Music Curriculum- Kindergarten

Singing- Introduce

• The learner will sing independently maintaining accurate intonation, steady tempo, and rhythmic accuracy.
• The learner will sing expressively with appropriate dynamics, phrasing, and interpretation.
• The learner will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.

Reading and Notation- Introduce

• The learner will demonstrate and respond to the beat.

Playing Instruments- Introduce

• The learner will demonstrate the ability to play non-pitched rhythm instruments with a steady tempo.
• The learner will play expressively with appropriate dynamics.
• The learner will perform and imitate easy rhythmic echo patterns.

Improvisation and Composition- Introduce

• The learner will improvise and compose short vocal improvisations using a variety of traditional sounds, nontraditional sounds available in the classroom, and body sounds.

Critical Response- Introduce

• The learner will perceive and respond to basic elements of music, including beat, tempo, rhythm, melody, and dynamics.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods.
• The learner responds through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music.
• The learner will describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings.

Role of Artists in Communities- Introduce

• The learner will investigate how artists create their work.

Interdisciplinary Connections- Introduce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Music Curriculum- Grade 1

Singing

• The learner will sing independently maintaining accurate intonation, steady tempo, and rhythmic accuracy. (Reinforce)
• The learner will sing independently maintaining appropriately produced sound (timbre). (Introduce)
• The learner will sing expressively with appropriate dynamics, phrasing, and interpretation. (Reinforce)
• The learner will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods. (Reinforce)
• The learner will sing ostinatos accurately. (Introduce)

Reading and Notation-Reinforce

• The learner will demonstrate and respond to the beat.
• The learner will demonstrate and respond to division of the beat. (Introduce)
• The learner will use a system of syllables to read simple pitch notation in the treble clef. (Introduce)

Playing Instruments- Reinforce

• The learner will demonstrate the ability to play non-pitched rhythm instruments with a steady tempo.
• The learner will play expressively with appropriate dynamics.
• The learner will perform and imitate easy rhythmic echo patterns.
• The learner will play from memory in simple written notation a varied repertoire representing genres and styles from diverse cultures and historical periods.
• The learner will perform easy rhythmic and melodic echo patterns.

Improvisation and Composition- Reinforce

• The learner will improvise and compose short vocal improvisations using a variety of traditional sounds, nontraditional sounds available in the classroom, and body sounds.
• The learner will improvise answers in the same style to given rhythmic and melodic phrases.

Critical Response- Reinforce

• The learner will perceive and respond to basic elements of music, including beat, tempo, rhythm, melody, and dynamics.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods.
• The learner responds through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music.
• The learner will describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings.
• The learner will perceive, describe, and respond to basic elements of music, including pitch, texture, harmony, and form.

Purpose and Meanings in the Arts

• The learner, when listening to music, dance, storytelling, and theatre, explore answers to questions such as “What is the artist trying to say”, “Who made this, and why?” and “How does this work make me feel?”. (Introduce)

Role of Artists in Communities

• The learner will investigate how artists create their work.

Inventions, Technologies, and the Arts- Introduce

· · When the learner uses musical instruments, ask and answer questions such as: “What is this made of?” “How does this instrument produce sound?”” Would I design this differently?”” Who first thought of making something like this?”

Interdisciplinary Connections- Reinforce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Music Curriculum- Grade 2

Singing- Reinforce

• The learner will sing independently maintaining accurate intonation, steady tempo, and rhythmic accuracy, and appropriately produced sound. (Timbre)
• The learner will sing independently maintaining clear diction, and using correct posture. (Introduce)
• The learner will sing expressively with appropriate dynamics, phrasing, and interpretation.
• The learner will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.
• The learner will sing ostinatos accurately.
• The learner will sing simple rounds accurately. (Introduce)
• The learner will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor. (Introduce)

Reading and Notation-Reinforce

• The learner will demonstrate and respond to the beat and division of the beat.
• The learner will use a system of syllables to read simple pitch notation in the treble clef.
• The learner will demonstrate and respond to simple rhythmic notation. (Introduce)

Playing Instruments- Reinforce

• The learner will demonstrate the ability to play non-pitched rhythm instruments with a steady tempo and appropriate dynamics.
• The learner will play from memory in simple written notation a varied repertoire representing genres and styles from diverse cultures and historical periods.
• The learner will perform easy rhythmic and melodic echo patterns.
• The learner will play independently with rhythmic accuracy. (Introduce)
• The learner will play expressively with appropriate phrasing. (Introduce)
• The learner will play expressively using pitched and non-pitched instruments. (Introduce)
• The learner will perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of the conductor. (Introduce)

Improvisation and Composition- Reinforce

• The learner will improvise and compose short vocal improvisations using a variety of traditional sounds, nontraditional sounds available in the classroom, and body sounds.
• The learner will improvise answers in the same style to given rhythmic and melodic phrases.
• The learner will improvise and compose simple rhythmic and melodic ostinato accompaniments. (Introduce)

Critical Response- Reinforce

• The learner will perceive and respond to basic elements of music, including beat, tempo, rhythm, pitch, melody, texture, harmony, form, and dynamics.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods.
• The learner responds through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music.
• The learner will describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings.
• The learner will describe basic elements of music, including beat, tempo, rhythm, pitch, melody, texture, harmony, form, and dynamics. (Introduce)
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods, identifying expressive qualities and instrumentation. (Introduce)

Purpose and Meanings in the Arts- Reinforce

• The learner, when listening to music, dance, storytelling, and theatre, explore answers to questions such as “What is the artist trying to say”, “Who made this, and why?” and “How does this work make me feel?”.

Role of Artists in Communities- Reinforce

• The learner will investigate how artists create their work

Concepts of Style, Stylistic Influence, and Stylistic Change

• Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America. (Introduce)
• Perform or create works inspired by historical or cultural styles. (Introduce)

Inventions, Technologies, and the Arts- Reinforce

· · When the learner uses musical instruments, ask and answer questions such as: “What is this made of?” “How does this instrument produce sound?”” Would I design this differently?”” Who first thought of making something like this?”

Interdisciplinary Connections- Reinforce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Mastery

Music Curriculum- Grade 3

Singing- Reinforce

• The learner will sing independently maintaining accurate intonation, steady tempo, and rhythmic accuracy, and appropriately produced sound (timbre).
• The learner will sing independently maintaining clear diction, and using correct posture.
• The learner will sing expressively with appropriate dynamics, phrasing, and interpretation.
• The learner will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.
• The learner will sing simple rounds and ostinatos accurately.
• The learner will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.
• The learner will sing partner songs accurately. (Introduce)

Reading and Notation-Reinforce

• The learner will demonstrate and respond to the beat and division of the beat.
• The learner will use a system of syllables to read simple pitch notation in the treble clef.
• The learner will demonstrate and respond to simple rhythmic notation.
• The learner will demonstrate and respond to meters (2/4,3/4, & 4/4) and simple rhythmic notation including half notes and quarter notes. (Introduce)
• The learner will demonstrate and respond to traditional terms referring to dynamics and tempo, and interpret them correctly when performing. (Introduce)

Playing Instruments- Reinforce

• The learner will demonstrate the ability to play non-pitched rhythm instruments with a steady tempo and appropriate dynamics.
• The learner will play from memory in simple written notation a varied repertoire representing genres and styles from diverse cultures and historical periods.
• The learner will perform easy rhythmic and melodic echo patterns.
• The learner will play independently with rhythmic accuracy.
• The learner will play expressively using pitched and non-pitched instruments with appropriate phrasing.
• The learner will perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of the conductor.
• The learner will play independently with appropriate technique. (Introduce)
• The learner will perform independent instrumental parts while other students sing or play contrasting parts. (Introduce)

Improvisation and Composition- Reinforce

• The learner will improvise and compose short vocal improvisations using a variety of traditional sounds, nontraditional sounds available in the classroom, and body sounds.
• The learner will improvise answers in the same style to given rhythmic and melodic phrases.
• The learner will improvise and compose simple rhythmic and melodic ostinato accompaniments.
• The learner will improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies. (Introduce)
• The learner will improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including: traditional sounds, non-traditional sounds available in the classroom, and body sounds. (Introduce)
• The learner will create and arrange short songs and instrumental pieces within teacher-specified guidelines. (Introduce)

Critical Response- Reinforce

• The learner will perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, pitch, melody, texture, harmony, form, and dynamics.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods.
• The learner responds through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music.
• The learner will describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods, identifying expressive qualities and instrumentation.
• The learner will perceive, describe, and respond to harmony and meter. (Introduce)
• The learner will use appropriate terminology in describing music, music notation, music instruments and voices, and music performances. (Introduce)
• The learner will identify the sounds of various instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female voices. (Introduce)

Purpose and Meanings in the Arts- Reinforce

• The learner, when listening to music, dance, storytelling, and theatre, explore answers to questions such as “What is the artist trying to say”, “Who made this, and why?” and “How does this work make me feel?”
• The learner will investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities. (Introduce)

Role of Artists in Communities- Reinforce

• The learner will investigate how artists create their work

Concepts of Style, Stylistic Influence, and Stylistic Change

• Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America.
• Perform or create works inspired by historical or cultural styles.

Inventions, Technologies, and the Arts- Reinforce

· · When the learner uses musical instruments, ask and answer questions such as: “What is this made of?” “How does this instrument produce sound?”” Would I design this differently?”” Who first thought of making something like this?”

Interdisciplinary Connections- Introduce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Mastery

Music Curriculum- Grade 4

Singing- Reinforce

• The learner will sing independently maintaining accurate intonation, steady tempo, and rhythmic accuracy, and appropriately produced sound (timbre).
• The learner will sing independently maintaining clear diction, and using correct posture.
• The learner will sing expressively with appropriate dynamics, phrasing, and interpretation.
• The learner will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.
• The learner will sing simple rounds and ostinatos, and partner songs accurately.
• The learner will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

Reading and Notation-Reinforce

• The learner will demonstrate and respond to the beat and division of the beat.
• The learner will use a system of syllables to read simple pitch notation in the treble clef.
• The learner will demonstrate and respond to simple rhythmic notation.
• The learner will demonstrate and respond to meters (2/4,3/4, & 4/4) and simple rhythmic notation including half notes and quarter notes.
• The learner will demonstrate and respond to traditional terms referring to dynamics and tempo, and interpret them correctly when performing.
• Learners will use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher. (Introduce)

Playing Instruments- Reinforce

• The learner will demonstrate the ability to play non-pitched rhythm instruments with a steady tempo and appropriate dynamics.
• The learner will play from memory in simple written notation a varied repertoire representing genres and styles from diverse cultures and historical periods.
• The learner will perform easy rhythmic and melodic echo patterns.
• The learner will play independently with rhythmic accuracy.
• The learner will play expressively using pitched and non-pitched instruments with appropriate phrasing and technique.
• The learner will perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of the conductor.
• The learner will perform independent instrumental parts while other students sing or play contrasting parts.
• Learners will play independently with correct posture and expressively with appropriate articulation. (Introduce)
• Learners will play expressively from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods. (Introduce)
• Learners will echo and perform simple chordal patterns. (Introduce)
• Learners will learn to play independently with accurate intonation. (Introduce)

Improvisation and Composition- Reinforce

• The learner will improvise and compose short vocal improvisations using a variety of traditional sounds, nontraditional sounds available in the classroom, and body sounds.
• The learner will improvise answers in the same style to given rhythmic and melodic phrases.
• The learner will improvise and compose simple rhythmic and melodic ostinato accompaniments.
• The learner will improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies.
• The learner will improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including: traditional sounds, non-traditional sounds available in the classroom, and body sounds.
• The learner will create and arrange short songs and instrumental pieces within teacher-specified guidelines.

Critical Response- Reinforce

• The learner will perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, pitch, melody, texture, harmony, form, and dynamics.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods.
• The learner responds through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music.
• The learner will describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings.
• The learner demonstrates the ability to listen to and describe aural examples of music of various styles, genres, and cultural and historical periods, identifying expressive qualities and instrumentation.
• The learner will perceive, describe, and respond to harmony and meter.
• The learner will use appropriate terminology in describing music, music notation, music instruments and voices, and music performances.
• The learner will identify the sounds of various instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female voices.

Purpose and Meanings in the Arts- Reinforce

• The learner, when listening to music, dance, storytelling, and theatre, explore answers to questions such as “What is the artist trying to say”, “Who made this, and why?” and “How does this work make me feel?”
• The learner will investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities.

Role of Artists in Communities- Reinforce

• The learner will investigate how artists create their work

Concepts of Style, Stylistic Influence, and Stylistic Change- Reinforce

• Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America.
• Perform or create works inspired by historical or cultural styles.
• Learners will perform or create works inspired by historical or cultural styles. (Introduce)
• Learners will identify American styles and genres of dance, music, theatre, or visual arts and architecture, describe their sources, trace their evolution, and cite well known artists associated with these styles. (Introduce)

Inventions, Technologies, and the Arts- Reinforce

· · When the learner uses musical instruments, ask and answer questions such as: “What is this made of?” “How does this instrument produce sound?”” Would I design this differently?”” Who first thought of making something like this?”

Interdisciplinary Connections- Introduce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Mastery

Music Curriculum- Grade 5

Singing-Introduce

• The learner will sing independently with increased accuracy, expanded breath control, and extended vocal range.
• The learner will sing with expression and technical accuracy a repertoire of vocal literature with a level difficulty of 2 on a scale of 1-6.

Reading and Notation- Introduce

• The learner will demonstrate the ability to read whole, half, quarter, eighth notes, and rests in 2/4,3/4, 4/4, and 6/8 time.
• The learner will read simple melodies in the bass clef.
• The learner will use standard notation to record one’s own musical ideas.

Playing Instruments- Reinforce

• The learner will perform on at least one instrument accurately and independently, alone and in small and large ensembles, with appropriate posture, playing position, and technique.
• The learner will perform music representing diverse historical periods, genres and cultures, with expression appropriate for the work being performed.
• The learner will play by ear simple melodies on a melodic instrument. (Introduce)

Improvisation and Composition- Introduce

• The learner will compose simple harmonic accompaniments.
• The learner will improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.
• The learner will compose short pieces for voices or instruments.

Critical Response- Introduce

· · The learner will analyze the uses of elements in aural examples representing diverse genres and cultures.

• The learner will describe specific musical occurrences in a given example using appropriate terminology.
• The learner will listen to formal and informal performances with attention, showing understanding of the protocols of audience behavior appropriate to the style of the performance.

Purpose and Meanings in the Arts- Introduce

• The learner will interpret the meanings of artistic works by explaining how the subject matter and/or form reflects the events, ideas, religions, and customs of people living in a particular time in history.

Role of Artists in Communities- Introduce

• The learner will describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work, and the status of artists; the sources of support for arts; and the ways such as apprenticeship or training in which students learn the skills and knowledge that qualify them to produce or perform artistic work.

Concepts of Style, Stylistic Influence, and Stylistic Change- Reinforce

• Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America.
• Perform or create works inspired by historical or cultural styles.
• Learners will perform or create works inspired by historical or cultural styles.
• Learners will identify American styles and genres of dance, music, theatre, or visual arts and architecture, describe their sources, trace their evolution, and cite well known artists associated with these styles.

Inventions, Technologies, and the Arts- Reinforce

· · When the learner uses musical instruments, ask and answer questions such as: “What is this made of?” “How does this instrument produce sound?”” Would I design this differently?”” Who first thought of making something like this?”

Interdisciplinary Connections- Reinforce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Mastery

Music Curriculum- Grade 6

Singing-Reinforce

• The learner will sing independently with increased accuracy, expanded breath control, and extended vocal range.
• The learner will sing with expression and technical accuracy a repertoire of vocal literature with a level difficulty of 2 on a scale of 1-6.
• The learner will sing music representing diverse cultures and genres, with expression appropriate for the work being performed, and using a variety of languages. (Introduce)

Reading and Notation- Reinforce

• The learner will demonstrate the ability to read whole, half, quarter, eighth notes, and rests in 2/4, 3/4, 4/4, 6/8, and introduce 3/8, 9/8 and 2/2 time.
• The learner will be able to identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Introduce)
• The learner will read simple melodies in the bass clef.
• The learner will use standard notation to record one’s own musical ideas.
• The learner will use standard notation to record others’ musical ideas. (Introduce)

Playing Instruments- Reinforce

• The learner will perform on at least one instrument accurately and independently, alone and in small and large ensembles, with appropriate posture, playing position, and technique.
• The learner will perform music representing diverse historical periods, genres and cultures, with expression appropriate for the work being performed.
• The learner will play by ear simple melodies on a melodic instrument.
• The learner will perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2 on a scale of 1-6. (Introduce)

Improvisation and Composition- Reinforce

• The learner will compose simple harmonic accompaniments.
• The learner will improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.
• The learner will compose short pieces for voices or instruments.
• The learner will improvise melodic embellishments, and simple rhythmic and melodic variations on given pentatonic melodies, and melodies in major keys. (Introduce)

Critical Response- Reinforce

· · The learner will analyze the uses of elements in aural examples representing diverse genres and cultures.

• The learner will describe specific musical occurrences in a given example using appropriate terminology.
• The learner will listen to formal and informal performances with attention, showing understanding of the protocols of audience behavior appropriate to the style of the performance.
• The learner will demonstrate knowledge of the basic principles of meter and rhythm. (Introduce)

Purpose and Meanings in the Arts- Reinforce

• The learner will interpret the meanings of artistic works by explaining how the subject matter and/or form reflects the events, ideas, religions, and customs of people living in a particular time in history.
• The learner will be able to describe how artistic production can shape and be influenced by aesthetic preferences of a society (band and chorus). (Introduce)

Role of Artists in Communities- Reinforce

• The learner will describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work, and the status of artists; the sources of support for arts; and the ways such as apprenticeship or training in which students learn the skills and knowledge that qualify them to produce or perform artistic work.
• The learner will be able to identify and describe careers in at least one art form. (Introduce)
• The learner will be able to describe the function of cultural organizations and art institutions such as museums, symphonies, repertory theaters, dance companies, and historical preservation organizations. (Introduce)

Concepts of Style, Stylistic Influence, and Stylistic Change- Reinforce

• Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America.
• Perform or create works inspired by historical or cultural styles.
• Learners will perform or create works inspired by historical or cultural styles.
• Learners will identify American styles and genres of dance, music, theatre, or visual arts and architecture, describe their sources, trace their evolution, and cite well known artists associated with these styles.
• Learners will identify and describe characteristic features of genres and styles from a variety of world cultures, and cite well-known artists associated with these styles. (Introduce)

Inventions, Technologies, and the Arts- Reinforce

· · When the learner uses musical instruments, ask and answer questions such as: “What is this made of?” “How does this instrument produce sound?”” Would I design this differently?”” Who first thought of making something like this?”

Interdisciplinary Connections- Reinforce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Mastery

Music Curriculum- Grade 7

Singing-Reinforce

• The learner will sing independently with increased accuracy, expanded breath control, and extended vocal range.
• The learner will sing with expression and technical accuracy a repertoire of vocal literature with a level difficulty of 2 on a scale of 1-6 (level 3 for a choral ensemble).
• The learner will sing music written in two and three parts with and without accompaniment. (Introduce)
• The learner will sing music representing diverse cultures and genres, with expression appropriate for the work being performed, and using a variety of languages.

Reading and Notation- Reinforce

• The learner will demonstrate the ability to read whole, half, quarter, eighth notes, and rests in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8 and 2/2 time.
• The learner will be able to identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression in treble and bass clef.
• The learner will use standard notation to record one’s own musical ideas, and those of others.
• The learner will be able to read and sing at sight simple melodies and intervals in both the treble and bass clefs. (Introduce)
• The choral/instrumental ensemble learner will be able to sight read accurately and expressively, music with a difficulty level of 2 on a scale of 1-6. (Introduce)

Playing Instruments- Reinforce

• The learner will perform on at least one instrument accurately and independently, alone and in small and large ensembles, with appropriate posture, playing position, and technique.
• The learner will perform music representing diverse historical periods, genres and cultures, with expression appropriate for the work being performed.
• The learner will play by ear simple melodies on a melodic instrument.
• The learner will perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2 on a scale of 1-6.

Improvisation and Composition- Reinforce

• The learner will compose simple harmonic accompaniments.
• The learner will compose short pieces for voices or instruments within teacher specified guidelines, using the elements of music to achieve unity and variety, tension and release, and balance. (Introduce)
• The learner will improvise melodic embellishments, and simple rhythmic and melodic variations on given pentatonic melodies, and melodies in major keys.

Critical Response- Reinforce

· · The learner will analyze the uses of elements in aural examples representing diverse genres and cultures.

• The learner will describe specific musical occurrences in a given example using appropriate terminology.
• The learner will listen to formal and informal performances with attention, showing understanding of the protocols of audience behavior appropriate to the style of the performance.
• The learner will demonstrate knowledge of the basic principles of meter and rhythm.
• The learner will demonstrate knowledge of the basic principles of tonality, intervals, chords, and harmonic progressions in one’s analysis of music. (Introduce)
• The learner will interpret more complex music through movement.

Purpose and Meanings in the Arts- Reinforce

• The learner will interpret the meanings of artistic works by explaining how the subject matter and/or form reflects the events, ideas, religions, and customs of people living in a particular time in history.
• The learner will be able to describe how artistic production can shape and be influenced by aesthetic preferences of a society (band and chorus).

Role of Artists in Communities- Reinforce

• The learner will describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work, and the status of artists; the sources of support for arts; and the ways such as apprenticeship or training in which students learn the skills and knowledge that qualify them to produce or perform artistic work.
• The learner will be able to identify and describe careers in at least one art form.
• The learner will be able to describe the function of cultural organizations and art institutions such as museums, symphonies, repertory theaters, dance companies, and historical preservation organizations.

Concepts of Style, Stylistic Influence, and Stylistic Change- Reinforce

• Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America.
• Perform or create works inspired by historical or cultural styles.
• Learners will perform or create works inspired by historical or cultural styles.
• Learners will identify American styles and genres of dance, music, theatre, or visual arts and architecture, describe their sources, trace their evolution, and cite well known artists associated with these styles.
• Learners will identify and describe characteristic features of genres and styles from a variety of world cultures, and cite well-known artists associated with these styles.

Inventions, Technologies, and the Arts- Introduce

· · The learner will identify and describe examples of how the discovery of new inventions and technologies, or the availability of new materials brought about changes in the arts in various time periods and cultures.

· · The learner will be able to identify and describe examples of how artists make innovative uses of technologies and inventions.

Interdisciplinary Connections- Reinforce

• The learner will integrate and apply knowledge of music to learning other disciplines.

Mastery

Music Curriculum- Grade 8

Singing-Reinforce

• The learner will sing independently with increased accuracy, expanded breath control, and extended vocal range.
• The learner will sing with expression and technical accuracy a repertoire of vocal literature with a level difficulty of 2 on a scale of 1-6 (level 3 for a choral ensemble).
• The learner will sing music representing diverse cultures and genres, with expression appropriate for the work being performed, and using a variety of languages.
• The learner will sing music written in two and three parts (up to four in a choral ensemble) with and without accompaniment.

Reading and Notation- Reinforce

• The learner will demonstra