middletown public schools general music curriculum … · 2013-03-03 · middletown public schools...
TRANSCRIPT
Curriculum Writers: Emma Hookway and Claire Johnson
January 2013
MIDDLETOWN PUBLIC SCHOOLS
GENERAL MUSIC CURRICULUM
GRADES K-2
Aquidneck and Forest Avenue Elementary Schools
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 1
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 2
he Middletown Music Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Music Curriculum Writers referenced
extensive resources to design the document that included but are not limited to:
• Best Practice, New Standards for Teaching and Learning in America’s Schools
• Classroom Instruction That Works
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Differentiated Instructional Strategies
• Educational websites
• Formative Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano
• National Art Education Association
• National Coalition for Core Arts Standards
• National Standards for Music Education
• Rhode Island K-12 GSEs for Music
• Webb’s Depth of Knowledge
The K-12 Music Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span
Expectations for Music and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested
timeline), rubrics, and checklists.
The curriculum provides learners with a sequential comprehensive education in Music through the study of National Standards for Arts Education that include:
• Singling alone and with others, a varied repertoire of music.
• Performing on instruments, alone and with others, a varied repertoire of music
• Improvising melodies, variations, and accompaniments
• Composing and arranging music within specific guidelines
• Reading and notating music
• Listening to and analyzing, and describing music
• Evaluating music and music performances
• Understanding relationships between music, the other arts, and disciplines outside the arts
• Understanding music in relation to history and culture
And through the study of Rhode Island Grade Span Expectations for Music that include:
• Artistic processes
• Cultural contexts
• Communication
• Aesthetic judgment
• Define content standards— what students should know and be able to do in Music
• Define what all students should know and be able to do by the end of each grade.
• Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12).
• Provide grade level specificity that define the skills and understandings that all students must demonstrate.
T
COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
STANDARDS FOR MUSIC
Mission Statement
The mission of the Middletown Public Schools’ Fine Arts Department
is to provide for all students a life-long appreciation of music and visual arts
which enhances their educational, cultural, and personal lives.
This purpose is accomplished through various creative opportunities and
performances at all levels.
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 3
The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.
• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and
challenging).
• Facilitates the integration of Applied Learning Standards (SCANS)
o problem solving
o communication
o critical thinking
o research
o reflection/evaluation.
• Differentiates instruction by varying the content, process, and product and implementing
• Analyzes formative assessment to direct instruction.
• Provides exemplars and rubrics.
• Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).
• Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept
map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart).
• Applies best practice of teaching music education:
o Facilitates peer and self-evaluation
o Organizes and facilitates public performances
REQUIRED COMMON ASSESSMENTS
• Formative and Summative Assessments (art work)
• Assessment Targets
SUGGESTED
• Anecdotal record effort, attendance, behavior
• Checklists (performance)
• Conferencing
• Peer assessment–performance rubric/checklist
• Performance (vocal and instrumental)
• Playing test- live using performance rubric/checklist
• Self-assessment using performance rubric/checklist
o Facilitates the integration of technology (computers, Smart Music, Yamaha M.I.E)
o Celebrates/recognizes accomplishments.
RESEARCH-BASED INSTRUCTIONAL STRATEGIES
COMMON and SUGGESTED ASSESSMENTS
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 4
Books/ supplementary
• “Music Express” (periodicals, John Jacobson)
• Interactive Music Powered by Silver Burdett (latest edition)
• Music and You (MacMillan)
• NAfME
• RIMEA
• Share the Music Textbook Series (McGraw-Hill)
• Spotlight on Music ((McGraw-Hill)
• The Music Connection (Silver Burdett)
• Trade publications
Equipment
• Chorus risers
• Dulcimers
• Hand bells
• Instruments
• Metronomes
• Orff instruments (xylophone/metalophones)
• Piano
• Recordings and recording devices
• Yamaha MIE Keyboard System
Technology
• CDs, CD player/DVD player
• Computers
• Designated sound equipment
• Digital recorders
• Flat screen TV, overhead monitors
• I-pads
• MPs Player
• Overhead projector
• Smartboard™
• Yamaha Mie
Videos and DVDs
Websites
• www.noteflight.com (music notation)
• www.audacity.sourceforge.net (recording and editing sounds)
• www.jamstudio.com (create music/songwriting)
• www.blanksheetmusic.net (staff paper)
• www.jwpepper.com (music listening)
• www.musictheory.net (theory)
• www.good-ear.com (ear training)
• www.teoria.com (theory)
• www.hobnox.com (audio tool)
• www.itunes.com
• www.finalenotepad.com (notation)
• www.artopod.com (free drum loops)
• www.smartmusic.com (practicing, accompaniment, and
assessment tool)
• www.itunesu.com (history)
• www.vicfirth.com/education (percussion technique)
• www.metronomeonline.com (practice tool)
• www.pianodox.com
• www.sheetmusicplus.com
• www.youtube.com
• www.makingmusicfun.net
• www.techteacher.com
• www.sfskids.org
• www.musicK8.com
• www.learningobjects,wesleyan.edu/vim (world instrument
music)
• www.worldmusic.nationalgeographic.com
Literature
• Choral musicals (Music K8)
Materials
• Clip boards
• Pencils
• Staff paper
• Walking board staff
Recordings
• Current artists
• DVD/VHS video library
• Music from various time periods and genres
• Professional recordings
• Textbook CD series
Sheet music
• Choral musicals
• Yamaha MIE Keyboard Music (current)
• Kodaly charts
Software
• Alfred’s Essentials of Music Theory
• Auralia
• Band-in-a-box
• Final notepad
• Garage band
• I-Tunes
• Mixcraft
• Smart Music
Community
• Navy Band
• Performances, recitals
• Philharmonic Music School
• Rhode Island State Council on the Arts
RESOURCES ELEMENTARY SCHOOL
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 5
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 6
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1. Singing, alone and with
others, a varied
repertoire of music
1.1. Sing independently, on
pitch and in rhythm,
with appropriate
timbre, diction, and
posture, and maintains
a steady tempo, (a)
PERFORMANCE
The student
1.1.1 Sings a varied repertoire of music from diverse cultures, including
unison songs and patterns with musical accuracy. M3 (K-2) -1a,
e.g.
• “Frere Jacques”
• “Kabuta” (grades K and 1)
• “Kuma San” (grade 2)
• “Eh Soomba Kuwaya”
1.1.2 Reads, writes, and performs rhythmic patterns using iconic or
standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
1.1.3 Reads, writes, and performs simple patterns of pitch using
solfege (e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do). M1(K-2) -
1c
1.1.4 Begins to identify the elements of music:
• beat – the pulse or “heartbeat” of the music
• dynamics – loud/medium/soft
• form – sections of music, e.g. AABB, ABAA, ABA
• melody- the way the note move up, down, same
• pitch
• rhythm – patterns of long and short sounds and silences,
e.g. ta sh ta sh ta ti ti ta
• tempo – how fast is the beat
• timbre/tone – appropriate singing voice, no yelling voice
o www.sfskids.org
o www.metronomeonline.com (practice tool)
1.1.5 Begins to understand accurate vocal practices:
• breathing
• posture
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.sfskids.org
• www.metronomeonline.com
(practice tool)
• www.artopod.com (free drum
loops)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 7
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• sound production
1.1.6 Begins to sing scales and melodies using Kodaly hand signals and
solfege syllables
1.1.7 Sings on pitch and in rhythm alone and with others using a steady
tempo.
• www.artopod.com (free drum loops)
1.1.8 Performs selected materials appropriate to grade level and
appropriate to performance, e.g.
• “Rain Rain”
• “Bluebird”
• “Doggie Bone”
• “Frere Jacques”
o www.itunes.com
1.1.9 Begins to sing with characteristic singing voice
• breath control
• intonation/matching pitch
• head voice
1.1.10 ASSESSMENT TARGET
• Begins to sing and play (together and alone) a variety of
styles and genres of music in a variety of settings. GSE
Assessment Target #3.1
1. Singing, alone and
with others, a varied
repertoire of music
1.2 Sing expressively,
with appropriate
dynamics, phrasing, and
interpretation. (b)
PERFORMANCE
The student
1.2.1 Sings a varied repertoire of music from diverse cultures, including
unison songs and patterns with musical accuracy. M3 (K-2 –
1a, e.g.
• “Frere Jacques”
• “Kabuta” (grades K and 1)
• “Kuma San” (grades K and 1)
• “Eh Soomba Kuwaya” (grade 2)
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.musictheory.net (theory)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 8
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1.2.2 Begins to identify simple musical forms , e.g.,
• phrase/echo/ verse/refrain, AB, ABA
• “Shoo-fly” (grade 2)
• “This Little Night of Mine”
• “Bluebird, Bluebird” M4 (K-2 –1b
1.2.3 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
o www.musictheory.net (theory)
1.2.4 Begins to identify and sing appropriate
• breathing
• dynamics (p,f, crescendo, diminuendo)
• head voice
• phrasing
1.2.5 ASSESSMENT TARGETS
• Chants rhythmic patterns using rhythmic mnemonics (e.g.,
word chants, rhythm syllables of ta ti-ti or du du-de).
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments GSE Assessment
Target #M.1
standard
1 Singing, alone and
with others, a varied
repertoire of music
1.3 Sing from memory a
varied repertoire of
songs representing
The student
1.3.1 Sings a varied repertoire of music from diverse cultures, including
unison songs and patterns with musical accuracy. M3 (K-2) –1a
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 9
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
genres and styles from
different cultures.
(c)
PERFORMANCE
1.3.2 Begins to identify the elements of music representing diverse
genres and cultures.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
o e.g. “Kuma San”
o e.g. “Kobuta”
o www.itunes.com
1.3.3 Sings music representing diverse genres and cultures (e.g. folk,
multi-cultural, patriotic, and holiday song)
1.3.4 ASSESSMENT TARGET
• Begins to sing and play (together and alone) a variety of
styles and genres of music in a variety of settings. GSE
Assessment Target #3.1
See suggested
assessments in the
introduction and
personalize for this
standard
1. Singing, alone and with
others, a varied
repertoire of music
1.4 Sing ostinatos, partner
songs, and rounds. (d)
PERFORMANCE
The student
1.4.1 Sings a varied repertoire of music from diverse cultures, including
unison songs and patterns with musical accuracy. M3 (K-2 )–1a
1.4.2 Reads, writes, and performs rhythmic patterns using iconic or
standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
1.4.3 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4 (grade 2)
• 4/4 M1( K-2) -1b
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.artopod.com (free drum loops)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 10
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1.4.4 Reads, writes, and performs simple patterns of pitch using solfege,
e.g.
• so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c
1.4.4 Begins to recognize the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
1.4.5 Begins to identify
• ostinatos
• partner songs
• rounds, e.g.
o “Row, Row, Your Boat”
o “Frere Jacques”
o “I Love the Mountain” (grade 2)
� www.itunes.com
� www.artopod.com (free drum loops)
1.4.6 Sings ostinatos, partner songs, and rounds.
1.4.7 ASSESSMENT TARGETS
• Begins to chant rhythmic patterns using rhythmic
mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or
du du-de). GSE Assessment Target #1.1
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
• Begins to sing and play (together and alone) a variety of
styles and genres of music in a variety of settings. GSE
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 11
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
Assessment Target #3.1
2. Performing on
instruments, alone
and with others, a
varied repertoire of
music
2.1 Perform on pitch, in
rhythm, with
appropriate dynamics
and timbre, and
maintain a steady
tempo (a) MENC
The student
2.1.1 Reads, writes, and performs rhythmic patterns using iconic or
standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
2.1.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4 (grade 2)
• 4/4 M1( K-2) -1b
2.1.3 Reads, writes, and performs simple patterns of pitch using solfege
e.g.
• so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c
2.1.4 Plays songs, classroom instruments, and body percussion (e.g.,
drums, shakers, rhythm, sticks, barred instruments) e.g. M3 (K-2)-
1b
• triangle
• woodblocks
• xylophones
o www.artopod.com (free drum loops)
2.1.5 Recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.artopod.com (free drum
loops)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 12
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• timbre/tone
2.1.6 Understands accurate playing practices – sticking and sound
production on classroom percussion instruments, keyboards, and
recorders, e.g.
• proper playing position/posture
2.1.7 Begins to perform on classroom instruments on pitch and in
rhythm with appropriate dynamics alone and with others using a
steady tempo, e.g.
• various percussion instruments
• keyboard
2.1.8 Begins to performs selected materials appropriate to grade level
and appropriate to performance, e.g.
• Yamaha MIE (Music in Education)Program
2.1.9 ASSESSMENT TARGETS
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target # 1.2
• Begins to sing and play (together and alone) a variety of styles
and genres of music in a variety of settings. GSE
Assessment Target #3.1
2. Performing on
instruments, alone
and with others, a
varied repertoire of
music
2.2 Perform easy
rhythmic,
melodic, and
chordal patterns
accurately and
independently on
rhythmic,
The student
2.2.1 Reads, writes, and performs rhythmic patterns using iconic or
standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.artopod.com (free drum loops)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 13
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
melodic, and
harmonic
classroom
instruments (b)
2.2.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4 (grade 2)
• 4/4 M1( K-2) -1b
2.2.3 Reads, writes, and performs simple patterns of pitch using solfege
e.g.
• so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c
2.2.4 Plays songs, classroom instruments, and body percussion (e.g.,
drums, shakers, rhythm, sticks, barred instruments), e.g. M3 (K-2)-
1b
• drums
• keyboard
• triangle
• woodblocks
• xylophones
o www.artopod.com (free drum loops)
2.2.5 Recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
representing diverse genres and cultures.
2.2.6 ASSESSMENT TARGETS
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
• Begins to accompany their singing using body percussion
accompaniment. GSE Assessment Target #3.2
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 14
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2. Performing on
instruments, alone
and with others, a
varied repertoire of
music. MENC
2.3 Perform
expressively a
varied
repertoire
of music
representing
diverse genres
and styles. (c)
The student
2.3.1 Reads, writes, and performs rhythmic patterns using iconic or
standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
2.3.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4 (grade 2)
• 4/4 M1( K-2) -1b
2.3.3 Reads, writes, and performs simple patterns of pitch using solfege
e.g.
• so-mi, la-so-mi, mi-re-do, la-so-mi-re-do M1(K-2) -1c
2.3.4 Begins to identify simple musical forms , e.g.,
• phrase/echo/ verse/refrain, AB, ABA)
• “Shoo-fly”
• “This Little Light of Mine”
• “Bluebird, Bluebird” M4 (K-2 –1b
2.3.5 Plays songs, classroom instruments, and body percussion, e.g.,
M3 (K-2)-1b
• drums
• keyboard
• triangle
• woodblocks
• xylophones
o www.artopod.com (free drum loops)
2.3.6 Begins to recognizes the elements of music:
• beat
• dynamics
• form
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 15
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
2.3.7 Performs instrumental accompaniments parts.
• Simple ostinato patterns
• Basic chordal accompaniments (Orff instruments)
2.3.8 ASSESSMENT TARGETS
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
• Begins to sing and play (together and alone) a variety of
styles and genres of music in a variety of settings. GSE
Assessment Target # 3.1
3. Improvising melodies,
variations, and
accompaniments
3.1 Improvise “answers” in
the same style to given
rhythmic and melodic
ostinato accompaniments
(a)
PERFORMANCE
The student
3.1.1 Improvises songs to accompany play activities.
3.1.2 Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b
3.1.3 Performs the “answer” in the same style to the given rhythmic
and melodic phrase.
3.1.4 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 16
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
3.1.5 Improvises his/her own rhythmic and melodic phrase.
• rhythm instruments
• body percussion
3.1.6 ASSESSMENT TARGET
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Target Assessment #1.2
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
3. Improvise melodies,
variations, and
accompaniments. MENC
3.2 Improvise simple
rhythmic and melodic
ostinato
accompaniments. (b)
The student
3.2.1 Improvises songs to accompany play activities.
3.2.2 Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b
3.2.3 Identifies the use of music in various cultures and time periods
through discussion about the cultures represented in the school
population and beyond, e.g.
• “Frog Went a Courtin”
• “Skin and Bones” M1 (K-2)-2b
3.2.4 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
3.2.5 Improvises as solo and group using pentatonic scale , e.g.
• “Hot Cross Buns”
• “Merrily We Roll Along”
• Keyboards
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 17
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• Xylophones
3.2.6 ASSESSMENT TARGET
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
3 Improvise melodies,
variations, and
accompaniments. MENC
3.3 Improvise simple
rhythmic variations
and simple melodic
embellishments on
familiar melodies (c)
The student
3.3.1 Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b
e.g.
• “Frog Went a Courtin”
• “Skin and Bones” M1 (K-2)-2b
3.3.2 Improvises as solo and group using pentatonic scale.
• classroom melodic percussion
• Orff instruments
3.3.3 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
3.3.4 Uses rhythmic instruments for sound effects.
3.3.5 Improvises his/her own rhythmic and melodic embellishment to a
given song, e.g.
• “Twinkle, Twinkle Little Star”
• “Rain, Rain Go Away”
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 18
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
3.3.6 ASSESSMENT TARGET
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
4. Composing and
arranging music within
specific guidelines
4.1 Create and arrange
music to accompany
readings or
dramatizations. (a)
TOOLS
The student
4.1.1 Improvises songs to accompany play activities.
4.1.2 Improvises rhythmic patterns to accompany songs. M1 (K-2) 2b
e.g.
• “Frog Went a Courtin”
• “Skin and Bones” M1 (K-2)-2b
o www.noteflight.com (music notation)
4.1.3 Begins to recognize and applies elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
4.1.4 Performs composition for peers and/or others.
4.1.5 Adds instrumental sounds to illustrate a story or poem.
4.1.6 Selects music to accompany a story or poem.
4.1.7 ASSESSMENT TARGETS
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.noteflight.com (music notation)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 19
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. Assessment Target #2.2
4. Composing and
arranging music within
specific guidelines
4.2 Use a variety of
sound sources
when composing.
(c)
4.2.1. Improvises songs to accompany play activities e.g.
• “Frog Went a Courtin”
• “Skin and Bones” M1 (K-2)-2a
o www.noteflight.com (music notation)
4.2.2 Improvises rhythmic patterns to accompany songs. M1 (K-2)-2b
4.2.3 Begins to recognize and apply elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
4.2.4 Performs composition for peers and/or others.
4.2.5 Adds instrumental sounds to illustrate a story or poem.
4.2.6 Selects music to accompany a story or poem.
4.2.7 Uses classroom instruments, voices and body percussions to
compose songs given a beginning and an end.
4.2.8 ASSESSMENT TARGETS
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments. GSE
Assessment Target #1.2
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.noteflight.com (music notation)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 20
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. Assessment Target #2.2
5. Reading and
notating music
5.1 Read whole, half,
dotted half, quarter,
and eight notes and
rests in 2/4, 3/4, 4/4 ,
meter signatures.
(a) PERFORMANCE/
TOOLS
The student
5.1.1 Reads, writes, and performs simple rhythmic patterns using
iconic or standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
5.1.2 Reads, writes, and performs simple patterns in meters of 2 and 3.
M1(K-2) -1b
5.1.3 Plays songs, classroom instruments, and body percussion
(e.g., drums, shakers, rhythm, sticks, barred instruments).
M3(K-2) -1b
5.1.4 Knows elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
5.1.5 Recognizes note values:
• whole
• half
• quarter
• eighth
• quarter rest
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 21
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.1.6 Recognizes time signatures in:
• �
�
• �
� (grade 2)
• �
�
5.1.7 Analyzes music examples for appropriate note values and time
signatures.
• Music book series songs
• Keyboard songs
5.1.8 ASSESSMENT TARGETS
• Chants rhythmic patterns using rhythmic mnemonics (e.g.,
word chants, rhythm syllables of ta ti-ti or du du-de). GSE
Assessment Target #1.1
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. Assessment Target
#3.1
• Accompanies their singing using body percussion
accompaniment. Assessment Target #3.2
5. Reading and notating
music
5.2 Use a system (that is,
syllables, numbers, or
letters, to read simple
pitch notation in the
treble clef in major keys.
(b)
PERFORMANCE/ TOOLS
The student
5.2.1 Reads, writes, and performs
• simple patterns of pitch using solfege, e.g., so-mi, la-so-mi,
mi-re-do, la-so-mi-re-do M1(K-2) -1c
5.2.2 Begins to identify/recognize the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 22
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• rhythm
• tempo
• timbre/tone
5.2.3 Identifies lines notes and space notes on the treble clef.
5.2.4 Begins to identify names of notes on the treble staff.
5.2.5 Identifies bass clef and treble clef.
5.2.4 ASSESSMENT TARGET
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
5. Reading and notating
music
5.3 Identify symbols and
traditional terms
referring to dynamics,
tempo, and articulation
and interpret them
correctly when
performing. ( c)
PERFORMANCE/ TOOLS
The student
5.3.1 Uses age-appropriate music vocabulary to critique music, e.g.
• “I can hear a steady beat.”
• “I can hear how the music gets louder.”
• “The xylophones and drums played together.” M4(k-2) -2a
5.3.2 Uses purposeful movement and drawings to demonstrate an
awareness of the aesthetic qualities evoked by music (e.g.,
drawing or moving to show how the music sounds). M4(K-2) - 2b
5.3.3 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/ 4 (grade 2)
• 4/4 M1(k-2) -1b
5.3.4 Reads, writes, and performs
• simple patterns of pitch using solfege, e.g., so-mi, la-so-mi,
mi-re-do, la-so-mi-re-do M1(K-2) -1c
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.makingmusicfun.net
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 23
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.3.5 Begins to read and perform musical notation and symbols e.g.
• p, f, crescendo, diminuendo, repeat signs, D.S. al coda,
tempo
o www.makingmusicfun.net
5.3.6 Applies knowledge of musical notations and symbols to a given
rhythm/melody.
5.3.7 ASSESSMENT TARGETS
• Begins to chant rhythmic patterns using rhythmic
mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or
du du-de). GSE Assessment Target #1.1
• Begins to describe the use of musical elements, musical
form, and instrumentation using supporting illustrations,
charts, or visuals. (Responses incorporate appropriate
musical terminology by grade 4.). GSE Assessment Target
#4.1
5. Reading and notating
music
5.4 Use standard symbols to
notate meter, rhythm,
pitch, and dynamics in
simple patterns
presented by the
teacher. (d)
PERFORMANCE/ TOOLS
The student
5.4.1 Reads, writes, and performs rhythmic patterns using iconic or
standard notation, including:
• quarter note/rest
• eighth notes (paired)
• sixteenth-notes, (i.e., four sounds on a beat), half note/rest.
(grade 2) M1(K-2) -1a
o www.makingmusicfun.net
5.4.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/ 4 (grade 2)
• 4/4 M1(3-4) -1b
5.4.3 Reads, writes, and performs
• simple patterns of pitch using solfege, e.g., so-mi, la-so-mi,
mi-re-do, la-so-mi-re-do M1(K-2) -1c
• Keyboard
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.makingmusicfun.net
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 24
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.4.4 Demonstrates understanding of rhythmic notation and
corresponding note value.
5.4.6 ASSESSMENT TARGETS
• Begins to echo sing/chant short rhythmic or melodic
pentatonic patterns and play short rhythmic or melodic
pentatonic patterns on pitched barred instruments.. GSE
Assessment Target #1.1
• Begins to sing and play (together and alone) a variety of
styles and genres of music in a variety of settings. GSE
Assessment Target #3.1
6. Listening to analyzing,
and describing music
6.1 Identify simple music
forms when presented
aurally. (a)
The student
6.1.1 Identifies simple musical forms (e.g., phrase/echo/ verse/refrain,
AB, ABA). M4(K-2)-1b
6.1.2 Uses age-appropriate music vocabulary to critique music, e.g.
• “I can hear a steady beat.”
• “I can hear how the music gets louder.”
• “The xylophones and drums played together.” M4(K-2) -2a
• CD’s
• www.itunes.com
6.1.3 Uses purposeful movement and drawings to demonstrate an
awareness of the aesthetic qualities evoked by music (e.g., drawing
or moving to show how the music sounds) M4(K-2) -2b
6.1.4 Begins to know elements of music
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 25
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
6.1.5 Identifies verse/refrain and call/response.
6.1.6 Differentiates between same and contrasting sections (e.g. ABA)
when presented aurally.
6.1.7 Analyzes simple music form e.g. AB, ABA, and AABB when
presented aurally.
6.1.8 Begins to demonstrate an understanding of simple musical forms
through various means, e.g.
• shapes
• graphics
• numbers
• actions
• purposeful movement/dance
6.1.9 Identifies like and different melodies, introduction and interludes in
a given music listening piece.
6.1.10 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4). GSE Assessment Target #4.1
Self-assessment using
performance checklist
6. Listening to analyzing,
and describing music
6.2 Demonstrate perceptual
skills by moving, by
answering questions
about, and by describing
aural examples of music
of various styles
representing diverse
cultures. (b)
PERCEPTION
The student
6.2.1 Identifies individual timbres of instruments and voices in a variety
of music, e.g., winds, brass, bass, soprano, strings. M4 (K-2) -1c
• www.sfskids.org
6.2.2 Uses personal vocabulary to describe voices and instruments from
diverse cultures. M2 (K-2) -1a
• www.worldmusic.nationalgeographic.com
6.2.3 Identifies and describes basic musical elements of pitch and
rhythm in selected pieces of music, e.g.
• high/low
• fast/slow
• loud/soft
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.sfskids.org
www.worldmusic.nationalgeographic.c
om
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 26
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• ascending/descending melody
• even/uneven rhythm patterns M4 (K-2) -1a
6.2.4 Begins to know the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.2.5 Demonstrates understanding of music changes in tempo or meter.
6.2.6 Identifies aurally example such as changes in
• dynamics
• key (e.g. major vs. minor)
• meter
• orchestration/instrumentation
• style
• tempo
6.2.7 ASSESSMENT TARGET
• Begins to describe the use of musical elements, musical
form, and instrumentation using supporting illustrations,
charts, or visuals. (Responses incorporate appropriate
musical terminology by grade 4.). GSE Assessment Target #
4.1
6. Listening to analyzing,
and describing music
6.3 Use appropriate
terminology in
explaining music, music
notation, music
instruments and voices,
The student
6.3.1 Identifies and describes basic musical elements of pitch and
rhythm in selected pieces of music, e.g.
• high/low
• fast/slow
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.worldmusic.nationalgeographic.
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 27
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
and music
performances. ( c)
PERCEPTION
• loud/soft
• ascending/descending melody
• even/uneven rhythm patterns M4 (K-2) -1a
• www.itunes.com
6.3.2 Uses age-appropriate music vocabulary to critique music , e.g.,
• “I can hear a steady beat.”
• “I can hear how the music gets louder.”
• “The xylophones and drums played together.” M4 (K-2)-2a
• www.itunes.com
• www.worldmusic.nationalgeographic.com
6.3.3 Uses purposeful movement and drawings to demonstrate an
awareness of the aesthetic qualities evoked by music, e.g.
• drawing or moving to show how the music sounds. M4 (K-
2)-2b
6.3.4 Identifies simple musical forms e.g.,
•••• phrase/echo/verse/refrain. M4 (K-2) 1b
6.3.5 Begins to understand the use of elements of music in different
genres and cultures, e.g.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.3.6 ASSESSMENT TARGET
• Begins to describe the use of musical elements, musical
form, and instrumentation using supporting illustrations,
charts, or visuals. (Responses incorporate appropriate
musical terminology by grade 4.). GSE Assessment Target
#4
com
• i-Tunes/recordings
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 28
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
6. Listening to analyzing, and
describing music
6.4 Respond through
purposeful movement
to selected prominent
music characteristics or
to specific music events
while listening to music.
(e)
PERCEPTION
The student
6.4.1 Identifies and describes basic musical elements of pitch and rhythm
in selected pieces of music, e.g.
• high/low
• fast/slow
• loud/soft
• ascending/descending melody
• even/un M4 (K-2) -1a
6.4.2 Identifies simple musical forms, e.g.
• phrase/echo/ verse/refrain
• AB
• ABA M4 (K-2) -2b
6.4.3 Begins to knows elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.4.3 Identifies meters.
• www.good-ear.com (ear training)
6.4.4 Recognizes major/minor tonalities. (grade 2)
6.4.5 Selects the correct meter to an aural presentation. (grade 2)
• musical theater
• recordings
6.4.6 ASSESSMENT TARGET
• Begins to describe the use of musical elements, musical
form, and instrumentation using supporting illustrations,
charts, or visuals. (Responses incorporate appropriate
musical terminology by grade 4.) GSE Assessment Target
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.good-ear.com (ear training)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 29
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
#4.1
7. Evaluating music and
music performances
7.1 Devise criteria
for evaluating
performances and
compositions. (a)
PERCEPTION
The student
7.1.1 Identifies and describes basic musical elements of pitch and
rhythm in selected pieces of music, e.g. M4 (K-2) -1a
•••• high/low, fast/slow, loud/soft, ascending/descending
melody, even and uneven rhythm patterns
•••• and through
o creative movements
o active listening
o questions and answers
o compare and contrast
o identifying traditional instruments and
instrument families
•••• compare and contrast
o instrument families
o children vs. adult voices
o women’s vs. men
o elements of music
•••• www.sfskids.org
•••• www.learningobjects,wesleyan.edu/vim (world
instrument music)
•••• www.worldmusic.nationalgeographic.com
7.1.2 Identifies individual timbres of instruments and voices in a variety
of music (e.g., winds, brass, bass, soprano, strings). M4 (K-2) -1c
7.1.3 Uses age-appropriate music vocabulary to critique music, e.g.
• “I can hear a steady beat.”
• “I can hear how the music gets louder.”
• “The xylophones and drums played together.” M4 (K-2) -2a
7.1.4 Uses purposeful movement and drawings to demonstrate an
awareness of the aesthetic qualities evoked by music (e.g.,
drawing or moving to show how the music sounds). M4 (K-2) -2b
7.1.5 Comprehends the criteria for evaluating musical performances
(ensemble, solo, or self) that includes:
• Dynamics – loudness or softness of the music
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.sfskids.org
• www.metronomeonline.com
(practice tool)
• www.artopod.com (free drum
loops)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 30
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• Pitch – singing or playing notes correctly
• Presentation – proper stage presence, uniform dress,
appropriate performance etiquette • Rhythm – patterns of long and short sounds
• Beat – I can hear a fast/slow/steady beat
7.1.6 Begins to identify elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
7.1.7 Recognizes and demonstrates an understanding of steady beat.
7.1.8 Recognizes and demonstrates an understanding of rhythmic and
melodic patterns in music.
7.1.9 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.) Assessment Target #4.1
7. Evaluating music and
music performances
7.2 Explain, using
appropriate music
terminology, their
personal preferences
for specific musical
works and styles. (b)
PERCEPTION
The student
7.2.1 Uses age-appropriate music vocabulary to critique music, e.g.
• “I can hear a steady beat.”
• “I can hear how the music gets louder.”
• “The xylophones and drums played together.”) M4 (K-2) -2a
• www.itunes.com
• www.youtube.com
• www.worldmusic.nationalgeographic.com
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.youtube.com
• www.worldmusic.nationalgeographi
c.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 31
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
7.2.2 Uses purposeful movement and drawings to demonstrate an
awareness of the aesthetic qualities evoked by music (e.g.,
drawing or moving to show how the music sounds) M4 (K-2) -2b
7.2.3 Uses personal vocabulary to describe voices and instruments
from diverse cultures. M2 (K-2) -1a
7.2.4 Recognizes and discusses music representing various cultures
(e.g., represented in the school population). M2 (K-2) -1b
7.2.5 Comprehends the criteria for evaluating musical performances
(ensemble, solo, or self) that includes:
• Dynamics – loudness or softness of the music
• Pitch – singing notes correctly
• Presentation – proper stage presence to include uniform
dress • Rhythm – patterns of long and short sounds
• Beat – identify fast/slow/steady beat
o www.itunes.com
o www.youtube.com
o www.worldmusic.nationalgeographic.com
7.2.6 Begins to know the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
7.2.7 Identifies different genres of music, e.g.
• Jazz
• Rock
• Classical
• Pop
• Opera
• Country
and uses age-appropriate vocabulary to express what they like or
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 32
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
dislike about the different genres of music.
7.2.8 ASSESSMENT TARGETS
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.) GSE Assessment Target #4.1
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
8. Understands
relationships between
music, the other arts,
and disciplines outside
the arts.
8.1 Identify similarities
and differences in the
common terms used in
various arts. (a))
INTEGRATION
The student
8.1.1 Identifies ways other disciplines are inter-related with music
using personal vocabulary, movement, or singing/playing e.g.,
• lullabies
• marches
• time patterns relevant to math M2 (K-2)-2a
8.1.2 Identifies genres and time periods and compares with the visual
arts, theater and dance (e.g. impressionism).
• Musicals
• Nutcracker Suite
• www.itunesu.com (history)
8.1.3 Recognizes and discussing music representing various cultures
(e.g., represented in the school population). M2 (K-2)-1b
8.1.4 Designs a drawing representative of the music.
8.1.5 Creates a dance representative of the time and music.
• Musical theater
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunesu.com (history)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance (vocal and
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 33
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
8.1.6 ASSESSMENT TARGET
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. GSE Assessment Target #2.2
instrumental)
Self-assessment using
performance checklist
8. Understands
relationships between
music, the other arts,
and disciplines outside
the arts.
8.2 Identify ways in
which principles
and subject
matter of other
disciplines taught
in the school are
interrelated with
those of music.
(b)
INTEGRATION
The student
8.2.1 Identifies ways other disciplines are inter-related with music using
personal vocabulary, movement, or singing/playing, e.g.
M2 (K-2)-2a
• lullabies
• marches
• time patterns relevant to math
o www.itunesu.com (history)
o www.learningobjects,wesleyan.edu/vim (world
instrument music)
o www.worldmusic.nationalgeographic.com
8.2.2 Identifies simple musical forms e.g.
•••• phrase/echo
•••• verse/refrain
•••• AB
•••• ABA M4 (K-2) 1b
8.2.3 Recognizes how music plays a role in the other subjects and vice
versa, e.g.
• math –adding note value
• science - acoustics, vibrations.
• ELA lyrics inked to poetry
• music culture/social medium
8.2.4 Identifies how music plays a role historically and culturally, e.g.
• social studies- patriotic songs, anthems, religious and folk
songs).
• Musical theater
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunesu.com (history)
• www.learningobjects,wesleyan.edu/
vim (world instrument music)
• www.worldmusic.nationalgeographi
c.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 34
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
8.2.5 Concludes the importance of the arts and academics.
• www.itunes.com
• www.worldmusic.nationalgeographic.com
8.2.6 ASSESSMENT TARGETS
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. GSE Assessment Target #2.2
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.). GSE Assessment Target #4.1
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
9. Understanding music in
relation to history and
culture.
9.1 Identify by genre or
style aural examples of
music from various
historical periods and
cultures. ( a)
CONTEXT
The student
9.1.1 Uses personal vocabulary to describe voices and instruments
from diverse cultures. M2 (K-2)-1a
• records in journal
9.1.2 Recognizes and discussing music representing various cultures
(e.g., represented in the school population). M2 (K-2)-1b
9.1.3 Analyzes how music plays a part historically and culturally in our
world.
9.1.4 Listens to musical examples from various time periods and
relate it to its historical era.
9.1.5 Listens to music from different cultures and relate it to its
cultural origins.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Checklists
(performance and
listening)
Conferencing
Playing test- live
using performance
rubric/checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 35
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.1.5 Applies music by genre or style when presented aurally to various
historical periods
• American history songs from the revolution, Civil War,
slavery, George M. Cohan, rock n’ roll, patriotic songs etc.)
• Western songs and explorers (Westward travel “Old
West”, “Clementine” I’ve been working on the Railroad”
Aaron Copland
• African American
9.1.7 ASSESSMENT TARGET
• Recognizes and describse music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
Peer assessment–
performance
rubric/checklist
Performance (vocal and
instrumental)
Self-assessment using
performance checklist
9. Understanding
music in relation
to history and
culture
9.2 Describe in
simple terms how
elements of
music are used in
music examples
from various
cultures of the
world. (b)
CONTEXT
The student
9.2.1 Uses personal vocabulary to describe voices and instruments
from diverse cultures. M2(K-2)1a
• www.itunes.com
• www.worldmusic.nationalgeographic.com
9.2.2 Recognizes and discusses music representing various cultures
(e.g., represented in the school population). M2(K-1)1b
9.2.3 Begins to recognize elements of music.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.worldmusic.nationalgeographi
c.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 36
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.2.4 Describes different ways the elements of music are used in music
from different cultures.
9.2.5 Explores the cultural and historical origin of music through its
distinguishing characteristics.
• rhythm
• meter
• key (major/minor, pentatonic)
• orchestration
.
9.2.6 ASSESSMENT TARGETS
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. GSE Assessment Target #2.2
9. Understanding music in
relation to history and
culture
9.3 Identify various
uses of music in
their daily
experiences and
describe
characteristics
that make
certain music
suitable for
each use. ( c)
CONTEXT
The student
9.3.1 Recognizes and discusses music representing various cultures (e.g.,
represented in the school population). M2(K-2 )-1b
• www.itunesu.com (history)
• www.worldmusic.nationalgeographic.com
9.3.2 Identifies ways other disciplines are inter-related with music using
personal vocabulary, movement, or singing/playing (e.g., lullabies,
marches, time patterns relevant to math). M2 (K-2)-2a
9.3.2 Recognizes various uses of music in their daily experiences e.g.
radio, TV, video games, movies, CD, MP3, ipod
9.3.3 Identifies music characteristics (rally, relaxing, mood, dancing) that
are used in their daily experiences.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.worldmusic.nationalgeographi
c.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 37
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.3.4 Classifies certain characteristics that make music in daily
experiences suitable for each use, e.g.
• Celebration music
• Seasonal/holiday music
• Patriotic music
• Program music
9.3.5 Selects music appropriate for daily activities.
9.3.6 Discusses why or why not certain music is used for different
activities.
9.3.7 ASSESSMENT TARGETS
• Recognize and describe music and celebrations of different
cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
• Work together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. Assessment Target #2.2
9. Understand
music in relation
to history and culture
MENC
9.4 Identify and
describe roles of
musicians in
various music
settings and
cultures. (d)
The student
9.4.1 Recognizes and discusses music representing various cultures (e.g.,
represented in the school population). M2 (K-2)-1b
9.4.2 Listens and observes musicians perform from the community.
9.4.3 Examines the role of musicians in different countries and cultures
throughout the world.
• www.itunesu.com (history)
• www.worldmusic.nationalgeographic.com
9.4.4 Works with “Artist in Residence,” e.g.
• Aubrey Atwater/Donnelly Trio
• Navy Band
• Rhode Island Philharmonic Music School Programs
• Rhode Island State Council on the Arts
9.4.5 ASSESSMENT TARGET
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.worldmusic.nationalgeographi
c.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES K-2 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 38
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• Recognize and describe music and celebrations of different
cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
9. Understand
music in relation to
history and culture
MENC
9.5 Demonstrate
audience
behavior
appropriate for
the context and
style of music
performed. (e)
The student
9.5.1. Recognizes and discusses music representing various cultures (e.g.,
represented in the school population). M2 K-2)-1b
9.5.2 Understands the proper audience etiquette for attending:
• assemblies
• town meetings
• concerts
• plays
• musical
9.5.3 Models and practices proper audience etiquette throughout
the school year.
9.5.4 ASSESSMENT TARGET
• Recognize and describe music and celebrations of different
cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.worldmusic.nationalgeographi
c.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard