Long Term Curricula

-Sing Perfect and Major intervals. (Ascending)

– Sing sustained notes with proper tone.

– Sing loud and quiet, detached and slurred notes.

-Sing P, M and minor intervals (Ascending)

– Sing moving passages with proper tone.

– Sing in different volumes and staccato/legato as well as differentiating between legato and tenuto.

– Sing P, M, m intervals ascending and descending.

– Sing simple melodies with proper tone and breath support.

-Sing passages with proper dynamic range, articulation including accents.

– Sing Major/ Minor intervals in succession. (Skipping)

-Sing more than 1 melodic line, in harmony or in canon.

– Sing using musical techniques such as articulation, dynamics, and basic phrasing.

– In small groups 4-5, assigned by teacher. Students will be tested on intervals.

Give them pitch, they sing it and sustain it, then they will sing the interval above it.

-Singing on ‘doo’, perform quiet and detached and loud and slurred notes.

-Same as assessment of M1. This time different groups, instead of being given pitches, they will be using their method book to sing from, long tone passages.

-Singing on ‘doo’ difference between slur and tenuto.

-Same as M1. Dif. groups. Using method books, they will sing from melodies selected by the teacher, now applying proper articulation and dynamic contrast.

– Same as M1. Dif. groups from method book, more advanced melodies.

-“Row, row, row your boat” in groups, to test for understanding canon.

– Chorale from method book, on “doo”, phrasing, interlocking parts, and tech.

-Assemble their instrument and produce sound from instrument. (Percussion basics)

– Read through concert (1) rep.

-How treat sight reading procedures. (STARS)

– Take care of instrument and develop basic techniques, characteristics to their instrument.

– Apply musical ideas to the concert (1) rep. and perform it.

– Sight read through easy musical examples.

– Produce the characteristic tone on instruments and execute more advanced technique.

– Be able to sight read through concert (2) rep.

-Execute musical concepts (musicality) such as dynamics, and basic articulations.

-Play their instruments with good tone and develop the characteristic sound further.

– Perform concert (2) rep. w. applied musicality

– “Sight Read” appropriate material w. proper sight reading technique and musicality.

– Through out the first quarter, during small sectionals, each student will have to demonstrate assembling their instrument through rotation.

– ST 1, assessment M1, they will apply STARS to simple 8 baa melody and then play it.

-In the second quarter, the rotation in small sectionals will now test the proper procedure for instrument daily maintenance.

– Play through concert music for teacher, to see progress made.

– Applay STARS to a 16 mm. melody.

– ST 1 M9, chorale assessment. Students will play through a chorale or similar exercise on instrument to see progress on tone.

– STARS of 2^nd concert rep.

– Pick 24 mm. of a piece to hear musicality and progress of this.

– Same as M7 assessment, more advanced. Chorale playing with easier technique, but difficult musicality. This will include 2 parts. 1^st part they will have music for, second part they will sight read. (“Big” Final)

– Clap through 2 mm of improvised simple rhythm.

– Learn about I and i chords and how to use the triad for creating simple melodies.

– Play 4 mm. of simple diatonic, step-wise, melody.

-Clap through 2 mm. of complex rhythm.

-Understand the importance of the V chord in music.

– Play through 8 mm using simple melody using notes in the I/i-V chords, and applying simple rhythms to it.

-Play progressions involving the I-V-I/i-V-I progression.

-Improvise simple melodies incorporating simple rhythms.

-Follow the chord progression I-V-I/ i-V-I and perform simple melodies on top of it.

– Turn in rhythmic assignment. They write simple rhythms on staff paper provided by the teacher.

– Sing Do to Sol. Singing melodies using tonic triad.

– ST3 M1 assessment. More complex rhythms.

– Singing using the Dominant triad notes.

-Play through a given progression (class) using the I V I relationship, simple melodies (solo) with simple rhythms for 8 mm.

– Incorporate complex rhythmic values to melodies (solo) while progression is no longer unison.

– Using western music notation, learned in ST5 M1, SWBAT be able to write out dictated simple 2 mm melody.

– Learn part writing rules

– ST 4, M1. More complex notation, this time composing a simple diatonic melody.

– Use simple part writing rules to create simple melody.

– Understand difference between composing and arranging.

– Identify orchestral examples of tunes familiar to them that are arranged and composed to wind band.

– Arrange a folk tune for their instrument. By rote or otherwise.

– On a small template students will write the melody out, this becomes their assessment.

-On the same template they will be question to state the 3 rules for part writing. (Repetition)

-Same as previous assessment.

– Applying the rules to a specific template, write out a soprano line to the bass line.

– Turn in writing assignment answering: What is the difference between composing and arranging. Give example.

-Large writing final assignment. Turn in an original composition with an interesting melody and a moving bass line.

– Write out simple rhythmic values, quarter, half and whole note values, as well as rests.

– Learn their Bb Major Concert scale. Reading and writing. Understanding the mus theory.

-Simple musicals signs.

– Write out more complex rhythmic values including eight notes and eight rests.

-Clap these values (on top)

-Learn F Major Concert

-Recognize more complex vocabulary.

– Clap even more complex rhythms now using 16^th notes.

-Write out the new values to include 16^th notes.

– Say triplet configurations.

– Interpret basic, simple key and time signatures, note values and rests, as well as musical signs.

-Notate simple melodic dictation using guidelines above. Simple signs, note values and signatures.

– Understand the mathematical value of rhythmic notation.

– ST 4, M1. This activity becomes an assessment, just longer passage.

-Write out scale on their proper staff, in their instrument pitch, not concert pitch.

-Same as M1, now adding the eight note values.

– Same for the new scale.

– Much like the ST1 ST2 assessments with groups, this particular one will also include say triplet rhythms.

Note: The reading part of these assessments can be derived and tested across Standards.

– As with instrument finals, the interpretation of the notation is then tested at that time.

-Worksheet with different values for the different notes.

-Hear the difference between a slow and a fast piece and how tempo can determine the mood of the listener.

-Repeat simple adjectives used to describe music.

– Hear the difference in tonality, as well as other musical elements that characterize music.

– Determine the appropriate treatment of different musical passages and describe how they sound using more descriptive language (given to them as well as suggested by them)

– Identify the mood of the musical examples using descriptive adjectives and describe why the music is a certain adjective. (Synthesis of past concepts)

-Challenging their knowledge of music, classical or popular, describe their favorite song, and how it makes them feel.

– Play progressions for them, and pieces. They answer the question: How does it make you feel? How would you describe the passage? Using guidelines and words learned in the ST.

– As they spend more time listening, they will write more about certain character pieces using guidelines provided by the teacher. Also, they will identify reasons for music being happy, sad, exciting, painful, etc. ex. The scales moving upward and fast make the music sound exciting, etc.

– Part of the last final, (can be assessed with other Standards) they will hear a new musical example and write about it using all the information learned in the year.

– Identify different tone colors in ensembles.

-Understand about good tone, and its production, as well as elements for a successful musical performance.

– Identify bad tone.

– Critically think about music performances and identify elements that make it a good or bad performance.

– Reason and defend their musical performances.

– Identify poor vs. good tone in music.

– Describe their musical performances

– In groups discuss the concepts above and come up with their own rubric(individual not group) of how they would rate a music performance.

– Using their old rubric add more elements to it that can be used to analyze a music performance and its value.

– Using the rubric they created, they will listen to their last concert and rate it accordingly.

– Play several clips of the same piece. Describe each performance, (they will all be top ensembles) and say what they think of the performances and why.

– Music and film: visual arts: understand the significance of music in the visual arts, both modern and artistic.

– Understand the significance of music and literature.

-Understand the value of music as a science.

-Learn about the harmonic series and the tendency of tones.

– Transfer descriptive vocabulary to writing and vise versa.

-Synthesize the relationship between art, writing, and music across historical periods.

-Students will focus on their favorite commercial, and the elements (musical) if any it had and identify musical ties that impact their perspective of it.

– Giving them a short text, movie clip, music video clip, they will answer and say why the music is important to that particular example.

-Do an experiment using guitar strings. And describe what happens as the string is shortened.

– As part of the other assessments, another question in the long answer portion of their final: Why is music important to humans?

– Recognize period music, baroque; Vivaldi and Bach.

– Recognize music from the classical period and Haydn, Mozart, and Beethoven.

– List some of the most famous composers and their major works.

– Understand the other different periods of music history and the musical output. Early music and renaissance.

– Distinguish classical music from cultural music.

-Explore and describe world music and the significance it has to classical music.

– Using concepts from other Standards students will describe the characteristics of Baroque writing.

– ST 9 M1 assessment, classical writing.

– Sing simple chants and texts relevant to sacred music.

– Go to youtube, spotify, etc., and pick 5 non western music songs or pieces and write a description about it.

Standard 2: Performing on instruments, alone and with others, a varied repertoire of music.

Standard 5: Reading and Notating music

SWBAT

-Sing with full breath support to create good tone.

-Sing all intervals ascending and descending.

-Sing using solfegge Major and Minor scales. 1 8va. Up to 2 flats/sharps

-Play using instrument characteristic sound with proper technique.

– Sight-read music of grade 2-3 successfully.

– Sight-read concert music nothing slower than 10 mm form performance tempo.

– Have a general idea of good musicality and use of secondary parameters.

SWBAT

– Sing from four part chorale.

-Sing compound intervals

-Sing the rest of the major and minor scales 1 8va. 2-4 flats/sharps.

-Play instrument with good tone and rudimentary vibrato.

– Sight read level 3 music more successfully.

-Sight read grade 4 at a slow tempo.

– Play through all concert rep.

– Apply good musical skills to warm up and understand the significance of them.

-Play through all major and minor scales up to 4 sharps and flats 1 8va

SWBAT

– Sing simple modulatory melodies.

-Sing complex compound intervals.

-Sing All major and minor scales, up to 4 sharps an flats, with good tone and be able to do so with proper dynamic and technique.

-Sight read at a grade 4 with few mistakes, if any, at a tempo.

-Warm ups and the daily routine per instrument.

-Play all major and minor scales up to 2 flats and sharps in 2 8va.

SWBAT

-Sing Major/Minor triads using solfegge. Including tonic and dominant triads.

-Sing instrumental parts on pitch w/ proper musical technique

-Sing transposed instrumental parts w/ proper interval and musicality and technique.

-Produce good tome w/ characteristic sound on instrument.

-Play all major scales up to 4 flats and sharps. Two octaves

-Play all relative minor scares up to four flats and sharps.

-Play through concert rep.

-Sight-read at appropriate level with good musical ability over all.

– Read simple and complex time and key signatures, note values, rest, and musical signs. Including compound meters

Standard 4: Composing and Arranging music within specified guidelines

-Follow a simple chord progression of I-V-I and be able to reproduce a melody.

-Write down different ostinato bass lines.

– Provide a set of variations on a simple melody.

– Provide simple accompaniment to the melodies.

-Improvise a set of variations to a melody on instrument within specific guidelines.

-Arrange folk tune to chamber group on inst. Family, having a melody, bass line, and 2 different interesting parts.

-Have the students play in small chamber like groups

– Turn the assignment in and play it for them on piano.

– Same as M7 assessment the class will play the work of the students and then be graded upon how successful the parts were.

Standard 7: Evaluating music and music performances.:

-Use descriptive language to characterize music and its effects to an audience.

– Listen to a different type of ensemble and describe their music.

-Describe how their performances are successful/non successful compared to others using vocabulary.

– Identify major vs. minor regions in music and describe the music using descriptive vocabulary as well as providing rationale for the function of the modality.

-Compare and contrast between different ensembles using other standards.

– Assignment in groups to help each other out. They will then come up with a piece and the effects it has on people ie 9^th symphony by Beethoven

-Tun in a paper based on their observations

– Long paper describing what they hear across in sections

Standard 9: Understanding music in relation to history and culture.

– List all of the music periods in mus his and be able to give a characteristic for each

– Provide a thoughtful critical analysis of the impact of global music compared to classical music.

– Describe the similarities between the arts.

– Describe similarities and differences in the contextual meaning of common terms used in music, art, dance, and

-Describe the significance of musical movements across music history.