151 West 46th Street, New York, NY 10036 Comt Video, 322 Northwest 175 th, Settle, WA 98177 DVC, Inc., P. O. Box 40227, Indinpolis, IN 46240 Films for the Humnities, P. O. Box 2053, Princeton, NJ 98543 Insight Medi, 121 West 85th Street, New York, NY 10024 Metropolitn Oper Guild, "Creting Originl Oper," 212-769-7023, Dvid Dik, Progrm Director Osesen Compny, 1535 Ivr Avenue, Hollywood, CA 92024 Suggested Additionl Resources/Equipment MIDI Interfce cles or device with cles tht llow digitl instruments to connect to computer softwre for progrm pplictions nd to mke digitl sounds. Music 189
Sequencing softwre - Records coustic or digitl sounds digitlly on computer softwre for editing, plyck, nd rchivl. Ethnic music videos - Videos tht show indigenous people mke trditionl music ntive to their culture, country, or ethnic group. Electronic keyords - Pino-sed instruments tht re powered y tteries or electricity. They mke representtions of coustic sounds, synthesized new sounds, chords nd stylistic rhythms. Mny hve songs loded on instrument nd some hve wys tht songs cn e recorded onto the instrument. They my e connected to computers with MIDI hrdwre. They re portle. Brred percussion - Xylophones, metllophones, glockenspiels commonly clled Orff instruments. They re plyed with mllets. Recorders - Flute-like instruments tht re mde of plstic or wood. Plstic ones re inexpensive. Nottion softwre - Computer progrms tht write music notes through mnul entry or MIDI entry. Music looks professionl nd my e printed or plyed ck through the computer or connected keyord. Bsl textook series Adopted y stte s optionl required textooks for music. Includes videos, CD ccompniment trcks, nd supplement ooks for instruments, sign lnguge, foreign lnguges, worksheets, nd music technology. Music 190
MUSIC GLOSSARY cppell Unccompnied chorl singing. ccent A stress or emphsis ( > ) given to certin tones. ccompniment Vocl or instrumentl prts tht ccompny melody. coustic A term used to distinguish instruments from their electronic counterprts. esthetics The study of the reltionship of music to the humn senses nd intellect. ll reve The meter signture indicting the equivlent of 2/2 time. llegro Fst. nlyze To seprte or distinguish the component prts of piece of music in order to discover their unique chrcteristics. ndnte Modertely slow ( wlking ). rco With the ow. rrngement The dpttion of composition for performnce to suit the prticulr needs of performers. rticultion The mnner in which notes re performed, such s stccto or legto. tonlity Music in which no single tone is the home se or key center. r or r line A verticl line seprting the stff into mesures. et Unit used to mesure rhythmic pulses. inry A musicl form consisting of two min sections. lues A style of music usully conceived in twelve-r phrses; tonlity is predominntly mjor, ut with the 3 rd nd 6 th of the key flttened; other chrcteristics include use of 7 th chords, syncoption, nd improvistion. rss instruments Wind instruments mde of rss or other metls. Some exmples re: trumpet, French horn, tromone, nd tu. cdence A group of notes or chords t the end of phrse or piece of music tht gives feeling of pusing or finlity. Music 191
cesur Silence (often following fermt) often indicted y rilrod trcks or postrophe. cll-response A musicl form in which melodic sttement (cll) is presented followed y n nswer (response). cnon Process of imitting the sme pttern while the originl pttern is still eing performed; similr to round. chord The simultneous comintion of t lest three different pitches. chord root The pitch on which chord is constructed; the most importnt pitch in the chord. clssroom instruments Instruments typiclly used in the generl music clssroom, including, for exmple, recorders, mllet instruments, hnd-held percussion instruments, fretted instruments, keyord instruments, nd electronic instruments. clef A symol written t the eginning of musicl stff indicting which notes re represented y which lines nd spces. cod A short pssge dded to the end of composition; musicl wy of sying the end. composition Originl music creted y orgnizing sound; usully written for others to perform. compositionl devices The melodic, hrmonic, rhythmic, forml, nd expressive techniques used to crete nd sustin musicl composition (e.g., the use of terrced dynmics in the Broque period, 12-tone, nd seril technique in 20 th Century music). compound meter Meter chrcterized y 3:1 reltionship of the et to the sudivided et (the note receiving the et in compound meter is lwys dotted note). crete To invent originl text, melody, or hrmony in musicl setting. crescendo A grdul increse in volume. culture The ptterns, trits, nd products tht re ssocited with prticulr period, plce, or popultion. duple meter The grouping of ets into sets of two. Music 192
dynmic levels, dynmics Degrees of loudness nd softness of musicl pssge. elements of music Pitch, rhythm, hrmony, dynmics, timre, texture, form. ensemle The dynmic interply of two or more performers mking music. ethnic Music ssocited with prticulr culture, rce, or popultion. expression, expressive, expressively -- With pproprite dynmics, phrsing, style, nd interprettion nd pproprite vritions in dynmics nd tempo. evlute To exmine nd judge crefully; pprise. fermt A symol plced over note or rest to indicte tht it is to e prolonged eyond its norml durtion. form The overll structurl orgniztion of music composition (e.g., AB, ABA, cll nd response, rondo, theme nd vritions, sont-llegro) nd the interreltionships of music events within the overll structure. genre A type or ctegory of music (e.g., sont, oper, ortorio, rt song, gospel, suite, jzz, mdrigl, mrch, work song, lully, rershop, Dixielnd). glissndo A continuous or sliding movement from one pitch to nother. hrmonic progressions A succession of individul chords or hrmonies tht form lrger units of phrses, sections, or compositions. hrmony The simultneous sounding of two or more pitches. icons Symols ssocited with lerning nd reding music nottion. improvistion Spontneous musicl invention creted without the id of mnuscript, sketches, or memory. intervl The distnce in pitch etween two tones. intontion Degree to which the pitch is ccurtely produced in performnce, prticulrly mong the plyers or singers in n ensemle. introduction A rief section of music tht precedes the min ody of composition. jzz A style of Americn music tht originted in the South with Africn Americns; chrcterized y strong, prominent meter, improvistion, nd syncopted rhythms. Music 193
key The series of tones forming ny given mjor or minor scle. keyord instruments Instruments plyed y mens of set of pino-like keys. key signture The shrps or flts printed t the eginning of ech stff tht indicte the key of the composition. legto To sing or ply in smooth or connected mnner with no reks etween the tones. mjor key A key sed on mjor scle. mesure A group of ets seprted y r lines. melody A logicl succession of musicl pitches rrnged in rhythmic pttern. melodic rhythm Durtions of pitches used in melody. meter The grouping in which succession of rhythmic pulses or ets is orgnized; indicted y meter signture t the eginning of work. meter signture An indictor of the meter of musicl work, usully presented in the form of frction, the denomintor of which indictes the unit of mesurement nd the numertor of which indictes the numer of units tht mke up mesure. MIDI Music Instrument Digitl Interfce A stndrd interfce tht enles electronic instruments such s the synthesizer, smpler, sequencer, nd drum mchine from ny mnufcturer to communicte with one nother nd with computers. minor key A key sed on minor scle. mixed meter A sequence of different meters within section of composition. modl In the chrcter of mode, ptterned from church modes of the 13 th Century. modl tonlities Music sed on scles other thn mjor, minor, or penttonic. motive -- A rief rhythmic/melodic figure or pttern tht recurs throughout composition s unifying element. musicl technique The ility to perform with pproprite timre, intontion, nd diction nd to ply or sing correct pitches nd rhythms. ostinto A short musicl pttern tht is repeted persistently throughout composition. Music 194
overtones Tones generted from fundmentl sound source. penttonic scle Music sed on five-tone scle using tones, do, re, mi, sol, nd l. percussion The group of instruments tht re sounded y striking or shking. performnce prctices Approch to performnce in prticulr style of music. phrse A musicl ide like tht of sentence or cluse. pitch The highness or lowness of music tone. pizzicto Plucked. repertoire A collection of music compositions. rnge The highest nd lowest pitches of melody, n instrument or voice. refrin Phrses recurring t the end of ech verse of song, sometimes clled the chorus. rest The nottion symol used to indicte silence in music. rhythm The comintions of long nd short, even nd uneven sounds nd silences in music. rondo A musicl form in which the A section lterntes with contrsting section (ABACA). root The lowest tone on which chord is uilt. round A melody performed y 2 or more groups entering t different times. ruric An ssessment strtegy where ojectives re defined nd work is ssessed ccording to hierrchy of proficiency. rudiments A sic set of ptterns used to reherse performnce technique. scred Suject mtter relting to scred or religious themes. scle The rrngement of notes in specific order of whole nd hlf steps. score Nottion showing ll the prts of music ensemle, instrumentl or chorl. Music 195
seculr -- Suject mtter relting to dily life; not scred or religious. simple meter Meter chrcterized y 2:1 reltionship of the et to the sudivided et (the note receiving the et in simple meter is lwys n eighth note, qurter note, or hlf note). solfege A system for identifying the pitches of the Western scle: do, re, mi,, f, sol, l, ti, do. sont A composition for one or two instruments, usully in 3 or 4 movements. sostenuto Sustined. stccto To sing or ply notes in detched or seprted mnner. stff Five prllel horizontl lines used in trditionl music nottion. string instruments Those instruments in which the sound-producing gent is stretched string. strophic songs Songs in which ll of the stnzs re sung to the sme music; hymns nd folk songs re usully strophic. style The distinctive or chrcteristic mnner in which the elements of music re treted. In prctice, the term my e pplied to, for exmple, composers (the style of Copelnd), periods (Broque style), medi (keyord style), ntions (French style), form or type of composition (fugl style, contrpuntl style), or genre (opertic style, luegrss style). sympthetic virtion An cousticl concept descriing sound tht is produced s result of nother nery sound source. syncoption An rrngement of rhythm tht plces emphsis on wek ets or wek prts of ets. tempo The pce which t music moves, sed on the speed of the underlying et. ternry A musicl form consisting of three min sections. terrced dynmics Grdul chnges in dynmic level. texture The chrcter of musicl sound produced y different lyers of horizontl (melodic) or verticl (hrmonic) elements. theme A short melody within musicl composition. Music 196
theme nd vrition A musicl form in which given melody (clled theme) is presented, followed y numer of modifictions (ech of which is clled vrition). timre The distinctive qulity of sound tht distinguishes one instrument, voice, or other sound source from nother. time signture See meter signture. tonlity The tonl center of composition or section of music. tonic The centrl tone of the key nd the first note of the scle. tremelo Usully, the quick nd continuos reitertion of single pitch. trill The quick ltertion etween two notes, most often etween the note indicted nd the next ditonic step ove. triple meter The grouping of ets into sets of three. unison Music tht is sung or plyed on the sme pitch y group of performers. vrition A different form or version of given theme, with modifictions in rhythm, key, or melody. verse-refrin A two-prt song form (AB) with multiple verses where the second prt (B) remins constnt nd repets fter every verse. virto A slight fluctution of pitch used y performer to enrich or intensify the sound. wind instruments Generic nme for instruments in which n enclosed column of ir is the sound-producing gent. Includes rss nd woodwind instruments. woodwind instruments Instruments in which column of ir is the sound-producing gent, such s clrinet, flute, ooe, sxophone. Music 197