Old Orchard Beach Learning Results- Music

Old Orchard Beach Learning Results

Music - Gr. K-12

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K-5 MUSIC

CONTENT STANDARD

Students will read and perform a varied repertoire of music (vocally and instrumentally).

Performance Indicators Assessment Strategies

K-2 develop an awareness of basic musical symbols and vocabulary • teacher observation

• (K-2) study parts of violin

• (K-2) study terms: pizzicato, forte, piano, notes, note values

K-2 participate expressively in unison singing • teacher observation

• (K-2) chant poems and songs

• (K-2) clap rhythm patterns and sequences

K-2 participate in instrumental performances • school performances

• (K-2) participate in spring concerts

K-2 recognize and learn how to use and care for musical instruments • teacher observation

• (K-2) practice rest position and playing position for violin

• (K-2) learn to clean and properly store violin

3-5 recognize musical symbols and vocabulary through performance • observe rehearsals and concerts

• (3) study parts of violin

• (3) study terms: pizzicato, forte, piano, notes, note values

• (4) study songs that include a variety of musical symbols and vocabulary

° (5) demonstrate understanding of dynamics through performance and listening

• (5) demonstrate knowledge of treble clef through performance and kodaly techniques

3-5 participate in unison and two-part singing • observations and concerts

• (3) chant poems and songs

• (3) clap rhythm patterns and sequences

• (3-5) demonstrate proper vocal technique through group performance and individual performances

Top

K-5 MUSIC

CONTENT STANDARD

Students will read and perform a varied repertoire of music (vocally and instrumentally).

Performance Indicators Assessment Strategies

3-5 participate in instrumental performances • concerts

• (3) participate in spring concerts

• (4) perform on recorder and rhythm instruments

• (5) use Orff instruments

• (5) begin band instrument instruction (elective)

3-5 demonstrate proper use and care of musical instruments • teacher observations

• (3) practice rest position and playing position for violin

• (3) learn to clean and properly store violin

• (4-5) learn to clean, handle and properly store various musical instruments

Top

6-12 MUSIC

CONTENT STANDARD

Students will read and perform a varied repertoire of music (vocally and instrumentally).

Performance Indicators Assessment Strategies

6-8 use and apply musical symbols and vocabulary through performance • Teacher use a score sheet music as the guide.

• (6) learn symbols and vocabulary through performing on Orff instruments and applying Kodaly methodology

• (6-8) sing with technical accuracy, in two-three parts, in three languages a large and varied repertoire of vocal literature (elective)

• (6-8) perform with technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 2, on a scale of

1-6 (elective)

6-8 participate expressively in vocal and instrumental performances • Students will perform these elements under

• (6) sing and perform with expression in a variety of styles director cues.

• (6-8) sing with expression in a variety of styles (spirituals, ballads, folk, patriotic, jazz) (elective)

• (6-8) perform with expression in a variety of styles (marches, patriotic, folk, jazz, classical, and contemporary) (elective)

9-12 use and apply more advanced musical symbols and vocabulary through performances • performance (individually and group)

• (9-12) (chorus) sing with technical accuracy, in 4 parts, in 5 languages a large and varied repertoire of vocal literature (elective)

• (9-12) (band) perform with technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on

a scale of 1-6 (elective)

• (9-12) (theory, guitar, piano, percussion) perform with technical accuracy a large and varied repertoire of instrumental literature with a

level of 4 on a scale of 1-6 (elective)

9-12 participate expressively in vocal and instrumental performances • observation/written tests

• (9-12) (chorus) sing with expression in a variety of styles (spirituals, ballads, folk, patriotic, jazz) and appropriate historical

interpretation)

• (9-12) (band) perform with expression in a variety of styles (classical, avant garde, multicultural)

• (9-12) (guitar, piano, percussion, theory) perform with expression in a variety of styles (classical, avant garde, multicultural)

Top

K-5 MUSIC

CONTENT STANDARD

Students will create and notate music.

Performance Indicators Assessment Strategies

K-2 experiment with sounds and simple patterns • teacher observation during free practice time

• (K-2) transfer rhythmic patterns of songs and poem to violin

• (K-2) discriminate between high and low pitches, and loud and soft tones

• (K-2) practice arco and pizzicato techniques

3-5 improvise simple melodic and rhythmic patterns • teacher observation

• (3) transfer rhythmic patterns of songs and poem to violin

• (4) create melodies based on pentatonic scales, selecting various rhythm patterns

• (5) create sound tracks for given stories

3-5 compose and notate rhythms • teacher observes work done on paper and

• (3) not applicable students' performance of his composition

• (4-5) compose short rhythmic phrases and notate

Top

6-12 MUSIC

CONTENT STANDARD

Students will create and notate music.

Performance Indicators Assessment Strategies

6-8 improvise short melodies based upon a specific scale • teacher observation and critique

• perform improvisational melodies in jazz idiom (rhythms, dynamics, tonelitics, etc.)

• exploration of sounds through Orff instruments

6-8 compose and notate a simple melody and basic harmony • teacher observation and critique

• demonstrate knowledge of notation through proper usage

• indicate chord symbols as required by the composed melody

9-12 improvise melodies over specific chord progressions • improvisation of melodies with chords

9-12 compose, arrange and notate music within specified guidelines • written compositions

Top

K-5 MUSIC

CONTENT STANDARD

Students will actively listen to, analyze and evaluate a varied repertoire of music.

Performance Indicators Assessment Strategies

K-2 distinguish among the different families (strings, winds, percussion, voice) and sounds of instruments • oral questioning

K-2 demonstrate appropriate audience behavior • class discussion

K-2 describe a piece of music using criteria such as; fast-slow, happy, sad, etc.

3-5 know and understand specific examples of the elements of music • teacher observation in class

• differentiate between various instruments and their respective tone colors

• identify highest lows of pitch

• perform short rhythms and count them

• contrast melody and harmony

3-5 demonstrate appropriate audience behavior • class discussion and teacher observation

• attend performances and later discuss do's and don'ts of audience behavior

• identify examples of appropriate and inappropriate behavior

3-5 provide a rationale for likes and dislikes of a piece of music • teacher listens to students' responses

• go beyond "it's boring" when discussing dislikes

• use musical terms when describing a piece of music

• critique varied types of music

Top

6-12 MUSIC

CONTENT STANDARD

Students will actively listen to, analyze and evaluate a varied repertoire of music.

Performance Indicators Assessment Strategies

6-8 identify the elements of music in a given example • class discussion

• identify themes and motifs through various prompts

• count, echo, perform distinctive rhythms of a given piece

• label musical terms such as tempo and dynamics

6-8 demonstrate appropriate audience behavior • teacher follow-up of observation-feedback

• attend performances and later discuss do's and don'ts of audience behavior

• identify examples of appropriate and inappropriate behavior

• discuss completion of a piece as opposed to movements in a piece

6-8 demonstrate an understanding between a personal opinion and an educated judgment about a piece of music • teacher prompt

• demonstrate educated judgment through the use of musical terms

• write a basic critique of a piece (of any style)

9-12 describe the use of elements of music in a given example • class discussions

• multiple choice tests/essays

9-12 demonstrate appropriate audience behavior • oral questioning

9-12 explain and justify personal aesthetic criteria for critiquing works of music • class presentation

Top

K-5 MUSIC

CONTENT STANDARD

Students will understand the relationship of music to history, culture, other content areas and its impact on their lives.

Performance Indicators Assessment Strategies

K-2 recognize samples of major styles of music from different cultural and ethnic groups • school performances

K-2 use music to enhance other content areas • observation

K-2 develop an awareness of the role of music in society (ceremonies, socials, holidays, patriotic songs, commercials, etc.) • oral questioning

3-5 describe in simple terms distinguishing characteristics of music from a variety of cultures and or historical periods • teacher listens to students' comments

• distinguish style through contrasting musical elements

• discuss instrumentation of various periods and cultures

• identify time period through "piece of the day" activities

3-5 use music to enhance other content areas and identify connections with other content areas • teacher observes participation of students

• participate in interdisciplinary unit activities such as patriotic, historical, folk dances, etc.

3-5 recognize the effects of music in a variety of situations • discussion participation

• identify the impact of music in movies, musicals, athletic events, "elevator music", etc.

Top

6-12 MUSIC

CONTENT STANDARD

Students will understand the relationship of music to history, culture, other content areas and its impact on their lives.

Performance Indicators Assessment Strategies

6-8 describe in simple terms distinguishing characteristics of music from a variety of cultures and or historical periods • listens to "Piece of the Day"

• study musical examples from each time period

• create a music time line

• demonstrate the musical elements of a culture or time period

6-8 use music to enhance other content areas and identify connections with other content areas • listens to "Piece of the Day"

• perform music connected to unit project, for example: "South of the Border"

• participate in various cross-curriculum units, such as; the science extravaganza, Events of Arts, etc.

6-8 describe the effects of music in a variety of situations • oral questioning

• describe the emotional effects of some music, and expressive qualities

• understand how themes in music can be used for a variety of situations such as the circus, sporting events, musicals, etc.

9-12 compare and contrast characteristics of music from different cultural groups and/or historical periods • essays/oral presentations

9-12 explain how other content areas can be related to music • oral questioning/short answer

9-12 describe the ways music influences and/or enriches peoples' lives • class discussion

Back to OOB Learning Results Page

K-5 MUSIC

CONTENT STANDARD

Students will read and perform a varied repertoire of music (vocally and instrumentally).


Performance Indicators	Assessment Strategies

K-2 develop an awareness of basic musical symbols and vocabulary	• teacher observation
• (K-2) study parts of violin
• (K-2) study terms: pizzicato, forte, piano, notes, note values

K-2 participate expressively in unison singing	• teacher observation
• (K-2) chant poems and songs
• (K-2) clap rhythm patterns and sequences

K-2 participate in instrumental performances	• school performances
• (K-2) participate in spring concerts

K-2 recognize and learn how to use and care for musical instruments	• teacher observation
• (K-2) practice rest position and playing position for violin
• (K-2) learn to clean and properly store violin

3-5 recognize musical symbols and vocabulary through performance	• observe rehearsals and concerts
• (3) study parts of violin
• (3) study terms: pizzicato, forte, piano, notes, note values
• (4) study songs that include a variety of musical symbols and vocabulary
° (5) demonstrate understanding of dynamics through performance and listening
• (5) demonstrate knowledge of treble clef through performance and kodaly techniques

3-5 participate in unison and two-part singing	• observations and concerts
• (3) chant poems and songs
• (3) clap rhythm patterns and sequences
• (3-5) demonstrate proper vocal technique through group performance and individual performances

Top
K-5 MUSIC

CONTENT STANDARD

Students will read and perform a varied repertoire of music (vocally and instrumentally).


Performance Indicators	Assessment Strategies

3-5 participate in instrumental performances	• concerts
• (3) participate in spring concerts
• (4) perform on recorder and rhythm instruments
• (5) use Orff instruments
• (5) begin band instrument instruction (elective)

3-5 demonstrate proper use and care of musical instruments	• teacher observations
• (3) practice rest position and playing position for violin
• (3) learn to clean and properly store violin
• (4-5) learn to clean, handle and properly store various musical instruments


Top
6-12 MUSIC

CONTENT STANDARD

Students will read and perform a varied repertoire of music (vocally and instrumentally).


Performance Indicators	Assessment Strategies

6-8 use and apply musical symbols and vocabulary through performance	• Teacher use a score sheet music as the guide.
• (6) learn symbols and vocabulary through performing on Orff instruments and applying Kodaly methodology
• (6-8) sing with technical accuracy, in two-three parts, in three languages a large and varied repertoire of vocal literature (elective)
• (6-8) perform with technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 2, on a scale of
1-6 (elective)

6-8 participate expressively in vocal and instrumental performances	• Students will perform these elements under
• (6) sing and perform with expression in a variety of styles	director cues.
• (6-8) sing with expression in a variety of styles (spirituals, ballads, folk, patriotic, jazz) (elective)
• (6-8) perform with expression in a variety of styles (marches, patriotic, folk, jazz, classical, and contemporary) (elective)

9-12 use and apply more advanced musical symbols and vocabulary through performances	• performance (individually and group)
• (9-12) (chorus) sing with technical accuracy, in 4 parts, in 5 languages a large and varied repertoire of vocal literature (elective)
• (9-12) (band) perform with technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on
a scale of 1-6 (elective)
• (9-12) (theory, guitar, piano, percussion) perform with technical accuracy a large and varied repertoire of instrumental literature with a
level of 4 on a scale of 1-6 (elective)

9-12 participate expressively in vocal and instrumental performances	• observation/written tests
• (9-12) (chorus) sing with expression in a variety of styles (spirituals, ballads, folk, patriotic, jazz) and appropriate historical
interpretation)
• (9-12) (band) perform with expression in a variety of styles (classical, avant garde, multicultural)
• (9-12) (guitar, piano, percussion, theory) perform with expression in a variety of styles (classical, avant garde, multicultural)

Top
K-5 MUSIC

CONTENT STANDARD

Students will create and notate music.


Performance Indicators	Assessment Strategies

K-2 experiment with sounds and simple patterns	• teacher observation during free practice time
• (K-2) transfer rhythmic patterns of songs and poem to violin
• (K-2) discriminate between high and low pitches, and loud and soft tones
• (K-2) practice arco and pizzicato techniques

3-5 improvise simple melodic and rhythmic patterns	• teacher observation
• (3) transfer rhythmic patterns of songs and poem to violin
• (4) create melodies based on pentatonic scales, selecting various rhythm patterns
• (5) create sound tracks for given stories

3-5 compose and notate rhythms	• teacher observes work done on paper and
• (3) not applicable	students' performance of his composition
• (4-5) compose short rhythmic phrases and notate


Top
6-12 MUSIC

CONTENT STANDARD

Students will create and notate music.


Performance Indicators	Assessment Strategies

6-8 improvise short melodies based upon a specific scale	• teacher observation and critique
• perform improvisational melodies in jazz idiom (rhythms, dynamics, tonelitics, etc.)
• exploration of sounds through Orff instruments

6-8 compose and notate a simple melody and basic harmony	• teacher observation and critique
• demonstrate knowledge of notation through proper usage
• indicate chord symbols as required by the composed melody

9-12 improvise melodies over specific chord progressions	• improvisation of melodies with chords




9-12 compose, arrange and notate music within specified guidelines	• written compositions


Top
K-5 MUSIC

CONTENT STANDARD

Students will actively listen to, analyze and evaluate a varied repertoire of music.


Performance Indicators	Assessment Strategies

K-2 distinguish among the different families (strings, winds, percussion, voice) and sounds of instruments	• oral questioning




K-2 demonstrate appropriate audience behavior	• class discussion



K-2 describe a piece of music using criteria such as; fast-slow, happy, sad, etc.



3-5 know and understand specific examples of the elements of music	• teacher observation in class
• differentiate between various instruments and their respective tone colors
• identify highest lows of pitch
• perform short rhythms and count them
• contrast melody and harmony

3-5 demonstrate appropriate audience behavior	• class discussion and teacher observation
• attend performances and later discuss do's and don'ts of audience behavior
• identify examples of appropriate and inappropriate behavior

3-5 provide a rationale for likes and dislikes of a piece of music	• teacher listens to students' responses
• go beyond "it's boring" when discussing dislikes
• use musical terms when describing a piece of music
• critique varied types of music
Top
6-12 MUSIC

CONTENT STANDARD

Students will actively listen to, analyze and evaluate a varied repertoire of music.


Performance Indicators	Assessment Strategies

6-8 identify the elements of music in a given example	• class discussion
• identify themes and motifs through various prompts
• count, echo, perform distinctive rhythms of a given piece
• label musical terms such as tempo and dynamics

6-8 demonstrate appropriate audience behavior	• teacher follow-up of observation-feedback
• attend performances and later discuss do's and don'ts of audience behavior
• identify examples of appropriate and inappropriate behavior
• discuss completion of a piece as opposed to movements in a piece

6-8 demonstrate an understanding between a personal opinion and an educated judgment about a piece of music	• teacher prompt
• demonstrate educated judgment through the use of musical terms
• write a basic critique of a piece (of any style)


9-12 describe the use of elements of music in a given example	• class discussions
	• multiple choice tests/essays


9-12 demonstrate appropriate audience behavior	• oral questioning



9-12 explain and justify personal aesthetic criteria for critiquing works of music	• class presentation

Top
K-5 MUSIC

CONTENT STANDARD

Students will understand the relationship of music to history, culture, other content areas and its impact on their lives.


Performance Indicators	Assessment Strategies

K-2 recognize samples of major styles of music from different cultural and ethnic groups	• school performances



K-2 use music to enhance other content areas	• observation



K-2 develop an awareness of the role of music in society (ceremonies, socials, holidays, patriotic songs, commercials, etc.)	• oral questioning




3-5 describe in simple terms distinguishing characteristics of music from a variety of cultures and or historical periods	• teacher listens to students' comments
• distinguish style through contrasting musical elements
• discuss instrumentation of various periods and cultures
• identify time period through "piece of the day" activities

3-5 use music to enhance other content areas and identify connections with other content areas	• teacher observes participation of students
• participate in interdisciplinary unit activities such as patriotic, historical, folk dances, etc.

3-5 recognize the effects of music in a variety of situations	• discussion participation
• identify the impact of music in movies, musicals, athletic events, "elevator music", etc.
Top
6-12 MUSIC

CONTENT STANDARD

Students will understand the relationship of music to history, culture, other content areas and its impact on their lives.


Performance Indicators	Assessment Strategies

6-8 describe in simple terms distinguishing characteristics of music from a variety of cultures and or historical periods	• listens to "Piece of the Day"
• study musical examples from each time period
• create a music time line
• demonstrate the musical elements of a culture or time period

6-8 use music to enhance other content areas and identify connections with other content areas	• listens to "Piece of the Day"
• perform music connected to unit project, for example: "South of the Border"
• participate in various cross-curriculum units, such as; the science extravaganza, Events of Arts, etc.

6-8 describe the effects of music in a variety of situations	• oral questioning
• describe the emotional effects of some music, and expressive qualities
• understand how themes in music can be used for a variety of situations such as the circus, sporting events, musicals, etc.

9-12 compare and contrast characteristics of music from different cultural groups and/or historical periods	• essays/oral presentations




9-12 explain how other content areas can be related to music	• oral questioning/short answer




9-12 describe the ways music influences and/or enriches peoples' lives	• class discussion