COON RAPIDS-BAYARD COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: Elementary Band
GRADE(S): 5-6
LENGTH: Year
PREREQUISITES: Ownership, rental or other access
to an appropriate band instrument
CREDITS: None REQUIRED: No
Course Description: Students in the Elementary Band will learn the
basics of playing their instrument both independently and as part of the large
group. A great deal of emphasis is also given to the development of teamwork
skills and positive work habits. All elementary band members are given a private lesson in a one to one setting once a
week in addition to the regular class meetings.
______________________________________________________________________________
Benchmarks: The Music Department has established these benchmarks for
Elementary Band.
The students should be able to:
Inst. Music.1.4-6.1 Participate in Master Class
impromptu performances
Indicators:
a. Choose a song and be willing to play it for
the class
b. Accurately performs songs chosen
c. Listens attentively to the efforts of others
Inst. Music.1.4-6.2 Participate in
demonstration performances
Indicators:
a. Accurately perform songs chosen
b. Be confident of abilities
c. Produce a consistent tone for their
instrument
d. Demonstrates proper etiquette for the
performance
Inst. Music.1.4-6.3 Participate in formal
Concert Band performances
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Demonstrates proper etiquette for the
performance
Inst. Music.1.4-6.4 Perform independently in a
2 part setting
Indicators:
a. Plays assigned duets in lesson text as part
of a split group
b. Plays assigned duets in lesson text with a
partner
c. Performs rhythms independently and
accurately
Inst. Music.2.4-6.1 Play F, B flat and E flat
concert scales on sight
Indicators:
a. Knows how to construct a major scale
b. Correctly determines the note names of
assigned scales
c. Knows all required fingerings for their
instrument
Inst. Music.2.4-6.2 Decode and clap rhythms
which include eighth notes in duple time
signatures
Indicators:
a. Correctly names types of notes from whole to
eighth
b. Correctly chants or claps assigned rhythms
c. Correctly repeats rhythms after tempo is
changed
Indicators:
a. Knows the musical alphabet
b. Knows the key signature
c. Knows how to construct a major scale
d. Knows all required fingerings for their
instrument
Inst. Music.2.4-6.4 Decode and use 2/4, 3/4 and
4/4 time signatures
Indicators:
a. Identifies top number as beats per measure
b. Identifies bottom number as the number of
beats for a whole note
c. Correctly plays songs in different time
signatures
Inst. Music.2.4-6.5 Decode and follow simple
repeats, 1st/2nd endings and DC al fine
Indicators:
a. Knows definitions/translations of the most
common repeat terms
b. Follows simple musical forms while playing
an instrument
Inst. Music.2.4-6.6 Decode and use basic
Italian dynamic terms
Indicators:
a. Knows "f" means loud,
"m" means medium and "p" means soft
b. Combines m, f and p to create the most
common dynamic terms
c. Knows full names of dynamic symbols m, f and
p
Inst. Music.3.4-6.1 Perform music from other
cultures
Indicators:
a. Recognizes that not all music is the same
b. Knows cultural origins of all world music
performed
c. Knows and uses correct style and attitude
for any world music studied
Inst. Music.3.4-6.2 Recognize that music
outside their personal experience has value
Indicators:
a. Recognizes that not all music is the same
b. Refrains from negative comparisons
c. Shows respect and acceptance of other
cultures
Inst. Music.4.4-6.1 Perform simple
improvisations
Indicators:
a. Is not afraid to try
b. Knows and uses basic rules of improvisation
c. Forms phrases
Inst. Music.4.4-6.2 Choose pieces to perform
for parents
Indicators:
a. Chooses songs within their limitations
b. Carefully prepares chosen selections
c. Performs confidently
Inst. Music.5.4-6.1 Know and consistently
follow all classroom rules
Indicators:
a. Consistently arrives on time or with a pass
b. Respects others property
c. Respects others right to learn
d. Performs up to their capacity
Inst. Music.5.4-6.2 Take action outside of
class to improve their performance skills
Indicators:
a. Takes instrument home regularly
b. Improves skills between lessons
c. Marks music when needed
d. Keeps parents informed through lesson
reports
Inst. Music.5.4-6.3 Recognize and demonstrate
acceptable behaviors for a given situation
Indicators:
a. Follows classroom rules
b. Is quiet and attentive when attention
centers on others
c. Uses proper concert etiquette
Inst. Music.5.4-6.4 Attend special events when
required
Indicators:
a. Listens to instructions as to arrival time,
dress, etc.
b. Communicates instructions to parents
c. Follows instructions to the best of their
ability
Inst. Music.5.4-6.5 Keep instrument/equipment
in good playing condition
Indicators:
a. Owns proper supplies to do basic maintenance
of their instrument
b. Knows how to properly assemble and
disassemble their instrument
Inst. Music.5.4-6.6 Keep instrument in
designated place
Indicators:
a. Takes instrument home when not needed at
school
b. Keeps instrument in a proper case
c. Keeps instrument in the assigned place when
it is at school
Instructional Strategies and Activities:
1. Large group practice
2. Partner work
3. Individual lessons
4. Model and mimic activities
5. Impromptu performance (in class)
6. Guided practice
7. Formal and informal performances (for
parents)
8. Historical readings (in the lesson text)
Assessments:
1. Quizzes and check points
2. Rate of progress in the lesson text
3. Lesson attendance rate
4. Public demonstrations and performances
(outcome based assessment)
5. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Careful assignment of instruments to match
strengths and weaknesses
2. Individual lessons
3. Adjusted assignments for students at both
high and low achievement levels
4. Rewriting parts to add or remove technical
challenges
Resources:
1. Coon Rapids-Bayard instrumental music
library
2. Essential Elements 2000 (main lesson text)
3. Rieman Music
4. Band equipment inventory
5. Posters and charts
6. Listening and learning CD’s
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading)
2. Historical readings in the lesson text
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study music from a wide
variety of cultures.
b. Students will select one non-English
speaking country for group study.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Technology:
a. Students will use CD players.
b. Students will use microphones.
c. Students will use a variety of musical
instruments, both electronic and acoustic.
5. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
6. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: Jr. High Band
GRADE(S): 7-8
LENGTH: Year
PREREQUISITES: Ownership, rental or other access
to an appropriate band instrument
CREDITS: None REQUIRED: No
______________________________________________________________________________
Course Description: Students in the Jr. High Band will master the
basics of playing their
instrument and begin to learn intermediate and
advanced skills. They will perform both
independently and as part of the large group. A
great deal of emphasis is also given to the
development of higher order thinking skills.
All Jr. High band members are given a private lesson
in a one to one setting once every cycle in addition
to the regular class meetings.
Benchmarks: The Music Department has established these benchmarks for Jr. High
band.
The students should be able to:
Inst. Music.1.7-8.1 Participate in recital
performances
Indicators:
a. Select a piece within their capabilities
b. Prepare the piece selected
c. Accurately perform the piece selected
d. Produce a characteristic tone for their
instrument
e. Demonstrates proper etiquette for the
performance
Inst. Music.1.7-8.2 Participate in formal
performances
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Demonstrates proper etiquette for the
performance
Inst. Music.1.7-8.3 Perform independently in a
4 part setting
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Performs rhythms independently and
accurately
d. Links their part with a steady beat shared
by the group
Inst. Music.1.7-8.4 Make changes in a
performance to make it more expressive
Indicators:
a. Knows and correctly interprets signs and
symbols for musical expression
b. Changes loudness as directed
c. Changes articulation as directed
Inst. Music.2.7-8.1 Determine key signatures
for C, F, B flat, E flat and A flat concert
Indicators:
a. Knows how to construct a major scale
b. Transposes concert pitch to proper key for
their instrument
c. Knows rules for key signature construction
d. Chooses and correctly uses the proper rule
set
Inst. Music.2.7-8.2 Decode and clap rhythms
which include sixteenth notes in duple time
signatures
Indicators:
a. Correctly names types of notes from whole to
sixteenth
b. Correctly chants or claps assigned rhythms
c. Correctly repeats rhythms after tempo is
changed
a
Indicators:
a. Knows how to construct a major scale
b. Correctly transposes concert pitch to proper
key for their instrument
c. Correctly determines the key signature and
note names of assigned scales
d. Knows all required fingerings for their
instrument
Inst. Music.2.7-8.4 Decode and follow Segno and
Coda type repeats
Indicators:
a. Knows definitions/translations of all common
repeat terms
b. Follows complex musical forms while playing
an instrument
Inst. Music.2.7-8.5 Decode and use basic
Italian tempo terms
Indicators:
a. Knows definitions/translations of the most
common tempo terms
b. Assigns an approximate comparative speed for
each tempo term
c. Lists tempo terms from slowest to fastest
Inst. Music.3.7-8.1 Accurately perform music in
a variety of styles
Indicators:
a. Recognizes that not all music is the same
b. Makes the appropriate articulation and
dynamic changes to create an authentic
performance
c. Refrains from negative comparisons
d. Shows respect and acceptance of previous
eras
Inst. Music.3.7-8.2 Form a historical context
for the music studied whenever appropriate
Indicators:
a. Names historical events which parallel music
studied
b. Describes cultural mores and attitudes which
contribute to the music
c. Knows key facts of the technology of music
making that effect the music
Inst. Music.4.7-8.1 Evaluate music according to
their own likes and dislikes
Indicators:
a. Develops preferences based upon personal
experience
b. Gives reasons for their opinion
c. Shows a rational thought process
Inst. Music.5.7-8.1 Know and consistently
follow all classroom rules
Indicators:
a. Consistently arrives on time or with a pass
b. Respects others property
c. Respects others right to learn
d. Performs up to their capacity
Inst. Music.5.7-8.2 Take action outside of
class to improve their performance skills
Indicators:
a. Takes instrument home regularly
b. Improves skills between lessons
c. Marks music when needed
d. Keeps parents informed through lesson
reports
Inst. Music.5.7-8.3 Recognize and demonstrate
acceptable behaviors for a given situation
Indicators:
a. Follows classroom rules
b. Is quiet and attentive when attention
centers on others
c. Uses proper concert etiquette
d. Controls personal actions when situations
become less formal
Inst. Music.5.7-8.4 Attend special events when
required
Indicators:
a. Listens to instructions as to arrival time,
dress, etc.
b. Communicates instructions to parents
c. Follows instructions to the best of their
ability
Inst. Music.5.7-8.5 Consistently arrive on
time, early or with an acceptable excuse
Indicators:
a. Listens to instructions
b. Communicates instructions to others as
needed
c. Gets a pass any time they will be late too
or from class
d. Readies equipment and music without prodding
Inst. Music.5.7-8.6 Maintain their own
instrument/equipment in good condition
Indicators:
a. Owns proper supplies to do basic maintenance
of their instrument
b. Knows how to properly assemble and
disassemble their instrument
c. Follows a maintenance routine
Inst. Music.5.7-8.7 Keep school owned equipment
and music in good condition
Indicators:
a. Properly stores music folder in the assigned
place
b. Uses chairs, stands, etc. properly and
carefully
c. Returns music and equipment according to
established procedure
d. Does not use school equipment unless asked
or assigned
Instructional Strategies and Activities:
1. Large group practice
2. Partner work
3. Individual lessons
4. Model and mimic activities
5. Impromptu performance (in class)
6. Guided practice
7. Formal and informal performances (for
parents)
8. Historical readings (in the lesson text)
Assessments:
1. Quizzes and check points
2. Rate of progress in the lesson text
3. Lesson attendance rate
4. Public demonstrations and performances
(outcome based assessment)
5. Pencil and paper tests
6. Attitudinal/Opinion surveys
7. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Careful assignment of instruments to match
strengths and weaknesses
2. Individual lessons
3. Adjusted assignments for students at both
high and low achievement levels
4. Rewriting parts to add or remove technical
challenges
Resources:
1. Glidden-Ralston instrumental music library
2. Essential Elements 2000 Book II (main lesson
text)
3. Rubank Advanced Studies Level I (secondary
lesson text)
4. Iowa Bandmasters Association Middle School
Affairs Committee and SW district
representative
5. Rieman Music
6. Music Boosters
7. Band equipment inventory
8. Posters and charts
9. Listening and learning CD’s
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading)
2. Historical readings in the lesson text
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study music from a wide
variety of cultures.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
videotape and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: High School Band
GRADE(S): 9-12
LENGTH: Year
PREREQUISITES: Ownership, rental or other access
to an appropriate band instrument
CREDITS: 1 per year REQUIRED: No
______________________________________________________________________________
Course Description: Students in the High School Band will learn and
perform a great deal
and great variety of music. They will perform
both independently and as part of the large group.
Special emphasis is also given to developing an
understanding of the links between music and other
areas of study. All High School band members in
the 9th grade are given a lesson in a small group
setting once every cycle in addition to the
regular class meetings.
Benchmarks: The Music Department has established these benchmarks for High
School band.
The students should be able to:
Inst. Music.1.9-12.1 Participate in informal
performances at athletic events
Indicators:
a. Attends regularly
b. Accurately plays their assigned part
c. Fits their part into the whole
d. Demonstrates proper etiquette for the
performance
Inst. Music.1.9-12.2 Participate in formal
Marching Band performances
Indicators:
a. Fits their part into the whole
b. Perform the drill as designed
c. Plays accurately while marching
d. Uses proper marching techniques - e.g. -
posture, step size, alignment, etc.
e. Demonstrates proper etiquette for the
performance
Inst. Music.1.9-12.3 Participate in festival
performances
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Demonstrates proper etiquette for the
performance
Inst. Music.1.9-12.4 Discriminate and adjust
intonation
Indicators:
a. Recognizes the difference between in tune
and out of tune
b. Knows how to adjust their instrument
c. Knows what to do if they are out of tune
d. Improves their own intonation with minimal
cueing
Inst. Music.1.9-12.5 Perform independently in a
polyphonic setting
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Performs rhythms independently and
accurately
d. Links their part with a steady beat shared
by the group
Inst. Music.1.9-12.6 Evaluate their own
performance, noting strengths and weaknesses
Indicators:
a. Knows the qualities of a good performance
b. Hears to the whole while playing their part
c. Compares the performance to an ideal
standard
d. Notes strong and weak points of their
performance
Inst. Music.2.9-12.1 Determine key signatures
for all major keys
Indicators:
a. Knows how to construct a major scale
b. Transposes concert pitch to proper key for
their instrument
c. Knows rules for key signature construction
d. Chooses and correctly uses the proper rule
set
Inst. Music.2.9-12.2 Decode and clap rhythms
which include complex patterns in duple and triple
time signatures
Indicators:
a. Correctly names types of notes from whole to
sixteenth
b. Understands the concept of compound beat
c. Correctly chants or claps assigned rhythms
d. Correctly repeats rhythms after tempo is
changed
Inst. Music.2.9-12.3 Name basic intervals at
sight
Indicators:
a. Understands basic definition of
"interval"
b. Counts steps from bottom to top
c. Understands like = odd
Inst. Music.2.9-12.4 Decode and follow complex
forms with multiple types of repeats
Indicators:
a. Knows definitions/translations of all
Italian repeat terms
b. Follows complex musical forms while playing
an instrument
Inst. Music.3.9-12.1 Authentically perform
music of Antiquity, Classic, Romantic and Modern
Periods
Indicators:
a. Recognizes that not all music is the same
b. Knows the stylistic differences between
major eras
c. Makes the appropriate articulation and
dynamic changes to create an authentic
performance
d. Refrains from negative comparisons
e. Shows respect and acceptance of previous
eras
Inst. Music.3.9-12.2 Form a cultural context
for the music studied whenever appropriate
Indicators:
a. Knows cultural origins of all world music
performed
b. Knows basic facts about the cultures from
which world music is drawn
c. Refrains from negative comparisons
d. Shows respect and acceptance of other
cultures
e. Makes the appropriate articulation and
dynamic changes to create an authentic
performance
Inst. Music.3.9-12.3 Evaluate performances,
noting strengths, weaknesses and characteristics
Indicators:
a. Knows the qualities of a good performance
b. Listens critically
c. Compares the performance to an ideal
standard
d. Notes strong and weak points of the
performance
e. Makes suggestions for improvement
Inst. Music.4.9-12.1 Give descriptive reasons
for liking or disliking a piece
Indicators:
a. Develops preferences based upon personal
experience
b. Gives factual or emotional reasons for their
opinion
c. Shows a rational thought process
Inst. Music.4.9-12.2 Make changes in a
performance to make it more to their own preference
Indicators:
a. Forms rational opinions about a piece
b. Changes tempo, dynamics, style, etc. to
alter a piece
c. Forms rational opinions about the changes
made
Inst. Music.5.9-12.1 Know and consistently
follow all classroom rules
Indicators:
a. Consistently arrives on time or with a pass
b. Respects others property
c. Respects others right to learn
d. Performs up to their capacity
e. Knows expectations before arriving
Inst. Music.5.9-12.2 Take action outside of
class to improve their performance skills
Indicators:
a. Takes instrument home when needed
b. Improves skills between sessions
c. Marks music when needed
d. Asks appropriate questions
Inst. Music.5.9-12.3 Recognize and demonstrate
acceptable behaviors for a given situation
Indicators:
a. Follows classroom rules
b. Is quiet and attentive when attention
centers on others
c. Uses proper concert etiquette
d. Controls personal actions when situations
become less formal
e. Deduces proper behavior from circumstances
without coaching
Inst. Music.5.9-12.4 Attend special events when
required
Indicators:
a. Listens to instructions as to arrival time,
dress, etc.
b. Communicates instructions to parents
c. Follows instructions to the best of their
ability
d. Makes simple repairs and adjustments on
their own
Inst. Music.5.9-12.5 Consistently arrive on
time, early or with an acceptable excuse
Indicators:
a. Listens to instructions
b. Communicates instructions to others as needed
c. Gets a pass any time they will be late too
or from class
d. Readies equipment and music without prodding
e. Anticipates needs without a cue
Inst. Music.5.9-12.6 Demonstrate compliance
with school disciplinary codes at a level at or above
the school wide average
Indicators:
a. Maintains academic and disciplinary
eligibility
b. Avoids detention type offenses including FDA
c. Sets a good example for others
Inst. Music.5.9-12.7 Keep school owned
clothing, equipment and music in good condition
Indicators:
a. Properly stores music folder in the assigned
place
b. Uses chairs, stands, etc. properly and
carefully
c. Returns music, uniforms and equipment
according to established procedure
d. Wears assigned uniforms and uses proper care
as instructed
e. Does not use school equipment unless asked
or assigned
Instructional Strategies and Activities:
1. Large group practice
2. Small group work
3. Model and mimic activities
4. Impromptu performance (in class)
5. Guided practice
6. Formal and informal performances (for
parents)
7. Historical and cultural referencing of music
and composers studied
Assessments:
1. Quizzes and check points
2. Public demonstrations and performances
(outcome based assessment)
3. Pencil and paper tests
4. Attitudinal/Opinion surveys
5. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Careful assignment of parts to match
strengths and weaknesses
2. Adjusted assignments for students at both
high and low achievement levels
3. Rewriting parts to add or remove technical
challenges
Resources:
1. Glidden-Ralston instrumental music library
2. Essential Elements 2000 Book II (main lesson
text)
3. Rubank Advanced Studies Level I (secondary
lesson text)
4. Iowa Bandmasters Association Marching Band,
Concert Band and Jazz Band Affairs
Committees and SW district representatives
5. Rieman Music
6. Music Boosters
7. Band equipment inventory
8. Posters and charts
9. Listening and learning CD’s
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading)
2. Historical readings and discussion
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study music from a wide
variety of cultures.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
videotape and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of music
related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: Music Theory
GRADE(S): 9-12
LENGTH: Semester
PREREQUISITES: Permission of Instructor
CREDITS: 1 REQUIRED: No
______________________________________________________________________________
Course Description: Students in the Music Theory class will study
the way that music is written.
They will learn the terminology of composition
and how to write melodies and chords. They will
study how melodies and chords interact and how
chords interact with each other to produce musical
effects. For their final project, each students
will compose, copyright and desk-top publish their
own piece of original music.
Benchmarks: The Music Department has established these benchmarks for Music
Theory.
The students should be able to:
Music Theory.2.9-12.5 Use music notation and
accompaniment software
Indicators:
a. Creates and manipulates music using Encore
software and a MIDI station.
b. Creates and manipulates accompaniments using
Band In A Box software and a
MIDI station.
c. Uses multiple techniques to input and store
music data
Music Theory.2.9-12.6 Understand the concept
and construction of chords within a key
Indicators:
a. Correctly names notes for a given chord
b. Constructs chords when given the name
c. Identifies chords as major, minor,
diminished or augmented
d. Identifies chords in inverted forms
Music Theory.2.9-12.7 Use proper theoretical
nomenclature in reading and writing chords
Indicators:
a. Constructs chords from a given nomenclature
b. Uses correct nomenclature for chords
constructed
c. Analyzes simple music to identify chords by
nomenclature
Music Theory.2.9-12.8 Understand and use the
basic concepts of Bach’s Theory of Logical
Progression
Indicators:
a. Identifies Perfect and Plagal cadences by
sight and sound
b. Uses Perfect and Plagal cadences in writing
music
c. Follows the basic rules of voice leading
when writing music
Music Theory.2.9-12.9 Analyze music to
determine its harmonic structure
Indicators:
a. Analyzes simple music to identify chords by
nomenclature
b. Identifies and categorizes non-chord tones
c. Identifies and categorizes modulations of
key and tonality
Music Theory.2.9-12.10 Understand the use of
classical thoroughbass
Indicators:
a. Recreates a piece of music from a melody and
accompaniment nomenclature
b. Reduces a piece of music to melody and
nomenclature
Music Theory.2.9-12.11 Compose original music
using standard harmonic techniques
Indicators:
a. Creates melodies and combines them in a
classical form
b. Analyzes melodies to determine appropriate
harmonic accompaniment choices
c. Makes artistically based choices to create a
complete piece
Instructional Strategies and Activities:
1. Daily assignments
2. Oral and written drill
3. Guided practice
4. Computer usage including MIDI technology
5. Transcription project
6. Harmonic Analysis
7. Short composition/arranging projects
8. Final composition project
9. Formal and informal performances
10. Discussion
Assessments:
1. Daily assignments
2. Quizzes and tests
3. Final project (outcome based assessment)
4. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Individual design of assignments to match
strengths and weaknesses
2. Working one to one whenever possible
3. Allowing the student to design some parts of
the course to suit their own interests, desires
and purposes.
Resources:
1. Hymnals and song books
2. Music notation software
3. MIDI computer hardware
4. Rieman Music
5. Posters and charts
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading
and writing)
2. Historical readings and discussions
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study several European
cultures from a historical perspective.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural differences
in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: Elementary Band
GRADE(S): 5-6
LENGTH: Year
PREREQUISITES: Ownership, rental or other access
to an appropriate band instrument
CREDITS: None REQUIRED: No
Course Description: Students in the Elementary Band will learn the
basics of playing their
instrument both independently and as part of
the large group. A great deal of emphasis is also
given to the development of teamwork skills and
positive work habits. All elementary band
members are given a private lesson in a one to
one setting once every cycle in addition to the regular
class meetings.
______________________________________________________________________________
Benchmarks: The Music Department has established these benchmarks for
Elementary Band.
The students should be able to:
Inst. Music.1.4-6.1 Participate in Master Class
impromptu performances
Indicators:
a. Choose a song and be willing to play it for
the class
b. Accurately performs songs chosen
c. Listens attentively to the efforts of others
Inst. Music.1.4-6.2 Participate in
demonstration performances
Indicators:
a. Accurately perform songs chosen
b. Be confident of abilities
c. Produce a consistent tone for their
instrument
d. Demonstrates proper etiquette for the
performance
Inst. Music.1.4-6.3 Participate in formal
Concert Band performances
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Demonstrates proper etiquette for the
performance
Inst. Music.1.4-6.4 Perform independently in a
2 part setting
Indicators:
a. Plays assigned duets in lesson text as part
of a split group
b. Plays assigned duets in lesson text with a
partner
c. Performs rhythms independently and
accurately
Inst. Music.2.4-6.1 Play F, B flat and E flat
concert scales on sight
Indicators:
a. Knows how to construct a major scale
b. Correctly determines the note names of
assigned scales
c. Knows all required fingerings for their
instrument
Inst. Music.2.4-6.2 Decode and clap rhythms
which include eighth notes in duple time
signatures
Indicators:
a. Correctly names types of notes from whole to
eighth
b. Correctly chants or claps assigned rhythms
c. Correctly repeats rhythms after tempo is changed
Inst. Music.2.4-6.3 Play a B flat concert scale
from memory
Indicators:
a. Knows the musical alphabet
b. Knows the key signature
c. Knows how to construct a major scale
d. Knows all required fingerings for their
instrument
Inst. Music.2.4-6.4 Decode and use 2/4, 3/4 and
4/4 time signatures
Indicators:
a. Identifies top number as beats per measure
b. Identifies bottom number as the number of
beats for a whole note
c. Correctly plays songs in different time
signatures
Inst. Music.2.4-6.5 Decode and follow simple
repeats, 1st/2nd endings and DC al fine
Indicators:
a. Knows definitions/translations of the most
common repeat terms
b. Follows simple musical forms while playing
an instrument
Inst. Music.2.4-6.6 Decode and use basic
Italian dynamic terms
Indicators:
a. Knows "f" means loud,
"m" means medium and "p" means soft
b. Combines m, f and p to create the most
common dynamic terms
c. Knows full names of dynamic symbols m, f and
p
Inst. Music.3.4-6.1 Perform music from other
cultures
Indicators:
a. Recognizes that not all music is the same
b. Knows cultural origins of all world music
performed
c. Knows and uses correct style and attitude
for any world music studied
Inst. Music.3.4-6.2 Recognize that music
outside their personal experience has value
Indicators:
a. Recognizes that not all music is the same
b. Refrains from negative comparisons
c. Shows respect and acceptance of other
cultures
Inst. Music.4.4-6.1 Perform simple
improvisations
Indicators:
a. Is not afraid to try
b. Knows and uses basic rules of improvisation
c. Forms phrases
Inst. Music.4.4-6.2 Choose pieces to perform
for parents
Indicators:
a. Chooses songs within their limitations
b. Carefully prepares chosen selections
c. Performs confidently
Inst. Music.5.4-6.1 Know and consistently
follow all classroom rules
Indicators:
a. Consistently arrives on time or with a pass
b. Respects others property
c. Respects others right to learn
d. Performs up to their capacity
Inst. Music.5.4-6.2 Take action outside of
class to improve their performance skills
Indicators:
a. Takes instrument home regularly
b. Improves skills between lessons
c. Marks music when needed
d. Keeps parents informed through lesson
reports
Inst. Music.5.4-6.3 Recognize and demonstrate
acceptable behaviors for a given situation
Indicators:
a. Follows classroom rules
b. Is quiet and attentive when attention
centers on others
c. Uses proper concert etiquette
Inst. Music.5.4-6.4 Attend special events when
required
Indicators:
a. Listens to instructions as to arrival time,
dress, etc.
b. Communicates instructions to parents
c. Follows instructions to the best of their
ability
Inst. Music.5.4-6.5 Keep instrument/equipment
in good playing condition
Indicators:
a. Owns proper supplies to do basic maintenance
of their instrument
b. Knows how to properly assemble and
disassemble their instrument
Inst. Music.5.4-6.6 Keep instrument in
designated place
Indicators:
a. Takes instrument home when not needed at
school
b. Keeps instrument in a proper case
c. Keeps instrument in the assigned place when it
is at school
Instructional Strategies and Activities:
1. Large group practice
2. Partner work
3. Individual lessons
4. Model and mimic activities
5. Impromptu performance (in class)
6. Guided practice
7. Formal and informal performances (for
parents)
8. Historical readings (in the lesson text)
Assessments:
1. Quizzes and check points
2. Rate of progress in the lesson text
3. Lesson attendance rate
4. Public demonstrations and performances
(outcome based assessment)
5. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Careful assignment of instruments to match
strengths and weaknesses
2. Individual lessons
3. Adjusted assignments for students at both
high and low achievement levels
4. Rewriting parts to add or remove technical
challenges
Resources:
1. Glidden-Ralston instrumental music library
2. Essential Elements 2000 (main lesson text)
3. Iowa Bandmasters Association Elementary
Affairs Committee and SW district representative
4. Rieman Music
5. Music Boosters
6. Band equipment inventory
7. Posters and charts
8. Listening and learning CD’s
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading)
2. Historical readings in the lesson text
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study music from a wide
variety of cultures.
b. Students will select one non-English
speaking country for group study.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
videotape and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: Jr. High Band
GRADE(S): 7-8
LENGTH: Year
PREREQUISITES: Ownership, rental or other access
to an appropriate band instrument
CREDITS: None REQUIRED: No
______________________________________________________________________________
Course Description: Students in the Jr. High Band will master the
basics of playing their
instrument and begin to learn intermediate and
advanced skills. They will perform both
independently and as part of the large group. A
great deal of emphasis is also given to the
development of higher order thinking skills.
All Jr. High band members are given a private lesson
in a one to one setting once every cycle in
addition to the regular class meetings.
Benchmarks: The Music Department has established these benchmarks for Jr. High
band.
The students should be able to:
Inst. Music.1.7-8.1 Participate in recital
performances
Indicators:
a. Select a piece within their capabilities
b. Prepare the piece selected
c. Accurately perform the piece selected
d. Produce a characteristic tone for their
instrument
e. Demonstrates proper etiquette for the
performance
Inst. Music.1.7-8.2 Participate in formal
performances
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Demonstrates proper etiquette for the
performance
Inst. Music.1.7-8.3 Perform independently in a
4 part setting
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Performs rhythms independently and
accurately
d. Links their part with a steady beat shared
by the group
Inst. Music.1.7-8.4 Make changes in a
performance to make it more expressive
Indicators:
a. Knows and correctly interprets signs and
symbols for musical expression
b. Changes loudness as directed
c. Changes articulation as directed
Inst. Music.2.7-8.1 Determine key signatures
for C, F, B flat, E flat and A flat concert
Indicators:
a. Knows how to construct a major scale
b. Transposes concert pitch to proper key for
their instrument
c. Knows rules for key signature construction
d. Chooses and correctly uses the proper rule
set
Inst. Music.2.7-8.2 Decode and clap rhythms
which include sixteenth notes in duple time
signatures
Indicators:
a. Correctly names types of notes from whole to
sixteenth
b. Correctly chants or claps assigned rhythms
c. Correctly repeats rhythms after tempo is
changed
a
Indicators:
a. Knows how to construct a major scale
b. Correctly transposes concert pitch to proper
key for their instrument
c. Correctly determines the key signature and
note names of assigned scales
d. Knows all required fingerings for their
instrument
Inst. Music.2.7-8.4 Decode and follow Segno and
Coda type repeats
Indicators:
a. Knows definitions/translations of all common
repeat terms
b. Follows complex musical forms while playing
an instrument
Inst. Music.2.7-8.5 Decode and use basic
Italian tempo terms
Indicators:
a. Knows definitions/translations of the most
common tempo terms
b. Assigns an approximate comparative speed for
each tempo term
c. Lists tempo terms from slowest to fastest
Inst. Music.3.7-8.1 Accurately perform music in
a variety of styles
Indicators:
a. Recognizes that not all music is the same
b. Makes the appropriate articulation and
dynamic changes to create an authentic
performance
c. Refrains from negative comparisons
d. Shows respect and acceptance of previous
eras
Inst. Music.3.7-8.2 Form a historical context for
the music studied whenever appropriate
Indicators:
a. Names historical events which parallel music
studied
b. Describes cultural mores and attitudes which
contribute to the music
c. Knows key facts of the technology of music
making that effect the music
Inst. Music.4.7-8.1 Evaluate music according to
their own likes and dislikes
Indicators:
a. Develops preferences based upon personal
experience
b. Gives reasons for their opinion
c. Shows a rational thought process
Inst. Music.5.7-8.1 Know and consistently
follow all classroom rules
Indicators:
a. Consistently arrives on time or with a pass
b. Respects others property
c. Respects others right to learn
d. Performs up to their capacity
Inst. Music.5.7-8.2 Take action outside of
class to improve their performance skills
Indicators:
a. Takes instrument home regularly
b. Improves skills between lessons
c. Marks music when needed
d. Keeps parents informed through lesson
reports
Inst. Music.5.7-8.3 Recognize and demonstrate
acceptable behaviors for a given situation
Indicators:
a. Follows classroom rules
b. Is quiet and attentive when attention
centers on others
c. Uses proper concert etiquette
d. Controls personal actions when situations
become less formal
Inst. Music.5.7-8.4 Attend special events when
required
Indicators:
a. Listens to instructions as to arrival time,
dress, etc.
b. Communicates instructions to parents
c. Follows instructions to the best of their
ability
Inst. Music.5.7-8.5 Consistently arrive on
time, early or with an acceptable excuse
Indicators:
a. Listens to instructions
b. Communicates instructions to others as
needed
c. Gets a pass any time they will be late too
or from class
d. Readies equipment and music without prodding
Inst. Music.5.7-8.6 Maintain their own
instrument/equipment in good condition
Indicators:
a. Owns proper supplies to do basic maintenance
of their instrument
b. Knows how to properly assemble and
disassemble their instrument
c. Follows a maintenance routine
Inst. Music.5.7-8.7 Keep school owned equipment
and music in good condition
Indicators:
a. Properly stores music folder in the assigned
place
b. Uses chairs, stands, etc. properly and
carefully
c. Returns music and equipment according to
established procedure
d. Does not use school equipment unless asked
or assigned
Instructional Strategies and Activities:
1. Large group practice
2. Partner work
3. Individual lessons
4. Model and mimic activities
5. Impromptu performance (in class)
6. Guided practice
7. Formal and informal performances (for
parents)
8. Historical readings (in the lesson text)
Assessments:
1. Quizzes and check points
2. Rate of progress in the lesson text
3. Lesson attendance rate
4. Public demonstrations and performances
(outcome based assessment)
5. Pencil and paper tests
6. Attitudinal/Opinion surveys
7. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Careful assignment of instruments to match
strengths and weaknesses
2. Individual lessons
3. Adjusted assignments for students at both
high and low achievement levels
4. Rewriting parts to add or remove technical
challenges
Resources:
1. Glidden-Ralston instrumental music library
2. Essential Elements 2000 Book II (main lesson
text)
3. Rubank Advanced Studies Level I (secondary
lesson text)
4. Iowa Bandmasters Association Middle School
Affairs Committee and SW district
representative
5. Rieman Music
6. Music Boosters
7. Band equipment inventory
8. Posters and charts
9. Listening and learning CD’s
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading)
2. Historical readings in the lesson text
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study music from a wide
variety of cultures.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
videotape and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: High School Band
GRADE(S): 9-12
LENGTH: Year
PREREQUISITES: Ownership, rental or other access
to an appropriate band instrument
CREDITS: 1 per year REQUIRED: No
______________________________________________________________________________
Course Description: Students in the High School Band will learn and
perform a great deal
and great variety of music. They will perform
both independently and as part of the large group.
Special emphasis is also given to developing an
understanding of the links between music and other
areas of study. All High School band members in
the 9th grade are given a lesson in a small group
setting once every cycle in addition to the
regular class meetings.
Benchmarks: The Music Department has established these benchmarks for High
School band.
The students should be able to:
Inst. Music.1.9-12.1 Participate in informal
performances at athletic events
Indicators:
a. Attends regularly
b. Accurately plays their assigned part
c. Fits their part into the whole
d. Demonstrates proper etiquette for the
performance
Inst. Music.1.9-12.2 Participate in formal
Marching Band performances
Indicators:
a. Fits their part into the whole
b. Perform the drill as designed
c. Plays accurately while marching
d. Uses proper marching techniques - e.g. -
posture, step size, alignment, etc.
e. Demonstrates proper etiquette for the
performance
Inst. Music.1.9-12.3 Participate in festival
performances
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Demonstrates proper etiquette for the
performance
Inst. Music.1.9-12.4 Discriminate and adjust
intonation
Indicators:
a. Recognizes the difference between in tune
and out of tune
b. Knows how to adjust their instrument
c. Knows what to do if they are out of tune
d. Improves their own intonation with minimal
cueing
Inst. Music.1.9-12.5 Perform independently in a
polyphonic setting
Indicators:
a. Accurately plays their assigned part
b. Fits their part into the whole
c. Performs rhythms independently and
accurately
d. Links their part with a steady beat shared
by the group
Inst. Music.1.9-12.6 Evaluate their own
performance, noting strengths and weaknesses
Indicators:
a. Knows the qualities of a good performance
b. Hears to the whole while playing their part
c. Compares the performance to an ideal
standard
d. Notes strong and weak points of their
performance
Inst. Music.2.9-12.1 Determine key signatures
for all major keys
Indicators:
a. Knows how to construct a major scale
b. Transposes concert pitch to proper key for
their instrument
c. Knows rules for key signature construction
d. Chooses and correctly uses the proper rule
set
Inst. Music.2.9-12.2 Decode and clap rhythms
which include complex patterns in duple and triple
time signatures
Indicators:
a. Correctly names types of notes from whole to
sixteenth
b. Understands the concept of compound beat
c. Correctly chants or claps assigned rhythms
d. Correctly repeats rhythms after tempo is
changed
Inst. Music.2.9-12.3 Name basic intervals at
sight
Indicators:
a. Understands basic definition of
"interval"
b. Counts steps from bottom to top
c. Understands like = odd
Inst. Music.2.9-12.4 Decode and follow complex
forms with multiple types of repeats
Indicators:
a. Knows definitions/translations of all
Italian repeat terms
b. Follows complex musical forms while playing
an instrument
Inst. Music.3.9-12.1 Authentically perform
music of Antiquity, Classic, Romantic and Modern
Periods
Indicators:
a. Recognizes that not all music is the same
b. Knows the stylistic differences between
major eras
c. Makes the appropriate articulation and
dynamic changes to create an authentic
performance
d. Refrains from negative comparisons
e. Shows respect and acceptance of previous
eras
Inst. Music.3.9-12.2 Form a cultural context
for the music studied whenever appropriate
Indicators:
a. Knows cultural origins of all world music
performed
b. Knows basic facts about the cultures from
which world music is drawn
c. Refrains from negative comparisons
d. Shows respect and acceptance of other
cultures
e. Makes the appropriate articulation and
dynamic changes to create an authentic
performance
Inst. Music.3.9-12.3 Evaluate performances,
noting strengths, weaknesses and characteristics
Indicators:
a. Knows the qualities of a good performance
b. Listens critically
c. Compares the performance to an ideal standard
d. Notes strong and weak points of the
performance
e. Makes suggestions for improvement
Inst. Music.4.9-12.1 Give descriptive reasons
for liking or disliking a piece
Indicators:
a. Develops preferences based upon personal
experience
b. Gives factual or emotional reasons for their
opinion
c. Shows a rational thought process
Inst. Music.4.9-12.2 Make changes in a
performance to make it more to their own preference
Indicators:
a. Forms rational opinions about a piece
b. Changes tempo, dynamics, style, etc. to
alter a piece
c. Forms rational opinions about the changes
made
Inst. Music.5.9-12.1 Know and consistently
follow all classroom rules
Indicators:
a. Consistently arrives on time or with a pass
b. Respects others property
c. Respects others right to learn
d. Performs up to their capacity
e. Knows expectations before arriving
Inst. Music.5.9-12.2 Take action outside of
class to improve their performance skills
Indicators:
a. Takes instrument home when needed
b. Improves skills between sessions
c. Marks music when needed
d. Asks appropriate questions
Inst. Music.5.9-12.3 Recognize and demonstrate
acceptable behaviors for a given situation
Indicators:
a. Follows classroom rules
b. Is quiet and attentive when attention
centers on others
c. Uses proper concert etiquette
d. Controls personal actions when situations
become less formal
e. Deduces proper behavior from circumstances
without coaching
Inst. Music.5.9-12.4 Attend special events when
required
Indicators:
a. Listens to instructions as to arrival time,
dress, etc.
b. Communicates instructions to parents
c. Follows instructions to the best of their
ability
d. Makes simple repairs and adjustments on
their own
Inst. Music.5.9-12.5 Consistently arrive on
time, early or with an acceptable excuse
Indicators:
a. Listens to instructions
b. Communicates instructions to others as
needed
c. Gets a pass any time they will be late too
or from class
d. Readies equipment and music without prodding
e. Anticipates needs without a cue
Inst. Music.5.9-12.6 Demonstrate compliance
with school disciplinary codes at a level at or above
the school wide average
Indicators:
a. Maintains academic and disciplinary
eligibility
b. Avoids detention type offenses including FDA
c. Sets a good example for others
Inst. Music.5.9-12.7 Keep school owned
clothing, equipment and music in good condition
Indicators:
a. Properly stores music folder in the assigned
place
b. Uses chairs, stands, etc. properly and
carefully
c. Returns music, uniforms and equipment
according to established procedure
d. Wears assigned uniforms and uses proper care
as instructed
e. Does not use school equipment unless asked
or assigned
Instructional Strategies and Activities:
1. Large group practice
2. Small group work
3. Model and mimic activities
4. Impromptu performance (in class)
5. Guided practice
6. Formal and informal performances (for
parents)
7. Historical and cultural referencing of music
and composers studied
Assessments:
1. Quizzes and check points
2. Public demonstrations and performances
(outcome based assessment)
3. Pencil and paper tests
4. Attitudinal/Opinion surveys
5. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Careful assignment of parts to match
strengths and weaknesses
2. Adjusted assignments for students at both
high and low achievement levels
3. Rewriting parts to add or remove technical
challenges
Resources:
1. Glidden-Ralston instrumental music library
2. Essential Elements 2000 Book II (main lesson
text)
3. Rubank Advanced Studies Level I (secondary
lesson text)
4. Iowa Bandmasters Association Marching Band,
Concert Band and Jazz Band Affairs
Committees and SW district representatives
5. Rieman Music
6. Music Boosters
7. Band equipment inventory
8. Posters and charts
9. Listening and learning CD’s
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading)
2. Historical readings and discussion
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study music from a wide
variety of cultures.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
videotape and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.
GLIDDEN-RALSTON COMMUNITY SCHOOL
MUSIC CURRICULUM
______________________________________________________________________________
SUBJECT AREA: Music
COURSE: Music Theory
GRADE(S): 9-12
LENGTH: Semester
PREREQUISITES: Permission of Instructor
CREDITS: 1 REQUIRED: No
______________________________________________________________________________
Course Description: Students in the Music Theory class will study
the way that music is written.
They will learn the terminology of composition
and how to write melodies and chords. They will
study how melodies and chords interact and how
chords interact with each other to produce musical
effects. For their final project, each students
will compose, copyright and desk-top publish their
own piece of original music.
Benchmarks: The Music Department has established these benchmarks for Music
Theory.
The students should be able to:
Music Theory.2.9-12.5 Use music notation and
accompaniment software
Indicators:
a. Creates and manipulates music using Encore
software and a MIDI station.
b. Creates and manipulates accompaniments using
Band In A Box software and a
MIDI station.
c. Uses multiple techniques to input and store
music data
Music Theory.2.9-12.6 Understand the concept
and construction of chords within a key
Indicators:
a. Correctly names notes for a given chord
b. Constructs chords when given the name
c. Identifies chords as major, minor, diminished
or augmented
d. Identifies chords in inverted forms
Music Theory.2.9-12.7 Use proper theoretical
nomenclature in reading and writing chords
Indicators:
a. Constructs chords from a given nomenclature
b. Uses correct nomenclature for chords
constructed
c. Analyzes simple music to identify chords by
nomenclature
Music Theory.2.9-12.8 Understand and use the
basic concepts of Bach’s Theory of Logical
Progression
Indicators:
a. Identifies Perfect and Plagal cadences by
sight and sound
b. Uses Perfect and Plagal cadences in writing
music
c. Follows the basic rules of voice leading
when writing music
Music Theory.2.9-12.9 Analyze music to
determine its harmonic structure
Indicators:
a. Analyzes simple music to identify chords by
nomenclature
b. Identifies and categorizes non-chord tones
c. Identifies and categorizes modulations of
key and tonality
Music Theory.2.9-12.10 Understand the use of
classical thoroughbass
Indicators:
a. Recreates a piece of music from a melody and
accompaniment nomenclature
b. Reduces a piece of music to melody and
nomenclature
Music Theory.2.9-12.11 Compose original music
using standard harmonic techniques
Indicators:
a. Creates melodies and combines them in a
classical form
b. Analyzes melodies to determine appropriate
harmonic accompaniment choices
c. Makes artistically based choices to create a
complete piece
Instructional Strategies and Activities:
1. Daily assignments
2. Oral and written drill
3. Guided practice
4. Computer usage including MIDI technology
5. Transcription project
6. Harmonic Analysis
7. Short composition/arranging projects
8. Final composition project
9. Formal and informal performances
10. Discussion
Assessments:
1. Daily assignments
2. Quizzes and tests
3. Final project (outcome based assessment)
4. Teacher observation
a. Ability to stay on task
b. Behavior and ability to conform to rules and
circumstances
c. Respectful interaction with others
d. Responsible management of time and materials
e. Anecdotal records
Methods for Accommodating Student Differences:
1. Individual design of assignments to match
strengths and weaknesses
2. Working one to one whenever possible
3. Allowing the student to design some parts of
the course to suit their own interests, desires
and purposes.
Resources:
1. Hymnals and song books
2. Music notation software
3. MIDI computer hardware
4. Rieman Music
5. Posters and charts
Activities to Develop Reading, Writing and Study
Skills:
1. Continuous decoding practice (music reading
and writing)
2. Historical readings and discussions
3. Use of foreign language terms (vocabulary
and comprehension builder)
4. Listening and following directions
Activities to Integrate Horizontal Strands:
1. Global Studies:
a. Students will study several European
cultures from a historical perspective.
2. Multi-Cultural Non-Sexist Education:
a. Students will see and study cultural
differences in a positive context.
b. Students will have equal opportunity for
success and achievement regardless of race, origin,
gender, disability or economic status.
c. Students will participate in classroom
examples, activities and discussions which are designed
to weaken stereotypical gender barriers.
d. All students will participate equally in
class.
3. Higher-Order Thinking Skills:
a. Higher order thinking skills are used in
nearly every activity within the music department.
b. Emphasis - Third level thinking (ability to
determine the correct answer to a problem when
dealing with a multi-layered set of variables).
c. Emphasis - Advanced decoding (translating
complex sets of symbols into non-linguistic
sounds with a set pitch, volume and duration)
d. Emphasis - Creative and expressive
activities.
4. Media/Information Skills:
a. Students will use books, encyclopedia, CD’s,
and the internet in music activities.
5. Technology:
a. Students will use computers including MIDI
technology.
b. Students will use CD players.
c. Students will use microphones.
d. Students will use a variety of musical
instruments, both electronic and acoustic.
6. Career Education:
a. Students will become aware of a variety of
music related occupations.
b. Students will become aware that only a small
fraction of all music related occupations involve
performance or teaching.
7. Communication:
a. Throughout the instrumental music program,
students will develop the communication skills
for reading, writing, listening, speaking and
performing.