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Music Scope & Sequence (2017-2018)

Music Scope & Sequence

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
1^st 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
2^nd 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
3^rd 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
4^th 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
5^th 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
6^th 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.
6^th 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