INSTRUMENTAL MUSIC MAP
1.1 Aesthetics: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.2 Creation and Performance: All students will utilize those skills, media, methods and technologies appropriate to each art form in the reaction,
performance and presentation of dance, music, theater and visual art.
1.3 Elements and Principles of the Arts: 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.
1.5 World Cultures, History, and Society: All students will understand and analyze the role, development and continuing influence of the arts in
relation to world cultures, history and society.
Grade 4
BEGINNING
BAND
September and
October
November and
December
January and
February
March and April May and June
Content The teacher will always establish tonality and
meter. Students will sing
and play in a variety of keys and meters.
Procedures should
support audiation.
Rote Song Procedure: “Major & Minor Duple/Triple”, “Hot
Cross Buns” , “Pierrot” and “Mary Had a Little Lamb”
melodies and bass lines
Aural/Oral: Major tonal
patterns
Coordination and Rhythm Readiness: Duple and triple
rhythmic patterns
Executive Skills: Connected and separated articulation
exercises, hand position,
embouchure
Melodic Patterns: Major and
minor
Ensemble: Etiquette
Materials: How to use
resources
Rote Song Procedure: “Twinkle Twinkle” melody
and bass line
Aural/Oral: Major and minor
tonal patterns
Coordination and Rhythm
Readiness: Duple and triple
rhythmic patterns
Executive Skills: Connected
and separated articulation exercises, hand position,
embouchure
Melodic Patterns: Major and minor
Ensemble: Tuning and
Etiquette
Rote Song Procedure: “Baa Baa Blacksheep” melody and
bass line
Aural/Oral: Major and minor
tonal patterns
Coordination and Rhythm
Readiness: Duple and triple
rhythmic patterns
Executive Skills: Connected
and separated articulation exercises, hand position,
embouchure
Melodic Patterns: Major and minor, Concert Bb Major
Scale
Ensemble: The role of the
conductor, the concept of concert key, rehearsal
etiquette
Rote Song Procedure: “Baa Baa Blacksheep” melody and
bass line
Aural/Oral: Major and minor
tonal patterns
Coordination and Rhythm
Readiness: Duple and triple
rhythmic patterns
Executive Skills: Connected
and separated articulation exercises, hand position,
embouchure
Melodic Patterns: Major and minor
Rote Song Procedure: “Major Duple/Triple” and “Basic
Blues”
Aural/Oral: Major and minor
tonal patterns
Coordination and Rhythm
Readiness: Duple and triple
rhythmic patterns
Executive Skills: Connected
and separated articulation exercises, hand position,
embouchure
Melodic Patterns: Major and minor
Skills Students will demonstrate most skills alone and in a
group. Most components
will have listening, singing and playing
applications.
Major & Minor Duple and
Triple: Sing in unison and
two parts
Hot Cross Buns: Sing melody and bass line, play
melody
Pierrot: Sing melody and
bass line, play melody
Read in Concert Bb: Hot Cross Buns (sixteenth notes
introduction), Pierrot (half
note introduction), Mary Had a Little Lamb**
Twinkle Twinkle***: Sing and play melody and bass
line, in unison and two parts
in Concert Bb
Baa Baa Black Sheep: Sing melody and bass line, in
unison and two parts
Play in Concert Eb: Hot Cross Buns, Pierrot, Mary
Had a Little Lamb***
Major Tonal Patterns:
Echo, improvise and read**, without and with syllables, in
Play in Concert Eb: Hot Cross Buns, Pierrot, Mary Had a
Little Lamb*
Baa Baa Black Sheep**: Sing and play melody and
bass line, in unison and two parts, in Concert Eb (whole
note introduction)
Major Tonal Patterns: Echo,
Major & Minor Duple and
Triple: Sing, play and read in
unison and two parts in 4/4
and ¾ (half and whole notes
review, dotted half note
introduction)
BASIC BLUES*: Sing and play in Concert Eb, improvise
over 12-Bar changes, add
INSTRUMENTAL MUSIC MAP
Mary Had a Little Lamb:
Sing melody and bass line, play melody
Major Tonal Patterns: Echo and improvise, without and
with syllables, in familiar and
non-familiar order
Duple and Triple Rhythmic
Patterns: Echo, improvise and read** (quarter, eighth
and dotted quarter
introduction), moving to Macrobeats & Microbeats,
without and with syllables
Articulation, Technique and
Embouchure: Perform with
and without instruments
Melodic Patterns: Finger and play Concert Bb “Ti”, “Do”,
“Re”, “Mi” , “Fa” and “So”*
Etiquette: Only musical
sounds at all times, only touch your own instrument,
look at and listen to the
teacher when he/she is giving directions, look at and listen
to your classmate when it is
his/her turn, finger your parts quietly when it is not your
turn to play, prepare your
music at home
Materials: Ensure students
know how to practice at home with CD and Take Home
Practice Cards
* Furnish more user-friendly
fingering charts; students MUST
memorize fingerings
** p11 Duple, p13 Triple
Major Tonal Patterns:
Echo, improvise and read*, without and with syllables, in
familiar and non-familiar
order
Duple and Triple Rhythmic
Patterns: Echo, improvise and read, moving to and
identifying Macrobeats &
Microbeats without and with syllables
Articulation, Technique and Embouchure: Perform with
and without instruments
Melodic Patterns: Finger and play Concert Bb “La”
Tuning: With teacher’s assistance, tune instrument to
match class
Etiquette: Only musical sounds at all times, only
touch your own instrument, look at and listen to the
teacher when he/she is giving
directions, look at and listen to your classmate when it is
his/her turn, finger your parts
quietly when it is not your turn to play, prepare your
music at home
* p10 Concert Bb
** Distribute Concert Bb versions
of “Hot Cross Buns” and “Mary
Had a Little Lamb”
*** “Twinkle” is in the book in
Concert F, so type it up and
distribute it in Concert Bb.
familiar and non-familiar
order
Duple and Triple Rhythmic
Patterns: Echo, improvise and
read, moving to and identifying Macrobeats &
Microbeats without and with
syllables
Articulation, Technique and
Embouchure: Perform with and without instruments
Melodic Patterns: Finger and play Concert Bb “La” and
8va “Ti”/“Do”, Concert Eb
“Do-So”; sing, play and read
Concert Bb Scale*
* Distribute Concert Bb Major
Scale
* *p14 Concert Eb
*** “Pierrot” is written in Concert
Eb in Book 1, so do “Hot Cross
Buns” and “Mary Had a Little
Lamb” by ear, then “Pierrot” in the
book. Ultimately furnish Concert Eb written versions of “Hot Cross
Buns” and “Mary Had a Little
Lamb”
PREPARE FOR AND
PERFORM AT STUDENT
OF THE MONTH! Conductor: Non-verbal cues such
as “instruments ready” and
“breathe”, looking at the conductor for tempo and cues
Concert Key: Tuning as a large
group, what Concert Bb means to you, other sections in the same key
improvise and read, without
and with syllables, in familiar and non-familiar order
Duple and Triple Rhythmic
Patterns: Echo, improvise and read, moving to and
identifying Macrobeats &
Microbeats without and with syllables
Articulation, Technique and Embouchure: Perform with
and without instruments
Melodic Patterns: Finger and play Concert Eb “La”
* Furnish Concert Eb written versions of “Hot Cross Buns” and
“Mary Had a Little Lamb”
** “Baa Baa” is in the book in Concert F, so type it up and
distribute it in Concert Eb
PREPARE FOR THE
SPRING CONCERT!
swing style rhythm and
cymbal
Major Tonal Patterns: Echo,
improvise and read, without
and with syllables, in familiar and non-familiar order
Duple and Triple Rhythmic Patterns: Echo, improvise and
read, moving to and
identifying Macrobeats & Microbeats without and with
syllables
* Distribute photocopies of “Basic Blues”
PREPARE FOR AND
PERFORM AT THE
SPRING CONCERT!
INSTRUMENTAL MUSIC MAP
Rehearsal Etiquette: Only musical
sounds at all times, only touch your own instrument, look at and listen
to the conductor when he/she is
giving directions, finger your parts quietly when it is not your turn to
play, prepare your music at home Enrichment Sing and Play “Hot Cross
Buns”,“Pierrot” and “Mary
Had a Little Lamb” bass
lines, then in two parts”
Sing and Play “London Bridge”or “America”
Sing and Play Concert Bb
“Do-Do” (8va ti and do)
Prepare for and perform a solo or in a small group at
Student of the Month
Sing and Play “Triple
Pierrot”
Add “Baa, Baa, Blacksheep” harmony and play in three
parts
Sing and Play “Down By the
Station”
Summer Packets – for everyone.
Create an ostinato in the O-Generator; sing and play one
of your duple tunes or
patterns to the beat
Input and playback given or original rhythm patterns in
Sibelius
Create an ostinato in the O-Generator; sing and play one
of your duple or triple tunes
or patterns to the beat
Write your own scale on Sibelius; play along in a
variety of tempos
Input a melody, bass line or chords in Sibelius; sing, play,
and improvise along
Create an ostinato in the O-Generator; sing and play one
of your duple or triple tunes OR improvise to the beat
Learn how to transpose a given melody from Concert
Bb to Concert Eb in Sibelius
Transpose one of your favorites into F
Transcribe an original melody in Sibelius
Record yourself with the Superscope, solo or with
accompaniment (live, O-
Generator, or Sibelius)
Assessments Assessment relies on
immediate and specific teacher feedback, student
self-assessment, teacher
data collection (ultimately report cards), and
teacher/student setting
short and long term goals for each student.
Rhythm
Does the student perform with steady beat, understand accurate values as an aural/oral and written concept, recognize meter
aurally/orally and visually? Does the student recognize and use his/her understanding of rhythmic patterns?
Pitch
Does the student perform pitches accurately (correct note and in tune), recognize pitches aurally/orally and visually (associate
fingering with sound, syllable, written pitch)? Does the student recognize and use his/her understanding of tonal patterns?
Technique
Does the student know his/her fingerings? Does the student hold his/her instrument correctly, display finger and/or wrist
(percussion only) coordination, demonstrate proper stick grip (percussion only) and practice proper posture (winds only)?
Tone
Does the student play with a clear, characteristic tone, using proper embouchure? Does the student use his or her air to
produce contrasting dynamics?
Singing
INSTRUMENTAL MUSIC MAP
Does the student sing? Does the student sing with accurate pitch, rhythm, articulation and dynamics? Does he/she use singing
as a tool to improve his/her playing?
Retention
Does the student practice in between classes and remember key musical ideas from class to class, building upon knowledge?
Does the student use his/her resources to seek out answers to questions when he/she needs to confirm a musical idea/concept or
has forgotten one?
Resources JRI Book 1 & CD
JRI Solo Book 1A
Take Home Practice Cards
Supplementary Sheet Music
Instruments
Pencils
INSTRUMENTAL MUSIC MAP
1.1 Aesthetics: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.2 Creation and Performance: All students will utilize those skills, media, methods and technologies appropriate to each art form in the reaction,
performance and presentation of dance, music, theater and visual art.
1.3 Elements and Principles of the Arts: 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.
1.5 World Cultures, History, and Society: All students will understand and analyze the role, development and continuing influence of the arts in
relation to world cultures, history and society.
Grade 5
FIFTH GR. BAND
September and
October
November and
December
January and
February
March and April May and June
Content
Skills Students will demonstrate most skills alone and in a
group. Most components
will have listening, singing and playing
applications.
Major and minor duple/triple in three parts
Bb Major Scale and Arpeggio
Eb Major Scale and Arpeggio
Lip Slurs (Brass), Octave Slurs (Woodwinds) and
Rudiments (Percussion)
Major and minor duple/triple in two to three parts
Bb Major Scale and Arpeggio
Eb Major Scale and Arpeggio
Enrichment Bb and Eb Major Thirds
Major duple four part
harmony, part four or six, improvisation
Bb and Eb Major Thirds
Major triple four part
harmony, part four or six, improvisation
Assessments Assessment relies on
immediate and specific
teacher feedback, student self-assessment, teacher
data collection (ultimately
report cards), and teacher/student setting
short and long term goals
for each student.
Rhythm
Does the student perform with steady beat, understand accurate values as an aural/oral and written concept, recognize meter
aurally/orally and visually? Does the student recognize and use his/her understanding of rhythmic patterns?
Pitch
Does the student perform pitches accurately (correct note and in tune), recognize pitches aurally/orally and visually (associate
fingering with sound, syllable, written pitch)? Does the student recognize and use his/her understanding of tonal patterns?
Technique
Does the student know his/her fingerings? Does the student hold his/her instrument correctly, display finger and/or wrist
(percussion only) coordination, demonstrate proper stick grip (percussion only) and practice proper posture (winds only)?
INSTRUMENTAL MUSIC MAP
Tone
Does the student play with a clear, characteristic tone, using proper embouchure? Does the student use his or her air to
produce contrasting dynamics?
Singing/Sight Reading
Does the student sing? Does the student sing with accurate pitch, rhythm, articulation and dynamics? Does he/she use singing
as a tool to improve his/her playing?
Does the student play fluently upon initial reading (this does not mean error-free)? Do subsequent readings or communications
show that he/she recognized areas for improvement and/or correction?
Retention
Does the student practice in between classes and remember key musical ideas from class to class, building upon knowledge?
Does the student use his/her resources to seek out answers to questions when he/she needs to confirm a musical idea/concept or
has forgotten one?
Resources JRI Book 1 & CD
JRI Solo Book 1A and 1B
Essential Elements Book 1, including scales and arpeggios/percussion rudiments
Chamber Solos and Duets
Instruments
Recordings
Pencils
INSTRUMENTAL MUSIC MAP
1.1 Aesthetics: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.2 Creation and Performance: All students will utilize those skills, media, methods and technologies appropriate to each art form in the reaction,
performance and presentation of dance, music, theater and visual art.
1.3 Elements and Principles of the Arts: 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.
1.5 World Cultures, History, and Society: All students will understand and analyze the role, development and continuing influence of the arts in
relation to world cultures, history and society.
Grade 6-7-8
CONCERT BAND
September and
October
November and
December
January and
February
March and April May and June
Content
Skills Students will demonstrate
most skills alone and in a
group. Most components
will have listening,
singing and playing applications.
Enrichment
Assessments Assessment relies on
immediate and specific
teacher feedback, student self-assessment, teacher
data collection (ultimately
report cards), and teacher/student setting
short and long term goals
for each student.
Rhythm
Does the student perform with steady beat, understand accurate values as an aural/oral and written concept, recognize meter
aurally/orally and visually? Does the student recognize and use his/her understanding of rhythmic patterns?
Pitch
Does the student perform pitches accurately (correct note and in tune), recognize pitches aurally/orally and visually (associate
fingering with sound, syllable, written pitch)? Does the student recognize and use his/her understanding of tonal patterns?
Technique
Does the student know his/her fingerings? Does the student hold his/her instrument correctly, display finger and/or wrist
(percussion only) coordination, demonstrate proper stick grip (percussion only) and practice proper posture (winds only)?
INSTRUMENTAL MUSIC MAP
Tone
Does the student play with a clear, characteristic tone, using proper embouchure? Does the student use his or her air to
produce contrasting dynamics?
Singing/Sight Reading
Does the student sing? Does the student sing with accurate pitch, rhythm, articulation and dynamics? Does he/she use singing
as a tool to improve his/her playing?
Does the student play fluently upon initial reading (this does not mean error-free)? Do subsequent readings or communications
show that he/she recognized areas for improvement and/or correction?
Retention
Does the student practice in between classes and remember key musical ideas from class to class, building upon knowledge?
Does the student use his/her resources to seek out answers to questions when he/she needs to confirm a musical idea/concept or
has forgotten one?
Resources JRI Book 2
JRI Solo Books
Scales and Arpeggios
Chamber Solos, Duets and Ensembles
Instruments
Recordings
Pencils
INSTRUMENTAL MUSIC MAP
1.1 Aesthetics: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.2 Creation and Performance: All students will utilize those skills, media, methods and technologies appropriate to each art form in the reaction,
performance and presentation of dance, music, theater and visual art.
1.3 Elements and Principles of the Arts: 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.
1.5 World Cultures, History, and Society: All students will understand and analyze the role, development and continuing influence of the arts in
relation to world cultures, history and society.
Gr. 5-6-7-8
JAZZ COMBO
September and
October
November and
December
January and
February
March and April May and June
Content
Skills Students will demonstrate
most skills alone and in a
group. Most components will have listening,
singing and playing
applications.
Enrichment
Assessments Assessment relies on
immediate and specific
teacher feedback, student self-assessment, teacher
data collection (ultimately
report cards), and teacher/student setting
short and long term goals
for each student.
12-Bar Blues
Style
Improvising
Blues Scales
Resources Blues Scales
Lead Sheets (Berklee Press Real Easy Book, Real Book & Jamey Aebersold)
Piano and Guitar Voicings
INSTRUMENTAL MUSIC MAP
Listening and Play-Along Recordings
Instruments
Pencils
INSTRUMENTAL MUSIC MAP
Towards articulation between Sickles and Knollwood, Instrumental and Vocal; Per discussion 7/8/09:
RHYTHM
By the end of third grade students will:
Sing “Ta” and “Ti-Ti”
Recognize and perform quarter note, quarter note rest, eighth note pairs
Be exposed to sixteenth notes in sets of four (“ti-ri-ti-ri”)
In fourth and fifth grade students will:
Sing “Du”, “Du-De”, “Du-Ta-De-Ta”, “Du-Da-Di”
Recognize and perform quarter notes, eighth notes pairs, sixteenth notes in sets of four, eighth note and sixteenth note combinations in duple
meter; eighth notes in sets of three as the microbeat and dotted quarter notes as the macrobeat in triple meter
Be exposed to, then recognize and perform half notes, dotted half notes, whole notes and tied combinations of rhythms described above
TONAL
By the end of third grade students will:
Understand and identify the resting tone
Be exposed to and recognize the different sound of major and minor
Understand and use melodic contour
Be exposed to tonal patterns without syllables
In fourth and fifth grade students will:
(Instrumental Music) Sing tonic and dominant major and minor tonal patterns, with and without syllables, in familiar and non-familiar order
(Vocal) Sing a sequence of patterns as follows, with syllables: So-Mi, So-La-Mi, So-Mi-Do, Do-Mi-So, Mi-Fa-So, Mi-Fa-Mi-Re-Do
(Instrumental Music) Initially read pitches on the staff with solfegge names (will use letters also)
(Vocal Music) Read pitches on the staff with letter names (will use solfegge also)