MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM...

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Curriculum Writers: Frances Brown and Gary Sebastiao February 2013 MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Joseph H. Gaudet Middle School

Transcript of MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM...

Curriculum Writers: Frances Brown and Gary Sebastiao

February 2013

MIDDLETOWN PUBLIC SCHOOLS

BAND CURRICULUM

GRADES 5-6

Joseph H. Gaudet Middle School

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 1

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 2

he Middletown Music Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Music Curriculum Writers referenced

extensive resources to design the document that included but are not limited to:

• Best Practice, New Standards for Teaching and Learning in America’s Schools

• Classroom Instruction That Works

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Differentiated Instructional Strategies

• Educational websites

• Formative Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano

• National Art Education Association

• National Coalition for Core Arts Standards

• National Standards for Music Education

• Rhode Island K-12 GSEs for Music

• Webb’s Depth of Knowledge

The K-12 Music Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span

Expectations for Music and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested

timeline), rubrics, and checklists.

The curriculum provides learners with a sequential comprehensive education in Music through the study of National Standards for Arts Education that include:

• Singling alone and with others, a varied repertoire of music.

• Performing on instruments, alone and with others, a varied repertoire of music

• Improvising melodies, variations, and accompaniments

• Composing and arranging music within specific guidelines

• Reading and notating music

• Listening to and analyzing, and describing music

• Evaluating music and music performances

• Understanding relationships between music, the other arts, and disciplines outside the arts

• Understanding music in relation to history and culture

And through the study of Rhode Island Grade Span Expectations for Music that include:

• Artistic processes

• Cultural contexts

• Communication

• Aesthetic judgment

• Define content standards— what students should know and be able to do in Music

• Define what all students should know and be able to do by the end of each grade.

• Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12).

• Provide grade level specificity that define the skills and understandings that all students must demonstrate.

T

COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

STANDARDS FOR MUSIC

Mission Statement

The mission of the Middletown Public Schools’ Fine Arts Department

is to provide for all students a life-long appreciation of music and visual arts

which enhances their educational, cultural, and personal lives.

This purpose is accomplished through various creative opportunities and

performances at all levels.

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 3

The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and

challenging).

• Facilitates the integration of Applied Learning Standards (SCANS)

o problem solving

o communication

o critical thinking

o research

o reflection/evaluation.

• Differentiates instruction by varying the content, process, and product and implementing

• Analyzes formative assessment to direct instruction.

• Provides exemplars and rubrics.

• Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).

• Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept

map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart).

• Applies best practice of teaching music education:

o Facilitates peer and self-evaluation

o Organizes and facilitates public performances

REQUIRED COMMON ASSESSMENTS

• Trimester exams

• Formative Assessments

• Concerts

• Assessment Targets

SUGGESTED

• Adjudicated Festivals

o All State

o Solo & Ensemble

o RIMEA

o Out of state competitions

• Anecdotal record effort, attendance, behavior

• Concerts

• Conferencing

• Playing test- live/ taped using performance rubric/checklist

• Peer assessment–concerts using performance

rubric/checklist

• Rehearsals

• Rubrics/checklists

o Listen and analyze

o Performance

• Self-assessment using performance rubric/checklist

• Test

• Written – ELA Common Core

o Argument

o Informational

o Facilitates the integration of technology (computers, Smart Music, Yamaha M.I.E)

o Celebrates/recognizes accomplishments.

RESEARCH-BASED INSTRUCTIONAL STRATEGIES

COMMON and SUGGESTED ASSESSMENTS

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

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Books/ supplementary

• Essential Elements, 2000 (band method book), Book 1 and 2

• NAfME

• RIMEA

• Trade publications

Equipment

• Color instruments

• Instruments

• Metronomes

• Piano

• Recordings and recording devices

• Tuners

Technology

• CDs, CD player/DVD player

• Computers

• Designated sound equipment

• Digital recorders

• Flat screen TV, overhead monitors

• I-pads

• MPs Player

• Overhead projector

• Smartboard™

Videos and DVDs

Websites

• www.noteflight.com (music notation)

• www.audacity.sourceforge.net (recording and editing sounds)

• www.jamstudio.com (create music/songwriting)

• www.blanksheetmusic.net (staff paper)

• www.jwpepper.com (music listening)

• www.musictheory.net (theory)

• www.good-ear.com (ear training)

• www.teoria.com (theory)

• www.hobnox.com (audio tool)

• www.itunes.com

• www.finalenotepad.com (notation)

• www.artopod.com (free drum loops)

• www.smartmusic.com (practicing, accompaniment, and

assessment tool)

• www.itunesu.com (history)

• www.vicfirth.com/education (percussion technique)

• www.metronomeonline.com (practice tool)

• www.pianodox.com

• www.sheetmusicplus.com

• www.youtube.com

• www.makingmusicfun.net

• www.techteacher.com

• www.sfskids.org

• www.musicK8.com

• www.learningobjects,wesleyan.edu/vim (world instrument

music)

• www.worldmusic.nationalgeographic.com

Literature

• Vocal octavos

Materials

• Chorale books for band instrumentation

• Rhythm method books

Recordings

• Professional musician on each instrument

• Band music including various time periods and genres

Sheet music

• Solo

• Small ensemble

Software

• Alfred’s Essentials of Music Theory

• Auralia

• Band-in-a-box

• Finale Notepad™

• Finale™ (notation software)

• Garage band

• I-Tunes

• Mixcraft

• Smart Music

Community

• Performances, recitals

• Guest clinicians

• Rhode Island State Council on the Arts

RESOURCES CHORUS GRADES 5-6

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

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MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 6

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

1. Singing, alone and with

others, a varied

repertoire of music

1.1. Sing accurately and with

good breath control

throughout their singing

ranges, alone and in

small and large

ensembles

PERFORMANCE

The student

1.1.1 Understands the elements of music as they relate to auditing.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

1.1.2 Audiates selected materials appropriate to grade level and

appropriate to performance objectives.

• www.good-ear.com (ear training)

1.1.3 Reads writes, and performs rhythmic patterns using standard

notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8, and eight-note

triplets M1(5-6)-1a

1.1.4 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

• Creates a melodic variation of a familiar melody being

performed in class (e.g., compose short variations to an 8-

bar melody). GSE Target Assessment #1.2

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.good-ear.com (ear training)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

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MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

2. Performing on

instruments, alone and

with others, a varied

repertoire of music

2.1 Performs on at least one

instrument accurately

and independently,

alone and in small and

large ensembles, with

good posture, good

playing position, and

good breath, bow or

stick control. 1b

PERFORMANCE

The student

2.1.1 Understands appropriate posture and appropriate playing

position.

2.1.2 Performs with good posture and good playing position.

• feet flat on floor

• sitting on front of chair

• sitting tall

2.1.3 Identifies and understands:

• percussion sticking

• proper fingering

• slide position

• www.vicfirth.com/education (percussion technique)

2.1.4 Performs on at least one instrument with proper stick position,

proper embouchure utilizing standard techniques of:

• matched grip

• staccato

• legato

• www.vicfirth.com/education (percussion technique)

2.1.5 Plays musical instruments with musical accuracy (e.g., guitar,

keyboard, wind and string instruments)

[Level of Difficulty: 1 on a scale of 1-6 (ensembles) or

commensurate easy difficulty level for other classes (e.g., guitar

and keyboard) M3 (5-6) -1b

2.1.6 Develops and applies two specific criteria provided for critiquing

music (e.g., dynamic contrast and balance: “It’s a good

performance because they played with crescendos and

diminuendos.”)M4 (5-6) -2a

2.1.7 Reads writes, and performs rhythmic patterns using standard

notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.good-ear.com (ear training)

• www.vicfirth.com/education

(percussion technique)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

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MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8, and eight-note

triplets M1(5-6)-1a

2.1.8 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

• Performs familiar songs solo, demonstrating tone, time,

technique, and expression. GSE Target Assessment #3.1

• Plays or sings music from various genres and diverse

cultures within a large ensemble setting. GSE Target

Assessment #3.2

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

2. Performing on

instruments, alone and

with others, a varied

repertoire of music

2.2 Performs with

expression and

technical accuracy a

large and varied

repertoire of

instrumental literature

with a level of 2, on a

scale of 1 to 6. 2b

PERFORMANCE

The student

2.2.1 Knows and applies elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

2.2.2 Identifies the key signatures for the major scales.

2.2.3 Performs music (levels 1-2) from of the following formats:

• overture

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.good-ear.com (ear training)

• www.vicfirth.com/education

(percussion technique)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 9

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

• ballad

• programmatic piece

• march

2.2.6 Identifies and performs expression markings ( e.g. “allegro”,

“con spirito”, “legato” etc.) that are used in the literature that is

being studied.

2.2.7 Reads writes, and performs rhythmic patterns using standard

notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8, and eight-note

triplets M1(5-6)-1a

2.2.8 Plays musical instruments with musical accuracy (e.g., guitar,

keyboard, wind and string instruments)

[Level of Difficulty: 1 on a scale of 1-6 (ensembles) or

commensurate easy difficulty level for other classes (e.g., guitar

and keyboard) M3 (5-6) -1b

2.2.9 Identifies, analyzes, and compares the musical elements in aural

examples from various genres and cultures emphasizing meter and

rhythms M4 (5-6)-1a

2.2.10 Identifies and describes musical forms (e.g., theme and

variations, 12-bar blues)M4 (5-6)-1b

2.2.11 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

• Plays or sings music from various genres and diverse

cultures within a large ensemble setting. GSE Target

Assessment #3.2

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

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MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

2. Performing on

instruments, alone and

with others, a varied

repertoire of music

2.3 Perform music

representing diverse

genres and cultures,

with expression

appropriate for the

work being performed

PERFORMANCE

The student

2.3.1 Applies elements of good performance practice to music of

other cultures.

2.3.2 Identifies instruments from a variety of cultures both visually and

aurally. M2 (5-6)-1a

2.3.3 ASSESSMENT TARGET

• Describes cultural influences, style, genre, historical time

period, and characteristic instrumentation of selected

representative musical selections. GSE Target Assessment

#2.1

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.good-ear.com (ear training)

• www.vicfirth.com/education

(percussion technique)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

2. Performing on

instruments, alone and

with others, a varied

repertoire of music

2.4 Plays by ear simple

melodies on a melodic

instrument.

PERFORMANCE

The student

2.4.1 Understands tonal memory and how it applies to playing by ear.

2.4.2 Utilizes tonal memory to play melodies by ear.

• www.good-ear.com (ear training)

2.4.3 Identifies, analyzes, and compares the musical elements in aural

examples from various genres and cultures emphasizing meter and

rhythm. M4 (5-6) 1a

2.4.4 Composes melodic variations or short original melodies based on

specified parameters e.g.,

• specifying the starting/ending note on do

• staying within pitches of Do-So

• specifying rhythms M1(5-6)-2c

2.4.5 ASSESSMENT TARGET

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.good-ear.com (ear training)

• www.vicfirth.com/education

(percussion technique)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 11

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

tonality. GSE Target Assessment #4.1

2. Performing on

instruments, alone and

with others, a varied

repertoire of music

2. 5 Students who

participate in an

instrumental ensemble

or class perform with

expression and

technical accuracy a

varied repertoire of

instrumental literature

with a level of difficulty

of 3, on a scale of 1 to 6,

including some solos

performed from

memory 2e

PERFORMANCE

The student

2.5.1 Understands the concepts of good ensemble playing which includes

listening for

• balance

• blend

• dynamics

• intonation

• phrasing

• rhythmic accuracy

• tempo

• tone quality

2.5.2 Reads writes, and performs rhythmic patterns using standard

notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8, and eight-note

triplets M1(5-6)-1a

2.5.3 Identifies, analyzes, and compares the musical elements in aural

examples from various genres and cultures emphasizing meter and

rhythm. M4 (5-6) 1a

2.5.4 Comprehends and uses the criteria for enhancing solo performance

which includes

• appropriate articulation – notes played as marked, e.g.

staccato, legato, marcato, accent

• dynamics – differences in volume, e.g. piano/forte

• interpretation – music played according to style, phrasing

• intonation – play to the center of the pitch

• pitch accuracy – plays correct pitches, e.g. a noted on music

play with correct position/fingering on instrument

• rhythmic accuracy – plays correct rhythm, e.g. whole note

receives four beats

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.good-ear.com (ear training)

• www.smartmusic.com (practicing,

accompaniment, and assessment

tool)

• www.vicfirth.com/education

(percussion technique)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 12

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

• tempo - the speed at which the music is performed

• tone – full, rich, characteristic sound

2.5.5 Performs an appropriate part in an ensemble using

• balance

• blend

• dynamics

• intonation

• phrasing

• rhythmic accuracy

• tempo

• tone quality

2.5.6 Develops and applies three specific criteria provided for critiquing

music, e.g., dynamic contrast and balance:

• “It’s a good performance because they played with

crescendos and diminuendos.” M4 (7-8) 2a

2.5.7 Plays musical instruments with musical accuracy (e.g. wind and

percussion instruments)

• Level of Difficulty: 1 on a scale of 1-6 (ensembles) or

commensurate easy difficulty level for other classes (e.g.,

guitar and keyboard) M3 (5-6) 1b

2.5.8 Self-evaluates ensemble/solo performance and corrects mistakes.

• www.smartmusic.com (practicing, accompaniment, and

assessment tool)

2.5.9 Identifies and describes musical forms e.g.,

• theme and variations

• 12-bar blues M4 (5-6) -1b

2.5.10 Develops an understanding by listening to each score to

determine where important parts are and his/her part in relation

to the larger ensemble.

2.5.11 Analyzes aurally while performing.

2.5.12 Recognizes and identifies pitches, rhythms and all musical

directions used in the pieces being studied.

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 13

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

2.5.13 Analyzes listening and performs parts with accurate pitches and

rhythms, paying attention to all musical directions.

2.5.14 Uses aesthetic criteria to compare and contrast music examples

to the provided exemplary model e.g., “I liked the second

version of the song better, because they played with better sound

quality” M4 (5-6) 2b

• tone

• sound quality

• pleasing to the ear

2.5.15 Understands and follows the cues of the conductor.

2.5.16 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

• Performs familiar songs solo, demonstrating tone, time,

technique, and expression. GSE Target Assessment #3.1

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

3. Improvising melodies,

variations, and

accompaniments

3.1 Improvise short

melodies,

unaccompanied and over

given rhythmic

accompaniments, each in

a consistent style, meter,

and tonality

PERFORMANCE

The student

3.1.1 Knows and applies elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

3.1.2 Composes original melodic variations or short original melodies

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 14

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

based on specified parameters, e.g.

• specifying the starting/ending note on do

• staying within pitches of Do-Sol

• specifying rhythms) M1 (5-6)-2b

3.1.3 ASSESSMENT TARGET

• Creates a melodic variation of a familiar melody being

performed in class (e.g., compose short variations to an 8-

bar melody). GSE Target Assessment #1.2

4. Composing and

arranging music within

specific guidelines

4.1 Compose short pieces

within specified

guidelines (e.g., a

particular style, form,

instrumentation,

compositional

technique),

demonstrating how the

elements of music are

used to achieve unity and

variety, tension and

release, and balance

TOOLS

The student

4.1.1 Understands and knows how to use elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

4.1.2 Begins to know and apply notes of scale (1,2,3,5,) as a guideline

for composing.

• www.jamstudio.com (create music/songwriting)

4.1.3 Composes original melodic variations or short original melodies

based on specified parameters, e.g.

• specifying the starting/ending note on do

• staying within pitches of Do-Sol

• specifying rhythms) M1 (5-6)-2b

4.1.4 ASSESSMENT TARGETS

• Uses music software/technology (e.g., Band-in-a-Box,

Garage Band, Mixcraft, etc.) students create an original

arrangement by combining instruments, or changing tempo

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.jamstudio.com (create

music/songwriting)

Software

• Alfred’s Essentials of Music Theory

• Auralia

• Band-in-a-box

• Finale Notepad™

• Finale™ (notation software)

• Garage band

• I-Tunes

• Mixcraft

• Smart Music

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 15

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

or style. GSE Target Assessment #1.3

5. Reading and

notating music

5.1 Read whole, half,

quarter, eighth,

sixteenth, and dotted

notes and rests in 2/4,

3/4, 4/4, 6/8, 3/8, and

alla breve meter

signatures. 5a

PERFORMANCE/ TOOLS

The student

5.1.1 Knows and applies elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

5.1.2 Classifies music of different time signatures.

5.1.3 Plays in a variety of time signatures.

5.1.4 Understands rhythm notation to determine if instruments are in

unison or separate parts.

5.1.5 Recognizes pitch notation to determine if instruments are in

unison or in harmony with each other.

5.1.6 Understands rhythm notation to determine how his/her part fits

in with the greater whole.

5.1.7 Reads, writes and performs rhythmic patterns using standard

notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8

• eight-note tripletsM1 (5-6) -1a

5.1.8 Reads, writes, and performs patterns in a variety of meters,

including meter in 5, meter in 7, and mixed meter. M1 (5-6) -1b

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 16

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

5.1.9 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

5. Reading and notating

music

5.2 Reads at sight simple

melodies in the

appropriate clefs

PERFORMANCE/ TOOLS

The student

5.2.1 Understands rhythms and pitch notation enough to be able to

perform music at sight (up to grade level 1).

• www.smartmusic.com (practicing, accompaniment, and

assessment tool)

5.2.2 Develops the technical facility to play simple melodies without

having to practice.

• sightreading

• www.smartmusic.com (practicing, accompaniment, and

assessment tool)

5.2.3 Develops the ability to play at least three different keys.

5.2.4 Reads, writes and performs rhythmic patterns using standard

notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8

• eight-note triplets. M1 (5-6) -1a

5.2.5 Analyzes the key by the use of key signatures and accidentals.

• scales

5.2.6 ASSESSMENT TARGET

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.smartmusic.com (practicing,

accompaniment, and assessment tool)

• www.musictheory.net (theory)

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

5. Reading and notating

music

The student

TEACHER NOTES

See instructional

strategies in the

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 17

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

5.3 Identify and define

standard notation

symbols for pitch,

rhythm, dynamics,

articulation

and expression. 5c

PERFORMANCE/ TOOLS

5.3.1 Understands clefs and their effect on the lines and spaces of the

musical staff.

• treble

• bass

• www.musictheory.net (theory)

5.3.2 Reads, writes and performs rhythmic patterns using

standard notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8

• eight-note triplets. M1 (5-6) -1a

5.3.3 Understands pitch altering symbols such as sharps, flats and

naturals.

5.3.4 Performs melodies with accurate pitches.

5.3.5 Understands note values in relation to each other.

• www.musictheory.net (theory)

5.3.6 Understands meter and its effect on note values and rhythmic

grouping.

• quarter note is one beat

• eighth note is half of a beat

• www.musictheory.net (theory)

5.3.7 Reads a rhythm (quarter and eighth notes, dotted and their

corresponding rests) from simple to complex with accuracy.

5.3.8 Develops ability to subdivide the musical beat.

5.3.9 Understands and can identify music vocabulary which includes:

• articulation markings

• dynamic markings

• expression markings

• tempo markings

5.3.10 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

introduction and

personalize for this

standard

Web sites

• www.smartmusic.com (practicing,

accompaniment, and assessment tool)

• www.musictheory.net (theory)

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 18

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

Assessment #1.1

5. Reading and notating

music

5.4 Use standard notation

to record their musical

ideas and the musical

ideas of others

PERFORMANCE/ TOOLS

The student

5.4.1 Understands musical notation, including pitch, rhythm, and

dynamics e.g. Rolling Along.

5.4.2 Employs musical notation to express ideas.

• articulation

• pitch

5.4.3 Self- evaluates his/her own work.

5.4.4 Self- corrects written notation.

5.4.5 Composes melodic variations or short original melodies based on

specified parameters, e.g.

• specifying the starting/ending note on do

• staying within pitches of Do-Sol

• specifying rhythms. M1 (5-6)-2b

5.4.6 ASSESSMENT TARGET

• Uses music software/technology (e.g., Band-in-a-Box,

Garage Band, Mixcraft, etc.) students create an original

arrangement by combining instruments, or changing tempo

or style. GSE Target Assessment #1.3

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.smartmusic.com (practicing,

accompaniment, and assessment tool)

• www.musictheory.net (theory)

Software

• Alfred’s Essentials of Music Theory

• Auralia

• Band-in-a-box

• Finale Notepad™

• Finale™ (notation software)

• Garage band

• I-Tunes

• Mixcraft

• Smart Music

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

5. Reading and

notating music

5.5 Students who

participate in a choral or

instrumental ensemble

or class sightread,

accurately and

expressively, music with

a level of difficulty of 2,

on a scale of 1 to 6

The student

5.5.1 Reads, writes, and performs patterns in a variety of meters,

including

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8

• eight-note triplets. M1 (5-6) -1b

5.5.2 Develops the techniques in his/her instrument which enables

him/her to sight read simple melodies.

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• www.smartmusic.com (practicing,

accompaniment, and assessment tool)

• www.musictheory.net (theory)

Software

• Alfred’s Essentials of Music Theory

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 19

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

PERFORMANCE/ TOOLS 5.5.3 Processes musical notation and terminology well enough to sight

read simple melodies.

5.5.4 ASSESSMENT TARGET

• Demonstrates the ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

• Auralia

• Band-in-a-box

• Finale Notepad™

• Finale™ (notation software)

• Garage band

• I-Tunes

• Mixcraft

• Smart Music

standard

6. Listening to analyzing,

and describing music

6.1 Describe specific music

events in a given aural

example, using

appropriate

terminology. 6a

PERCEPTION

The student

6.1.1 Makes comparisons with other repertoire that use the same

devices.

6.1.2 Understands devices that are used to unify a composition.

• harmonic

• melodic

• motives

• repeat

• rhythmic

6.1.3 Identifies, analyzes and compares the use of musical elements in

aural examples from various genres and cultures emphasizing

meter and rhythm. M4 (5-6)-1a

• professional recordings

6.1.4 Identifies and describes musical forms, e.g.

• theme and variations

• 12-bar blues M4 (5-6)-1b

6.1.5 Uses aesthetic criteria to compare and contrast music examples

to the provided exemplary model e.g., “I liked the second version

of the song better, because they played with better sound

quality”. M4 (5-6) 2b

6.1.6 ASSESSMENT TARGET

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• i-Tunes/recordings

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 20

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

6. Listening to analyzing,

and describing music

6.2 Analyze the uses of

elements of music in

aural examples

representing diverse

genres and cultures. 6b

PERCEPTION

The student

6.2.1 Understands the use of the elements of music of different genres

and cultures.

6.2.2 Describes the social, religious, and celebratory functions of a

variety of musical forms from various cultures and time periods

e.g.,

• folk songs

• dances M2 (5-6) -1b

6.2.3 Compares music of different ethnic origins, e.g.

• Spanish/Brazilian

6.2.4 Uses vocabulary correctly to describe music and musical ideas.

6.2.5 ASSESSMENT TARGETS

• Describes cultural influences, style, genre, historical time

period, and characteristic instrumentation of selected

representative musical selections. GSE Target Assessment

#2.1

• Explains the connections between musical concepts and

other disciplines. GSE Target Assessment #2.2

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• i-Tunes/recordings

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

6. Listening to analyzing, and

describing music

6.3 Demonstrate

knowledge of the basic

principles of meter,

rhythm, tonality,

intervals, chords, and

harmonic progressions

in their analyses of

music. 6c

PERCEPTION

The student

6.3.1 Understands what elements of music make a piece unique.

6.3.2 Describes a piece with appropriate musical vocabulary.

• time signature

• key signature

• form

6.3.3 Identifies and describes musical forms, e.g.

• theme and variations

• 12 bar blues M4 (5-6) -1b

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• i-Tunes/recordings

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 21

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

6.3.4 ASSESSMENT TARGET

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

7. Evaluating music and

music performances

7.1 Develop criteria for

evaluating the quality

and effectiveness of

music performances

and compositions and

apply the criteria in

their person listening

and performing. 7a

PERCEPTION

The student

7.1.1 Identifies and analyzes the elements of music.

7.1.2 Identifies, analyzes and compares the musical elements in aural

examples from various genres and cultures emphasizing meter

and rhythm. M4 (5-6)-1a

7.1.3 Comprehends and uses the criteria for evaluating playing

performance that includes:

• Articulation – performing most notes as marked, e.g.

staccato, legato, marcato, accent (grade 6 only)

• Dynamics - loudness or softness of the music (grade 6

only)

• Pitch Accuracy – playing the notes correctly, in the center of

the pitch

• Presentation - proper stage presence to include uniform

dress

• Rhythm - patterns of long and short sounds

• Tone - rich openness and fullness of sound

7.1.4 Develops and applies two specific criteria provided for critiquing

music , e.g.

• dynamic contrast and balance: “It’s a good performance

because they played with crescendos and diminuendos.”

M4 (5-6) 2a

• “I could really hear the difference between the piano and

forte section.”

7.1.5 Applies criteria for evaluating music performance or a solo

performance to the performance of themselves and others.

7.1.6 Plays musical instruments with musical accuracy e.g., wind and

percussion instruments)

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 22

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

Level of Difficulty: 1 on a scale of 1-6 (ensembles) or

commensurate easy difficulty level for other classes (e.g., guitar

and keyboard M3 (5-6) 1b

7.1.7 Understands the criteria for making informed, critical evaluations

of music that includes:

• describing

• analyzing

• interpreting

• judging

7.1.8 Identifies levels of proficiency by evaluating quality of sound,

level of ensemble precision and balance.

7.1.9 Evaluates personal performances as well as those of others based

on comparison to different performance levels.

7.1.10 ASSESSMENT TARGETS

• Performs familiar songs solo, demonstrating tone, time,

technique, and expression. GSE Target Assessment #3.1

• Plays or sings music from various genres and diverse

cultures within a large ensemble setting. GSE Target

Assessment #3.2

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

7. Evaluating music and

music performances

7.2 Evaluate the quality and

effectiveness of their

own and others’

performances,

compositions,

arrangements,

and improvisations

by applying specific

The student

7.2.1 Understands the criteria for making informed, critical evaluations

of music that includes:

• describing

• analyzing

• interpreting

• judging.

7.2.2 Develops and applies two specific criteria provided for critiquing

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 23

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

criteria appropriate for

the style of the music

and offer constructive

suggestions for

improvement. 5b

PERCEPTION

music , e.g.

• dynamic contrast and balance: “It’s a good performance

because they played with crescendos and diminuendos.”

M4 (5-6) 2a

• “I could really hear the difference between the piano and

forte section.”

7.2.3 Comprehends and uses the criteria for evaluating playing

performance that includes:

• Articulation – performing most notes as marked, e.g.

staccato, legato, marcato, accent (grade 6 only)

• Dynamics - loudness or softness of the music (grade 6

only)

• Pitch Accuracy – playing the notes correctly, in the center of

the pitch

• Presentation - proper stage presence to include uniform

dress

• Rhythm - patterns of long and short sounds

• Tone - rich openness and fullness of sound

7.2.4 Understands and identifies exemplary models of :

• arrangement

• composition

• musical performance

7.2.5 Compares other performances based on differing proficiencies in

tone, technique and ensemble precision.

7.2.6 Uses aesthetic criteria to compare and contrast student

performance with professional performance (e.g., “We need to

work harder to create good balance within the sections). M4 (7-

8) 2b

7.2.7 Compares compositions and arrangements based on differences

in quality, musical interest, variety etc.

7.2.7 ASSESSMENT TARGET

• Analyzes a variety of genres and cultures of music

emphasizing expanded forms, instrumentation, and

tonality. GSE Target Assessment #4.1

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 24

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

8. Understands

relationships between

music, the other arts,

and disciplines outside

the arts.

8.1 Compare in two

or more arts how the

characteristic materials

of each art (that is,

sound in music, visual

stimuli in visual arts,

movement in dance,

human inter-

relationships in theater)

can be used to

transform similar

events, scenes,

emotions, or ideas into

works of art. 8a

INTEGRATION

The student

8.1.1 Identifies instruments from a variety of cultures both visually and

aurally. M2 (5-6)-1a

8.1.2 Understands similarities in elements of music to the elements

other arts such as line, space, color, form, texture, etc. and the

principles of music (unity, contrast, repetition, etc.) to the

principles of other arts.

8.1.3 Finds the connections between musical content and other

disciplines, e.g.

• meter/note value to math

• lyric content to ELA

• cultural music to geographical origins M2 (5-6)-2a

• tone in art and tone in music

• rhythm in music and rhythm in dance

• signature in music and signature in ELA

• subdivision in music and subdivision in math

8.1.4 ASSESSMENT TARGETS

• Describes cultural influences, style, genre, historical time

period, and characteristic instrumentation of selected

representative musical selections. GSE Target Assessment

#2.1

• Explains the connections between musical concepts and

other disciplines. GSE Target Assessment #2.2

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

8. Understands

relationships between

music, the other arts,

and disciplines outside

the arts.

8.2 Describes ways in

The student

8.2.1 Understands relationship between musical rhythm, meter,

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 25

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

which the principles

and subject matter of

other disciplines taught

in the school are

interrelated with those

of music. 8b

INTEGRATION

intonation, and resonance to mathematics and physics.

8.2.2 Finds the connections between musical content and other

disciplines, e.g.

• meter/note value to math

• lyric content to ELA

• cultural music to geographical origins M2 (5-6)-2a

• tone in art and tone in music

• rhythm in music and rhythm in dance

• signature in music and signature in ELA

• subdivision in music and subdivision in math

8.2.3 Uses mathematical skill in reading and subdividing rhythms.

8.2.4 Reads, writes and performs rhythmic patterns

using standard notation, including:

• dotted eighth-sixteenth/sixteenth-dotted eighth

• three barred-eighths

• quarter-eighth & eighth-quarter in 6/8

• eight-note triplets. M1 (5-6) -1aM1 (7-8) -1a

8.2.5 Reads, writes, and performs patterns in a variety of meters,

including:

• meter in 5

• meter in 7

• mixed meter. M1 (5-6) -1b

8.2.6 ASSESSMENT TARGETS

• Demonstrates their ability to sight read music by singing or

playing a short, unfamiliar piece of music. GSE Target

Assessment #1.1

• Explains the connections between musical concepts and

other disciplines. GSE Target Assessment #2.2

See suggested

assessments in the

introduction and

personalize for this

standard

9. Understanding music in

relation to history and

culture.

9.1. Identify by genre or

style, aural examples

The student

9.1.1 Recognizes cultural origin and genre of selected musical

examples, providing a rationale for decisions.

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 26

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

of music from various

historical periods and

cultures

CONTEXT

9.1.2 Identifies instruments from a variety of cultures both visually

and aurally. M2 (5-6)-1a

9.1.3 Analyzes and describes characteristics of selected music

examples of different cultural origins and genre.

9.1.4 Finds the connections between musical content and other

disciplines, e.g.

• meter/note value to math

• lyric content to ELA

• cultural music to geographical origins). M2 (5-8)-2a

• tone in art and tone in music

• rhythm in music and rhythm in dance

• signature in music and signature in ELA

• subdivision in music and subdivision in math

9.1.5 ASSESSMENT TARGET

• Describes cultural influences, style, genre, historical time

period, and characteristic instrumentation of selected

representative musical selections. GSE Target Assessment

#2.1

standard

• • Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

9. Understanding

music in relation

to history and culture

9.2 Describe distinguishing

characteristics

representative of

music genres and

styles from a variety of

cultures

CONTEXT

The student

9.2.1 Identifies instruments from a variety of cultures both visually and

aurally. M2 (5-6)-1a

• I-Tunes

• professional recordings

9.2.2 Identifies well-known musicians and composers of American

music such as, jazz, orchestral, wind ensemble, and march, e.g.

• John Phillip Sousa

• Louis Armstrong

• Anne McGinty

• John O’Reilly

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• i-Tunes/recordings

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 27

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

9.2.3 ASSESSMENT TARGET

• Describes cultural influences, style, genre, historical time

period, and characteristic instrumentation of selected

representative musical selections. GSE Target Assessment

#2.1

9. Understanding music in

relation to history and

culture

9.3 Identify various uses of

music in their daily

experiences and

describe characteristics

that make certain music

suitable for each use.

CONTEXT

The student

9.3.1 Understands the importance of music in religion, sports, civic

events, and theater, etc. and is able to identify important

musicians of each.

9.3.2 Finds the connections between musical content and other

disciplines, e.g.

• meter/note value to math

• lyric content to ELA

• cultural music to geographical origins M2 (5-6)-2a

• tone in art and tone in music

• rhythm in music and rhythm in dance

• signature in music and signature in ELA

• subdivision in music and subdivision in math

9.3.3 Analyzes the use of the musical elements to enhance events, e.g.

• sports events - loud dynamics

• funeral - harmony, softer dynamics, fluid melodies

• parades - steady beat

9.3.4 Develops and applies two specific criteria provided for critiquing

music, e.g.

• dynamic contrast and balance: “It’s a good performance

because they played with crescendos and diminuendos.”

(e.g., dynamics, diction, and articulation:

• “They played pizzicato at a piano level.”

• “I understood the meaning of the music, because the choir’s

diction was correct. M4 (5-6) 2a

• “I could really hear the difference between the piano and

forte section.”

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

• i-Tunes/recordings

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 28

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

9.3.5 ASSESSMENT TARGET

• Describes cultural influences, style, genre, historical time

period, and characteristic instrumentation of selected

representative musical selections. GSE Target Assessment

#2.1

10. COMMON

CORE

ELA (Science

and Technical

Subjects)

10.1 Reading

Informational

Text

The student

Grade 6 only

Key Ideas and Details

10.1.1 Cites specific textual evidence to support analysis of scientific and technical texts.

10.1.2 Determines the central ideas or conclusions of a text; provide an accurate summary of the

text distinct from prior knowledge or opinions.

10.1.3 Follows precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks.

Craft and Structure

10.1.4 Determines the meaning of symbols, key terms, and other domain-specific words and

phrases as they are used in a specific scientific or technical context relevant to grades 6–8

texts and topics.

10.1.5 Analyzes the structure an author uses to organize a text, including how the major sections

contribute to the whole and to an understanding of the topic.

10.1.6 Analyzes the author’s purpose in providing an explanation, describing a procedure, or

discussing an experiment in a text.

Integration of Knowledge and Ideas

10.1.7 Integrate quantitative or technical information expressed in words in a text with a version of

that information expressed visually.

10.1.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a

text.

10.1.9 Compares and contrasts the information gained from experiments, simulations, video, or

multimedia sources with that gained from reading a text on the same topic.

Range and Level of Text Complexity

10.1.10 Reads and comprehends science/technical texts in the grades 6– 8 text complexity band

independently and proficiently.

TEACHER NOTES

See instructional

strategies in the

introduction and

personalize for this

standard

RESOURCE NOTES

See resources in the introduction and

personalize for this standard

Web sites

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard

11. COMMON

CORE ELA

(Science

and Technical

The student

Grade 6 only

TEACHER NOTES

See instructional

RESOURCE NOTES

See resources in the introduction and

REQUIRED COMMON

ASSESSMENTS

• Trimester exams

MIDDLETOWN PUBLIC SCHOOLS BAND CURRICULUM GRADES 5-6 Curriculum Writers: Frances Brown and Gary Sebastiao

2/13/2013 Middletown Public Schools 29

MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE Subjects)

11.1 Writing

Arguments and

Informational

Texts

11.1.1 Writes arguments focused on discipline-specific content in which they:

• Introduce a claim(s) about a topic or issue, acknowledge and distinguish the

claim(s) from alternate or opposing claims, and organize the reasons and

evidence logically.

• Support the claim(s) with logical reasoning and relevant, accurate data and

evidence that demonstrate an understanding of the topic or text, using credible

sources.

• Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.

• Establish and maintain a formal style

• Provide a concluding statement or section that follows from and supports the

argument presented

10.1.2 Writes informative texts, including the narration of historical events, scientific

procedures/experiments, or technical processes.

• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,

and information into broader categories as appropriate to achieving purpose;

include

o formatting (e.g., headings)

o graphics (e.g., charts, tables)

o multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples.

• Use appropriate and varied transitions to create cohesion and clarify the

relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to inform about or explain

the topic.

• Establish and maintain a formal style and objective tone.

• Provide a concluding statement or section that follows from and supports the

information or explanation presented.

strategies in the

introduction and

personalize for this

standard

personalize for this standard

Web sites

• i

• Formative

Assessments

• Concerts

• Assessment Targets

See suggested

assessments in the

introduction and

personalize for this

standard