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- Music Scope & Sequence (2017-2018)
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Scope & Sequence Charts
- ELA Scope & Sequence (2023-2024)
- Math Scope & Sequence (2019-2020)
- Science Scope & Sequence (2021-2022)
- Social Studies Scope & Sequence (2023-2024)
- Art Scope & Sequence (2017-2018)
- Business Scope & Sequence (2021-2022)
- Counseling Scope & Sequence (2023-2024)
- FACS Scope & Sequence (2016-2017)
- Gifted Scope & Sequence (2023-2024)
- Industrial Tech Scope & Sequence (2017-2018)
- Library Science Scope & Sequence (Revised 2020-2021)
- Music Scope & Sequence (2017-2018)
- PE & Health Scope & Sequence (2017-2018)
- Theatre Scope & Sequence (2017-2018)
- World Language Scope & Sequence (2020-2021)
-
Music Scope & Sequence
MUSIC SCOPE & SEQUENCE
CARL JUNCTION R-1 SCHOOL DISTRICT
2017-2018
Grade Level
Creating
Performing
Responding
Connecting
Kindergarten
- Create accompaniments for songs and stories
- Play instruments with a steady beat
- Move to music with a steady beat
- Perform body percussion with a steady beat
- Echo rhythms with a steady beat
- Sing tunefully
- Play many different kinds of music
- Read simple rhythms in duple meter
- Sing and play loudly and softly
- Explore and demonstrate different musical opposites: high/low, fast/slow, and soft/loud
- Use different types of voices: singing, speaking, whispering, and shouting
- Be respectful while watching a performance
- Move to music and show sound and silence
- Identify lullabies, marches, and nursery rhymes/chants
- Describe the function of lullabies, marches, and nursery rhymes/chants
- Describe how elements of music are used in lullabies, marches, nursery rhymes/chants
- Self-assess the quality of performance
- Tell the difference between male, female, and children’s voices
- Tell the difference between nature, man-made and animal sounds
- Describe how a piece of music makes you feel
- Explore the relationship between music and disciplines outside the arts
- Use literary skills in the creation and interpretation of music
Grade Level
Creating
Performing
Responding
Connecting
1st Grade
- Create accompaniments for songs and stories
- Improvise short rhythmic patterns
- Perform with a steady beat
- Echo rhythms with a steady beat
- Sing and play instruments with fast and slow tempi
- Sing and play following the directions of the teacher
- Sing tunefully
- Play many different kinds of music
- Read simple rhythms using quarter notes, quarter rests, and eighth note pairs
- Explore and demonstrate different musical opposites: high/low, fast/slow, long/short, smooth/separated, soft/loud, and up/down
- Move to show different musical opposites
- Use icons for high and low sounds
- Be respectful while watching a performance
- Identify circle games, call and response songs, Western music, and non-Western music
- Describe the function of circle games, call and response songs, Western music, and non-Western music
- Describe how elements of music are used in circle games, call and response songs, Western music, and non-Western music
- Self-assess the quality of performance
- Recognize music of now and long ago
- Tell the difference between male, female, and children’s voices
- Tell the difference between accompanied and unaccompanied music
· Describe what you imagine when you hear a piece of music
· Use words such as happy/sad, light/dark, and same/different to describe works of music, art, dance, or theatre
· Identify ways other disciplines are interrelated to music
· List common themes found in all subject areas
· Use literary skills in the creation and interpretation of music
Grade Level
Creating
Performing
Responding
Connecting
2nd Grade
- Improvise short rhythmic and melodic patterns
- Create a simple rhythmic phrase
- Sing, play, and perform a variety of songs while following the directions of the teacher
- Echo short rhythm patterns
- Demonstrate loud and soft
- Demonstrate fast and slow
- Sing with accurate pitch
- Read and perform simple rhythmic patterns
- Be respectful while watching a performance
- Demonstrate appropriate stage presence
- Identify accompanist and soloist responsibilities
- Recognize basic musical forms
- Move to musical opposites and basic forms
- Hear and tell the difference between pitched and non-pitched percussion
- Identify melodies that move up, down, or stay the same
- Identify p for piano and f for forte
- Self-assess the quality of performance
- Describe a personal response to tempo
- Identify ways other disciplines are interrelated to music
- Identify and describe the function of music in many settings and cultural events
- Use literacy skills in the creation and interpretation of music
Grade Level
Creating
Performing
Responding
Connecting
3rd Grade
- Improvise simple rhythmic and melodic accompaniments
- Create a simple rhythmic and melodic composition
- Sing, play, and perform a variety of songs while following the directions of the teacher
- Echo short rhythmic and melodic patterns on instruments
- Demonstrate dynamics and tempi
- Sing with accurate pitch
- Read and perform simple rhythmic patterns
- Be respectful while watching a performance
- Identify composer and conductor responsibilities
- Recognize basic musical forms
- Move to music forms and expressive elements
- Identify instrument families
- Hear and tell the difference between methods of sound production and ensemble groupings
- Identify standard symbols and notate rhythmic patterns and dynamics
- Interpret expressive markings
- Compare and contrast terms used in the arts
- Identify “The Star-Spangled Banner” as the National Anthem
- Self-assess the quality of performance
- Describe a personal response to tone
- Identify ways other disciplines are interrelated to music
- Identify and describe the function of music in many settings and cultural events
- Use literacy skills in the creation and interpretation of music
Grade Level
Creating
Performing
Responding
Connecting
4th Grade
- Analyze, identify and notate rhythmic patterns
- Identify treble clef pitches
- Sing varied songs
- Play varied songs
- Match pitch
- Echo rhythms on instruments
- Play three pitches on an instrument
- Create a variety of music and movement
- Improvise
- Discuss and demonstrate listening behaviors
- Identify forms and composition techniques
- Self-assess quality of performance
- Respond to music examples
- Identify elements of diverse cultures
- Identify and describe teacher-selected genres
- Identify ways other disciplines are related to music
- Music related careers
- School involvement opportunities
- Distinguish between vocal and orchestral groupings
- Instruments in diverse cultures
- Science of sound in string and percussion instruments
- Use literacy skills in the creation and interpretation of Music
5th Grade
- Create rhythms on classroom instruments.
- Create an opera.
- Perform in front of class.
- Perform in small groups.
- Perform in large groups.
- Sing and play a variety of songs.
- Sing and play instruments with fast and slow tempo
- Sing and play following the directions of the teacher
- Sing tunefully
- Play and sing many different kinds of music
- Read simple and complex rhythms using quarter notes, quarter rests, and eighth note pairs
- Understand proper behavior in a performance
- Understand and demonstrate appropriate audience behavior
- Identify different genres of music.
- Critique the work of others.
- Evaluate and assess their own performance.
- Being able to identify different musical instrument families.
- Comprehend what a composer is expressing within the song.
- Explore the value of music and how it makes one feel.
Grade Level
Creating
Performing
Responding
Connecting
6th Grade Music
- Create folk rhythm song.
- Develop a simple melody.
- Create music through an app, such as Garage Band.
- Perform in front of class.
- Perform in small groups.
- Perform in large groups.
- Sing and play a variety of songs
- Sing and play instruments with fast and slow tempi
- Sing and play following the directions of the teacher
- Sing tunefully
- Play many different kinds of music
- Read complex rhythms using quarter notes, quarter rests, and eighth note pairs
- Understand proper behavior in a performance
- Understand and demonstrate appropriate audience behavior
- Identify different genres of music.
- Critique the work of others.
- Evaluate and assess their own performance.
- Being able to identify different musical instrument families.
- Comprehend what a composer is expressing within the song.
- Explore the value of music and how it makes one feel.
6th Grade Band
- Create rhythms with eighth, quarter, half, and whole notes
- Perform with body movements the rhythms
- Perform etudes from the book daily to enhance abilities
- Perform age appropriate musical selections for the first time to understand full band arrangements and how they should sound
- Use musical vocabulary to interpret music (dynamics, articulation, etc.)
- Students will perform publicly and demonstrate material mastered and concert etiquette
- Use given criteria to critique performances using musical vocabulary
- Formative assessment daily to respond to rehearsal sections
- Analyze and apply the general feeling of song (slow and pretty, march, fast and loud, etc.)
- Use the interpretation to apply musical elements to the song
- Apply basic feelings (happy, sad, angry) to the style of the music
Grade Level
Creating
Performing
Responding
Connecting
JH Boys Chorus
- Notate meter, rhythm, pitch, and dynamics
· Sing with technical accuracy and good tone
· Rehearse using effective strategies and techniques
· Sight sing simple rhythms and melodies
· Demonstrate expressive elements in a performance
- Determine quality/non quality performances with criteria and justification
- Use literary skills in the creation and interpretation of music
JH Girls Chorus
- Notate meter, rhythm, pitch, and dynamics
· Sing with technical accuracy and good tone
· Rehearse using effective strategies and techniques
· Sight sing simple rhythms and melodies
· Demonstrate expressive elements in a performance
- Determine quality/non quality performances with criteria and justification
- Use literary skills in the creation and interpretation of music
JH Advanced Chorus
- Notate meter, rhythm, pitch, and dynamics
· Sing with technical accuracy and good tone
· Rehearse using effective strategies and techniques
· Sight sing simple rhythms and melodies
· Demonstrate expressive elements in a performance
- Determine quality/non quality performances with criteria and justification
- Use literary skills in the creation and interpretation of music
Grade Level
Creating
Performing
Responding
Connecting
Intro to Piano Keyboarding 7
- Notate meter, rhythm, and pitch
- Perform a short song
- Perform the C Major scale
- Clap, count, play rhythms
- Use literary skills in the creation and interpretation of music (guided listening and critiquing)
- Use literary skills in the creation and interpretation of music
Band 7
- Create rhythms in meters such as 4/4 and 6/8
- Use created rhythms to compose short melodies
- Perform age appropriate musical selections to expand musical knowledge
- Use musical vocabulary to interpret music (dynamics, articulation, etc.)
- Students will perform publicly and demonstrate material mastered and concert etiquette
- Use given criteria to critique performances
- Formative assessment daily to respond to rehearsal sections
- Listen to other recordings (both of older bands in the CJ program or professional groups) and use musical vocabulary to describe the style, timbre, and interpretation of the music
- Interpret intent of music (what the composer was thinking)
- Ask and answer “why are we playing this”
- Take personal experiences and apply them to musical selections
Grade Level
Creating
Performing
Responding
Connecting
Band 8
- Compose a short melody using a pentatonic scale
- Select music based on technical skill and context of performance
- Demonstrate and explain musical form, (Rondo, Sonata Allegro form, etc.)
- Identify expressive elements, (dynamics, tempo, meter)
- Use rehearsal recordings to provide self-reflection and peer feedback to refine the performance
- Perform expressively with appropriate interpretation, and technical accuracy to audience and context
- Evaluate a musical performance based on given or created criteria. Include analysis of context and experience
- Interpret the meaning of the musical work; cite musical elements and context
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- Share personally created melodies or arrangements
- Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
HS Band
- Develop criteria to select programs to study
- Develop appropriate rehearsal strategies
- Demonstrate understanding and mastery of technical demands and expressive qualities of music
- Demonstrate ability to connect with an audience
- Use personally-developed criteria to choose music for purpose and context.
- Demonstrate analysis of structures, contexts, and performances.
- Justify interpretations of expressive intent and meaning of musical works.
- Demonstrate how interests, knowledge, and skills relate to personal choices in music.
- Demonstrate understanding of relationships between music and the arts, disciplines, contexts, and life.
HS Mixed Chorus
- Notate meter, rhythm, pitch, and dynamics
· Sing with technical accuracy and good tone
· Rehearse using effective strategies and techniques
· Sight sing simple rhythms and melodies
· Demonstrate expressive elements in a performance
- Use literary skills in the creation and interpretation of music
HS Piano Keyboarding
- Create rhythms and melodies by composing a short song
- Perform a short song on the piano
- Perform major and minor scales
- Perform standard rhythmic and melodic notation with correct pitch placement on the keyboard
- Perform a varied repertoire
- Use literary skills in the creation and interpretation of music (song critiques)
· Use literary skills in the creation and interpretation of music
Grade Level
Creating
Performing
Responding
Connecting
HS Women’s Chorus (CJ Spirito)
- Sing with technical accuracy and good tone
- Rehearse using effective strategies and techniques
- Sight sing simple rhythms and melodies
- Demonstrate expressive elements in a performance
- Determine quality/non quality performances with criteria and justification
- Use literary skills in the creation and interpretation of music
HS Concert Choir (CJ Cantabile)
- Sing with technical accuracy and good tone
- Rehearse using effective strategies and techniques
- Sight sing simple rhythms and melodies
- Demonstrate expressive elements in a performance
- Determine quality/non quality performances with criteria and justification
- Use literary skills in the creation and interpretation of music
HS Jazz Band
- Improvise original melodic/motivic ideas over given chords
- Perform improvised solos based on scales, chords, and style
- Perform jazz music in a variety of styles and historical periods
- Judge the quality of musical performances of both professional and student groups
- Use recordings in rehearsals to evaluate personal performance
- Relate jazz styles to historical periods
- Relate certain jazz styles to different cultures
HS Dynamics/
Chamber Choir
- Create improvised scatting
- Sing with technical accuracy and good tone
- Rehearse using effective strategies and techniques
- Perform and move on stage with purpose and energy
- Work collectively to create an ensemble work
- Display correct performance practice
- Perform music in service to school and community
- Use literary skills in the creation and interpretation of music