Download Middle School Curriculum – Music

High School Curriculum – Vocal Music
I – Introduce
M – Master
R – Reinforce
High School
Benchmark
1. Perform with
expression and
technical accuracy a
large and varied
repertoire of vocal
and instrumental
literature with a
moderate level of
difficulty including
some song performed
from memory.
2. Perform music
written in four parts,
with and without
accompaniments.
3. Perform in large
and small ensembles,
demonstration well
developed ensemble
skills.
5. Read an instrument
or vocal score of at
least four staves.
6. Sight-read
accurately and
expressively, music
with an appropriate
level of difficulty.
7. Stylistically
improvise appropriate
harmonizing parts.
8. Improvise original
melodies over given
chord progression,
each in a consistent
style, meter, and
tonality.
9. Arrange pieces for
Grade 9
Grade 10
Grade 11
Perform with
expression and
technical accuracy a
large and varied
repertoire of vocal and
instrumental literature
with a moderate level
of difficulty including
some songs
performed from
memory. (Develop
repertoire throughout
high school)
Perform music written
in four parts.
Sing music artistically
accurate from folk,
classical and pop
genres.
Perform accurately
with appropriate
technique in large and
small ensembles.
Identify the melody in
other parts of the
ensemble.
Read solo line in a
score with a piano
accompaniment.
Sight-read accurately
and expressively,
music with an
appropriate level of
difficulty. (Continue to
develop at skill
appropriate level
throughout high
school.
Sing and play simple
melodies from memory
and improvise
harmonies starting a
third or fifth above the
melody.
Improvise original
melodies over given
chord progression,
each in a consistent
style, meter, and
tonality.
Arrange pieces for
Students work in
small ensembles.
Read a score of 3-4
staves with varied
instruments or clefs.
Use moveable “Do”
solfeggio system for
sight singing.
Create and arrange
harmonizing parts to
familiar songs in
small groups.
Stylistically improvise
appropriate
harmonizing parts.
Introduce singers to
SATB music
eventually a
cappella.
Identify the
relationship between
all the parts of the
ensemble.
Grade 12
Perform in large and
small ensembles
demonstration well
developed ensemble
skills.
Read an instrumental
or vocal score of at
least four staves.
Harmonize to
existing vocal melody
lines.
Vocalize new melody
over exiting harmony
in chord work.
Switch voice parts to
voices or instruments,
other than those for
which the pieces were
written, in ways that
preserve or enhance
the expressive effect
of the music.
10. Demonstrate an
extensive knowledge
and use of the
technical vocabulary
of music.
11. Analyze aural
examples of a varied
repertoire of music,
representing diverse
genres and cultures,
by describing the uses
of elements of music
and expressive
devices.
12. Identify and
explain compositional
devices and
techniques and their
purposes, giving
examples of other
works that make
similar uses of these
devices and
techniques.
13. Make informed
critical evaluations of
the quality and
effectiveness of
performances,
compositions,
arrangements and
imp5rovisations
applying specific
criteria.
14. Evaluate a
voices or instruments,
other than those for
which the pieces were
written, in ways that
preserve or enhance
the expressive effect of
the music. (Continue
to develop through
regular practice the
skills described in
II.MI5)
Demonstrate an
extensive knowledge
and use of the
technical vocabulary of
music.
Analyze aural
examples of a varied
repertoire of music,
representing diverse
genres and cultures,
by describing the uses
of elements of music
and expressive
devices.
Describe the
compositional devices
and techniques used
by a few
representative
composers from the
classical and romantic
periods and what
makes them
representative of the
style and period.
(Continue to develop
repertoire throughout
high school).
Make informed critical
evaluations of the
quality and
effectiveness of
performances
compositions,
arrangements and
improvisations
applying specific
criteria
See
change timbre of
composition.
Use work
book/sheets to learn
vocabulary of music.
Compare and
contrast difference
performances of
same works.
Describe the
compositional
devices and
techniques used by a
few representative
jazz composers and
what makes them
representative of the
style. (Continue to
develop repertoire
throughout high
school)
Discuss why certain
pieces sound
distinctive to style?
Use past experience
to evaluate
effectiveness of
concert.
See III.HS.2, III.
Observe other choirs
Evaluate a
performance,
composition,
arrangement, or
improvisation by
comparing it to similar
or exemplary models.
III.HS.2,III.HS3,III.HS.5
HS.3, III.HS,5.
and learn from their
strengths.
15. Classify by genre
or style and by
historical period or
culture unfamiliar but
representative aural
examples of music
and explain the
reasoning behind their
classification.
16. Identify sources of
American music
genres, trace the
evolution of those
genres, and cite well
known musician
associated with them.
17. Identify various
roles that musicians
perform, cite
representative
individuals who have
functioned in each
role, and describe
their activities and
achievements.
18. Analyze the
impact of electronic
media on society and
culture.
19. Explain how
elements, artistic
process and
organizational
principles are used in
similar and distinctive
ways in the various
arts and cite
examples.
20. Compare
characteristics of two
or more arts within a
particular historical
period or style and cite
examples from various
cultures.
21. Explain ways in
which the principles
and subject matter of
Classify by genre or
style or culture aural
examples of music
from various regions in
Africa, and the Orient.
Describe the
distinguishing
characteristics of
various genres of
jazz and the
distinguishing
characteristics of the
major periods in
classical music.
Identify well known
musicians associated
with the various
styles and genres of
American music.
Contrast
performance styles
and explain cause
and effect.
Identify well-known
musicians throughout
history in various
genres and periods.
Explore biography of
composers from
vocal work.
Classify by genre or
style aural examples of
music from various
regions in America.
Identify well-known
instrumental and vocal
soloists in various
musical genres.
Analyze the impact of
electronic media on
society and culture.
performance,
compositions,
arrangement, or
improvisation by
comparing it to
similar or exemplary
models.
Classify by genre or
style and by
historical period or
culture, unfamiliar
but representative
aural examples of
music and explain
the reasoning behind
their classification.
Use Jazz in
performance and
explore origins.
Use digital piano to
create
accompaniment for
choir to sing with.
Compare modern
sculpture to atonal
musical
compositions.
Describe how the
artistic process and
organizational
principles are used in
music. See II.HS.4,
II.HS.5, II.HS. 6,
II.HS.7, III.HS.2,
III.HS.3.
Describe how the
artist process and
organizational
principles are used in
one other art form.
Identify the basic
characteristics of one
art form within a
particular historical
period or style. See
III.HS.2.
Identify the basic
characteristics of
various art forms
within a particular
historical period or
style.
Compare the basic
characteristics of
various art forms
within a particular
historical period of
style.
See V.MS.2, V.HS.1,
V.HS.2.
See V.MS.2, V.HS.1,
V.HS.2.
See V.MS.2, V.HS.1,
V.HS.2.
Identify various roles
that musicians
perform, cite
representative
individuals who have
functioned in each
role, and describe
their activities and
achievements.
Explain how
elements, artistic
process and
organizational
principles are used in
similar and distinctive
ways in the various
arts and cite
examples.
Use history to
compare the arts of a
culture.
Explore patterns and
math ratios to
musical
various disciplines
outside the arts are
interrelated with those
of music.
22. Analyze and
consider the use of
music and media for
the future.
compositions.
Analyze and consider
the use of music and
media for the future.
Sing 20 century
piece and discuss
direction of modern
composers.