MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS GENERAL...

Curriculum Writers: Emma Hookway and Claire Johnson

January 2013

MIDDLETOWN PUBLIC SCHOOLS

GENERAL MUSIC CURRICULUM

GRADES 3-4

Aquidneck Elementary School, Forest Avenue Elementary, and Joseph H. Gaudet Middle School

MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson

2/13/2013 Middletown Public Schools 1



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.



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

• Formative and Summative Assessments (art work)

• Assessment Targets

SUGGESTED

• Anecdotal record effort, attendance, behavior

• Checklists (performance)

• Conferencing

• Journals

• Peer assessment–performance rubric/checklist

• Performance (vocal and instrumental)

• Rubrics/checklists (performance)

• Playing test- live using performance rubric/checklist

• Self-assessment using performance rubric/checklist

• Written – ELA Common Core

o Opinion

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



Books/ supplementary

• “Music Express” (periodicals, John Jacobson)

• Be Recorder Star

• Interactive Music Powered by Silver Burdett (latest edition)

• Music and You (MacMillan)

• NAfME

• Recorder Classroom

• Recorder Karate

• RIMEA

• Share the Music Textbook Series (McGraw-Hill)

• Spotlight on Music ((McGraw-Hill)

• The Music Connection (Silver Burdett)

• Trade publications

Equipment

• Hand bells

• Instruments

• Metronomes

• Orff instruments (xylophone)

• Piano

• Recordings and recording devices

• Yamaha MIE Keyboard System

Technology

• CDs, CD player/DVD player

• Computers

• Digital recorders

• Flat screen TV, overhead monitors (currently NA)

• I-pads

• MP3 Player

• Overhead projector

• Smartboards™ (currently NA)

• Videos, DVD’s

• Yamaha Mie

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

• Choral musicals (Music K8)

Materials

• Clip boards

• Pencils

• Staff paper

• Walking board staff

Recordings

• Current artists

• Music from various time periods and genres

• Professional recordings

• Textbook CD series

Sheet music

• Choral musicals

• Yamaha MIE Keyboard Music (current)

• Recorder Karate

• Recorder Classroom

Software

• Alfred’s Essentials of Music Theory

• Auralia

• Band-in-a-box

• Finale

• Garage band

• I-Tunes

• Mixcraft

• Smart Music

Community

• Navy Band

• Performances, recitals

• Philharmonic Music School

• Rhode Island State Council on the Arts

RESOURCES ELEMENTARY SCHOOL



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

1. Singing, alone and with

others, a varied

repertoire of music

1.1. Sing independently, on

pitch and in rhythm,

with appropriate

timbre, diction, and

posture, and maintains

a steady tempo, (a)

PERFORMANCE

The student

1.1.1 Sings a varied repertoire of music from diverse cultures, including

rounds, ostinatos, and descants with musical accuracy. M3 (3-4)

-1a, e.g.

• participates in grade 4 choral rehearsals

• completes two performances.

1.1.2 Reads, writes, and performs rhythmic patterns using standard

notation, including:

• whole note/rest

• sixteenth-note patterns

• eighth-quarter-eighth syncopation

• dotted quarter-eighth/eighth-dotted quarter

• dotted half note. M1(3-4) -1a

1.1.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-

re-do, ti) and known songs using

• solfege e.g.,

• absolute pitch letter names e.g., recorder B, A, G, E, and D,

barred instruments using treble clef patterns M1(3-4) -1c

o www.good-ear.com (ear training)

1.1.4 Begins to identify the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

o www.sfskids.org

1.1.5 Begins to understand accurate vocal practices:

• breathing

• posture

• sound production

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.sfskids.org

• www.artopod.com (free drum

loops)

• www.itunes.com

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance

(choral/recorder)

Rubrics/checklists

(performance)

Self-assessment using

performance

rubric/checklist

Written – ELA Common

Core

• Opinion

• Informational



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

1.1.6 Begins to sing scales and melodies using Kodaly hand signals and

solfege syllables

1.1.7 Sings on pitch and in rhythm alone and with others using a steady

tempo.


1.1.8 Performs selected materials appropriate to grade level and

appropriate to performance, e.g.

• Gather Round

• Skin and Bones

• Noble Duke of York

• I Love the Mountains

o www.itunes.com

1.1.9 Begins to sing with

• breath control

• enunciation

• intonation

• phrasing

1.1.10 Self-evaluates and self corrects vocal performance.

1.1.11 ASSESSMENT TARGET

• Sings and plays (together and alone) a variety of styles and

genres of music in a variety of settings. GSE Assessment

Target #3.1

1. Singing, alone and

with others, a varied

repertoire of music

1.2 Sing expressively,

with appropriate

dynamics, phrasing,

and nterpretation. (b)

PERFORMANCE

The student


rounds, ostinatos, and descants with musical accuracy. M3 (3-4) –

1a, e.g.



1.2.2 Begins to recognizes the elements of music:

• beat

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.musictheory.net (theory)

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

o www.musictheory.net (theory)

1.2.3 Begins to identify and sing appropriate

• articulation

• breathing

• dynamics (p,f, crescendo, diminuendo)

• enunciation

• phrasing

1.2.4 Self-evaluates and self corrects vocal performance.




Target #3.1

standard

1 Singing, alone and

with others, a phrasing,

varied repertoire of

music

1.3 Sing from memory

a varied repertoire of

songs representing

genres and styles from.

( c)

PERFORMANCE

The student



1a, e.g.



1.3.2 Begins to identify the elements of music representing diverse

genres and cultures.

• beat

• dynamics

• form

• harmony

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• melody

• pitch

• rhythm

• tempo

• timbre/tone

o e.g. Fanga Alafia

o e.g. Kyle, Kyle Kule

o www.itunes.com

1.3.3 Begins to identify appropriate

• articulation

• breathing

• phrasing

in diverse genres and cultures.

1.3.4 Sings music representing diverse genres and cultures (e.g. folk,

multi-cultural, patriotic, and holiday song) with

• appropriate articulation

• breathing

• phrasing

1.3.5 Self-evaluates and self corrects vocal performance. (grade 4)




Target #3.1

1. Singing, alone and with

others, a varied

repertoire of music

1.4 Sing ostinatos, partner

songs, and rounds. (d)

PERFORMANCE

The student



1a, e.g.





TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com


loops)

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• whole note/rest

• sixteenth-note patterns (grade 4)


• dotted quarter-eighth/eighth-dotted quarter (grade 4)


1.4.3 Reads, writes, and performs simple patterns in meters of

• 2/4

• 3/4

• 4/4

• 6/8 (grade 4) M1(3-4) -1b

1.4.4 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-

do, ti) and known songs using

• solfege e.g.,



1.4.5 Begins to recognize the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

1.4.6 Begins to identify

• ostinatos

• partner songs

• rounds, e.g.

o Row, Row, Your Boat

o Frere Jacques

o I Love the Mountain

� www.itunes.com

� www.artopod.com (free drum loops)

1.4.7 Sings ostinatos, partner songs, and rounds.

standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

1.4.8 Evaluates self and peer performances.

1.4.9 ASSESSMENT TARGETS

• Chants rhythmic patterns using rhythmic mnemonics (e.g.,

word chants, rhythm syllables of ta ti-ti or du du-de). GSE

Assessment Target #1.1

• Echo sings/chanst short rhythmic or melodic pentatonic

patterns and play short rhythmic or melodic pentatonic

patterns on pitched barred instruments. GSE Assessment

Target #1.2



Target #3.1

2. Performing on

instruments, alone

and with others, a


music

2.1 Perform on pitch, in

rhythm, with

appropriate dynamics

and timbre, and

maintain a steady

tempo (a) MENC

The student



• whole note/rest






• 2/4

• 3/4

• 4/4

• 6/8 (grade 4) M1(3-4) -1b



• solfege e.g.,



TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


loops)

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

2.1.4 Plays classroom instruments, pitched and unpitched, with musical

accuracy (e.g., recorders, castanets), e.g. M3 (3-4)-1b

• drums

• hand bells

• keyboards

• recorder e.g.

o breath control

o tonguing

o fingering

o proper playing position/posture

• triangle

• woodblocks

• xylophones

o www.artopod.com (free drum loops)

2.1.5 Recognizes the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

2.1.6 Understands accurate playing practices – sticking and sound

production on classroom percussion instruments, keyboards, and

recorders, e.g.

• breath control

• tonguing

• fingering

• proper playing position/posture

2.1.7 Begins to perform on classroom instruments on pitch and in

rhythm with appropriate dynamics alone and with others using a

steady tempo, e.g.

• recorder

• various percussion instruments

• keyboard

Performance

(choral/recorder)

Rubrics/checklists

(performance)


performance

rubric/checklist


Core

• Opinion

• Informational



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

2.1.8 Performs selected materials appropriate to grade level and

appropriate to performance, e.g.

• Recorder Karate

• Yamaha MIE (Music in Education)Program


• Echo sings/chants short rhythmic or melodic pentatonic



Target # 1.2



Target #3.1

2. Performing on

instruments, alone

and with others, a


music

2.2 Perform easy rhythmic,

melodic, and chordal

patterns accurately and

independently on

rhythmic, melodic, and

harmonic classroom

instruments (b)

The student



• whole note/rest






• 2/4

• 3/4

• 4/4

• 6/8 (grade 4) M1(3-4) -1b

2.2.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-

re-do, ti) and known songs using

• solfege e.g.,



TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


loops)

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE



• drums

• keyboard

• recorder

o breath control

o tonguing

o fingering


• triangle

• woodblocks

• xylophones


2.2.5 Recognizes the elements of music:

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

representing diverse genres and cultures.





Target #1.2

• Accompanies their singing using body percussion

accompaniment. GSE Assessment Target #3.2

2. Performing on

instruments, alone

and with others, a


music. MENC

The student

TEACHER NOTES

See instructional

strategies in the

introduction and


RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

2.3 Perform expressively a


music representing

diverse genres

and styles. (c)



• whole note/rest






• 2/4

• 3/4

• 4/4

• 6/8 (grade 4) M1(3-4) -1b



• solfege e.g.,





• drums

• keyboard

• recorder

o breath control

o tonguing

o fingering


• triangle

• woodblocks

• xylophones


• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

standard

•


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• tempo

• timbre/tone

2.3.6 Performs instrumental accompaniments parts.

2.3.7 Self-evaluates and self corrects instrumental performance.





Target #1.2



Target # 3.1

3. Improvising melodies,

variations, and

accompaniments

3.1 Improvise “answers” in

the same style to given

rhythmic and melodic

ostinato accompaniments

(a)

PERFORMANCE

The student

3.1.1 Improvises answers in the same style to given melodic or

rhythmic patterns. M1 (3-4) 2a

3.1.2 Performs the “answer” in the same style to the given rhythmic

and melodic phrase.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

3.1.3 Improvises his/her own rhythmic and melodic phrase.

• rhythm instruments

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• recorders




patterns on pitched barred instruments. GSE Target

Assessment #1.2

rubric/checklist

Performance

(choral/recorder)

Rubrics/checklists

(performance)


performance

rubric/checklist


Core

• Opinion

• Informational

3. Improvise melodies,

variations, and

accompaniments. MENC

3.2 Improvise simple

rhythmic and melodic

ostinato

accompaniments. (b)

The student

3.2.1 Improvises answers in the same style to given melodic or rhythmic

patterns. M1 (3-4) 2a.

3.2.2 Composes or arranges music to accompany readings or

dramatizations, e.g.

• Frog Went a Courtin

• Skin and Bones M1 (3-4)-2b


• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

3.2.4 Improvises as solo and group using pentatonic scale , e.g.

• Hot Cross Buns

• Merrily We Roll Along

• Keyboard

• Xylophone





Target #1.2

3. Improvise melodies,

variations, and

accompaniments. MENC

3.3 Improvise simple

rhythmic variations and

simple melodic

embellishments on

familiar melodies. (c)

The student

3.3.1 Improvises answers in the same style to given melodic or rhythmic

patterns. M1 (3-4) –2a

3.3.2 Improvises as solo and group using pentatonic scale.

• classroom melodic percussion

• Orff instruments


• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

3.3.4 Uses rhythmic instruments for sound effects.

3.3.5 Improvises his/her own rhythmic and melodic embellishment to a

given song, e.g. Twinkle Twinkle Little Star

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE





Target #1.2

4. Composing and

arranging music within

specific guidelines

4.1 Create and arrange

music to accompany

readings or

dramatizations. (a)

TOOLS

The student

4.1.1 Composes or arranges music to accompany readings or

dramatizations (e.g., music for a “haunted house”, music for a

reading of The Little Engine that Could).

M1(3-4)-2b


4.1.2 Begins to recognize and applies elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

4.1.3 Performs composition for peers and/or others.

4.1.4 Adds instrumental sounds to illustrate a story or poem.

4.1.5 Selects music to accompany a story or poem.





Target #1.2

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.noteflight.com (music

notation)

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance

(choral/recorder)

Rubrics/checklists

(performance)


performance

rubric/checklist


Core



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Opinion

• Informational

4. Composing and

arranging music within

specific guidelines

4.2 Use a variety of

sound sources

when composing.

(c)

The student

4.2.1. Composes or arranges music to accompany readings or

dramatizations (e.g., music for a “haunted house”, music for a

reading of The Little Engine that Could).

M1(3-4)-2b


4.2.2 Begins to recognize and apply elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

4.2.3 Performs composition for peers and/or others.

4.2.4 Adds instrumental sounds to illustrate a story or poem.

4.2.5 Selects music to accompany a story or poem.

4.2.6 Uses classroom instruments, voices and body percussions to

compose songs given a beginning and an end.

4.2.7 Evaluates performance of self and peers and self corrects.





Target #1.2

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


notation)

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5. Reading and

notating music

5.1 Read whole, half,

dotted half, quarter,

and eight notes and

rests in 2/4, 3/4, 4/4 ,

meter signatures.

(a) PERFORMANCE/

TOOLS

The student



• whole note/rest





o www.noteflight.com (music notation)

o www.makingmusicfun.net

5.1.2 Knows elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

5.1.3 Recognizes note values:

• whole

• half

• quarter

• eighth

• dotted notes

5.1.4 Recognizes time signatures in:

• �

�

• �

�

• �

�

• �

� (grade 4)

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


notation)


STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance

(choral/recorder)

Rubrics/checklists

(performance)


performance

rubric/checklist


Core

• Opinion

• Informational



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.1.5 Analyzes music examples for appropriate note values and time

signatures.

• Music book songs

• Keyboard and recorder songs


• Chanst rhythmic patterns using rhythmic mnemonics (e.g.,



5. Reading and notating

music

5.2 Use a system (that is,

syllables, numbers, or

letters, to read simple

pitch notation in the

treble clef in major keys.

(b)

PERFORMANCE/ TOOLS

The student

5.2.1 Reads, writes, and performs

• patterns of pitch, e.g. :

o la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-do, ti)

• known songs using solfege, e.g.,

o Sourwood Mountain, Chairs to Mend, Cancion

de cuna

• absolute pitch letter names e.g.,

o recorder B, A, G, E, and D, barred instruments

using treble clef patterns. M1 (3-4)1c

o keyboard

o recorder

5.2.2 Knows elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

5.2.3 Identifies lines notes and space notes on the treble clef.

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.2.4 Begins to identify names of notes on the treble staff.

5.2.5 Identify bass clef and treble clef.

5.2.6 Plays from treble clef staff notation on the recorder.


• Chant rhythmic patterns using rhythmic mnemonics (e.g.,




music

5.3 Identify symbols and

traditional terms

referring to dynamics,

tempo, and articulation

and interpret them

correctly when

performing. ( c)

PERFORMANCE/ TOOLS

The student



• whole note/rest







• 2/4

• 3/4

• 4/4

• 6/8 (grade 4) M1(3-4) -1b



• solfege e.g.,



5.3.3 Begins to read and perform musical notation and symbols e.g.

• mp, p, f, mf, crescendo, diminuendo, repeat signs, D.S. al

coda, tempo


TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites


REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.3.4 Applies knowledge of musical notations and symbols to a given

rhythm/melody.


• Chants rhythmic patterns using rhythmic mnemonics (e.g.,



• Describes the use of musical elements, musical form, and

instrumentation using supporting illustrations, charts, or

visuals. (Responses incorporate appropriate musical

terminology by grade 4.). GSE Assessment Target #4.1


music

5.4 Use standard symbols to

notate meter, rhythm,

pitch, and dynamics in

simple patterns

presented by the

teacher. (d)

PERFORMANCE/ TOOLS

The student



• whole note/rest

• sixteenth-note patterns


• dotted quarter-eighth/eighth-dotted quarter



• 2/4

• 3/4

• 4/4

• 6/8 (grade 4) M1(3-4) -1b



• solfege e.g.,



• Keyboard

•

5.4.4 Demonstrates knowledge of notation in treble clef, e.g. recorder

low C to high D

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• Finale™ (notation software)

• Finale Notepad™

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

5.4.5 Demonstrates understanding of rhythmic notation and

corresponding note value.

5.4.6 Listens to and analyzes personal and peer musical ideas.




patterns on pitched barred instruments.. GSE Assessment

Target #1.1



Target #3.1

6. Listening to analyzing,

and describing music

6.1 Identify simple music

forms when presented

aurally. (a)

The student

6.1.1 Identifies simple musical forms (e.g., AABA, AABB, rondo). M4 (3-

4)-1b

• CD’s

• www.itunes.com

6.1.2 Begins to know elements of music

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

6.1.3 Identifies verse/refrain and call/response.

6.1.4 Differentiates between same and contrasting sections (e.g. ABA)

when presented aurally.

6.1.5 Analyzes simple music form e.g. AB, ABA, and AABB when

presented aurally.

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance

(choral/recorder)



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

6.1.6 Begins to demonstrate an understanding of simple musical forms

through various means, e.g.

• shapes

• graphics

• numbers

• actions

6.1.7 Identifies like and different melodies, introduction and interludes in

a given music listening piece.


• Describse the use of musical elements, musical form, and



terminology by grade 4). GSE Assessment Target #4.1

Rubrics/checklists

(performance)


performance

rubric/checklist


Core

• Opinion

• Informational



6.2 Demonstrate perceptual

skills by moving, by

answering questions

about, and by describing

aural examples of music

of various styles

representing diverse

cultures. (b)

PERCEPTION

The student

6.2.1 Identifies and classifies timbres using specified categories, e.g.

• instruments of the orchestra

• jazz combos

• world instruments of

o idiophones (auxiliary, percussion)

o aerophones (wind instruments)

o chordaphones (string instruments)

o membranaphones (drums) M4 (3-4) -1c

6.2.2 Uses the terminology of music in discussing individual preferences

for specific music from diverse cultures. M2 (3-4) -1a

• creative movement

• active listening

• questions and answers

• compare and contrast

• identifying traditional and non traditional

6.2.3 Describes music and identifies melody, rhythm, harmony, and

timbre using appropriate music terminology. M4 (3-4) -1a

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

6.2.4 Begins to know elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

6.2.5 Demonstrates understanding of music changes in tempo or meter.

6.2.6 Identifies aurally example such as changes in

• dynamics

• key (e.g. major vs. minor)

• meter

• orchestration/instrumentation

• style

• tempo





terminology by grade 4.). GSE Assessment Target # 4.1



6.3 Use appropriate

terminology in

explaining music, music

notation, music

instruments and voices,

and music

performances. ( c)

PERCEPTION

The student

6.3.1 Describes music and identifying melody, rhythm, harmony, and

timbre using appropriate music terminology, e.g. M4 (3-4) -1a

•••• high/low, fast/slow, loud/soft, ascending/descending

melody, even and uneven rhythm patterns

•••• and through

o creative movements

o active listening

o questions and answers

o compare and contrast

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• i-Tunes/recordings

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

o identifying traditional and non-traditional

instruments

6.3.2 identifies simple musical forms e.g.,

• AABA

• AABB

• rondo M4 (3-4) 1b

6.3.3 Begins to understand the use of elements of music in different

genres and cultures., e.g.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone





terminology by grade 4.). GSE Assessment Target #4

standard

6. Listening to analyzing, and

describing music

6.4 Respond through

purposeful movement

to selected prominent

music characteristics or

to specific music events

while listening to music.

(e)

PERCEPTION

The student







o active listening




TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

instruments

6.4.2 Begins to knows elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

6.4.3 Identifies meters, intervals (steps, leaps, repeats).

6.4.4 Recognizes major/minor tonalities.

6.4.5 Selects the correct meter to an aural presentation.

• musical theater

• recordings





terminology by grade 4.)

7. Evaluating music and

music performances

7.1 Devise criteria

for evaluating

performances and

compositions. (a)

PERCEPTION

The student







o active listening




TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

instruments

•••• compare and contrast

o orchestra vs. concert band

o children vs. adult voices

o women’s vs. men

o elements of music

7.1.2 Uses age-appropriate music vocabulary to critique music (e.g.,

“The tempo is allegro in the A section.” “I hear a crescendo

before the cymbal crash.”) M4 (3-4) -2a

•••• Record in journals

7.1.3 Comprehends the criteria for evaluating musical performances

(ensemble, solo, or self) that includes:

• Dynamics – loudness or softness of the music

• Pitch – singing or playing notes correctly

• Presentation – proper stage presence, uniform dress,

appropriate performance etiquette • Rhythm – patterns of long and short sounds

7.1.4 Begins to identify elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

7.1.5 Recognizes rhythmic and tonal accuracy.





terminology by grade 4.) Assessment Target #4.1

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance

(choral/recorder)

Rubrics/checklists

(performance)


performance

rubric/checklist


Core

• Opinion

• Informational



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

7. Evaluating music and

music performances

7.2 Explain, using

appropriate music

terminology, their

personal preferences

for specific musical

works and styles. (b)

PERCEPTION

The student

7.2.1 Uses age-appropriate music vocabulary to critique music (e.g.,

“The tempo is allegro in the A section.” “I hear a crescendo

before the cymbal crash.”) M4 (3-4) -2a

•••• Record in journals

7.2.2 Uses appropriate music vocabulary to identify aesthetic qualities

in music and explain personal preferences for a specific musical

composition (e.g., “When the tempo speeds up, it makes me feel

nervous”.) M4 (3-4) -2b

7.2.3 Comprehends the criteria for evaluating musical performances

(ensemble, solo, or self) that includes:

• Dynamics – loudness or softness of the music

• Pitch – signing notes correctly

• Presentation – proper stage presence to include uniform

dress • Rhythm – patterns of long and short sounds

7.2.4 Begins to know the elements of music:

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

7.2.5 Identifies different genres of music, e.g. Jazz, Rock, Classical, Pop,

Opera, Country and uses music terminology to express what they

like or dislike about the different genres of music.

7.2.6 Recognizes high-quality vs. low quality musical performances,

compositions, and arrangements.

• www.itunes.com

• www.youtube.com

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com • www.youtube.com

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

7.2.7 Choses criteria for musical evaluation e.g.

• appropriateness of specific style

• elements of music

• repertoire





terminology by grade 4.) GSE Assessment Target #4.1

8. Understands

relationships between

music, the other arts,

and disciplines outside

the arts.

8.1 Identify similarities

and differences in the

common terms used in

various arts. (a))

INTEGRATION

The student

8.1.1 Integrates several arts disciplines (dance, music, theatre, or the

visual arts) to communicate meaning or thematic content., e.g.

M2 (3-4)-2a

• meter/note value to math

• lyric content to ELA

• cultural music to geographical origins

8.1.2 Identifies genres and time periods and compares with the visual

arts, theater and dance (e.g. impressionism).

• Musicals

• www.itunesu.com (history)

8.1.3 Describes how musical artistic, and theatrical styles reflect the

sign of the times e.g.

• Aura Lee and the Charleston

• Cape Cod Shantey and Blow the Wind Southerly with

Winslow Homer

• Monet with Mussorgsky

• The Nutcracker Suite, Tchaikovski (grade 4)

8.1.4 Classifies musical, theatrical and artistic styles to appropriate

time periods.

8.1.5 Designs a drawing representative of the music.

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

• www.itunes.com

•

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist

Performance

(choral/recorder)

Rubrics/checklists

(performance)




MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

8.1.6 Creates a dance representative of the time and music.

• Musical theater


• Works together to present a class or school play integrating

dance, music, and art to tell a story or commemorate an

event. GSE Assessment Target #2.2

performance

rubric/checklist


Core

• Opinion

• Informational

8. Understands

relationships between

music, the other arts,

and disciplines outside

the arts.

8.2 Identify ways in

which principles

and subject

matter of other

disciplines taught

in the school are

interrelated with

those of music.

(b)

INTEGRATION

The student


visual arts) to communicate meaning or thematic content., e.g.

M2 (3-4)-2a

• meter/note value to math

• lyric content to ELA

• cultural music to geographical origins

8.2.2 Identifies simple musical forms e.g., AABB, rondo

•••• AABA

•••• AABB

•••• rondo M4 (3-4) 1b

8.2.3 Identifies subject matter (American history, science) and the

relation to music.

8.2.4 Recognizes how music plays a role in the other subjects and vice

versa, e.g.

• math -music time signatures, fractions

• science - acoustics, vibrations.

• ELA lyrics inked to poetry

• music culture/social medium

8.2.5 Identifies how music plays a role historically and culturally, e.g.

• social studies- patriotic songs, anthems, religious and folk

songs).

• Musical theater

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

8.2.6 Analyzes how music plays a part in other disciplines:

• culturally

• historically

• scientifically

8.2.7 Concludes the importance of the arts and academics.


• Works together to present a class or school play integrating

dance, music, and art to tell a story or commemorate an

event. GSE Assessment Target #2.2




terminology by grade 4.). GSE Assessment Target #4.1

9. Understanding music in

relation to history and

culture.

9.1 Identify by genre or

style aural examples of

music from various

historical periods and

cultures. ( a)

CONTEXT

The student

9.1.1 Uses the terminology of music in discussing individual

preferences for specific music from diverse cultures.. M2 (3-4)-1a

• records in journal

9.1.2 Analyzes how music plays a part historically and culturally in our

world.

9.1.3 Listens to musical examples from various time periods and

relate it to its historical era.

9.1.4 Listens to music from different cultures and relate it to its

cultural origins.

9.1.5 Applies music by genre or style when presented aurally to various

historical periods

• American history songs from the revolution, Civil War,

slavery, George M. Cohan, rock n’ roll, patriotic songs etc.)

• Western songs and explorers (Westward travel “Old

West”, “Clementine” I’ve been working on the Railroad”

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

STANDARDIZED AND

REQUIRED

• Formative

Assessments


Anecdotal record

effort, attendance,

behavior

Conferencing

Journals

Playing test- live

using performance

rubric/checklist

Peer assessment–

performance

rubric/checklist



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

Aaron Copland.


• Recognizes and describes music and celebrations of

different cultures (e.g., cultures represented in the school

population, everyday life, cultures studied). GSE


Performance

(choral/recorder)

Rubrics/checklists

(performance)


performance

rubric/checklist


Core

• Opinion

• Informational

9. Understanding

music in relation

to history and

culture

9.2 Describe in

simple terms how

elements of

music are used in

music examples

from various

cultures of the

world. (b)

CONTEXT

The student

9.2.1 Uses the terminology of music in discussing individual

preferences for specific music from diverse cultures. M2(3-4)1a

9.2.2 Identifies the use of music in various cultures and time periods

through discussion about the cultures represented in the school

population and beyond. M2(3-4)1b

• records in journals

9.2.3 Begins to recognize elements of music.

• beat

• dynamics

• form

• harmony

• melody

• pitch

• rhythm

• tempo

• timbre/tone

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

9.2.4 Describes different ways the elements of music are used in music

from different cultures.

9.2.5 Explores the cultural and historical origin of music through its

distinguishing characteristics.

• rhythm

• meter

• key (major/minor, atonal, pentatonic)

• orchestration

.






9. Understanding music in


culture

9.3 Identify various uses

of music in their daily

experiences and

describe characteristics

that make certain music

suitable for each use. ( c)

CONTEXT

The student



population and beyond, e.g. M2(3-6 )-1b

• Social, religious and celebratory functions of music from a

variety of cultures

o folk songs/dances

o traditional music/dances


visual arts) to communicate meaning or thematic content. M2 (3-

4)-2a

9.3.2 Recognizes various uses of music in their daily experiences e.g.

radio, TV, video games, movies, CD, MP3, ipod

9.3.3 Identifies music characteristics (rally, relaxing, mood, dancing) that

are used in their daily experiences.

9.3.4 Classifies certain characteristics that make music in daily

experiences suitable for each use.

TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

9.3.5 Selects music appropriate for daily activities.

9.3.6 Discusses why or why not certain music is used for different

activities.






9. Understand music in


culture MENC

9.4 Identify and

describe roles of

musicians in

various music

settings and

cultures. (d)

The student



population and beyond. M2 (3-4)-1b

9.4.2 Listens and observes musicians perform from the community.

9.4.3 Examines the role of musicians in different counties and cultures

throughout the world.

9.4.4 Works with “Artist in Residence,” e.g.

• Aubrey Atwater/Donnelly Trio

• Navy Band

• Rhode Island Philharmonic Music School Programs

• Rhode Island State Council on the Arts






TEACHER NOTES

See instructional

strategies in the

introduction and


standard

RESOURCE NOTES



Web sites

•

REQUIRED COMMON

ASSESSMENTS

• Formative and

Summative

Assessments (art

work)


See suggested

assessments in the

introduction and


standard

9. Understand

music in relation to

history and culture

MENC

9.5 Demonstrate

The student

9.5.1. Identifies the use of music in various cultures and time periods


population and beyond. M2 (3-4)-1b



MUSIC

STANDARDS

MUSIC /BENCHMARKS

INSTRUCTIONAL

STRATEGIES


EVIDENCE

audience

behavior

appropriate for

the context and

style of music

performed. (e)

9.5.2 Understands the proper audience etiquette for attending:

• assemblies

• town meetings

• concerts

• plays

• musical

9.5.3 Models and practices proper audience etiquette throughout

the school year.






MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS GENERAL...

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Transcript of MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS GENERAL...