Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Willmar Public Schools Curriculum Map Subject Area Music – Senior High Course Name Cardinal Orchestra Date October 2010 Course Description: This class is an auditioned orchestra for students primarily in 11th-12th grade. Students may also participate in band and choir in addition to orchestra. The Willmar Music Curriculum uses the National Association for Music Education Standards Timeli ne Sept Oct Nov Dec Jan Feb Mar Apr May Jan Feb Mar April Content Standards Addressed Skills/Benchmarks Essential Questions Assessments Intonation Note-reading Counting Dynamics Interpretation Tone Quality Vibrato Rhythm Balance/Blend Bowing/Articulation Posture Advanced Positions 2. Performing on instruments, alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing, and describing music 7. Evaluating music and music performances 9. Understanding music in relation to history and culture What are the life-long benefits to learning music? Performance Assessments (playing tests) Group performances (concerts). Written evaluations of performances. All assessments will demonstrate the content standards: intonation, tone quality, rhythm, technique, musicianship, balance and blend, and articulation. Interpretation of orchestral literature for Solo/Ensemble and Contest building on above content standards. Perform a wide variety of predominantly standard classical 1. Performing on instruments, alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing, and describing music 7. Evaluating music and music performances 9. Understanding music in Perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6. Demonstrate the ability to read an instrumental score of up to four staves by describing how the elements of music are used. 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. Evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. Perform in small ensembles with one student on a part. Demonstrate the ability to read a full instrumental score by describing how the elements of music are used and explaining all transpositions and clefs. Demonstrate extensive knowledge of the technical vocabulary of music. Evaluate a performance, composition, arrangement, or improvisation by What does a quality orchestra sound like? How have composers throughout various time periods in music history contributed to music? What skills do we learn in music that we can use all throughout life? What is the role of each section/instrument of the orchestra/ensemble in portraying the proper interpretation of the piece of music? Contest performance – solo/ensemble and large group All-State Audition Evaluation of own performance and also the performance of other groups at contest Willmar Public Schools Curriculum Map music relation to history and culture comparing it to similar or exemplary models. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context. Apr Perform a wide 1. Performing on instruments, Perform an appropriate part in an How can performing in a May variety of orchestral alone and with others, a varied ensemble, demonstrating well-developed musical ensemble make June literature repertoire of music ensemble skills. one a better citizen? Sight-read orchestral 5. Reading and notating music Sight-read, accurately and expressively, music of various 6. Listening to, analyzing, and music with a level of difficulty of 4, on a levels of difficulty describing music scale of 1 to 6. 7. Evaluating music and music Analyze and describe uses of the elements performances of music in a given work that make it unique, interesting, and expressive. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions. Content -- big ideas, broad topics, major subcategories and underlying concepts Standards Addressed – National Association for Music Education Standards Skills/Benchmarks -- tells what the student will be able to do as a result of instruction Essential Questions -- what overarching questions will guide instruction and produce higher levels of thinking? Assessments -- evidence that the student understands the concepts, demonstration of skills Group performance (concert) Performance Assessments (playing tests) Written and verbal evaluation of performance