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TCS Music Ed. Handbook 1

Tri-Unity Elementary-8th GradeMusic Education Handbook

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Contents

Introduction…………………………………………………………..………....…………..….3

Music Teacher…………………………………………………………………………………..…

3 Contact Information………………………………………………………….…………………………………...3

Philosophy of Music Education………….………….

………………………………………..4

Importance of Christian Music Education ……………………………….................................4

Tri-Unity's Fine Arts Programs……………………………..……………………………...6

Praise Gathering…………………………………………………………………………..........7

Concerts……...............................................................................................................................8

Performance Checklist…………................................................................................................9

Expectations for Each Grade Level………………………….………………..……........10

Grade Levels Young Fives-8th Grade …………..…………………………………………...10

Scope and Sequence………………………………………………………………………....10

Sample Lesson Plans…………..…………………………………………………………….19

Assessment Strategies……………………………………………………….….................21

Grade Levels Young Fives-8th Grade…………………………………………..…………….21

Rubrics………………………………………………………………………………………..21

Unit Plan for Each Grade Level……………………………………………………….….31

Grades: Young Fives-8th Grade…………………………………..…………………………..31

Overall Goals for the Music Department…………………………………………........39

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IntroductionTri-Unity desires for all students to excel and grow in their academics. Students are given many opportunities to grow their God-given talents. Tri-Unity offers a music program that highlights students singing, playing, and performing abilities.

Tri-Unity’s Preschool-8th Grade Fine Arts TeacherAmanda Moore- Choir and General Music Teacher

B.S. in Music Education M.A. in Arts of Education

Communication Opportunities with Fine Arts Teacher Amanda Moore’s Edline Page at www.tucs.org and Mrs. Moore’s

Website: [email protected] Email: [email protected] Meeting: Music Room 111 at Tri-Unity’s Elementary Building

o Availability before school at 8:15am Tuesday and Thursday (meeting must be planned)

o Availability after school at 3:15pm Tuesday and Thursday (meeting must be planned)

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Philosophy of Fine Arts: Music Education

Fine arts are important in every school for every child. The arts grow

each student in his or her human development and spiritual development.

Students learn to be creative inside and outside the classroom when

engaging in the arts. In the arts, students learn to collaborate with other

students. The arts are open to every student. All students can learn and

participate in the arts. The arts bring out a sense of joy and well-being in the

lives of people. They learn the value of working together to form an art

project, perform a band or choral piece, or even choreograph a dance. The

arts, especially music, allow students to experience worshipping our God.

Music is a form of worship that anyone can participate in. The Lord wants His

children to worship Him in song, dance, and instruments. Our students must

be taught how to become worshippers in the music classes offered by Tri-

Unity Christian School.

In the National Standards for Arts Education it states that the arts have

been since the beginning of time. Our ancestors danced and recorded their

life in pictograms on their dwellings. They sang and acted out stories of

heroes. The Bible shares many stories about King David singing, dancing,

and praising the Lord through music. We know that the arts have been a part

of our history and the arts connect cultures together. It is important to see

that the arts need to be in every education system. The arts benefit all

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students by growing them intellectually and socially (National Standards for

Arts Education, 1994).

The arts foster students’ creativity and teach them to express

emotions. Students also learn to collaborate and cooperate together in group

activities given under instruction in an arts classroom (Brouillette, 2010). The

arts are essential for human development. This is shown in how the arts

foster a sense of community or a sense of individuality within students

(Goldberg and Phillips, 1995). Goldberg and Phillips are in agreement with

Brouillette by stating that the arts grow students’ form of “expression,

communication, imagination, observation, perception, and thought” (1995).

There are many positive effects that the arts have on students. Students

grow in their own self discipline, in collaboration with others, and in their

academics. (Guenther, 1974 and Woelfl and Conyers, 2000). The educational

experience of all students Kindergarten through 12th grade can be greatly

enhanced by music education (Gardner, 2010). Goldberg and Phillips also

agree with this by stating that all children no matter their socio economic

status or culture can excel and enjoy the arts (1995). All students should be

allowed to participate in the arts, not just the gifted (Lehman, 1995).

Tri-Unity’s Fine Art Programs

Preschool-8th grade General Music Class

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Tri-Unity’s music classes Preschool through 4th grade are taught with a wonderful music curriculum called Jump Right In. This curriculum uses the music learning theory to teach music concepts. The students engage in many activities in the music room. Instruments (small percussion, recorders, xylophones), dances, scarves are a few of the many tools used in music activities. Grades 5th-8th grade are taught music theory with a curriculum called Musitraks. Musitraks teaches music concepts and also, the history of the composers of music. The students have workbooks that have the students practice their knowledge of music. Young Fives-2nd grade Cherub ChoirCherub Choir is a young choir that teaches students how to sing properly through warm-ups and fun, engaging songs both secular and contemporary Christian (sacred). Students learn to sing in a group and have doing it! Cherub Choir trains the young voices for Elementary Choir that starts in 3rd

grade.3rd-6th grade Elementary ChoirElementary Choir is a choir that learns how to sing in harmony. Students learn to sing in two parts in Elementary Choir. The music is engaging and interesting for all students. The Elementary Choir sings worship music that grow their music learning and love for the Lord. 7th-8th grade General ChoirThe Middle School Choir is a SAB choir that introduces music from various cultures, sacred, and secular. Students are taught how to correctly use their instrument (voice) and how to warm-up their vocal chords. Praise GatheringPreschool through 2nd grades meet for Praise Gathering every Wednesday. Grades 3rd-8th meet every Friday. Praise Gathering is a time of worship that students take part of each week. They learn new worship songs, and are given a Bible lesson by a special speaker. See below for the Praise Gathering outline.

Praise Gathering

Pledge of Allegiance (1minute)

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I pledge allegiance to the flag of the United States of America, And to the republic for which it stands,

One nation under God, indivisible, with liberty, and justice for all.Pledge to the Bible (1minute)

I pledge to the Bible God's Holy word, I will make it a lamp unto my feet,

A light unto my path, I will hide its words in my heart that I may not sin against God.

Prayer: Music Teacher (2 minutes)

Worship Music: Music Teacher (10 minutes if speaker; 20 minutes no speaker). The worship music includes the following artists: Hillsong, Shout Kids, and other popular Christian artists of today.

Special Speaker (optional) 20 minutes

Dismissal (teachers escort students back to classrooms)

Concerts Grandparents Day Program

This one hour concert involves Grades Young Fives through 12th grade. Music teachers of the Elementary and High School collaborate to make this concert a success. The concert is dedicated to the students’ grandparents. The style of music for this concert can be secular, for example, songs about Aesop’s Fables. Most of the songs are from the contemporary Christian music genre.

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Christmas ProgramThis one hour program involves students Preschool through 8th grade.

Students are taught songs that celebrate the birth of Jesus. The style of music chosen for this program is contemporary Christian Christmas music. They share their hard work with friends and family at this concert.Spring Musical

Tri-Unity offers students grades 3rd-8th the opportunity to audition for a Spring Musical every other year. The Elementary Choir and the Middle School Choir perform with students that have auditioned for special speaking parts. The musical is one to one and a half hours long. The musical’s that are chosen are sometimes Biblical; but also, secular with an applicable life lesson taught within the music and acting. Spring Program

Every other year Tri-Unity’s music program offers students the opportunity to perform in a talent show. All students are required to attend and perform. Students must audition for the music teacher in order to perform at the concert. This is a great concert 45 minutes to one hour concert that highlights all students and their God-given talents. Students are allowed to choose their own Christian music for the concert.

Performance ChecklistEvent_______________________________Time of Event________________________Practice DayTime of set-up________________________Equipment needed (i.e. microphone)____________________________________________________________________________________________________________

________________________________________________________________________Sound System Check Time______________Powerpoint Yes____ No_____Risers needed: Yes____ No ____ Placement________________

Other help needed:____________

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date________________________________Location____________________________Pre-PerformanceClass practice schedule_________________

*given to teachers___*copy to principal___*copy to secretary___

Program design_______________________*proofed__________*copied____#______

Number of Songs/grade________________Choirs: Cherub___Elementary___MS____Accompanist: Yes____ No____ If yes, who?Name_______________________________Assistant Director_____________________Met with teachers_____________________Other help needed:____________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Expectations for each grade level

Young Fives and KindergartenGeneral Music Learning Goals:

The students will experience singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music and performing.

The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis, creativity/improvisation (generalization/symbolic), and theoretical understanding.

The students will understand singing, chanting, moving/dancing, instruments, games, creating/improvising, reading/writing music performing.

The students will learn the purpose of worshiping God through praise songs, sacred songs, participation and expressing their love of God through music.

Music Learning Scope and Sequence

Singing Chanting Stylistic Movement

Discreet Movement

Instruments Reading Musical Concepts

Learning Sequence

Coord.Readiness Unison Solo Ostinato

Unison Solo Ostinato

Body AwarenessSelf Space Shared Space Flow Weight Space Time

Beat Movement: Bilateral AlternatingLocomotor Creativity

Dance Mvt: Readiness Circle Game Simple Dance

Readiness Small Instruments Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun

Readiness Experience Listening

Resting Tone Macrobeats Microbeats Timbre Recognition Melodic Direction Dynamics and Expl. Phrase Form: AB and ABA

Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verb Partial Synth. Creativity/Improv. Symbolic Assoc.

Adapted from Jump Right In: The Music Curriculum by GIA Publications

1st Grade10

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General Music Learning Goals:






Singing Chanting Stylistic Movemen

t

Discreet Movemen

t

Instruments

Reading Musical Concepts

Learning Sequence






Readiness Small Instruments Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun



Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verb Partial Synth. Creativity/Improv. Symbolic Assoc.


2nd GradeGeneral Music Learning Goals:

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t

Discreet Movemen

t

Instruments


Learning Sequence



ReadinessBody AwarenessSelf Space Shared Space Flow Weight Space Time

Beat Movement: ReadinessBilateral AlternatingLocomotor Creativity

Dance Mvt: Readiness Circle Game Action Songs

Readiness Small Percussion Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun



Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verb Partial Synth.


3rd GradeGeneral Music Learning Goals:


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t

Discreet Movemen

t

Instruments


Learning Sequence






Readiness Small Percussion Tonebar: Exploration, Trembolo, Bilat, Bordun, Alt, Bordun


Resting Tone Macrobeats Microbeats Timbre Recognition Dynamics and Exp. Phrase Form: AB, ABA, Verse/Refrain

Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verbal Creativity/Improv. Partial Synth. Symbolic Ass:Reading/Writing Gen. Symb.


4th GradeGeneral Music Learning Goals:


The students will study aural/oral discrimination, verbal associations, partial synthesis, symbolic associations, composite synthesis,

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creativity/improvisation (generalization/symbolic), and theoretical understanding.





t

Discreet Movemen

t

Instruments

Notation Musical Concepts

Learning Sequence

Coord.Readiness Unison Solo Harmony Improvisation: Tonal, Harmonic, Melodic

Unison Solo Ostinato Improvisation: Rhythm

Shared Space Flow Weight Space Time

Beat Movement: Bilateral AlternatingLocomotor Creativity Dance/Game


Readiness Small Percussion Tonebar: Bilat, Bordun, Alt, Bordun Recorder: Listen to and Play

Readiness Reading Writing

Resting Tone Macrobeats Microbeats Timbre Recognition Dynamics and Exp. Phrases, Harmony, Form: AB, ABA, Verse/Refrain

Tonal and Rhythm: Aural/Oral Verbal Ass. Generaliz./Verbal Creativity/Improv. And Verb Partial Synth. Symbolic Ass:Reading/Writing Gen. Symb.Read Comp. Synth. Read and Write


General Music 5th GradeGeneral Music Learning Goals:


Students will learn general musical concepts including: rhythm, melody, form, dynamics, texture, tonality, instruments, music history, and listening experiences.


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Rhythm Melody Form Dynamics Tonality/Music Symbols

Music History

Rhythmic Notations and their durations: time signatures (4/4,3/4,2/4), whole, half quarter, eighth notes and rests, rhythm patterns, fermata

Staff, Space and Line Notes, Treble Clef, Bass Clef, Leger lines,

Repeat Sign, AB, ABA

Piano, Forte, Mezzo piano and forte, fortissimo, mezzo forte, crescendo, diminuendo, , accent, markato

Flat, sharp, natural sign, identify various tonalities and key signatures, slur, staccato

Composers: Dvorak, Gershwin, Shostakovich, Liszt, Verdi, Ives, Copland, Britten, Lully, Beethoven, Berlioz, Puccini, Mozart, Handel, Chopin, Mendelssohn, Bach, Haydn, Ravel, Prokofiev, Rachmaninoff

General Music 6th GradeGeneral Music Learning Goals:





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Music History

Rhythmic Notations and their durations: time signatures (4/4,3/4,2/4, 6/4,6/8,2/2,3/8,3/24/8), whole, half quarter, eight, dotted half and quarter notes and rests, rhythm patterns, fermata, bar lines, measures

Staff, Space and Line Notes, Treble Clef, Bass Clef, writing of Leger lines,

Repeat Sign, AB, ABA


Flat, sharp, natural sign, identify various tonalities and key signatures, slur, staccato


General Music 7th and 8th GradeGeneral Music Learning Goals:






Music History Instruments

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Rhythmic Notations and their durations: time signatures (4/4,3/4,2/4, 6/4,6/8,2/2,3/8,3/24/8), whole, half quarter, eight, dotted half and quarter, sixteen notes and rests, rhythm patterns, fermata, bar lines, measures, ties

Tempo, largo, lento, adagio, andante, moderato, allegro, presto, prestissimo, ritardando, accelerando

Staff, notation in the Middle Ages, Space and Line Notes, Treble Clef, Bass Clef, writing of Leger lines, Brace

Repeat Sign, AB, ABA, D.C., D.S., Fine, Coda, 1st and 2nd endings


Flat, sharp, natural sign, identify various tonalities and key signatures, slur, staccato, tenuto

Anatomy of larnyx


String, Woodwinds, Brass, and Percussion; Method of tone production for each instrument group

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Choir 7th and 8th gradeGeneral Music Learning Goals:

The students will experience singing music from various cultures, worship music, and in the form of SAB.

Students will learn how to sing properly with proper tonal quality, pitch, rhythm, accurate syllables, dynamics, phrasing, expression/style, entrances/articulation, breath/support, diction, and posture and relaxation.



Tone Quality

Pitch Rhythm Accurate Syllables

Dynamics

Phrasing Expression/Style

Entrances/articulation markings

Breath and Support

Clear and Consistent tone

Singing different tonalities, notes with accurate pitch

Various rhythms, tempos

Note names sung accurately

P, mp,pp, ff, f, mf, crescendo, diminuendo

Phrases sung with accuracy

Understands the style of the song and performs it accurately

Secure Entrances. Markings (staccato, legato, slur, accents, etc.) are executed accurately.

Proper breath support

Sample Lesson Plan


Sample Lesson Plan: Grade 4Goals for the year:

1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments.4. Composing and arranging music within specified guidelines.

Diction Posture and Relaxation

Proper pronunciation of words of the songs

Sitting and standing properly, proper mouth for singing

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General Music Rubric for Grade 2

Category 4 3 2 1Stylistic Movement

Student participates and experiences body awareness, self and shared space, flow, weight, and time accurately.

An occasional isolated error, but most of the time the student participates and experiences body awareness, self and shared space, flow, weight, and time

Frequent and/or repeated errors while student participates and experiences body awareness, self and shared space, flow, weight, and time

Very few accurate or secure pitches while student participates and experiences body awareness, self and shared space, flow, weight, and time

Discreet Movement

Student participates and demonstrates beat and dance movement accurately. (see objectives)

An occasional isolated error, but most of the time the student participates and demonstrates beat and dance movement. (see objectives)

Frequent and/or repeated errors while participating and demonstrating beat and dance movement. (see objectives).

Very few accurate or secure pitches while student participates and demonstrates beat and dance movement. (see objectives)

Instruments Students participates and accurately explores trembolo, bilateral bordun and alternating bordun on small instruments.

An occasional isolated error, but most of the time the student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.

Frequent and/or repeated errors while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.

Very few accurate or secure pitches while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.

Reading Student shows readiness and participation in experiencing and listening to music.

Student shows some readiness and participation in experiencing and listening to music.

Student shows little readiness and participation in experiencing and listening to music.

Student shows no readiness and participation in experiencing and listening to music.

Music Concepts Student shows knowledge of the following concepts: Resting Tone, Macrobeats, Microbeats, Timbre, Melodic Direction, Dynamics, Phrase, and Form: AB and ABA

Student shows some knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA

Student shows little knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA

Student shows no knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA

Learning Sequence Coordination

Student experienced and accurately participated in Aural/Oral Verbal Association and Generaliz./Verb Partial Synthesis

Student shows some experience and some participation in aural and oral verbal association,generalization/Verb Partial Synthesis

Student shows little experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis

Student shows noexperience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis

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Discreet Movement





Instruments

Students participates and accurately explores trembolo, bilateral bordun and alternating bordun on small instruments.

An occasional isolated error, but most of the time the student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.

Frequent and/or repeated errors while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.

Very few accurate or secure pitches while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments.





Music Concepts

Student shows knowledge of the following concepts: Resting Tone, Macrobeats, Microbeats, Timbre, Melodic Direction, Dynamics, Phrase, and Form: AB and ABA, Verse and Refrain

Student shows some knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, Verse and Refrain

Student shows little knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, Verse and Refrain

Student shows no knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, Verse and Refrain


Student experienced and accurately participated in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association Reading/Writing Gen. Symb.

Student shows some experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb.

Student shows little experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb.

Student shows noexperience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb.

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Discreet Movement





Instruments

Student participates and accurately explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder with accuracy.

An occasional isolated error, but most of the time the student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder.

Frequent and/or repeated errors while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder.

Very few accurate or secure pitches while student participates and explores trembolo, bilateral bordun and alternating bordun on small instruments and plays the recorder.





Music Concepts

Student shows knowledge of the following concepts: Resting Tone, Macrobeats, Microbeats, Timbre, Melodic Direction, Dynamics, Phrase, and Form: AB and ABA, verse and refrain

Student shows some knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, verse and refrain

Student shows little knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, verse and refrain

Student shows no knowledge of resting tone, macrobeats, microbeats, timbre, melodic direction, dynamics, phrase, and form: AB and ABA, verse and refrain


Student experienced and accurately participated in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.

Student shows some experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.

Student shows little experience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.

Student shows noexperience and some participation in aural and oral verbal association, generalization/Verb Partial Synthesis, Creativity/Improvisiation Symbolic Association; Reading/Writing Gen. Symb. Reading and Composition. Synth.

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Rhythm (Chanting) Rubric for Grades Young Fives-6th

Singing 4 3 2 1Unison Student sings with

other students in unison on pitch and with proper syllables and rhythm.

An occasional isolated error, but most of the time the student sings in unison.

Frequent and/or repeated errors while student sings in unison.

Very few accurate or secure pitches while student sings in unison.

Solo Student sings in Solo with virtually no errors. Pitch is very accurate.

An occasional isolated error, but most of the time the student sings in solo.

Frequent and/or repeated errors while singing in solo.

Very few accurate or secure pitches while student sings in solo.

Ostinato The beat is secure and the rhythms and pitches are accurate while the student sings the ostinato.

An occasional isolated error, but most of the time the student sings the ostinato with correct pitch and rhythm.

Frequent and/or repeated errors while singing the ostinato.

Very few accurate or secure pitches while student sings the ostinato.

Improvisation on Rhythm (Grades 4-6):

Student improvises with accurate rhythm patterns.

An occasional isolated error, but most of the time the student improvises with accurate rhythm patterns.

Frequent and/or repeated errors while student improvises with accurate rhythm patterns.

Very few accurate or secure pitches while student improvises with accurate rhythm patterns.

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Singing Rubric for Grades Young Fives-3rd














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Singing Rubric for Grades 4th-6th














Harmony Student sings with other students in harmony on pitch and with proper syllables and rhythm.

An occasional isolated error, but most of the time the student sings in harmony.

Frequent and/or repeated errors while student sings in harmony.

Very few accurate or secure pitches while student sings in harmony.

Improvisation Student improvises with accurate harmonic or melodic tonal patterns.

An occasional isolated error, but most of the time the student improvises with accurate harmonic or melodic tonal patterns.

Frequent and/or repeated errors while student improvises with accurate harmonic or melodic tonal patterns.

Very few accurate or secure pitches while student improvises with accurate harmonic or melodic tonal patterns.

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Vocal Music Performance/Choir Rubric 7-8th grade

CATEGORY 4 3 2 1Tone Quality Tone is

consistently focused, clear, and centered throughout the range of the voice.

Tone is focused, clear and centered through the normal singing range. Extremes in range sometimes cause tone to be less controlled. Tone quality typically does not detract from the performance.

Tone is often focused, clear and centered, but sometimes the tone is uncontrolled in the normal singing range. Extremes in range are usually uncontrolled. Occasionally the tone quality detracts from overall performance.

The tone is often not focused, clear or centered regardless of the range, significanltly detracting from the overall performance.

Pitch Virtually no errors. Pitch is very accurate.

An occasional isolated error, but most of the time pitch is accurate and secure.

Some accurate pitches, but there are frequent and/or repeated errors.

Very few accurate or secure pitches.

Rhythm The beat is secure and the rhythms are accurate for the scales being sung.

The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance.

The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance.

The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance.

Accurate Syllables

Note names are consistently accurate.

An occasional inaccurate note name is sung, but does not detract from overall performance.

A few inaccurate note names are sung, detracting somewhat from the overall performance.

Wrong note names consistently detract from the performance.

Dynamics Dynamic levels are obvious, consistent, and an accurate intrepretation of the style of music being sung.

Dynamic levels are typically accurate and consistent.

Dynamic levels fluctuate but can be discerned.

Attention to dynamic levels is not obvious.

Phrasing Phrasing is always consistent and sensitive to the style of music being sung.

Phrasing is usually consistent and sensitive to the style of music being sung.

Phrasing is usually consistent and occasionally sensitive to the style of music being sung

Phrasing is rarely consistent and/or rarely sensitive to musical style.

Expression and Style

Performs with a creative nuance and style in response to the score and limited coaching.

Typically performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.

Sometimes performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.

Rarely demonstrates expression and style. Just plays the notes.

Entrances Secure Entrances.

Entrances are usually secure,

Entrances are rarely secure, but markings

Few secure Entrances. Markings are typically

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and articulation markings

Markings (staccato, legato, slur, accents, etc.) are executed accurately.

though there might be an isolated error. Markings are usually executed accurately.

are sometimes executed accurately.

not executed accurately.

Breath Support

Student is breathing properly and supporting the tone to the best of his/her ability.

Student is usually breathing properly, but occationally does not support the tone till the end of each phrase.

Student sometimes breathes properlyand only occationally supports the tone till the end of each phrase.

Student is rarely breathing correctly and never supports the tone till the end of each phrase.

Diction Student articulates clearly and the text of the music is understandable.

Student articulates the words somewhat clearly and the text can be understood most of the time.

Student is sometimes articulating the words but the text is often not decernable.

Student rarely articulates the words and the text is not decernable.

Posture and Relaxation

Student stands correctly and sings using a proper singing stance with no visible tension in the throat, jaw, or body.

Student stands somewhat correctly and most of the time demonstrates a proper singing stance with limited tension visible in the throat, jaw, or body.

Student is sometimes standing correctly but often shows tension or improper body position during singing.

Student rarely demonstrates proper posture and singing stance and tension is highly visible in the throat, jaw, and/or body.

Adapted from http://rubistar.4teachers.org/index.php?screen=NewRubric

Unit Plan

Grades Young Fives through 8th Grade See below.

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2011-2012 Y5s and K

1st grade 2nd grade 3rd grade 4th grade 5th grade

6th grade

7th/8thgrade

9/6-9/9Assessment of Music Aptitdue;Lesson pgs. 2-8

Assessment of Music Aptitdue;.Lesson pgs. 2-7

Assessment of Music AptitdueLesson pgs. 2-6

Assessment of Music AptitduePgs. 4-8

Assessment of Music AptitdueLesson pgs. 4-8

Concert Rep. MusiTrak Lesson 1Composer

Concert Rep. MusiTrak Lesson 1Composer

Concert Rep. MusiTraks Lesson 1Composer

9/12-9/16Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.

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3-8 PICTURES 9/14FUNDRAISER 9/16

Lesson pgs. 10-16

Lesson pgs. 8-11

Lesson pgs. 7-11

Lesson pgs. 10-14

Pgs. 10-14

Lesson 1 Review and QuizComposer

Lesson 1 Review and QuizComposer

Lesson 2Composer

9/19-9/23

PARENT NIGHT 9/19SEE YOU AT THE POLE 9/21 (?)

Concert Rep. Lesson pgs. 18-24



Concert Rep.Lesson pgs. 16-20

Concert Rep.Pgs. 16-20

Concert Rep. Lesson 2Composer


Concert Rep. Lesson 1 and 2 Review and QuizComposer

9/19-9/23

PARENT NIGHT 9/19SEE YOU AT THE POLE 9/21 (?)




Concert Rep.Lesson pgs. 16-20




Concert Rep. Lesson 1 and 2 Review and QuizComposer

9/26-9/30Concert Rep. AssessmentLesson pgs. 32-38

Concert Rep. AssessmentLesson pgs. 19-24

Concert Rep. AssessmentLesson pg. 16-18

Concert Rep. AssessmentPgs. 20-22

Concert Rep. AssessmentPgs. 22-24

Concert Rep. Lesson 2 Review and QuizComposer



10/3-10/7

FUNDRAISER ENDS-3MID MARKING DUE-5 NO SCHOOL 10/6 & 10/7 INSERVICE









10/10-10/14

PS-K PICTURES 10/12PS, 1, 2 PICTURES 10/13






Concert Rep. Lesson 3 Review and Quiz Composer

Concert Rep. Lesson 3 Review and Quiz Composer

Concert Rep. Lesson 3 and 4Review and Quiz Composer

2011-2012 Y5s and K


6th grade

7th/8thgrade

10/17-10/21

Concert Rep. Lesson

Concert Rep. Lesson

Concert Rep. Lesson

Concert Rep. Lesson

Concert Rep.Pgs. 34-

Concert Rep. Lesson

Concert Rep. Lesson

10/17-10/21

29

Fine Arts 30

½ DAY GRAND- PARENT’S DAY -21

pgs. 56-62

pgs. 41-44

pgs. 34-39

pgs. 32-36

38 4Composer

4Composer


10/17-10/21









Concert Rep. Lesson 5 Composer

10/24-10/28

FUNDRAISERDELIVERY 10/26



Concert Rep. Lesson pgs. 39-4144-45



Concert Rep. Lesson 4 Review and Quiz

Concert Rep. Lesson 4 Review and Quiz


10/31-11/4

FALL DINNER BANQUET 11/4END OF 1ST MARKING PERIOD





Concert Rep. AssessmentPgs. 50-51; 56-57



Concert Rep. Lesson 1-6 Review

11/7-11/11

REPORT CARDS GO HOME 11/7P/T CONFERENCES8 & 9 4-8 PM

Concert Rep. Pgs. 78-84







Test 1-6

2011-2012 Y5s and K

1st grade 2nd grade

3rd grade 4th grade

5th grade

6th grade

7th/8thgrade

11/14-11/18Concert Rep.Pgs. 86-92



Concert Rep. Lesson pgs. 48-4956-59





11/21-11/25

NO SCHOOL 23-25 THANKSGIVING






Concert Rep. Lesson 6 Review and Review of 1-6

Concert Rep. Lesson 6 Review and Review of 1-6


Concert Concert Concert Concert Conce Concer Concert Concert

30

Fine Arts 31

11/28-12/2 Rep. AssessmentPgs. 102-108

Rep. AssessmentPgs. 88-94



rt Rep. Assessment74-75

t Rep. Test on 1-6

Rep. Test on 1-6

Rep. Lesson 8 Composer

12/5-12/9

MIDPERIOD REPORTS DUE 12/9







Concert Rep. Lesson 7-8 Composer


12/12-12/16

CONCERT 12/12 7PMSKATING/BOWLING12/14(WED)

Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.

Concert Rep.


Concert Rep. Lesson 7-8 Review and QuizComposer


12/19-1/2NO SCHOOL CHRISTMAS BREAK

31

Fine Arts 32

2011-2012

WEEK OF

Y5s and Kindergarten


6th grade

7th/8th grade

32

2011-2012WEEK OF



6th grade

7th/8th grade

1/3-1/6Lesson pgs. 114-120

Lesson pgs.106-116

Lesson pgs. 76-84

Lesson pgs. 78-94

Lesson pgs. 80-90

Lesson 9 Composer

Lesson 9 Composer

Lesson 10-11 Composer

1/9-1/13Adol. Aware.1/9 Tammy Trent 1/15

Lesson pgs. 122-128

Lesson pgs. 118-122

Lesson pgs. 86-8790-95

Lesson pgs. 96-106

Lesson pgs. 92-106

Lesson 9 Review and Quiz


Concert Rep. Lesson 7-11 Review

1/16-1/20

END OF 1ST SEMESTER 1/20

Assessment Pgs. 130-134

AssessmentPgs. 124-128




Lesson 10 Composer

Lesson 10 Composer

Test 7-11

1/23-1/27

REPORT CARDS 1/25

Lesson pgs. 136-142

Lesson pgs. 130-134

Lesson pgs. 102-112

Lesson pgs. 114-118

Lesson pgs. 114-118

Lesson Review of 7-10Composer

Lesson Review of 7-10Composer


1/30-2/3Lesson pgs. 144-152

Lesson pgs. 136-140

Lesson pgs. 114-118

Lesson pgs. 120-124

Lesson pgs. 120-124

Test of 7-10

Test of 7-10


2/6-2/10

P/T CONF. 2/7

Lesson pgs. 154-160

Lesson pgs. 142-146

Lesson pgs. 120-124

Lesson pgs. 126-130

Lesson pgs. 126-130

Lesson 11 Composer

Lesson 11 Composer


2/13-2/17

HOMECOMING WK

AssessmentPgs. 162








Fine Arts 33

2/20-2/24 No school2/20-21; Mid-period due24

Lesson pgs. 166-172

Lesson pgs. 156-160

Lesson pgs. 130-134

Lesson pgs. 138-142

Lesson pgs. 136-140

Lesson 12Composer

Lesson 12Composer


2/27-3/2Lesson pgs. 174-180

Lesson pgs. 162-166

Lesson pgs. 136-140

Lesson pgs. 144-148

Lesson pgs. 142-146

Lesson 13Composer

Lesson 13Composer


3/5-3/9BOOK FAIR WEEK

Lesson pgs. 182-188

Lesson pgs. 168-172

Lesson pgs. 142-146

Lesson pgs. 150-154

Lesson pgs. 148-152




3/12-3/16AssessmentPgs. 190-192





Lesson Review 11-14

Lesson Review 11-14


3/19-3/23 All school PG End of 3rd Marking Period

Lesson pgs. 196-202

Lesson pgs. 180-184

Lesson pgs. 154-160

Lesson pgs. 158-162

Lesson pgs. 162-67

Lesson 15Composer

Lesson 15Composer


3/26-3/30NO SCHOOL 3/29 & 3/30 SPRING BREAK

Lesson pgs. 204-210

Lesson pgs. 196-200

Lesson pgs. 162-168

Lesson pgs. 164-170

Lesson pgs. 168-175


Lesson pgs. Lesson 15 Review and Quiz

Concert Rep. Lesson 12-17Review

4/2-4/6 NO SCHOOL SPRING BREAK




4/2-4/6

33

Fine Arts 34

34

2011-2012WEEK OF



6th grade

7th/8th grade

4/9-4/13

6TH GR SUB SALE

Lesson pgs. 212-218

Lesson pgs. 202-206

Lesson pgs. 170-174

Lesson pgs. 172-176

Lesson pgs.176-183

Review of Lessons 1-15

Review of Lessons 1-15

Lesson 12-17 Review

4/16-4/20

K SCREENING/SAT TESTING GR 1-6CARNIVAL 4/20

Assessment pg. 220-224





Challenge ReviewComposer

Challenge ReviewComposer

Test 12-17

4/23-4/27

AUCTION 4//28

Lesson pgs. 226-232

Lesson pgs. 214-218

Lesson pgs. 182-186

Lesson pgs. 184-188

Lesson pgs. 188-195

Staff Challenge Composer

Staff Challenge Composer

Concert Rep.Lesson 18Composer

4/30-5/4

MID-PERIOD REPORTS DUE 5/4

Lesson pgs. 234-238

Lesson pgs. 220-224

Lesson pgs. 188-194

Lesson pgs. 190-194

Lesson pgs.196-201

Rhythm ChallengeComposer

Rhythm ChallengeComposer

Concert Rep.Lesson 18 Review and QuizComposer

5/7-5/11

ASSOC. MTG. 5/7 MUFFINS FOR MOMS 5/11

Lesson pgs. 240-246.

Lesson pgs. 226-230

Lesson pgs. 196-200

Lesson pgs. 196-200

Lesson pgs.202-207

Dynamics ChallengeComposer

Dynamics ChallengeComposer


5/14-5/18

SPRING PROGRAM 5/17DONUTS FOR DAD 5/18





Assessment208-211

Music Symbols ChallengeReview of 1-15

Music Symbols ChallengeReview of 1-15


5/21-5/25

OPEN HOUSE 5/25

Lesson pgs. 252-258

Lesson pgs. 240-244

Lesson pgs. 208-212

Lesson pgs. 208-212

Lesson pgs. 212-219

Test of 1-15

Test of 1-15

Lesson 18-19 Review and quiz

Fine Arts 35

2011-2012

WEEK OF


1st grade 2nd grade

3rd grade 4th grade 5th grade 6th grade 7th/8th grade

5/28-6/1

NO SCHOOL 5/28FIELD DAY 5/30

Lesson pgs. 260-268

Lesson pgs. 246-256

Lesson pgs. 212-220

Lesson pgs.212-216

Lesson pgs.212-219

Word game and search

Word game and search

Lesson 21

6/4-6/7

K GRAD 6/6½ DAY 6/7

Movie Time and Party








35

Fine Arts 36

Overall Goals for Music Department for the next five years General Choir of 7th and 8th grade Audition only Advanced Middle School Mixed Choir; Girls Choir Trips during the beginning and end of the school year (helps with

recruitment) Improve music budget Add band back into the Fine Arts Program

General Music: 2010-2015 New Curriculum: Jump Right In Series: 2009-present Follow standards of state of MI and national standards for music New assessment strategies: 2010-2011 Concerts of the year: Grandparents Day Program; Christmas Concert;

Spring Concert

Elementary Choir 2010-2015 Scheduling Standards Concerts Assessment: 2010 Recruitment: posters; trips; parent letter

Cherub Choir: 2010-2015 Scheduling: during school Standards: state and national music standards Concerts: Christmas 2010; Praise Gathering Recruitment: parent letter; posters; general music class

Middle School Mixed Choir 2010-2015 No auditions; assessment of music aptitude Standards Concerts: inside and outside of schools Assessment Recruitment Trips: beginning and end of school (2012-2012) this will help with

recruitment for advanced choir Elect student officers 2011 Musical combined with Elementary Choir and grades 5th-8th: Spring

2011

36

Fine Arts 37

Advanced Choir: 2011-2015 (School year) Auditions: 2012-2012 Standards Concerts Assessment Competitions: All State at Grand Valley University

Musical Hire a drama teacher; allow this to be directed by drama teacher not

music teacher: 2012-2013 school year 3rd-8th grade; only 5th-8th grade drama auditions Recruitment Scheduling- drama class during school offered to 5th-8th graders; Middle

School Mixed and El. Choir will rehearse during regular class times; Choral Parent Organization: Fall 2012-2015 Budget for musical: $ 1500 for Broadway and sets

Choral Parent Organization 2011-2015 Volunteer Parents: to help with choirs; Musical: costumes; props; sets; programs; recruitment; trips;

Beginning Band 2012-2015 5th and 6th grade band (not mandatory) Prerequisites to join: 1 year of private lessons on a new instrument

during band year

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Fine Arts 38

38

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