Students will:

1. Identify the musical styles of the Medieval, Renaissance, and Baroque time periods.

2. Perform dances from the styles of music. Dances will include Branslez and Minuet.

3. Create individual projects, which correspond with the three musical time periods.

4. Identify specific terms found during the musical periods to be studied, including dynamic markings, notation, tempo markings, etc.

5. Use resources such as the library or computer to search for additional information and facts.

Resource Materials:

• Pre-recorded VHS tapes, such as "Ars Antiqua"

• Posters, Pictures, and Books of the musical time periods

• Recorders, Piano, percussion instruments

• "Songs of the Tymes" songbooks

• Art supplies for projects

• Stereo/VCR/TV

• One team, 6 weeks every day for one marking period.

Assessment:

• 2 Quizzes

• 1 Major project

• Daily visual and aural checklist

• Rubrics

• Vocal quiz of solfeggio singing (given individually)

Students will:

1. Match pitch

2. Create harmony (two-to-three part)

3. Perform twice for formal concerts and twice for informal concerts.

4. Exhibit listening skills and be able to reproduce music that they hear.

5. Show positive progress from basic two part singing to more advanced two part or basic three part harmonization.

6. Move correctly to choreography

Resource Materials:

• Choral library from GAMS

• Tuned piano/stereo/additional accompaniment instruments

• Art supplies for attendance keeping

• Risers for the stage area

• Meeting 40 minutes twice per cycle.

Assessment:

• Daily attendance records

• Peer observations (Soprano, Alto, Tenor Representatives)

• Performance attendance

Student will:

1. Exhibit knowledge of history and languages of music developed through multiple experiences.

2. Demonstrate educated listening skills.

3. Demonstrate the ability to perform basic improvisation and composition.

4. Demonstrate the ability to read and notate music in order to compose and arrange music.

5. Evaluate music and music performances constructively.

6. Demonstrate an understanding of the relationship between music and other curricula.

7. Perform on an instrument of choice, alone and with others, a varied repertoire of music.

Resource Materials:

• Individual instruments

• Lesson books

• Band arrangements

• Compact disks

• CD player

• Music stands

• Assorted accessories not limited to reeds, valve oil, sterilizing agents, etc.

Tone Production

Review and continuous evaluation of tone Ongoing

production skills developed in 5th grade

Breath and long-tine support to be modeled Ongoing

by the teacher

Pulse

Review and continuous evaluation of pulse skills Ongoing

developed in 5th grade
Ritardando Ongoing
Tempo changes Ongoing

Rhythm

Review and continuous evaluation of rhythm Ongoing
skills developed in 5th grade
Sixteenth notes, dotted quarter Ongoing

Technique

Memorization of 1st class pin scales and/or drum Ongoing
rudiments
Simple melody memorization Ongoing

Expanded basic instrument range Ongoing

Articulation

Simple tonguing/slurs Ongoing
Accents/Staccato Ongoing

Phrasing

Two and four measure phrases Ongoing

Expression

Crescendo, Decrescendo, mezzo piano, mezzo Ongoing

Intonation

Recognition of intonation by adjustment of Ongoing
instrument

Theory

Simple concert key transposition, seven key Ongoing
signatures, cut-time, simple forms, ABA, song form

Musical language

Andante, Moderato, Allegro, Del Signo, Ongoing
Da Capo, Fine, Coda, expessivo, prelude

Ensemble Playing

Follow conductor Ongoing
Listening skills Ongoing
Duets Ongoing
Ten part harmony with full band Ongoing
Grade 1 and 2 music Ongoing
Tempo, meter, key and melody changes Ongoing

Musical literature

Transcription of classical tunes, folk songs Ongoing
Multicultural literature Ongoing
Classical marches, popular music, original Ongoing
literature for wind and percussion ensemble

Sight-reading

Grade 1 on a scale of 6 1 year

Composition

Experimental improvisation 10 weeks
Writing of program notes describing a selected 1 week
musical composition

Technology

Use of compact disks 1 year
Use of synthesizer Ongoing

Assessment:

• Teacher and student aural and visual evaluations

• Performance by individual and group

• Video assessment

Student will:

1. Exhibit knowledge of history and languages of music developed through multiple experiences.

2. Demonstrate educated listening skills.

3. Demonstrate the ability to lead a group of like instruments.

4. Demonstrate the ability to read music.

5. Evaluate music and music performances constructively.

6. Demonstrate an understanding of the relationship between music and other curricula.

7. Perform on an instrument of choice, alone and with others, a varied repertoire of music.

Resource Materials:

• Student's instrument

• Band music

• Compact disks

Ongoing process from the beginning of the school year 3 times in a six-day cycle for 50 minutes.

Assessment:

• Visually

• Aurally

Students will:

1. Identify the instruments of the symphony according to the four instrument families

2. Create an instrument following a clear and concise rubric

3. Perform on created instrument project: 5-note solfeggio scale, Mary Had A Little Lamb, and a composed song.

4. Present a composer timeline from the artists of the Classical and Romantic period of music.

5. Express in movement the basic terms from these styles of music and the symphony.

Resource Materials:

• Stereo/VCR/TV/Computers

• Pre-recorded tapes of Andre Previn's guide to the Symphony

• Instrument packets will be read and outlined.

• Students will use the library or computer for information.

• Student performers from band will perform on individual instruments

• Concise rubrics for all projects.

• Art supplies for projects and assignments will be provided.

• One team, 6 weeks every day for one marking period.

Assessment:

• Quizzes on Instrument Families and Composers

• Final on Instruments and Composers

• Daily worksheets and visual progress checklists

• Created Instrument Project

• Compose song for Created Instrument

• Classical & Romantic Composer Timeline Project

Student will:

1. Perform using an understanding of basic musical terminology.

2. Perform using an understanding of melting voices, rather then singing to be heard.

3. Create personal warm-up songs through activities and harmonizing within their voice part.

4. Perform two formal concerts and two informal concerts throughout the school year.

5. Demonstrate accurate listening skills to be able to reproduce parts in harmonizing with each section.

6. Move correctly to the given choreography.

Resource Materials:

• Choral library and computer for research

• Piano and stereo equipment

• Art supplies for attendance keeping

• Rhythm instruments for specific style of music performances

• Risers for Middle School stage

• Meeting 40 minutes twice per cycle.

Assessment:

• Daily attendance

• Peer observation within a section (Soprano, Alto, Tenor, Baritone)

• Performance attendancedance

Student will:

1. Exhibit knowledge of history and languages of music developed through multiple experiences.

2. Demonstrate educated listening skills.

3. Demonstrate the ability to perform basic improvisation and composition.

4. Demonstrate the ability to read and notate music in order to compose and arrange music.

5. Evaluate music and music performances constructively.

6. Demonstrate an understanding of the relationship between music and other curricula.

7. Perform on an instrument of choice, alone and with others, a varied repertoire of music.

Course Objectives

Resource Material:

• Individual instruments

• Lesson books

• Band arrangements

• Compact disks

• CD player

• Music stands

• Assorted accessories not limited to reeds, valve oil, sterilizing agents, etc.

• Cassette player

• Cassette tapes

• Blackboard

• Video camera

• VCR

• Videocassette tapes

• Television

• Uniforms

Tone Production

Review and continuous evaluation of tone Ongoing

production skills developed in 6th grade

Breath and long-tine support to be modeled Ongoing

by the teacher

Pulse

Review and continuous evaluation of pulse skills Ongoing

developed in 6th grade
Multiple tempo changes Ongoing
Introduction of the marching experience/ Ongoing
marching in step

Rhythm

Review and continuous evaluation of skills Ongoing
developed in 6th grade
Dotted eighth and sixteenth notes, 6/8 time, Ongoing
syncopation, triplets

Technique

Memorization of Masters pin scales and/or drum 2 years
rudiments
Memorization of entire pieces 3 months

Intermediate instrument range Ongoing

Articulation

Review and continuation of articulation skills Ongoing
learned in 6th grade
Sfortzando, introduction to legato tonguing, Ongoing
tenuto, marcato

Phrasing

Phrases up to 8 measures Ongoing
Staggered breathing Ongoing

Expression

Review and continuation of expression skills Ongoing
learned in 6th grade
Pianissimo, crescendo, diminuendo Ongoing

Intonation

Refinement of intonation pitch perception Ongoing
through singing and adjusting individual pitch

Theory

Review and continuous evaluation of theory Ongoing
skills as developed in 6th grade
Simple harmonic structure of major and minor Ongoing
tonalities

Musical language

Intermediate musical language appropriate to Ongoing
grade level 2-3

Ensemble Playing

Review and continuous evaluation of ensemble Ongoing
playing skills as developed in 6th grade
Grade 2 and 3 music Ongoing
Jazz ensemble and marching band Ongoing

Musical literature

Multicultural literature Ongoing
Traditional street marches, popular music, Ongoing
original literature for wind and percussion ensemble
Jazz and improvisational literature Ongoing

Sight-reading

Grade 2 on a scale of 6 Ongoing

Composition

Experimental improvisation Ongoing
Writing of program notes describing a selected 1 week
musical composition

Content/Timeline Outline

Technology

Use of compact disks Ongoing
Use of synthesizer Ongoing
Video Ongoing

Assessment:

• Teacher and student aural and visual evaluations

• Performance by individual and group

• Video and audio assessment

• Adjudication by independent evaluators

Student will:

1. Exhibit knowledge of history and languages of music developed through multiple experiences.

2. Demonstrate educated listening skills.

3. Demonstrate the ability to lead a group of like instruments.

4. Demonstrate the ability to sight read and read notated music for grade levels 2 and 3 on a scale of 6.

5. Evaluate music and music performances constructively.

6. Demonstrate an understanding of the relationship between music and other curricula.

7. Perform on an instrument of choice, alone and with others, a varied repertoire of music.

Resource Materials:

• Band music

• Compact disks

• School instruments

• Uniforms

• Video & Audio taping systems

Ongoing process from the beginning of the school year 3 times in a six-day cycle for 50 minutes.

Assessment:

• Visually

• Aurally

Students will:

1. Display through observable projects, notes and tests the styles of American Music 1600-1940's

2. Identify terms used in vocal/piano music reading.

3. Perform famous American folksongs on Dulcimer, Recorders, and /or Piano.

4. Demonstrate an understanding of rhythm and beat as they dance a variety of American dances (i.e. Square dance, Charleston)

5. Create a journal project documenting music and daily through American (1600-1940).

6. Display knowledge of the styles of American music (1600 - 1940) through projects, tests and complete notes.

Resource Materials:

• Stereo/VCR/TV

• Pre-recorded CDs, VHS tapes, and cassettes

• Four Dulcimers

• Art supplies

• Music text books

• Library and computer for research

• One team, 6 weeks every day for one marking period.

Assessment:

• Quizzes

• Journal Project

• Daily visual and aural checklist