instrumental music grade level: 2-8 - florham park … instrumental music curriculum florham park...

2012 Instrumental Music CurriculumFlorham Park Public Schools

FLORHAM PARK PUBLIC SCHOOLS

Content Area: Instrumental Music

Course Title: Instrumental Music Grade Level: 2-8

Table of ContentsI. PhilosophyII. Objectives

III. InterdisciplinaryConnections

IV. 21 st century skills

V. 2nd grade stringsVI. 3 rd -5 th grade band

a) woodwindb) brassc) percussion

VII. 3-5 th grade orchestraVIII. Grade 5 handbells

IX. 6th grade banda) woodwindb) brass

X. percussiona) 7th grade band

woodwindb) brass

XI. percussionXII. 8 th grade band

a) woodwindb) brass

XIII. percussionXIV. Middle school strings

a) 6th gradeb) 7th gradec) 8th grade

Date Created: July/August 2012

Board Approved on: August 2012

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.


PHILOSOPHY

The purpose of the instrumental music education in the curriculum can be best understood only asa part of aesthetic education, and aesthetic education, in turn can be properly understood only aspart of the total education of the whole child.

The function of instrumental music education in the curriculum should be to provide musicexperiences to all those children who are interested in playing an instrument and who havedeveloped sufficient motor and coordination skills so that their experiences can be botheducational and enjoyable.

The child must feel as well as think. In addition to learning and discovering, he/she must learn tobe creative. Therefore, we must cultivate in the child a sensitivity to the world of sound, form andemotional empathy, just as intellectually we must make the child cognizant of language,symbolism, and abstract tools of thought.



Objectives Content Area: Instrumental Music

General Objectives: To develop in the child a love, appreciation and enjoyment of instrumental music through participation.

To develop in the child a means of self expression contributing to the emotional well being of the child.

To develop the personal quality of discriminate listening.

To develop through the music of other cultures and of other times, the awareness of the interdependence of people and their cultures.

To develop an appreciation of world music, its traditions and styles, by the performance of a wide range of music literature.

To develop skills as aid to musical expression.

To develop self-discipline and time management skills through regular practice.

To build a repertoire of music for individual and group performance.

To provide the basis of a lifelong appreciation of instrumental music whether as professional musicians, amateur players or as knowledgeable listeners.

SPECIFIC OBJECTIVES:

To develop a discriminate ear.

To develop rhythmic qualities.

To read and interpret music symbols.

To achieve proper positioning and posture.

To develop a pleasing tone and adequate range of playing on the instrument.

To develop pitch discrimination.

To develop a degree of fine motor skill and coordination.

To learn scales and chords.



To understand simple harmonic principles.

To learn the care and respect which must be given to a musical instrument.

To develop personal pride and self confidence through accomplishment and theexperience of success.

Specific Objectives:To develop a discriminate ear.

To develop rhythmic qualities.

To read and interpret music symbols.

To achieve proper positioning and posture.

To develop a pleasing tone and adequate range of playing on the instrument.

To develop pitch discrimination.

To develop a degree of fine motor skill and coordination.

To learn scales and chords.

To understand simple harmonic principles.

To learn the care and respect which must be given to a musical instrument.

To develop personal pride and self confidence through accomplishment and theexperience of success.



Primary interdisciplinary connections:Math: Keeping time and rhythm, counting, measurementELA: Listening skills, communicationScience: Frequency and pitchHistory: World composers and composers of the United States

21st century themes:

Learning and Innovation SkillsThink CreativelyUse a wide range of idea creation techniques (such as brainstorming) Create new and worthwhile ideas (both incremental and radical concepts) Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative effortsWork Creatively with OthersDevelop, implement and communicate new ideas to others effectivel Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes

Communication and collaborationCommunicate ClearlyArticulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual)

Critical Thinking and Problem SolvingReason EffectivelyUse various types of reasoning (inductive, deductive, etc.) as appropriate to the situation

Use Systems ThinkingAnalyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Solve Problems Solve different kinds of non-familiar problems in both conventional and innovative ways Identify and ask significant questions that clarify various points of view and lead to better solutions

Communication and CollaborationCommunicate ClearlyArticulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a

variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as



assess their impactCommunicate effectively in diverse environments (including multi-lingual)

Collaborate with OthersDemonstrate ability to work effectively and respectfully with diverse teamsExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalAssume shared responsibility for collaborative work, and value the individual contributions made by each team member

Life and Career SkillsFlexibility & AdaptabilityAdapt to ChangeAdapt to varied roles, jobs responsibilities, schedules and contextsWork effectively in a climate of ambiguity and changing priorities

Be FlexibleIncorporate feedback effectivelyDeal positively with praise, setbacks and criticismUnderstand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

Initiative & Self-DirectionManage Goals and TimeSet goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently

Work IndependentlyMonitor, define, prioritize and complete tasks without direct oversight

Be Self-directed LearnersGo beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrate initiative to advance skill levels towards a professional level Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress

Social & Cross-Cultural SkillsInteract Effectively with OthersKnow when it is appropriate to listen and when to speakConduct themselves in a respectable, professional manner

Work Effectively in Diverse TeamsRespect cultural differences and work effectively with people from a range of social and cultural backgroundsRespond open-mindedly to different ideas and values Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

Productivity & Accountability



Produce ResultsDemonstrate additional attributes associated with producing high quality products including the abilities

to: Work positively and ethically Manage time and projects effectively Multi-task Participate actively, as well as be reliable and punctual Present oneself professionally and with proper etiquette Collaborate and cooperate effectively with teams Respect and appreciate team diversity Be accountable for results

Leadership & ResponsibilityGuide and Lead OthersUse interpersonal and problem-solving skills to influence and guide others toward a goal Leverage strengths of others to accomplish a common goal Inspire others to reach their very best via example and selflessness Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to OthersAct responsibly with the interests of the larger community in mind

National StandardsNational Standards:Standard 1 Singing, alone and with others, a repertoire of music.

Standard 2 Performing on instruments, alone and with others, a varied repertoire of music.

Standard 3 Improvising melodies, variations, and accompaniments.

Standard 4 Composing and arranging music within specified guidelines.

Standard 5 Reading and notating music.

Standard 6 Listening to, analyzing, and describing music.

Standard 7 Evaluating music and music performances.

Standard 8 Understanding relationships between music and other arts, and disciplines outside of the



arts.

Standard 9 Understanding music in relation to history and culture.

2nd Grade stringsContent Area: Instrumental Music

Unit Title: Strings

Target Course/Grade Level: 2

Unit Summary This unit is designed primarily for students in grade two who want to be involved in the instrumental music program. At grade two, fine and gross motor coordination is still developing, students in the second grade will get to know the violin. They will learn the basic fingerings, basic note reading, following a director, working with a group, independent practice, and simple songs. This will get them ready to for the next level where they will either be able to choose another instrument or continue with their stringed instrument.

Learning TargetsStandards: 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures.1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Content StatementsEar training and listening skill are prerequisites for musical literacy.The elements of music are foundational to basic music literacy.Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties.Creating and performing music provides a means of self-expression for very young learners.CPI # Cumulative Progress Indicator (CPI)1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural



prompts and printed scores.

1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.

1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.

1.1.2.B.4 Categorize families of instruments and identify their associated musical properties.

1.3.P.B.2 Use a variety of musical instruments to create music, alone and/or with others, using different beats, tempos, dynamics, and interpretations.

1.3.P.B.3 Clap or sing songs with repetitive phrases and rhythmic patterns.

1.3.P.B.4Listen to, imitate, and improvise sounds, patterns, or songs.

Unit Essential Questions How do I properly care for my violin? What are the fingerings for notes on the

violin? How do I read music?

Unit Enduring Understandings Being responsible for your instrument is

the first step in learning how to play, it is important to take good care of it so you can play well and be in tune. Students will learn the fingering patterns

for A, D, G Music is read on a staff

Unit Learning TargetsStudents will ...

realize through practice and performance: whole, half, dotted half, quarter, dotted quarter, and eighth and sixteenth notes, and the corresponding rests. Read, perform and play from memory the scales of: A Major, D Major, and G Major. To play 2

octaves of these scale. To perform music literature bearing these key signatures as well as that composed in multiple keys. Recognize and perform music literature composed in a variety of forms.

Evidence of LearningSummative Assessment (X days) Through out the year- teacher observation and student performance.

Equipment needed: violin

Teacher Resources: Ed Sueda beginning book

Grades 3-5 bandContent Area: Instrumental music

Unit Title: Band

Target Course/Grade Level: 3-5



Unit Summary At the third through fifth grade level, and in conjunction with the vocal program, students will be introduced to the instruments, which are currently taught in the school. Through observation of performances by the school’s band and orchestra, through demonstration and counseling from the instrumental music teacher and with consultation with parents, the child is helped to choose which instrument he/she will study. The child will already have experienced playing the flutophone as part of the vocal program.All third graders will have experience in playing informally in small ensembles. Those who are capable of doingso will be invited to join the fourth and fifth grade band or orchestra.

In grades 3 and 4 all beginning students will learn the proper care and assembly of instruments.

All students will begin work in a Method Book, which will be chosen by the band director. Lesson books and materials used in instrumental classes will include, but are not restricted to: folk tunes, patriotic songs, studies and various technique building exercises which address problems characteristic to a particular instrumentEach student will receive one homogeneously grouped lesson per week. Lessons at the elementary school level are30 minutes in length and rotate each week to better accommodate the students’ regular schedules.

Band and orchestra rehearsals will begin at the discretion of the instructor based on the rate of progress made by the group as a whole. The band rehearsals are organized so that each major group of instruments has a rehearsal alone for 30 minutes, followed by a 30-minute group rehearsal of the full band. The orchestra meets for rehearsal as a whole group for two, 30-minute periods per week.

Primary interdisciplinary connections: see contents

21st century themes: see contents

Learning TargetsStandards1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures.1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art

Content StatementsComplex scores may include compound meters and the grand staff.Music composition is governed by prescribed rules and forms that apply to both improvised and scored



music.Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.

CPI # Cumulative Progress Indicator (CPI)1.3.5.B.1 Sing or play music from complex notation, using notation systems in treble and bass clef,

mixed meter, and compound meter.

1.3.5.B.3 Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.

1.3.5.B.4 Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational systems.

1.1.5.B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.

Unit Essential Questions How do I assemble and care for my

instrument? What are the basics of tone, quality and

production through diaphragmatic breathing, embochure formation and proper articulation How do I read music?

Unit Enduring Understandings Proper care and assembly for instrument

will be introduced the first few weeks of band class It is important to take into consideration

your posture, breathing and mouth/hand position when playing an instrument. Music is read on a staff and rhythm is

determined by what the note looks like drawn on paper; ie/quarter note verses eighth note; more detailed description will be presented in band class

Unit Learning TargetsStudents will ...Demonstrate proper instrument assembly.

Demonstrate proper playing position.

Identify the basics of tone, qualityand production through diaphragmaticbreathing, embouchure formation andproper articulation (“tu” and “du”attack).



Demonstrate proper instrument care andmaintenance.

Achieve rudimentary reading skills.

Evidence of LearningSummative Assessment (X days)Teacher observation, and student participation- quarterly assessment

Equipment needed: woodwind, brass, or percussion instrument

Teacher Resources: Method book



Formative Assessments

teacher observation student participation listening skills

schedule following attendance at rehearsals attendance at concert

Assessments and ActivitiesLesson

Woodwinds Grades 3&4 Recognize and perform simplemelodies bearing the flowing keysignatures: Flute – B flat and E flatMajor -- Clarinet – C and F Major --Saxophone – G and D Major.

Recognize and perform simplemelodies composed in the followingmusical forms: AABA: ABA: Themeand Variation: Canon.

Recognize and perform simplemelodies composed in the followingmeter/time signatures: 4/4 ( C ) : 2/4:3/4, as well as music composed in multiple keys

Practice and perform simplemelodies using: half, dottedhalf, quarter, dotted quarter, andeighth notes and correspondingrests.

Introduce students to practicingand performing in a solo,beginning band, orchestra orensemble group setting.

Learn the symbols foraccidentals (sharps, flats, andnatural signs)

Recognize and implement the following musical terms/symbols inthe practice and performance of rudimentary pieces: double bar line:breath mark: fermata: repeat sign: slur: flat: sharp: natural: first andsecond endings: D.C. al Fine: pick-up: chromatic: tempi (Andante,Moderato, Allegro): tutti: solo/soli.



Understand the fingerings and proper tone production techniques forpitches within the following ranges:Grade three : flute – G –B flat2, clarinet – F.-B flat, saxophone –D G1. Grade four: flute – D flat2, clarinet – F to C to G1,saxophone – D –C1.

Grade 5:Recognize and perform the followingnotes: sixteenth, eighth, dotted eighthand triplet.

Recognize and perform music literaturecomposed in a variety of forms.

Recognize and perform music literaturecomposed in the following new time/meter signatures: 2/2 (alla brave): 6.8.

Recognize and perform music literaturecomposed in the following new time/meter signatures: 2.2 (alla brave): 6/8.

Reinforce the recognition of the followingmusical terms/symbols in practice andperformance: staff: treble clef: measure:bar line: double bar line: breath mark:fermata: repeat sign: slur: flat: sharp:natural: first and second endings: D.C. alFine: pick-up: chromatic: tempi (Andante,Moderato, Allegro): tutti: solo/soli.

Students should aim to play at least onescale in two octaves.

Recognize and perform music literaturecomposed in the following new time/ metersignatures: 2.2 (alla brave): 6/8.

Reinforce the recognition of the followingmusical terms/symbols in practice andperformance: staff: treble clef: measure: bar line:double bar line: breath mark: fermata: repeat sign:slur: flat: sharp: natural: first and second endings:D.C. al Fine: pick-up: chromatic: tempi (Andante,Moderato, Allegro): tutti: solo/soli.



Continue to identifythrough practice thefollowing notes: whole,half, dotted half, quarter,dotted quarter, eighth andsixteenth notes, and thecorresponding rests.

Practice and perform moreadvanced music literaturewithin such settings assolo, small ensemble andband.

Perform examples of more advancedmusic literature bearing the followingkey signatures as well as thosecomposed in multiple keys: Flute: C,F, B flat, E flat. Clarinet: C, D, G, F.Saxophone: C, G, D, B Flat.

To review and perform music in thefollowing meters: 2.4, 3.4, 4.4.

To review fingerings and proper toneproduction techniques for pitcheswithin the following ranges: D-F2, E-C2, C-D2.

Brass By the end of grade 5 students should:

Recognize and perform the following notes: sixteenth,eighth, dotted eighth, triplet.Recognize and perform music literature in a variety of formsRecognize and perform music literature composed in the following new time/meter 2/2 (alla breve) 6/8Reinforce the recognition ofthe following musicalterms/symbols in practiceand performance: staff:treble clef: measure: bar line:double bar line: breath mark:fermata: repeat sign: slur:flat: sharp: natural: first andsecond endings: D.C. al Fine:pick-up: divisi: duet:chromatic: tempi (Andante,Moderato, Allegro): tutti:solo/soli: accidental.



Continue to identify through practice andperformance the following notes: whole, half,dotted half, quarter, dotted quarter, eighth andsixteenth notes and the corresponding rests.

Practice and perform more advanced music literature bearing the following signatures as well as those composed in multiple keys:Trumpet: C,G,FFrench Horn: C,Bflat,F,EflatTrombone/Baritone horn: F,Bflat,C,Eflat

Review and perform music in the followingmeters: 2/4, 3/ 4, 4/4.

Review fingerings and proper tone productiontechniques for pitches within the following rangesand extend the playing range to the notes withinthe parentheses: Trumpet: A – E1. French Horn:A – (F1). Trombone/ Baritone Horn: G-D.

Perform the following scales and arpeggios frommemory and perform at one chromatic scale in oneoctave, going up and down: Trumpet: C: G:Dand C Chromatic and F Chromatic by June.French Horn: C: B flat: D: C Chromatic and FChromatic by June. Trombone and BaritoneHorn: B Flat: F: C: B Flat Chromatic

Recognize and perform simple melodiescomposed in the following musical forms:AABA:ABA: Theme Variation: Canon.

Recognize and implement the following musicalterms/symbols in the practice and performance ofrudimentary pieces: staff: treble clef: measure: bar line:double bar line: breath mark: fermata: repeat sign: slur:flat: sharp: natural: first and second endings: D.C. al Fine:pick-up: chromatic: tempi (Andante, Moderato, Allegro):tutti: solo/soli: bass clef (trombone/baritone horn).

Percussion Grades 3&4:Recognize and implement the followingmusical terms/symbols in the practice and



performance of rudimentary pieces: staff:percussion clef: measure: bar line: doublebar line: fermata: repeat sign: slur: tie: firstand second endings: D.C. al Fine: pick-up:divisi: duet: tutti: solo/soli: accent.

Recognize and perform simple rhythmicaccompaniments composed in thefollowing musical forms: AABA: ABA:Theme and Variation: Canon.

Perform the followingrudiments from memory:single-stroke roll: long roll:5, 7 and 9 stroke roll: flam:flam tap: flam accent (allright and left): single flamparadiddle (flamadiddle)and rebound.

Provide rudimentaryplaying experience andmusic reading skills for thesleigh bells, triangle,suspended cymbal and crash cymbals

Recognize and perform simple rhythmicaccompaniments composed in thefollowing meter/time signatures: 4/4 (C ):2/4: 3 /4.

Grade 5:Recognize and implement thefollowing musical terms/symbolsin the practice and performanceof more advanced pieces: staff,bass clef, measure, bar line,double bar line, fermata, repeatsign, slur, tie, first and secondendings, D.C. al Fine, pick-up,duet, tutti, solo/soli, accent.

Implement in performance thefollowing expressive/ dynamicmarkings: p, f, mp, mf,crescendo and decrescendo.

Continue to recognize and perform thefollowing notes and corresponding rest values:whole, half, quarter, eighth. Introduce the



following notes: sixteenth, eighth, dottedeighth, triplet.

Perform the following rudiments frommemory: single-stroke roll, long roll (5, 7 and9 stoke roll), flam (right and left), single flamparadiddle (flamadiddle) and rebound

Introduce the following rudiments (to beperformed from memory): long roll (13 and 17stroke), flam accent No. 1 and 2, ruff, (3 and 4stroke), triplets, eighth and sixteenth notevalues.

Continue to provide playing experience andmusic reading skills for the sleigh bells,triangle, suspended cymbals and otherinstruments as needed by the ensemble.

Teacher Notes: By May, all clarinet students will understand the logic andmechanics for “crossing the break”. Students will begin toincorporate this skill into their daily practice and study

Students should aim to play at least one scale in two octaves

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:


Teacher observation Student participation direction following

preparation for class instrument care schedule following

Grades 3-5 OrchestraContent Area: Instrumental music

Unit Title: Orchestra 3-5

Target Course/Grade Level: grades 3-5

Unit Summary This unit is designed to elaborate on the previously established skill learned when taking a string instrument in grade two. Students in grades 3-5 will build upon previous knowledge while learning newer advanced skills.



Primary interdisciplinary connections: See contents



Content StatementsComplex scores may include compound meters and the grand staff.Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.







Unit Essential Questions How do I maintain and care for my

instrument? What is the proper playing position and

Unit Enduring Understandings Proper care is needed to protect and keep

the instrument in best playing condition Tall back and proper chin position is



posture? What is the down and up bow position? What is articulation? How do I read music?

demonstrated in strings class Proper up and down bow positions

produce good tone quality Articulation is how your music is

expressed through your tone and rhythm Music reading skills are learned through

practice, music is read on a staff.Unit Learning TargetsStudents will ... demonstrate proper care for instrument demonstrate proper posture and playing position Identify different articulations such as pizzicato and arco Identify and demonstrate rudimentary music reading skills Perform in a solo, small group and large group setting

Evidence of LearningSummative Assessment (X days)Assessed through teacher observation and demonstration of skill quarterly

Equipment needed: stringed instrument

Teacher Resources:




Teacher observation Student participation attendance at concerts

attendance at rehearsals direction following preparation for class

Activities and Assessments Lesson Timeframestrings Grades 3& 4:

Read, perform (using 1st position) and memorize the scales of A Major: D Major: and G Major. Play 2 octaves of these scales by June. Perform simple melodies bearing these key signatures.

Recognize and perform simplemelodies composed in the followingmusical forms: AABA: ABA: Themeand Variation: Canon.

Recognize and perform simplemelodies composed in the followingmeter/time signatures.

Utilize tapes, which will beplaced on the fingerboardto reinforce proper fingerplacement.

Learn the differencesbetween a whole, half,dotted half, quarter, dottedquarter, and eighth notesand the correspondingrests. Practice and performsimple melodies usingthese notes and rests.

Recognize and perform simple melodiescomposed in the following meter/time signatures:4/4 (C ): 2/4: 3/ 4: as well as music composed inmultiple keys.

Recognize and implement the following musicalterms/symbols in the practice and performance ofrudimentary pieces: staff: treble, alto and bassclefs: measure: bar line: double bar line: up bow:down bow: fermata: repeat sign: slur; flat: sharp:natural: first and second endings: D.C. al Fine:pick-up, chromatic: tempi (Andante, Moderato,



Allegro): tutti: solo/soli.

Learn the symbols foraccidentals (sharps, flats andnatural signs).

Grade 5:Continue to realize through practice andperformance: whole, half, dotted half, quarter,dotted quarter, and eighth and sixteenth notes,and the corresponding rests.

Read, perform and play from memory thescales of: A Major, D Major, and G Major. Toplay 2 octaves of these scale. To performmusic literature bearing these key signatures aswell as that composed in multiple keys.

Recognize and perform music literaturecomposed in a variety of forms.

Practice and be able toperform eighth note, triplets,and sixteenth note figureswith accuracy.

Continue to engage studentsin practicing and performingin a solo, small ensemble andorchestral setting, using moreadvanced music literature.

Recognize and perform music literaturecomposed in the following new time/metersignatures: 2/2 (Alla Breve), 6/8. To reviewand perform music in the following meters: 2/4,3/ 4, 4/4.

Reinforce the recognition of the followingmusical terms/symbols in practice andperformance: staff, down bow, up bow, trebleclef, alto/bass clef (if applicable), measure, barline, double bar line, fermata, repeat sign, slur,flat, sharp, natural, first and second endings,D.C. al Fine, pick-up, divisi, duet, chromatic,tempi (Andante, Moderato, Allegro), tutti,solo/soli, accidental.



Teacher Notes: Students at this level may also try viola and cello.


Hand bell choirContent Area: Instrumental Music

Unit Title: Hand bells


Unit Summary A handbell is a bell designed to be rung by hand. To ring a handbell, a ringer grasps the bell by its slightly flexible handle — traditionally made of leather, but often now made of plastic — and moves the wrist to make the hinged clapper inside the bell strike. An individual handbell can be used simply as a signal to catch people's attention or summon them together, but handbells are generally heard in tuned sets.




Content StatementsComplex scores may include compound meters and the grand staff.Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.



The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.







Unit Essential Questions What are proper ringing techniques for

the handbell?

Unit Enduring Understandings To ring a handbell, the ringer moves it in

such a way that the clapper strikes the inside surface of the bell, usually holding it against his or her shoulder, bell-upwards, and then swinging the bell through an elliptical shape to cause the clapper to strike the casting of the bell. The tone of the bell will continue to resonate, decaying naturally until it stops completely, or until the ringer stops the tone by damping the bell with a hand, on the body, or on a padded surface.

Unit Learning TargetsStudents will ... Identify and demonstrate proper ringing techniques Participate in rehearsals and concerts Demonstrate schedule following Demonstrate basic note reading

Evidence of LearningSummative Assessment (X days)Students will be assessed quarterly through teacher observation and participation

Equipment needed: set of handbells

Teacher Resources:




Attendance at rehearsals Attendance at concerts teacher observation

student participation schedule following direction following

Lesson Plans Lesson

Ringing techniques Teacher will introduce proper care and hand positionfor ringing bells.

Reading music Teacher will introduce a standard handbell score, anddemonstrate how to know when it is your turn to play

your bellsConcert preparation Teacher will prepare students for winter and spring

concertsTeacher Notes: Handbells is only available to 5th grade students and is limited participation due to the number of available bells


Grade 6 BandContent Area: Instrumental Music

Unit Title: Grade 6 Band


Unit Summary

Emphasis for Level 3 will be placed on students becoming aware of good ensemble properties, such as balance blend and specific stylistic skills. Above all, students will be made aware of their responsibilities towards the performing group as a whole and of the concept of “esprit de corps.” The above concepts will be incorporated into the curriculum along with the addition of more complex time signatures and rhythmic values. Students will continue to attend lessons every six days and lesson time will be spent working with method books, handouts and various other materials chosen/arranged by the director. Students will attend one band rehearsal per six-day cycleStudents in Level 3 of Instrumental Music study will utilize the following thinking skills: comprehend, demonstrate, recall,name, memorize, apply, and identify. There will be a greater focus on demonstrate, recall, name, memorize, apply, and identify. There will be a greater focus on “linguistics” as they apply to musical terminology. The following “workplace readiness” concepts will be in evidence: organize, synthesize and evaluate information, work cooperatively, use time



efficiently and apply study skills. The inception of evaluate own accomplishments and(provide constructive criticism) will begin to give students an awareness of listening skills.




Content StatementsCommon, recognizable musical forms often have characteristics related to specific cultural traditions.Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.Western, non-Western, and avant-garde notation systems have distinctly different characteristics.Stylistic considerations vary across genres, cultures, and historical eras.Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.

CPI # Cumulative Progress Indicator (CPI)1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western

musical works from different historical eras using active listening and by reading and interpreting written scores.

1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.3.8.B.4 Improvise music in a selected genre or style, using the elements of music that are



consistent with basic playing and/or singing techniques in that genre or style.

Unit Essential Questions How do I improve my playing

technique? How often should I rehearse? What are some forms of music I will

play? What is intonation?

Unit Enduring Understandings You must gain self motivation and

practice on your own time in order to improve playing technique. Rehearsal times will vary depending on

what the middle school schedule says, and what letter day it is. There are various forms of music; some

examples are classical and jazz Intonation is the accuracy of pitch when

playingUnit Learning TargetsStudents will ...

develop and refine the techniques needed in a performing ensemble have a thorough understanding of the music performed and the individual playing

technique that is essential to the chosen style develop a sense of cooperation and sharing through ensemble performance learn the rehearsal techniques necessary for instrumental performance understand a variety of contrasting styles and forms of music further expand the knowledge of musical reading and notation gain self motivation and self discipline through working in an ensemble situation improve instrumental technique play with proper tone, intonation and balance play both solo and as a member of the ensemble sight read respect the values of others maintain a positive self image and consern and respect for others appreciate cultural similarities and differences

Evidence of LearningSummative Assessment (X days)Assessment will be quarterly based on the following:

Teacher supplied materialsSectional rehearsals Communication through private instructors Use of audio visual materials Lectures Style analysis Repertoire analysis

Equipment needed: woodwind, brass and percussion instruments

Teacher Resources:




active class participation periodic individual auditions individual final examinations

section evaluations

Lesson Plans Lesson

woodwindsContinue to recognize throughpractice and performance musiccomposed in the following keys, aswell as in multiple keys: Flute – C,F, B Flat, E Flat, A Flat,Clarinet – C, G, D, F, B Flat,Saxophone – C, G, D, A, B Flat.

Continue to recognize and realizethrough practice and performance,music literature composed in thefollowing meters as well as inmultiple meters: 4/4 (C ), 2/4, 3/ 4,2/2, 6/8 and 9/8

Further develop through practice andperformance the durational valuespresented in Levels One and Two.

Further student exposure to musicliterature composed in a variety offorms

Continue to recognize and realizethrough practice and performance thefollowing dynamic/expressivemarkings: p, f, mp, mf, crescendo anddecrescendo

Students will perform the followingscales and arpeggios from memory:Flute – c/Bb (1 8va), F/E Flat (2 8 va),B Flat Chromatic, Clarinet – C, G, D,F, B Flat (1 8 va), F, G (2 8 va), FChromatic, Saxophone – G, D, C ( 1 8va), C (2 8 va), G Chromatic



brass Continue to recognize through practice andperformance music composed in thefollowing keys as well as in multiple keys:Trumpet – C, G, D, F, French Horn – C, BFlat, D, F, Trombone/Baritone Horn - BFlat, F, C, E Flat.

Continue to recognize and realize throughpractice performance music literaturecomposed in the following meters as well asin multiple meters: 4/4 (C ), 2/4, 3/ 4, 2/2,6/8, 9/8, 12/8.

Continue to recognize and implement throughpractice and performance the followingdynamic/expressive markings: p, f, mp, mf,crescendo, and decrescendo

Trumpet players will be introducedto the “3rd vale slide” and taught touse it in conjunction with 1/3 and1/2/3/ combinations for betterintonation.

Further develop throughpractice and performancewithin solo, smallensemble and/or bandsettings.

Further develop throughpractice and performancethe durational valuespresented in Levels Oneand Two

refine the basicprinciples of tone quality throughdiaphragmatic breathing,embouchure formation and properarticulation.

refine music readingskills and to practice and performadvanced music literature



Perform the following scales andarpeggios from memory: Trumpet –C, G, D, F (1 8va), C/G Chromatic,French Horn - C, B Flat, D, F, GChromatic, Trombone andBaritone Horn - C, F, B Flat, EFlat, F Chromatic.

refine degrees of dynamics and focuson improved breath control in order to attainbetter consistency of sound levels

extend instrumental playing rangethrough the introduction of more advancedfingering/positioning and tone productiontechniques.

refine intonation awareness and controlthrough use of the meter

percussion refine and developstroking/sticking skills.

develop bell playingskills and techniques.

refine degrees of dynamicsby using better listening skills andphysical control

Recognize and implement throughpractice and performance thefollowing dynamic/expressivemarkings: p, f, mp, mf, crescendoand decrescendo


Continue to provide playingexperience and music reading skillsfor all instruments studied.

Continue to review each rudimentintroduced in Levels One and Two.



Practice and perform more advancedmusic/band literature.

Develop improvisatory skills

Perform in solo/small group or band settings

Teacher Notes:


Grade 7 BandContent Area: Instrumental Music

Unit Title: band


Unit Summary

Students entering Level 4 will concentrate on the refinement of tone center, intonation and blending skills (ensemble).The primary evaluation tool will be that of a mature performance. Priority will be placed on the incorporation of each instrument’s full range and the student’s ability to control the instrument throughout this range. The difficulty of performance music will be chosen to challenge the band/orchestra to its fullest. A wide variety of styles will beincluded in performance in order to exercise the students’ wide array of skills. Each student will receive one rotating, homogeneously grouped lesson and band period per six-day cycle. Lesson time will be spent in ensemble playing, and some method book work supplemented by various materials chosen by the instructor in order to achieve thegoals of this level.Students will continue to incorporate all thinking skills as described in the previous three levels, with the addition of2.7, the use of technology. They will begin to utilize tools such as a metronome and electronic tuner to facilitate rhythm/intonation. Workplace readiness skills will include all short phrases as described in the previous three levels with theaddition of 2.1 and 2.10, (understanding technological systems and discussing problems related to technology.)



Learning Targets



Standards1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures.1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art








1.3.8.B.4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.















Equipment needed: woodwind, brass or percussion instrument

Teacher Resources:



section evaluations

Lesson Plans



Lessonwoodwind refine the principles of

tone quality through diaphragmaticbreathing, embouchure formationand proper articulation.

Recognize through practice andperformance music composed in avariety of keys, forms and meters

refine the realization ofdynamic/expressive markings.

Extend instrumental playing rangethrough the introduction of moreadvanced fingering and toneproduction techniques

Recognize through practice andperformance music composed in avariety of keys, forms and meters.Given several notes or a scale, to beable to improvise or compose a simplemelodic improvisation.Perform the following scales andarpeggios from memory: Flute – A, BFlat, A Flat ( 1 8 va), C, F, D, EB (2 8va), B Flat, E Flat Chromatic.Clarinet - C, E Flat, B Flat (1 8 va),G, F (2 8 va), F, C Chromatic (2 8va).Saxophone - G, A, B Flat, F (1 d va),C, D (2 8 va), G, C, Chromatic.

Further develop and refine skillsin rhythmic proficiency.

Practice and perform moreadvanced music/band literatureand to extend student exposure tosolo, small ensemble and/or bandsettings.

brass Continue to refine the principles oftone and quality throughdiaphragmatic breathing,embouchure formation and proper



articulation.

Continue to refine music readingskills with a particular emphasis oninterpretation.

Continue to refine the realization ofdynamic/expressive markings

Recognize through practice andperformance and further studentexposure through literature ofmusic composed in a variety offorms, keys and meters.

Perform the following scales andarpeggios from memory: Trumpet– C, G, B Flat, (1 8va) CChromatic, French Horn - , G, F,B Flat (1 8 va) C Chromatic,Low Brass – C, F, B Flat, FChromatic.

develop and refine skills inrhythmic proficiency.

Practice and perform moreadvanced music/band literature.

Become familiar with the common musical terms and symbols manifested in solo andensemble literature

Further extend instrumental playingrange through the introduction ofadvanced fingering/positioningtechniques.

Continue to refine intonationawareness and control.

Recognize through practice andperformance and further exposurethrough literature of music composed in avariety of forms, keys and meters.



Perform the following scales and arpeggiosfrom memory: Trumpet – C, G, B Flat, (18va) C Chromatic, French Horn - , G, F, BFlat (1 8 va) C Chromatic,Low Brass – C, F, B Flat, F Chromatic

percussionrefine and develop stroking/sticking skills

refine music readingskills in rhythmic proficiency andexpressive realization

experience xylophome technique

refine the interpretationof dynamic/expressive markings.

Perform from memory: Long Roll(13, 17 stroke), Flam AccentNos. 1 and 2, Ruf (3, 4stroke), Triplets (both eighthand sixteenth.)

Practice and perform more advancedmusic/band literature and to continue toexpose students to solo, small ensembleand/or band settings

further exposure to music literaturecomposed in a variety of forms, keys (melodyinstruments and meters.)

familiarize yourself with commonmusical terms and symbols manifested in soloand ensemble literature.

Further develop the proficiency withwhich each previously studiedrudiment is practiced and performed.

Teacher Notes:




8th grade BandContent Area: Instrumental Music

Unit Title: Band


Unit Summary

Students entering Level 5 will show mastery for all skills covered in previous levels. Further challenges will include more advanced rhythmic variations such as syncopation, more intricate key and time signatures and the introduction of ornamentation. Performance music will be more varied and will incorporate more complex key and meter shifting.Students will receive one homogeneously grouped lesson as well as one band period every 6 days. Lesson time will be spent on solo and ensemble performance and materials used will be chosen by the director.

Students will expound on all previously used thinking skills and continue to use them on a higher level as they apply to corresponding materials. They will focus on two new aspects, invent and create, to enhance their education through improvisation. Students will continue to use the above-described “workplace readiness” concepts and will especially concentrate on evaluating own accomplishments and providing constructive criticism.























technique that is essential to the chosen style



develop a sense of cooperation and sharing through ensemble performance learn the rehearsal techniques necessary for instrumental performance understand a variety of contrasting styles and forms of music further expand the knowledge of musical reading and notation gain self motivation and self discipline through working in an ensemble situation improve instrumental technique play with proper tone, intonation and balance play both solo and as a member of the ensemble sight read respect the values of others maintain a positive self image and consern and respect for others appreciate cultural similarities and differences



Equipment needed: woodwind, brass or percussion instrument

Teacher Resources:



section evaluations

Lesson PlansLesson

woodwinds refine the principles oftone quality through diaphragmaticbreathing, embouchure formationand proper articulation.

Further refine music reading skillswith continued emphasis oninterpretation and rhythmicproficiency.



Continue to refine the interpretation of dynamic/expressive markings.

Continue to recognize through practiceand performance music composed in avariety of forms, keys and meters.

Perform the following scales andarpeggios from memory: Flute – A, BFlat, A Flat (1 8 va), C, F, G, D, E Flat(2 8 va), B Flat, E Flat, C Chromatic.Clarinet - E Flat (1 8 va), C, F, G, D,E Flat (2 8va), F, C Chromatic.Saxophone – G, A, B Flat, F, E Flat (18 va), C, D, (2 8va), F, C Chromatic

Practice and perform moreadvanced solo, small ensembleand band literature

further familiarize yourself with thecommon musical terms andsymbols manifested in solo andensemble literature

become familiar with grace notes, trills andgruppetti through practice andperformance.

Further extend instrumental playingrange through the introduction ofmore advanced fingering and toneproduction techniques.

Further refine intonation awarenessand control.

Continue to recognize through practice andperformance music composed in a variety offorms, keys and meters.

Perform the following scales and arpeggiosfrom memory: Flute – A, B Flat, A Flat (1 8va), C, F, G, D, E Flat (2 8 va), B Flat, E



Flat, C Chromatic. Clarinet - E Flat (1 8va), C, F, G, D, E Flat (2 8va), F, CChromatic.Saxophone – G, A, B Flat, F, E Flat (1 8 va),C, D, (2 8va), F, C Chromatic.

brass refine the principles of tone qualitythrough diaphragmatic breathing, embouchureformation and proper articulation.

Continue to refine music reading skills with aparticular emphasis on interpretation.

Continue to refine the interpretation ofdynamic/expressive markings.

further extend instrumental playingrange through introduction of moreadvanced fingering/positioning and toneproduction techniques.

Continue to recognize throughpractice and performance musiccomposed in a variety of forms,keys and meters.

Perform the following scales andarpeggios from memory: Trumpet– C, G, D, F, B Flat, E Flat (1 8va), F, Chromatic.French Horn - C, G, F, B Flat, EFlat (1 8va) C, F, Chromatic.Low Brass - C, D, F, B Flat, EFlat, Ab (1 8va) B Flat, FChromatic.

Practice and perform moreadvanced music/bandliterature

familiarize yourself with commonmusical terms and symbolsmanifested in solo andensemble literature

Trumpet only: Continued use of thethird valve slide for improved



intonation. Introduction andincorporation of the first valve slidewhere applicable.Further refine intonation awareness andcontrol.

percussion refine and developstroking/sticking skills.

Further refine music and rhythmicreading skills with a particular emphasison interpretation.

Continue to recognize through practiceand performance music composed in avariety of forms, meters, and keys (bells/xylophone.)

Continue to refine the interpretation ofdynamic/expressive markings

performed from memory:double paradiddle, tripleparadiddle, and fiamacue

Practice, perform and extend exposure to more advancedmusic/band literature within the solo,small ensemble and/or band settings.

Further extend familiarizationwith common musical terms andsymbols manifested in solo andensemble literature.

Further develop the proficiency withwhich each previously studiedrudiment is practiced and performed

Further extend instrumental playingrange on the bells and xylophone

To practice, perform and further extendexposure to more advanced solo,small ensemble and orchestral literature.

Continue to recognize through practice and



performance music composed in a variety offorms, keys and meters (including multiple.)

Teacher Notes:




stringsContent Area: orchestra

Unit Title: Instrumental music

Target Course/Grade Level: 6-8

Unit Summary

Students in grades 6-8 will continue to build on the knowledge received in the elementary years in the strings program. The will continue through performance in small groups, solo and large ensembles.







1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of



music in diverse styles and genres of musical compositions.





Unit Essential Questions What is the Alexander technique? How do I improve tone quality through

bow placement and finger placement? What is vibrato?

Unit Enduring Understandings The Alexander technique aims to teach

people how to stand, hold themselves and move differently in order to eliminate unnecessary tension in their bodies. It is an educational process, not a relaxation technique or form of exercise. Bow and finger placement can be

improved through practice Vibrato is a rapid, slight variation in pitch

in singing or playing some musical instruments,

producing a stronger or richer tone.Unit Learning TargetsStudents will ...



Evidence of LearningSummative Assessment (X days)



Assessment will be quarterly based on the following:


Equipment needed: stringed instrument

Teacher Resources:



section evaluations

Lesson Plans Lesson Timeframe

Grade 6 strings Continue to refine the basicprinciples of tonequality/intonation throughproper bowing techniques,finger placement and relaxationusing the “AlexanderTechnique.”

Continue to refine musicreading skills and to practiceand perform more advancedmusic literature.

Continue to recognize through practiceand performance music composed in thefollowing keys as well as in multiple keys:A, D, C Major (1 8va), G and F Major(2 8va). Scales in the above keys will bememorized and a part of the students’daily routine.

Continue to recognize and realize throughpractice and performance music literaturecomposed in the following meters as wellas in multiple meters: 4.4 (C ), 2/4, 3/ 42/2, 6/8, 9/8, 12/8.




Extend exposure to practiceand performance within solo, smallensemble and/or orchestral settings.

Further exposure to musicliterature composed in a variety offorms.

Further familiarization withcommon music terms/symbolsmanifested in solo and ensembleliterature.

Playing in “3rd position’ will beintroduced and utilized.

Understand the mechanical/physicalproperties and its function inproviding alternate fingerings andhigher notes than possible with 1st

position.recognize and implementthrough practice and performance thefollowing dynamic/expressive markings: p, f,mp, mf, crescendo and decrescendo.

refine degrees of dynamics and showmore control and consistency with this skill.

Show listening skills that are developedenough in order to tune to a piano or tuner/tune bar. Be sensitive to the intricacies of thetechnique of tuning.

Grade 7 stringsContinue to refine principles ofbowing/finger placement with respect tointonation/tone quality.

Continue to refine relaxation techniquese.g. Alexander.



Continue the development of musicreading skills with an emphasis oninterpretation and rhythmic accuracy.

Introduce and implement the concept ofvibrato and to incorporate into dailypractice regimen/literature.

Recognize through practiceand performance and furtherstudent exposure to musiccomposed in a variety offorms, keys and meters.

Perform the following scales/arpeggios by memory: B Flat,A, C, D (1 8va), G, F (2 8 va).

Practice and perform moreadvanced literature and to extendexposure to solo, smallensemble and/or orchestral settings.

Further familiarization withthe common musical terms andsymbols manifested in solo andensemble/orchestral literature.

Continue to refine the realization ofdynamic/expressive markings.

Continue with the development anduse of third position technique

Grade 8 strings Continue refinement of principles ofbowing technique, intonation, relaxationtechniques and the use of vibrato and thirdposition.

Further refine music reading and rhythmicskills with continued emphasis oninterpretation.

Continue to refine the interpretation ofdynamic/expressive markings



practice, perform and further extendsexposure to more advanced solo,small ensemble and orchestral literature.

recognize through practiceand performance music composed in avariety of forms, keys and meters(including multiple

Teacher Notes:



instrumental music grade level: 2-8 - florham park … instrumental music curriculum florham park...

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