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ROCKY FORD CURRICULUM GUIDE SUBJECT: Middle School Instrumental/Vocal Standard and Grade Level Expectation Evidence Outcome GRADE: 7-8 TIMELINE: 2nd Student-friendly Learning Objectives Level of Resource Correlation Thinking Academic Vocabulary Expression 1. Perform music in four or more parts accurately and expressively at the minimal level of 2 to 3 on the difficulty rating scale Expression 1. Perform music in four or more parts accurately and expressively at the minimal level of 2 to 3 on the difficulty rating scale Expression 1. Perform music in four or more parts accurately and expressively at the minimal level of 2 to 3 on the difficulty rating scale a. Sing or play in three, four, or more parts (level 2) (DOK 13)(CM) We will sing/play in 3 or more parts. Application 1) Level 2 to 3 sheet Parts music 2) Essential Musicianship 3) Essential Repertoire b. Respond to conductor's cues of balance and blend while singing or playing (DOK 13)(CM) We will respond to conductor's cues of balance and blend while singing or playing Comp 1) Level 2 to 3 sheet Cues music Balance 2) Essential Blend Musicianship 3) Essential Repertoire c. Incorporate all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing (DOK 1-3)(CM) Expression 1. Perform music in four or more parts d. Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, We will incorporate all Application musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, diction, and phrasing. Application We will Demonstrate the ability to adjust elements of music © Learning Keys, 800.927.0478, www.learningkeys.org 1) Level 2 to 3 sheet music 2) Essential Musicianship 3) Essential Repertoire Symbols Tempo Expressive Technical Tone Intonation Balance Blend Diction Phrasing 1) Level 2 to 3 sheet Pitch music Rhythm 2) Essential Dynamics Page 1 ROCKY FORD CURRICULUM GUIDE SUBJECT: Middle School Instrumental/Vocal Standard and Grade Level Expectation Evidence Outcome GRADE: 7-8 Student-friendly Learning Objectives TIMELINE: 2nd Level of Resource Correlation Thinking Academic Vocabulary accurately and expressively at the minimal level of 2 to 3 on the difficulty rating scale Expression 2. Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading Expression 2. Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading texture, form) during ensemble performances (DOK 1-3)(CM) during ensemble performances. Musicianship 3) Essential Repertoire Timbre Texture Form Ensemble a. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications (DOK 1-2)(C) Application We will sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. 1) Level 1 to 2 sheet music 2) Essential Musicianship 3) Essential Repertoire Sight-read Symbols Tempo Expressive Technical b. Maintain a consistent tone quality, intonation, balance, blend, and phrasing (DOK 13)(C) We will maintain a consistent tone quality, intonation, balance, blend, and phrasing. Application 1) Level 1 to 2 sheet music 2) Essential Musicianship 3) Essential Repertoire Tone quality Intonation Balance Blend phrasing Expression 3. Demonstrate contrasting modalities through performance a. Play or sing four major and three minor scales at least one octave in keys relative to their instrument/voice and understand relationships between major and minor (DOK 1-2)(IC) b. Perform music literature that We will play/sing four major and three minor scales at least one octave. Application 1) Scale sheets Major Minor Scales Octave Key We will perform music Application 1) Level 2 to 3 sheet Modes Expression © Learning Keys, 800.927.0478, www.learningkeys.org Page 2 ROCKY FORD CURRICULUM GUIDE SUBJECT: Middle School Instrumental/Vocal Standard and Grade Level Expectation GRADE: 7-8 Evidence Outcome Student-friendly Learning Objectives 3. Demonstrate contrasting modalities through performance contains contrasting modes (DOK 1-2)(CM) literature that contains contrasting modes. Creation 1. Create music using melodic and harmonic sequences a. Notate a melodic pattern in sequence, of at least 12 measures, adding tonal accompaniment; may utilize current technology (DOK 1-3)(C) b. Notate a harmonic pattern in sequence, of at least 12 measures; may utilize current technology (DOK 1-3)(I) a. Read notes on a staff including four or more ledger lines above or below the staff (DOK 1)(C) We will notate a melodic pattern in sequence, of at least 12 measures, adding tonal accompaniment. We will notate a harmonic pattern in sequence, of at least 12 measures We will read notes on a staff including four or more ledger lines above or below the staff We will Identify and notate I, IV, V, V7, I chord progressions in a given key signature We will describe, using a minimum of four markings (articulation, dynamic and tempo), when analyzing a musical example Creation 1. Create music using melodic and harmonic sequences Theory 2. Notation of level 2 compositions Theory 2. Notation of level 2 compositions b. Identify and notate I, IV, V, V7, I chord progressions in a given key signature (DOK 1-2)(C) Theory 3. Identification of musical elements in a level 2 (difficulty rating scale)composition or performance a. Describe, using a minimum of four markings (articulation, dynamic and tempo), when analyzing a musical example (DOK 1-2)(C) © Learning Keys, 800.927.0478, www.learningkeys.org TIMELINE: 2nd Level of Resource Correlation Thinking Synthesis music 2) Essential Musicianship 3) Essential Repertoire 1) Manuscript paper 2) Finale Academic Vocabulary Notate Melodic pattern Tonal accompaniment Synthesis 1) Manuscript paper 2) Finale Notate Harmonic pattern Knowledge 1) Scale sheet 1) Manuscript paper Notes Staff Ledger lines Knowledge 1) Scale sheet 1) Manuscript paper Notate Chord progression Key signature Analysis 1) Level 2 sheet music Markings Articulation Dynamic Tempo Musical example Page 3 ROCKY FORD CURRICULUM GUIDE SUBJECT: Middle School Instrumental/Vocal Standard and Grade Level Expectation Theory 3. Identification of musical elements in a level 2 (difficulty rating scale)composition or performance Aesthetic Valuation 1. Evaluation of musical performances and compositions using advanced criteria Aesthetic Valuation 1. Evaluation of musical performances and compositions using advanced criteria Aesthetic Valuation 2. Articulation of music's role and cultural tradition in American history and society Aesthetic Valuation 2. Articulation of music's role and cultural tradition in American history and Evidence Outcome GRADE: 7-8 TIMELINE: 2nd Student-friendly Learning Objectives Level of Resource Correlation Thinking Academic Vocabulary b. Given prescribed criteria, identify the form of a composition (DOK 1-2)(I) We will identify the form of a composition. Knowledge 2) Level 2 sheet music Composition Form a. Develop and describe informed criteria for evaluating musical performances and compositions (DOK 1-3)(CM) We will develop and describe informed criteria for evaluating musical performances and compositions Synthesis 1) Rubric Criteria Performances Compositions b. Evaluate works from personal listening repertoire with an advanced vocabulary (DOK 14)(CM) We will Evaluate works from personal listening repertoire with an advanced vocabulary Evaluation 1) YouTube 1) Listening Library Works Repertoire a. Describe various ways music is used and enjoyed in different societal backgrounds and cultural traditions (DOK 1-2)(C) We will describe various ways music is used and enjoyed in different societal backgrounds and cultural traditions We will create and defend a personal listening repertoire representing various styles and cultures Comp 1) YouTube 2) Listening Library Societal backgrounds Cultural traditions Synthesis Evaluation 1) YouTube 2) Listening Library Repertoire Styles Musical eras b. Create and defend a personal listening repertoire representing various styles and cultures from a span of musical eras and time periods (DOK 1-4)(I) © Learning Keys, 800.927.0478, www.learningkeys.org Page 4 ROCKY FORD CURRICULUM GUIDE SUBJECT: Middle School Instrumental/Vocal Standard and Grade Level Expectation Evidence Outcome society Aesthetic Valuation 2. Articulation of music's role and cultural tradition in American history and society c. Discuss the instrumental composition of various kinds of American musical ensembles and their functions within the ensembles (DOK 1-2)(C) Aesthetic Valuation 2. Articulation of music's role and cultural tradition in American history and society d. Discuss the vocal composition of various kinds of American musical ensembles and the function of the voices within the ensembles (DOK 1-2)(C) © Learning Keys, 800.927.0478, www.learningkeys.org GRADE: 7-8 Student-friendly Learning Objectives TIMELINE: 2nd Level of Resource Correlation Thinking from a span of musical eras and time periods Comp We will discuss the instrumental composition of various kinds of American musical ensembles and their functions within the ensembles Comp We will discuss the vocal composition of various kinds of American musical ensembles and the function of the voices within the ensembles Academic Vocabulary 1) YouTube 1) Listening Library Instrumental compositions American musical ensembles Functions 1) YouTube 1) Listening Library Vocal compositions American musical ensembles Functions Page 5