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2012-2013

Weld County School District 6 Learning Services 1025 9th Avenue Greeley, CO 80631 970/348-6000

Curriculum Guides

High School Music

Greeley-Evans School District 6 Page 1 of 14 2012-2013 High School Music Curriculum Guide

Greeley-Evans School District 6 High School – Performance Pathway Band Curriculum Guide

Unit: Concert Band Timeline: 1 year

Enduring Concept: Expression of Music 1

Grade Level Expectations (GLE): 1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 in the difficulty rating scale. Inquiry Question(s):

1. How does musical expression have a language? 2. Why is it important to perform in all genres of music? 3. How would an event in history impact use if expressive musical elements of the time? 4. Why do different cultures songs have different expressive qualities? 5. Why is self-evaluation important to performers?

Vocabulary: musical expression, genres, world music, cultures,

Assessments Evidence Outcomes Performance Task: a. Performance demonstration of all musical symbols, tempo

indications, expressive indications and technical indications, while maintaining consistent tone, quality, intonation, balance, blend and phrasing.

b. Describe and defend interpretive judgments explain how self-evaluation has strengthened the performance during the course of preparation

Assessment: a. Teacher observation b. Performance

Students will: a. Incorporate all musical symbols, tempo indications, expressive

indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, diction(vocal), and phrasing

b. Demonstrate advanced techniques c. Interpret nontraditional notation symbols d. Select appropriate literature for performance (for solo or small

ensemble) e. Describe and defend interpretive judgments f. Explain how self-evaluation has strengthened the performance

during the course of preparation. Instruction

1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement.

Resources: Sheet Music




Enduring Concept: Expression of Music 2

Grade Level Expectations (GLE): 2. Perform music accurately and expressively at first reading at the minimal level of 2 in the difficulty rating scale Inquiry Question(s): Why is sight reading important? How does strong intonation, balance, blend, and phrasing enhance sight reading? Why do nontraditional notation symbols exist? Vocabulary: Accidentals, Articulation, Dynamics, Time Signature, Rhythm, Rehearsal and Tempo Marks

Assessments Evidence Outcomes Performance Tasks:

a. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, and phrasing

b. Interpret nontraditional notation symbols.

Students will: c. Incorporate all musical symbols, tempo indications, expressive

indications and technical indications, while maintaining consistent tone, quality, intonation, balance, blend, and phrasing.

d. Demonstrate advanced techniques, Interpret nontraditional notation symbols. Select appropriate literature for performance (for solo or small ensemble)

e. Describe and defend interpretive judgments explain how self-evaluation has strengthened the performance during the course of preparation

Instruction 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. 2. Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance. 3. Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles.

Resources: 101 Rhythmic Rest Patterns , Sheet Music, Foundations for Superior Performance



Unit: Symphonic Band Timeline: 1 year

Enduring Concept Expression of Music 3

Grade Level Expectations (GLE) 3. Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale. Inquiry Questions: Why is it important for musicians to adjust their individual performance to aid in the success of an ensemble performance? How does an ensemble communicate? Does it require more or less musicianship to perform in an ensemble? How does culture play a role in the type of ensembles that are prevalent in society? Vocabulary: Balance, Blend, Intonation, Musical Direction,

Assessments Evidence Outcomes a. Participation in ensemble groups b. Teacher evaluation

Students can: a. Adjust tempo, dynamics, and expression, according to the conductor b. Adjust tempo, dynamics, and expression according to other members of the ensemble

Instruction 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. 2. Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles.




Unit: Wind Ensemble Timeline: 1 year

Enduring Concept Expression of Music 4

Grade Level Expectations (GLE): Demonstrate requisite performance skill sets appropriate for postsecondary pursuits Inquiry Questions: How does knowledge of key signatures assist in performance? How does hearing or identifying triads assist in musical performance? Why is it important to produce a characteristic tone? Vocabulary: intonation, balance, blend, triads, intervals, texture, instrumentation, tonality

Assessments Evidence Outcomes Performance Task:

a. Identify all major and relative minor scales and arpeggios b. Identify augmented or diminished triads, starting on any given

pitch c. Produce a characteristic tone

Students can: a. Identify all major and relative minor scales and arpeggios b. Identify augmented or diminished triads, starting on any given

pitch c. Produce a characteristic tone

Instruction 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement. 2. Demonstrate the expressive elements of music – including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form – through musical instruments, and/or the use of electronics.

Resources: Foundations for Superior Performance, Sheet Music



Unit: Concert Band/Jazz Band Timeline: 1 year

Enduring Concept Creation of Music 1

Grade Level Expectations (GLE) 1. Improvise a stylistically appropriate instrumental solo over a given pattern of harmonic progressions. Inquiry Questions: What is the meaning of “stylistically appropriate”? How do jazz musicians learn to choose pitches that are integrated into harmonic configurations? How does a performer develop a sense of what is appropriate in terms of rhythm, pitch, and style? Vocabulary: Improvisation, style, harmonic configuration

Assessments Evidence Outcomes Performance task: a. Concerts b. Festival/Competitions c. Teacher assessment

Students can: a. Play individually or in ensembles, employing appropriate harmonic and non-harmonic

tones in relationship to chords b. Play in rhythmically appropriate style (such as swing eighth notes if playing bebop

style) c. Play extended cohesive musical ideas, not fragments, paced and shaped appropriately

according to length of given solo d. Vary musical material when re-approaching same harmonic progressions (improvise

rather than composes). Instruction

1. Display instrumental improvisation skills by performing extemporaneously what is created in the mind.




Unit: Symphonic Band/Music Theory Timeline: 1 year


Grade Level Expectations (GLE) 2. Compose complex music in several distinct styles Inquiry Questions: Why is it important to understand traditional notation when composing music? How does the element of style affect choices of sounds, voicing, etc.? Vocabulary: composing, voicing, ranges, traditional and nontraditional notation

Assessments Evidence Outcomes Performance Task:

a. compositions b. notational software

Students can: a. Compose music incorporating appropriate voicing and ranges b. Use a variety of sounds, notational, and technological sources to compose music c. Notate original musical ideas using traditional notation with a variety of clefs. d. Notate original musical ideas using nontraditional notation, as appropriate.

Instruction 1. Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding.

Resources: Finale, Sibelius, Music in Theory and Practice



Unit: Wind Ensemble/Music Theory Timeline: 1 year


Grade Level Expectations (GLE) 3. Arrange selections for instruments other than those for which they were written in ways that preserve and enhance the expressive effect of the music Inquiry Questions: Why is it necessary to understand instrumentation when arranging music? How is an understanding of traditional notation important to arranging music? How can one devise their own means of notating sound for others to use? Vocabulary: arranging, instrumentation, traditional and nontraditional notation

Assessments Evidence Outcomes Performance task: a. arrangement of a piece of music b. use of notational software

Students can: a. Arrange music incorporating appropriate voicing and ranges b. Use a varitety of sound, notational, and technological sources to arrange music c. Notate arranged musical ideas using traditional notation, as appropriate

Instruction 1. Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding.

Resources: Finale, Sibelius, Music in Theory and Practice




Enduring Concept Theory of Music 1

Grade Level Expectations (GLE) 1. Interpretation of notated musical elements and ideas Inquiry Questions: Why is it important to understand the different transpositions for various instruments (such as B flat, E flat, C, etc)? Why is it important to understand varied orchestrations in diverse repertoire? How can mathematical proofs be related to music? Why is it important to know the timbre of each instrument? Vocabulary: transposition, orchestration, timbre, meter, repertoire

Assessments Evidence Outcomes Performance task: a. Teacher assessment b. Concert attendance

Students can: a. Identify musical elements in written form b. Describe the uses of elements of music and expressive devices with appropriate

musical vocabulary Instruction

1. Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and instrumental playback of aural examples.

Resources: Audio Recordings, Sheet Music, Online Resources



Unit: Symphonic Band/Jazz Band Timeline: 1 year


Grade Level Expectations (GLE) 2. Classification by genre, style, historical period, or culture Inquiry Questions: Why should people examine music from cultures other than their own? Why do some cultures not have a word in their native language for music? How can we come to understand the connections of music and society? How does music impact the video and film world? Vocabulary: Culture, World Music, Ethnomusicology, Genre

Assessments Evidence Outcomes Performance task: a. Teacher assessment b. Concert attendance c. Multi-media presentation

Students can: a. Classify and describe unfamiliar but representative aural examples of music from a

given musical genre and explain the reasoning for the classification (such as rock, jazz, classical)

b. Classify and describe unfamiliar but representative aural examples of music from a given musical style and explain the reasoning for the classification (classical or baroque, bebop or swing)

c. Classify and describe unfamiliar but representative aural examples of music from a given musical/historical period and explain the reasoning for the classification (renaissance or baroque, ‘80s pop or ‘50s rock)

d. Classify and describe unfamiliar but representative aural examples of music from a given culture and explain the reasoning for the classification (Indonesian Gamelan or Japanese Koto)

Instruction 1. Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form.

Resources: Audio Recordings, Online Resources, Music: An Appreciation of Music



Unit: Wind Ensemble/Music Theory Timeline: 1 year


Grade Level Expectations (GLE) 3. Evaluation of music using critical, informed analysis Inquiry Questions: How does one develop the skills to analyze, assess, and evaluate music? What determines someone’s criteria when evaluating music? How is a personal preference for music developed? Vocabulary: Musical form, voicing/orchestration, texture, tonality.


Students can: a. Identify basic elements of written examples of music using appropriate musical

vocabulary b. Apply specific criteria from similar or exemplary models in evaluating music of

compositions, arrangements, and improvisations Instruction

1. Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form.

Resources: Music: An Appreciation of Music, Music in Theory and Practice, Sheet Music



Unit: Concert Band/Jazz Band Timeline: 1 Year

Enduring Concept Aesthetic Valuation of Music 1

Grade Level Expectations (GLE) 1. Practice of appropriate behavior in cultural activities Inquiry Questions: What is the importance of performing music from different historical periods, cultures, and traditions? How does gaining and applying knowledge of appropriate behavior as an audience member enhance the concert experience for an individual and for others? Vocabulary: Cultures, traditions


Students can: a. Demonstrate respect for the music preferences of others b. Articulate and demonstrate appropriate audience behavior in various kinds of musical

performance and music-related events Instruction

1. Identify the cultural characteristics of music aids in identifying and understanding different cultures. 2. Identify historically significant events that have had an impact on current and future music.

Resources: An Appreciation of Music, Music in Theory and Practice, Sheet Music, Online Resources



Unit: Concert Band Timeline: 1 Year


Grade Level Expectations (GLE) 2. Evaluation of the quality and effectiveness of musical performances Inquiry Questions: How will evaluating performances help someone become a better musician? What qualifies a specific performance as exemplary? What makes one performance effective over another? What is the relationship between musical criticism and composers/performers? Vocabulary: Evaluation, criticism, composer, performer, musicality


Students can: a. Apply specific criteria from similar of exemplary models in evaluating music by others

or themselves b. Read and understand professional critiques of musical works and performances

Instruction 1. Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations.

Resources: An Appreciation of Music, Music in Theory and Practice, Sheet Music, Online Resources



Unit: Symphonic Band Timeline: 1 year


Grade Level Expectations (GLE) 3. Development of criteria-based aesthetic judgment of the artistic process and products in music Inquiry Questions: Why is it important to cite specific musical details when making judgments about a piece of music? What kind of personal viewpoints or concerns might prevent an objective aesthetic evaluation of a musical work or performance? Art philosophers argue the difference between the qualities and value of original works of visual art and forgeries or the same works. What issues might be similar in music? Is all music (and art) beautiful? Vocabulary: aesthetics, viewpoints, compare and contrast


Students can: a. Develop criteria for making informed aesthetic (personal) judgment about music b. Make and defend informed aesthetic (personal) judgments based on the criteria

developed c. Discuss, with some understanding, the ideas of aesthetic qualities and aesthetic

appreciation Instruction

1. Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations.

2. Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music.

Resources: Audio Recordings, Online resources, self-evaluation



Unit: Wind Ensemble Timeline: 1 year


Grade Level Expectations (GLE) 4. Knowledge of available musical opportunities for continued musical growth and professional development Inquiry Questions: When looking at the community, how, when, and why is music used? How does pirating music affect composers’ lives? What kinds of opportunities are available for amateur music-making in American community life? What kinds of people are involved in various kinds of community music efforts? Vocabulary: Pirating, amateur, musical environment

Assessments Evidence Outcomes Performance task: a. Teacher assessment b. Concert attendance c. Multi-media assessments

Students can: a. Articulate pathways to further musical education including but not limited to higher

education, music production, music business, song-writing, community institutions, music-making with others (interpersonal/friends), personal music-making, and music in everyday life

b. Articulate career pathways that encourage musical and artistic qualities for success. Instruction

Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life

Resources: Audio Recordings, Online resources, community musical performances

Orchestra

Greeley-Evans School District 6 Page 1 of 10 2012-2013 High School (Year 1 & 2) Concert Orchestra Curriculum Guide

Greeley-Evans School District 6 High School (Year 1 & 2) Concert Orchestra Curriculum Guide

Unit: Intonation, balance, blend Timeline: Semester 1&2

Enduring Concept: Expression of Music

Grade Level Expectations (GLE): Perform music accurately and expressively Inquiry Question(s): Why is it important to hear balance between other parts in an ensemble? What qualifies a specific performance as exemplary? How does the instrumentation of music change the characteristic of the musical performance? Vocabulary: Intonation, Adjust, Hand Frame, Sound waves, Sharp, Flat, In tune, Accuracy, Pitch, Timbre, Balance, Blend, Tone. Position, Shifting, Extensions

Assessments Evidence Outcomes Performance Tasks: Student demonstrates the ability to adjust pitch and balance during performance.

Student will demonstrate the ability to adjust elements of music during ensemble performances. Student can respond to conductor’s cues of balance and blend while playing. Student can maintain a consistent tone quality, intonation, balance, and blend. Student can perform accurate shifts through

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Discrepancies in pitch 2. Appropriate adjustments to instruments 3. Balance & Blend (Pyramid of Sound) 4. Responding to conductor’s cues 5. Shifting Accuracy

Resources: Grades 3-4 selected music, supplemental materials as needed

Bolded Text = Potential assessment items for 2012



Unit: Music Terms and Symbols Timeline: Semester 1&2

Enduring Concept: Theory of Music, Expression of Music, Aesthetic Valuation of Music

Grade Level Expectations (GLE): Perform music accurately and expressively, Identification of musical elements. Inquiry Question(s): What determines the level of difficulty in a composition? Why is it important to analyze compositions based on the use of musical elements? How will evaluating performances help you become a better musician? Vocabulary: Simile, Harmonic progression, Tonic, Dominant, Subdominant, Triplet, Mode, Genre, Form, Arrangement, Melody, Harmony, Swing, Trill, Stagger, Accelerando, Largo, Vivace, Rallentando, Ceasura, Mordent, Marcato accent, Grace note, Sforzando, Forte piano, Fortissimo, Pianissimo, Binary, Ternary, Rondo, Con Sordino, Instrumentation, 8va, A2, A tempo, Ponticello,

Assessments Evidence Outcomes Student applies knowledge of musical terms and symbols to performance.

Student demonstrates knowledge of music symbols and terms through performance on instrument. Student will describe using articulation, dynamic, and tempo markings when analyzing a musical example. Student will incorporate all musical symbols, expressive indications, tempo indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student will respond to conductor’s cues of balance and blend while playing. Student will evaluate works with an advanced vocabulary.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Analysis of articulations, dynamics and tempo markings while performing on instruments 2. Analysis of articulations, dynamics and tempo markings while listening to a performance 3. Correct responses to a conductor’s cues 4. Criteria for evaluating musical works using advanced vocabulary





Unit: Rhythm and tempo Timeline: Semester 1&2

Enduring Concept: Theory of Music

Grade Level Expectations (GLE): Demonstration of rhythms in multiple and changing meter signatures Inquiry Question(s): (From the standards document): How does the meter affect the personality of a piece of music? Vocabulary: Accelerando, Sixteenth rest, Quarter note triplet, Rallantando, Largo, Vivace, Molto, Poco a poco, Subito, Dolce, Presto, Rubato, Adagio, Allegro

Assessments Evidence Outcomes Student successfully demonstrates rhythms using various tempo and dynamic markings.

Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in varying meters. Student demonstrates written rhythms using various tempo and dynamic markings.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Rhythms incorporating: Sixteenth rests, quarter note triplet, Half-Note/Quarter-Note Ties across barline 2. Tempo Markings: Rallantando, Largo, Vivace, Molto, Poco a Poco, Subito, Dolce





Unit: Note fingerings, accuracy, articulation and ornamentation Timeline: Semester 1&2


Grade Level Expectations (GLE): Perform music in four or more parts accurately and expressively. Identify notation of level two compositions. Inquiry Question(s): Why is it important to read and play correct notes? What knowledge is needed to read and perform music? Describe the ways notation is like musical language. Where do you find fingerings for uncommon notes and ornaments? How can knowing how to read ledger increase musicianship skills? Vocabulary: Glissando, Ornament, Trill, Grace note, Slur, Staccato, Accent, Legato, Tenuto, Inverted accent, Fermata, Spicatto, Legato, Staccato, Double-stops, Mordents, Harmonics (Natural and Artificial)

Assessments Evidence Outcomes Student demonstrates knowledge of terms and able to perform on instrument.

Student can play in three, four, or more parts. Student can read notes on a staff including four or more ledger lines above and below the staff.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Correct Alternate fingerings for notes, including shifts into new positions. 2. Accidentals with accompanying rules (review) 3. Ornamentations: Single Grace Note, trills, mordents, turns





Unit: Sight reading Timeline: Semester 1&2

Enduring Concept: Expression of Music, Aesthetic valuation of music

Grade Level Expectations (GLE): Perform music accurately and expressively at the minimal difficulty level of 2-3 at first reading: individually and as an ensemble member. Analysis, through compare and contrast, of music performances and compositions using detailed criteria and vocabulary. Inquiry Question(s): Why is the ability to sight read important? How does sight reading impact higher level performing opportunities? Which general criteria might be used to evaluate music from all cultures and genres? How are musical symbols related to punctuation? Vocabulary: Sight read, Balance, Clap/Tap/Count, Sizzle, Sing, Phrasing, Key change, Meter change, Road map, Rehearsal markings, Director cues

Assessments Evidence Outcomes Student will sight read observing all musical symbols, tempo and expressive indications. Student will observe technical indications and maintain consistent tone quality, intonation, balance, blend and phrasing while sight reading.

Student will sight read, observing all musical symbols, tempo indications, expressive indications, and technical indications. Student can develop and describe criteria for evaluating musical performances and compositions.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Sight Reading (STARS: S – Sharps & Flats found in Key Signature; T – Time Signature & Tempo; A – Articulations; R – Rhythms; S – Signs &

Symbols) 2. Prescribed criteria for evaluating musical performances and compositions





Unit: Composition and Improvisation Timeline: Semester 1&2

Enduring Concept: Creation of Music

Grade Level Expectations (GLE) Create music using melodic sequences. Arrange a simple existing composition. Improvise over simple harmonic progressions. Inquiry Question(s): What other disciplines use improvisation and how? What distinguishes one composer’s works from another? Vocabulary: Orchestrate, Transpose, Call and response, Improvise, Licks, Riffs, Slashes. Swing, Transcribe

Assessments Evidence Outcomes Student successfully improvises over a 12 bar simple blues chord progression. Student will complete an arrangement of an existing composition. Student notates a melodic pattern of 12 measures.

Student will notate a melodic pattern of 12 measures. Student will create a new arrangement of an existing instrumental composition. Student will improvise a 12 bar solo instrumentally.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Notation of music using a combination of melodic and rhythmic patterns 2. Improvisation of music using a combination of melodic and rhythmic patterns

Resources : Grades 3-4 selected music, supplemental materials as needed, Abersole Improvisational Studies




Unit: Key Signatures and Scales Timeline: Semester 1&2


Grade Level Expectations (GLE): Demonstrate contrasting modalities through performance Inquiry Question(s): How do modalities shape musical expression? Vocabulary: FCGDAEB order of Sharps, BEADGCF order of flats, all 12 one octave major and minor scales, G, D, C major/minor 2 octave scales

Assessments Evidence Outcomes Student can play at least 12 major and 12 minor scales and understand relationships between major and minor. Student can perform music literature that contains contrasting modes. Student will play known scales through the appropriate range of their instrument (2 octaves in some cases)

Student can play at least 4 major and 3 minor scales and understand relationships between major and minor. Student can perform music literature that contains contrasting modes.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. 2 octave Major/minor scales in all 12 keys 4. 2 Octave Arpeggios for up through sharps and flats, major and minor modalities.





Unit: Aesthetic Valuation Timeline: Semester 1&2

Enduring Concept: Aesthetic Valuation of Music

Grade Level Expectations (GLE): Articulation of music’s role in cultural tradition in history and society Inquiry Question(s): What happens to popular music over time? How is music an integral aspect of various activities and traditions? How are personal listening choices strong indicators of cultural and ethnic backgrounds? How has technology changed our expectations of performances and the availability of music? Vocabulary: Society, Culture, Ethnic, Aesthetic, Popular music, Genre, Timbre, Traditional Music

Assessments Evidence Outcomes Student describes various ways music is used and enjoyed in different societal backgrounds and cultural traditions.

Student will describe various ways music is used and enjoyed in different societal backgrounds and cultural traditions.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Social background in music 2. Cultural traditions in music

Resources: Grades 3-4 selected music, supplemental materials as needed, Traditional Folk Music




Unit: Time Signatures Timeline: Semester 1&2


Grade Level Expectations (GLE): Identification and rhythmic demonstration of multiple, changing meter signatures in music. Inquiry Question(s): Compare characteristics of 3/8 and 6/8 to ¾ and 2/4 time? How is music evolutionary? Vocabulary: Cut time, 2/2, 3/8 time, 6/8 time(compound&simple), 6/4, 5/8, 9/8, Alternating Rhythm, Meter, Mixed meter

Assessments Evidence Outcomes Student demonstrates written rhythms using various tempo and dynamic markings. Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in various meters.

Student can demonstrate written rhythms using various tempo and dynamic markings. Student can demonstrate rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in various meters.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Various rhythms (Including dotted notes and corresponding rests) in Time Signatures: 2/2, 3/8 time, 6/8 time(compound&simple), 6/4,

5/8, 9/8 2. Conductor’s cues in various time signatures and changing meters





Unit: Dynamics Timeline: Semester 1&2

Enduring Concept: Theory of Music, Expression of Music

Grade Level Expectations (GLE): Identification of musical elements in a level-two composition or performance. Perform music in four or more parts accurately and expressively. Inquiry Question(s): How would music be different if there were no dynamics? Vocabulary: Pianissimo, Fortissimo, Forte piano, Sforzando, Subito, Mezzo Piano, Fp-Crescendo

Assessments Evidence Outcomes Student incorporates all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student demonstrates the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performance. Student describes using a minimum of four markings (articulation, dynamics, and tempo) when analyzing a musical example.

Student can incorporate all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student can demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performance. Student can describe using a minimum of four markings (articulation, dynamics, and tempo) when analyzing a musical example.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Dynamic symbols: Pianissimo, Fortissimo, Forte piano, Sforzando, Subito, Mezzo Piano, Fp-Crescendo 2. Listening skills while in performance (Balance and Blend) 3. Analysis of a musical example using Articulation, Dynamics and Tempo markings



Greeley-Evans School District 6 Page 1 of 10 2012-2013 Symphony Orchestra Year 3 and 4 Curriculum Guide

Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide

Unit: Intonation, balance, blend Timeline: Semester 1&2


Grade Level Expectations (GLE): Perform music accurately and expressively Inquiry Question(s): Why is it important to hear balance between other parts in an ensemble? What qualifies a specific performance as exemplary? How does the instrumentation of music change the characteristic of the musical performance? Vocabulary: Intonation, Adjust, Hand Frame, Sound waves, Sharp, Flat, In tune, Accuracy, Pitch, Timbre, Balance, Blend, Tone. Position, Shifting

Assessments Evidence Outcomes Performance Tasks: Student demonstrates the ability to adjust pitch and balance during performance.

Student will demonstrate the ability to adjust elements of music during ensemble performances. Student can respond to conductor’s cues of balance and blend while playing. Student can maintain a consistent tone quality, intonation, balance, and blend. Student can perform accurate shifts through

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Discrepancies in pitch 2. Appropriate adjustments to instruments 3. Balance & Blend (Pyramid of Sound) 4. Responding to conductor’s cues 5. Shifting Accuracy

Resources: Grades 4-6 selected music, supplemental materials as needed, Carl Flesch Scale System




Unit: Music Terms and Symbols Timeline: Semester 1&2

Enduring Concept: Theory of Music, Expression of Music, Aesthetic Valuation of Music

Grade Level Expectations (GLE): Perform music accurately and expressively, Identification of musical elements. Inquiry Question(s): What determines the level of difficulty in a composition? Why is it important to analyze compositions based on the use of musical elements? How will evaluating performances help you become a better musician? Vocabulary: Simile, Harmonic progression, Tonic, Dominant, Subdominant, Triplet, Mode, Genre, Form, Arrangement, Melody, Harmony, Swing, Trill, Stagger, Accelerando, Largo, Vivace, Rallentando, Ceasura, Mordent, Marcato accent, Grace note, Sforzando, Forte piano, Fortissimo, Pianissimo, Binary, Ternary, Rondo, Mixed meter, Instrumentation, 8va, A2, A tempo, Binary/Ternary Form, Chord Structure, Modality, Interval, Triad

Assessments Evidence Outcomes Student applies knowledge of musical terms and symbols to performance.

Student demonstrates knowledge of music symbols and terms through performance on instrument. Student will describe using articulation, dynamic, and tempo markings when analyzing a musical example. Student will incorporate all musical symbols, expressive indications, tempo indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student will respond to conductor’s cues of balance and blend while playing. Student will evaluate works with an advanced vocabulary.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Analysis of articulations, dynamics and tempo markings while performing on instruments 2. Analysis of articulations, dynamics and tempo markings while listening to a performance 3. Correct responses to a conductor’s cues 4. Criteria for evaluating musical works using advanced vocabulary





Unit: Rhythm and tempo Timeline: Semester 1&2


Grade Level Expectations (GLE): Demonstration of rhythms in multiple and changing meter signatures Inquiry Question(s): (From the standards document): How does the meter affect the personality of a piece of music? Vocabulary: Accelerando, Sixteenth rest, Quarter note triplet, Rallantando, Largo, Vivace, Molto, Poco a poco, Subito, Dolce, Presto, Rubato, Adagio, Allegro, Largamente, Prestissimo

Assessments Evidence Outcomes Student successfully demonstrates rhythms using various tempo and dynamic markings.

Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in varying meters. Student demonstrates written rhythms using various tempo and dynamic markings.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Rhythms incorporating: Sixteenth rests, quarter note triplet, Half-Note/Quarter-Note Ties across barline 2. Tempo Markings: Largamente Prestissimo





Unit: Note fingerings, accuracy, articulation and ornamentation Timeline: Semester 1&2


Grade Level Expectations (GLE): Perform music in four or more parts accurately and expressively. Identify notation of level two compositions. Inquiry Question(s): Why is it important to read and play correct notes? What knowledge is needed to read and perform music? Describe the ways notation is like musical language. Where do you find fingerings for uncommon notes and ornaments? How can knowing how to read ledger increase musicianship skills? Vocabulary: Glissando, Ornament, Trill, Grace note, Slur, Staccato, Accent, Legato, Tenuto, Inverted Accent, Fermata, Spicatto, Legato, Staccato, Double-stops, Mordents, Riccochet, Simultaneous Markings, Harmonics (Natural and Artificial), Sautille, Soltasto,

Assessments Evidence Outcomes Student demonstrates knowledge of terms and able to perform on instrument.

Student can play in three, four, or more parts. Student can read notes on a staff including four or more ledger lines above and below the staff.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Correct Alternate fingerings for notes, including shifts into new positions. 2. Accidentals with accompanying rules (review) 3. Any Combination of Ornamentation and Articulation





Unit: Sight reading Timeline: Semester 1&2

Enduring Concept: Expression of Music, Aesthetic valuation of music

Grade Level Expectations (GLE): Perform music accurately and expressively at the minimal difficulty level of 3-4 at first reading: individually and as an ensemble member. Analysis, through compare and contrast, of music performances and compositions using detailed criteria and vocabulary. Inquiry Question(s): Why is the ability to sight read important? How does sight reading impact higher level performing opportunities? Which general criteria might be used to evaluate music from all cultures and genres? How are musical symbols related to punctuation? Vocabulary: Sight read, Balance, Clap/Tap/Count, Sizzle, Sing, Phrasing, Key change, Meter change, Road map, Rehearsal markings, Director cues

Assessments Evidence Outcomes Student will sight read observing all musical symbols, tempo and expressive indications. Student will observe technical indications and maintain consistent tone quality, intonation, balance, blend and phrasing while sight reading.

Student will sight read, observing all musical symbols, tempo indications, expressive indications, and technical indications. Student can develop and describe criteria for evaluating musical performances and compositions.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Sight Reading (STARS: S – Sharps & Flats found in Key Signature; T – Time Signature & Tempo; A – Articulations; R – Rhythms; S – Signs &

Symbols) 2. Prescribed criteria for evaluating musical performances and compositions





Unit: Composition and Improvisation Timeline: Semester 1&2


Grade Level Expectations (GLE): Create music using melodic sequences. Arrange a simple existing composition. Improvise over simple harmonic progressions. Inquiry Question(s): What other disciplines use improvisation and how? What distinguishes one composer’s works from another? Vocabulary: Orchestrate, Transpose, Call and response, Improvise, Licks, Riffs, Slashes, Swing, Transcribe

Assessments Evidence Outcomes Student successfully improvises over a repeated/ modulating 12 bar blues/marked form chord progression. Student will complete an arrangement of an existing composition. Student notates a melodic pattern of 12 measures.

Student will notate a melodic pattern of 12 measures. Student will create a new arrangement of an existing instrumental composition. Student will improvise a 12 bar solo instrumentally.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Notation of music using a combination of melodic and rhythmic patterns 2. Improvisation of music using a combination of melodic and rhythmic patterns

Resources : Grades 4-6 selected music, supplemental materials as needed, Abersole Improvisational Studies, Finale/Sibelius Programs




Unit: Key Signatures and Scales Timeline: Semester 1&2


Grade Level Expectations (GLE): Demonstrate contrasting modalities through performance Inquiry Question(s): How do modalities shape musical expression? Vocabulary: FCGDAEB order of Sharps, BEADGCF order of flats, all 12 one octave major and minor scales, G, D, C major/minor 3 octave scales

Assessments Evidence Outcomes Student can play at least 12 major and 12 minor scales and understand relationships between major and minor. Student can perform music literature that contains contrasting modes. Student will play known scales through the appropriate range of their instrument (2 octaves in some cases)

Student can play at least 6 major and 6 minor scales and understand relationships between major and minor. Student can perform music literature that contains contrasting modes.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. 3 octave Major/minor scales in all 12 keys 4. 2 Octave Arpeggios for up through sharps and flats, major and minor modalities.





Unit: Aesthetic Valuation Timeline: Semester 1&2


Grade Level Expectations (GLE): Articulation of music’s role in cultural tradition in history and society Inquiry Question(s): What happens to popular music over time? How is music an integral aspect of various activities and traditions? How are personal listening choices strong indicators of cultural and ethnic backgrounds? How has technology changed our expectations of performances and the availability of music? Vocabulary: Society, Culture, Ethnic, Aesthetic, Popular music, Genre, Timbre, Traditional Music

Assessments Evidence Outcomes Student describes various ways music is used and enjoyed in different societal backgrounds and cultural traditions. Students will be able to retain a folk melody learned from rote.

Student will describe various ways music is used and enjoyed in different societal backgrounds and cultural traditions.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Social background in music 2. Cultural traditions in music

Resources: Grades 4-6 selected music, supplemental materials as needed, Supplemental Recordings of Traditional Music/Documentaries




Unit: Time Signatures Timeline: Semester 1&2


Grade Level Expectations (GLE): Identification and rhythmic demonstration of multiple, changing meter signatures in music. Inquiry Question(s): Compare characteristics of 3/8 and 6/8 to ¾ and 2/4 time? How is music evolutionary? Vocabulary: 5/4, 9/8, 12/8 compound and simple, 5/8, mixed meter,

Assessments Evidence Outcomes Student demonstrates written rhythms using various tempo and dynamic markings. Student demonstrates rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in various meters.

Student can demonstrate written rhythms using various tempo and dynamic markings. Student can demonstrate rhythms within musical examples that incorporate combinations of dotted notes and corresponding rests in various meters.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Various rhythms (Including dotted notes and corresponding rests) in any combination of Time Signatures 2. Conductor’s cues in various time signatures and changing meters





Unit: Dynamics Timeline: Semester 1&2

Enduring Concept: Theory of Music, Expression of Music

Grade Level Expectations (GLE): Identification of musical elements in a level two composition or performance. Perform music in four or more parts accurately and expressively. Inquiry Question(s): How would music be different if there were no dynamics? Vocabulary: Pianissimo, Fortissimo, Forte piano, Sforzando, Subito, Mezzo Piano, Fp-Crescendo, ppp, FFF, Brief-Broad Crescendo/Diminuendo

Assessments Evidence Outcomes Student incorporates all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student demonstrates the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performance. Student describes using a minimum of four markings (articulation, dynamics, and tempo) when analyzing a musical example.

Student can incorporate all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, and phrasing. Student can demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performance. Student can describe using a minimum of four markings (articulation, dynamics, and tempo) when analyzing a musical example.

Instruction Implementing best teaching strategies and allowing for the use of critical thinking skills, self-directed instruction and invention, while allowing opportunities for collaboration and information literacy, the teacher will sequentially teach the following musical concepts: 1. Dynamic symbols: Pianissimo, Fortissimo, Forte piano, Sforzando, Subito, Mezzo Piano, Fp-Crescendo,ppp, FFF, Brief-Broad Crescendo/Diminuendo 2. Listening skills while in performance (Balance and Blend) 3. Analysis of a musical example using Articulation, Dynamics and Tempo markings



Greeley-Evans School District 6 Page 1 of 13 2012-2013 High School Vocal Music Curriculum Guide

Greeley-Evans School District 6 High School Vocal Music Curriculum Guide

Unit: Men’s and Women’s Choir – Year 1 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway To perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 in the difficulty rating scale. Inquiry Question(s):

1. Does musical expression have a language? 2. Why is it important to perform a variety of genres in music? 3. Why do performers need to evaluation themselves?

Vocabulary: Phrasing, blend, dynamics, diction, balance, tone quality, intonation

Assessments: Written tests and assignments, research presentations, and daily class participation, concert participation

Evidence Outcomes a. Incorporate all musical symbols, tempo indications, expressive indications, and technical

indications, while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing

b. Demonstrate advanced techniques c. Describe and defend interpretive judgments d. Explain how self-evaluation has strengthened the performance during the course of preparation

Performance Tasks: perform variety of styles of music

Relevance and Application: 1. Sight reading enables musicians to access varying types of music without having to hear it first. 2. Sight reading allows musicians from all backgrounds to play together in impromptu acts of

expression. 3. Music software enables a novice musician to sight-read more difficult arrangements of music

through playing notes aloud for ear training. 4. When musicians read music from sight, they are using patterns just as mathematicians; scientists,

and historians locate patterns to solve problems. Instruction: 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement

Resources: Expressive Singing Volume 1, Van A. Christy; Sing, Hinshaw Music; Let’s Get Started, Volume 1, Masterworks Press; Alfred’s Essentials in Music Theory; Jenson Sight Singing Course Volumes 1-3, Class Repertoire



Unit: Concert Choir – Year 2 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway Perform accurately and expressively at the first reading at the minimal level of 2 on the difficulty rating scale Inquiry Question(s): 1. Why is sight reading important? 2. How does strong intonation, balance, blend, and phrasing enhance sight reading? 3. Why do nontraditional notation symbols exist? Vocabulary: musical symbols and dynamic markings

Assessments: Written tests and assignments, research presentations, and daily class participation, YouTube and concert attendance, Listening Skills

Evidence Outcomes Students can: a. Sight-read, observing all musical symbols, tempo indications, expressive indications, and

technical indications, while maintaining consistent tone quality, intonation, balance, blend, and phrasing (vocalists, pitches only)

b. Interpret nontraditional notation symbols Performance Tasks: concert participation

Relevance and Application: 1. Sight reading enables musicians to access varying types of music without having to hear it

first. 2. Sight reading allows musicians from all backgrounds to play together in impromptu acts of

expression. 3. When musicians read music from sight, they are using patterns just as mathematicians;

scientists, and historians locate patterns to solve problems. Instruction: 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement 2. Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared

performance 3. Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and

expressive skills, both individually and within ensembles




Unit: Chamber Choir – Year 3 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale Inquiry Question(s): 1. Why is it important for musicians to adjust their individual performance to aid in the success of an ensemble performance? 2. How does an ensemble communicate? 3. Does it require more or less musicianship to perform in an ensemble? 4. How does culture play a role in the type of ensembles that are prevalent in society? Vocabulary: tempo, dynamics, expression, conductor, beat patterns

Assessments: Written tests and assignments, research presentations

Evidence Outcomes a. Adjust tempo, dynamics, and expression, according to the conductor b. Adjust tempo, dynamics, and expression according to other members of the ensemble

Performance Tasks: concert participation and daily class participation

Relevance and Application: 1. Engagement in collaboration through ensembles enhances perception and requires persistence in

self-monitoring and decision making to work for the benefit of a common, societal goal. 2. Use of ensembles varies depending on the era and culture.

Instruction: 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement 2. Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and

expressive skills, both individually and within ensembles




Unit: Chamber Choir/Vocal Jazz – Year 4 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway Demonstrate requisite performance skill sets appropriate for postsecondary pursuits Inquiry Question(s): 1. Why does each voice and instrument have its own timbre? 2. How does music communicate? 3. How does a general knowledge of tone and form apply to postsecondary pursuits? Vocabulary: major and minor scales, arpeggios, triads, language identity

Assessments: Written tests and assignments, research presentations, and daily class participation, concert participation

Evidence Outcomes a. Identify all major and relative minor scales and arpeggios b. Identify augmented or diminished triads, starting on any given pitch c. Produce a characteristic tone d. Demonstrate ability to identify music in other languages (vocal)

Performance Tasks: concert participation

Relevance and Application: 1. Everyone can perform and respond to music in meaningful ways such as speeches, electronic

presentations, and live presentations. 2. Mastery of music performance skills can lead to success in other academic disciplines, social

activities, mass media pursuits, and several other career pursuits. 3. The persistent study of music develops discipline and resiliency that extends into everyday life.

Instruction: 1. Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement 2. Demonstrate the expressive elements of music – including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood,

tonality, and form – through voice, musical instruments, and/or the use of electronic tools






Grade Level Expectations (GLE): High School – Performance Pathway. Interpretation of notated of musical elements and ideas Inquiry Question(s): 1. How can mathematical proofs be related to music? 2. Why is it important to know the timbre of each voice? Vocabulary: major key signatures, major scales, melodic minor, natural minor, harmonic minor

Assessments: Written tests and assignments, research presentations, and daily class participation

Evidence Outcomes a. Identify musical elements in written form b. Describe the uses of elements of music and expressive devices with appropriate musical

vocabulary Performance Tasks: Singing Valentine’s for practiced improvisation and composition

Relevance and Application: 1. Being able to transpose allows one to rehearse and perform with other instrumentations. 2. Music technology, such as music notation and sequencing software or interactive music

websites, can be used to analyze and produce music notation. 3. Ability to compare and contrast aural examples from various cultures leads to discernment

of the unique qualities of the culture. 4. Utilizing accurate musical vocabulary allows people to communicate using the language of

music. Instruction: 1. Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback

of aural musical examples






Grade Level Expectations (GLE): High School – Performance Pathway Classification by genre, style, historical period, or culture Inquiry Question(s): 1. Why should people examine music from cultures other than their own? 2. Why do some cultures not have a word in their native language for music? 3. How can we come to understand the connections of music and society? Vocabulary: baroque, a capella, beat, tempo, renaissance, rock, classical, melisma, polyphony, romantic, contemporary, and various musical artists and composers

Assessments: Written tests and assignments, research presentations, and daily class participation

Evidence Outcomes: a. Classify and describe unfamiliar but representative aural examples of music from a given

musical genre and explain the reasoning for the classification (such as rock, jazz, classical)

b. Classify and describe unfamiliar but representative aural examples of music from a given musical style and explain the reasoning for the classification (classical or baroque, bebop or swing)

c. Classify and describe unfamiliar but representative aural examples of music from a given musical/historical period and explain the reasoning for the classification (renaissance or baroque, classical, romantic, and contemporary)

Other Assessments: Attend concerts and write feedback, YouTube use and feedback

Relevance and Application: 1. Historically significant events have an impact on current and future music. 2. An understanding of distinguishing characteristics of musical genre allows people to

articulate why diversity in music is important. 3. The Internet provides access to various genres and styles of music as well as music from

different historical periods and cultures. Instruction: 1. Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to

melody, harmony, rhythm, style, genre, voicing, mood, tonality, expression, and form

Resources Expressive Singing Volume 1, Van A. Christy; Sing, Hinshaw Music; Let’s Get Started, Volume 1, Masterworks Press; Alfred’s Essentials in Music Theory; Jenson Sight Singing Course Volumes 1-3, Class Repertoire



Unit: Chamber Choir/Jazz Choir – Year 3 & 4 Timeline: 2 year


Grade Level Expectations (GLE): High School – Performance Pathway Evaluation of music using critical, informed analysis Inquiry Question(s): 1. How does one develop the skills to analyze, assess, and evaluate music? 2. What determines someone’s criteria when evaluating music? 3. How is personal preference for music developed? Vocabulary: Sonata, Roman Numeral Analysis, Chords, homophonic, polyphonic, ABA Form, fugue, Bridge, Chorus, melody, harmony, ballad, rhythm, style, genre, voicing, form

Assessments; Written tests and assignments, research presentations, and daily class participation

Evidence Outcomes; a. Identify basic elements of written examples of music using appropriate musical

vocabulary b. Apply specific criteria from similar or exemplary models in evaluating music of

compositions, arrangements, and improvisations. Other Assessments: Attend concerts and write feedback, YouTube use and feedback, music score study in class

Relevance and Application: 1. Being able to describe and analyze music gives one a more in-depth understanding of

music as a whole. 2. Evaluating compositions enables one to become a better performer. 3. Using appropriate vocabulary helps one successfully participate in various performance

activities. 4. Comparing an original work of music with an arrangement of the same piece identifies

ways to critique music just as comparisons of adapted works of art, political speeches, or athletic performances are used to critique in society.

Instruction: 1. Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to

melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form

Resources Expressive Singing Volume 1, Van A. Christy; Sing, Hinshaw Music; Let’s Get Started, Volume 1, Masterworks Press; Alfred’s Essentials in Music Theory; Jenson Sight Singing Course Volumes 1-3, Class Repertoire



Unit: Chamber Choir/Jazz Choir – Year 3 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway Improvise a stylistically appropriate vocal solo over a given pattern of harmonic progressions Inquiry Question(s): 1. What is the meaning of “stylistically appropriate”? 2. How do jazz singers learn to choose pitches that are integrated into harmonic configurations? 3. How does a performer develop a sense of what is appropriate in terms of rhythm, pitch, and style? Vocabulary: Improvisation, chords, melody, harmony, beat, rhythm

Assessments: Written tests and assignments, research presentations daily class participation, concert participation

Evidence Outcomes; a. Play and/or sing individually or in ensembles, employing appropriate harmonic and non-

harmonic tones inn relationship to chords c. Sing extended cohesive musical ideas, not fragments, paced and shaped appropriately

according to length of given solo d. Vary musical material when re-approaching same harmonic progressions (improvises rather

than composes) Performance Tasks: daily class participation, concert participation

Relevance and Application: 1. Spontaneously creating music within various styles allows performers and composers to be

relevant to a variety of audiences in a variety of settings. 2. Understanding composers from different eras allows students to create music in multiple

genres, thereby improving their understanding of relevant history. 3. Composing in various genres allows students to realize the historical and cultural

significance of music. 4. Demonstrating adaptability by changing strategies when necessary to achieve success

transfers to critical abilities in other disciplines and life pursuits. Instruction: 1. Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind

Resources: Expressive Singing Volume 1, Van A. Christy; Sing, Hinshaw Music; Let’s Get Started, Volume 1, Masterworks Press; Alfred’s Essentials in Music Theory; Jenson Sight Singing Course Volumes 1-3, Class Repertoire, Finale, Sibelius, Staff paper



Unit: Chamber Choir/Jazz Choir – Year 4 Timeline: 1 Year


Grade Level Expectations (GLE): High School – Performance Pathway Compose complex music in several distinct styles Inquiry Question(s): 1. Why is important to understand traditional notation when composing music? 2. How does the element of style affect choices of sounds, voicing, etc. Vocabulary: voicing, arranging, style, form, notation, use of technology to write music, additional theoretical terms

Assessments: Original Compositions, Class assignments, Class repertoire analysis

Evidence Outcomes: a. Compose music incorporating appropriate voicing and ranges b. Use a variety of sounds, notational, and technological sources to compose music c. Notate original musical ideas using traditional notation with a variety of clefs d. Notate original musical ideas using non-traditional notation as appropriate

Performance Tasks: To perform an original composition in concert or public setting

Relevance and Application: 1. The ability to create music provides a medium for meaningful self-expression. 2. Understanding the use of traditional notation allows the preservation of original musical

ideas for others to use. 3. Understanding how composers make their livelihood leads to respect for copyright laws. 4. Understanding how music applies to a variety of careers enables students to consider

nontraditional pathways. 5. Using current technologies expands the possibilities for working with sound and making

creative musical decisions. Instruction: 1. Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music

technology, demonstrating originality and technical understanding.

Resources Expressive Singing Volume 1, Van A. Christy; Sing, Hinshaw Music; Let’s Get Started, Volume 1, Masterworks Press; Alfred’s Essentials in Music Theory; Jenson Sight Singing Course Volumes 1-3, Class Repertoire, Finale, Sibelius, Staff paper





Grade Level Expectations (GLE): High School – Performance Pathway Practice of appropriate behavior in cultural activities Inquiry Question(s): 1. What is the importance of performing music from different historical periods, cultures, and traditions? 2. How does gaining and applying knowledge of appropriate behavior as an audience member enhance the concert experience for an individual

and for others? Vocabulary: culture, tolerance, styles of music


Evidence Outcomes: a. Demonstrate respect for the music preferences of others b. Articulate and demonstrate appropriate audience behavior in various kinds of musical

performance and music-related events. Performance Tasks: Concert Performance and concert attendance

Relevance and Application: 1. Historically significant events impact music during the time period and future. 2. Understanding music of different cultures helps people understand the culture as a

whole. Instruction: Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life

Resources Expressive Singing Volume 1, Van A. Christy; Sing, Hinshaw Music; Let’s Get Started, Volume 1, Masterworks Press; Alfred’s Essentials in Music Theory; Jenson Sight Singing Course Volumes 1-3, Class Repertoire, Finale, Sibelius, Staff paper, Visual and Aural Multi-media tools





Grade Level Expectations (GLE): High School – Performance Pathway Evaluation of the quality and effectiveness of musical performances Inquiry Question(s): 1. How will evaluating performances help someone become a better musician? 2. What qualifies a specific performance as exemplary? 3. What makes one performance effective over another? 4. What is the relationship between musical criticism and composers/performers? Vocabulary: Evaluation, Timbre, Critical Analysis


Evidence Outcomes: a. Apply specific criteria from similar or exemplary models in evaluating music by others or

themselves b. Read and understand professional critiques of musical works and performances

Performance Tasks: Concert Performance and concert attendance

Relevance and Application: 1. Using audio or video recordings to critique a musical performance and compare it with

an existing professional review of the same performance builds understanding of artistic license and exemplary components of a performance.

2. Participating in musical assessment exchanges, in which individuals partner with others to exchange reviews of music works in progress, to improve performance provides development of interpersonal skills required to make and accept criticism effectively.

Instruction: 1. Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical

excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations 2. Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical

choices




Unit: Chamber Choir – Year 3 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway Development of criteria-based aesthetic judgment of the artistic process and products in music Inquiry Question(s): 1. Why is it important to cite specific musical details when making judgments about a piece of music? 2. What kind of personal viewpoints or concerns might prevent an objective aesthetic evaluation of amusical work or performance? 3. Art philosophers argue the difference between the qualities and value of original works of visual art and forgeries or the same works. What

issues might be similar in music? 4. Is all music (and art) beautiful? Vocabulary: Plato, Socrates, Philosophy, Aesthetics

Assessments: Written tests and assignments, research presentations, YouTube and concert attendance, Listening Skills

Evidence Outcomes: a. Develop criteria for making informed aesthetic(personal) judgments about music b. Make and defend informed aesthetic (personal) judgments based on the criteria developed c. Discuss, with some understanding, the ideas of aesthetic qualities and aesthetic

appreciation Performance Tasks: Concert Performance and concert attendance

Relevance and Application: 1. The ability to aesthetically critique music provides a more in-depth understanding of

cultural traditions and exemplary works. 2. Exploring the place of process, product, and aesthetic content in music creation and

performance enhances people’s understanding of the meaning of music and its relationship to meaning in life.

Instruction: 1. Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical

excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations. 2. Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates

to the human experience in music.




Unit: Chamber Choir/Jazz Choir – Year 4 Timeline: 1 year


Grade Level Expectations (GLE): High School – Performance Pathway Knowledge of available musical opportunities for continued musical growth and professional development Inquiry Question(s): 1. When looking at the community, how, when, and why is music used? 2. How does pirating music affect composers‟ lives? 3. What kinds of opportunities are available for amateur music-making in American community life? 4. What kinds of people are involved in various kinds of community music efforts? Vocabulary: Community, Cultures, Society, Daily Living, Music Industry, Midi, Mp3

Assessments: Written tests and assignments, research presentations, YouTube and concert attendance, Listening Skills

Evidence Outcomes: a. Articulate pathways to further musical education including but not limited to higher

education, music production, music business, song-writing, community institutions, music-making with others (interpersonal/friends), personal music-making, and music in everyday life.

b. Articulate career pathways that encourage musical and artistic qualities for success Performance Tasks: Concert Performance and concert attendance

Relevance and Application: 1. Knowing how music affects human emotion, people can program appropriate musical

genres for appropriate settings. 2. Understanding how composers earn money for their compositions leads to respect for

copyright laws. 3. Examining the music industry and career pathways that support music performance,

music media, and education provides an understanding of the variety of career opportunities available through music.

Instruction: 1. Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the

place and importance of music in life.


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