CURRICULUM

BIG IDEAS:  Use critical thinking skills and reflection to demonstrate the understanding of technique and structure
Measurement Topic:  Skills, techniques and processes
Essential questions:
Does the student?    Play melodies by ear with support from teacher/and or peers?
                                Perform Music to demonstrate knowledge of musical structure?
                                Transfer performance techniques from familiar to unfamiliar pieces?
                                Play age-appropriate repertoire expressively?     
                                 Demonstrate proper instrumental techniques?
                                Sight-read standard exercise and simple repertoire?
                                Is accurate in rhythmic and pitch?
                                Demonstrate efficient rehearsal strategies to apply skills and techniques?

1.3 Elements and Principals:All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art. ) (1.4 Critique: All students will develop, apply and reflect upon knowledge of the process of critique.


Students will sight-read and perform repertoire from a variety of styles and genres and demonstrate the ability to follow the musical directions of the conductor.

Give students an understanding of the role, development and influence of the arts throughout history and across cultures.

BIG IDEAS:  

Essential Questions:
Does the student possess strategies for listening to unfamiliar music?
compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypotheses of the composer's intent?

Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teacher and peers?

Critique using correct music vocabulary, changes in one's  own or others' musical performance resulting from practice or rehearsal?

Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea or mood?
Perform the expressive elements of a musical work indicated by the musical score and conductor and be able to transfer those ideas to other pieces?

Students will make intelligent value judgments regarding music and music performance and be able to demonstrate the ability to identify intonation, rhythm and articulation as well as melody, and harmony.  They will demonstrate understanding of ensemble blend and balance.



All students will synthesize those skill, media,methods and technologies appropriate to creating, performing and/or presently works of music.

BIG IDEAS:  In order to create an authentic musical performance, the musician must be be to sleuth out the intentions of a composer as presented on the printed page through a variety of notations and symbols.

 In addition, the performer music have a formal knowledge of and be able to accurately express, the music of a variety of genres, cultures and historical eras at an advanced level and thereby enhance feelings of self worth.

Essential Questions:
Does the student?
How does the composer tell a performer to perform the dynamics of a piece of music?
Where would you go to find out more about an unfamiliar notation system?
How does learning music make on culturally aware?
How can I modify a piece of music so that the listener can make the connection between the original and my variation?
How does the time and place in which a piece is composed affect how I perform it?
How can I interpret the composer's intentions to make the piece more interesting and musical?

Students will understand that interpreting music is a responsibility.  Students will learn to use a variety of clues to help create an authentic performance and know whether difference of different cultures, eras and genres are substantial or subtle.  Through advanced thinking processes the students will learn good technique, posture and structured practice and be able to control nuance and subtle differences in their performance.
















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