Easthampton High School Music Curriculum Goals

The goals of this curriculum have been synthesized into educational

strands. These strands have been created after analysis of the National
Standards for the Arts, The Massachusetts State Frameworks, The
American School and !irectors Association "urriculum and countless
#ublic school music curriculums.
These seven strands will serve as a thread weaving the curriculum
together from $indergarten through %&th grade for instrumental, choral
and vocal music.
Respect for Human Diferences
Reading & Interpreting Music Notation
Performing Music
Describe, Analyze, and reate Music
!"aluating Music
#no$ledge of Musical History
Participation in Musical %ife in t&e ommunity
'ach strand will re(uire a di)erent set of skills, levels of cognition,
e*#eriences and+or understandings to be #resented and owned by the
students. y including all strands at all levels it is ho#ed that the goals of
the curriculum will be more easily attained and monitored throughout both
the districts diverse sta) and classrooms of learners. !ue to the obvious
diversity of ages and content areas, certain strands will receive more
attention at di)erent levels of a student,s educational career.
'alue of Respect for Human Diferences
%e"el I
At the conclusion of -evel . students will have develo#ed the abilities to
understand the need to/
Model anti0racist+anti0bias and non0verbal behaviors when
interacting with others.
!emonstrate coo#eration with #eers of di)erent race, ethnicity,
gender, and skills levels through verbal and non0verbal behaviors.
1illingly 2oin others of diverse abilities and interests during
classroom activities.
3ecognize the role that musical #artici#ation can #lan in getting to
know self and others.
Learn from his/her mistakes and he/she takes reasonable risks to learn more about
becoming more skilled
Accept decisions that are made by majority choice or consensus and by persons in
positions of authority.
Learn to solve conflicts and problems by analyzing causes and potential solutions.
Learn to analyze potential consequences when confronted with a behavior choice and
selecting the one that respects and/or includes others.
Level II
At the conclusion of Level II students will have developed the abilities to build upon the
skills that were focused upon that of Level I. !hile reinforcing the previous skills the
curriculum is designed to assist students develop "abits of #ind$
Imaginative %hinking
"eightened &erceptual Awareness
'eflective %hinking
(rganization )uriosity and &ersistence
Analytical %hinking and the ability to make )onnections
&ersonal and *ocial 'esponsibility
*tudents are encouraged to learn about styles of music that are different from what they listen
to at home each day and be able to appreciate them and know that every style of music is very
important to someone + maybe not to the individual student or even the person ne,t to them.
%here were twelve thirteen and fourteen year olds - centuries ago who tastes and e,periences
were much different from that of today.s teens but it was every bit as important to them as
yours is to you. *tudents keep an open mind learn without judging and you will have a great
deal of fun.
'espect for each others tastes
'espect for the #usic
'espect for the Instruments
Level III
At the conclusion of Level III high school students will have developed skills that will help
them answer the question !hat life potential e,ists for students ad vocation and leisure
activities beyond that of the school environment/ %he following outline e,ists to help
students realize additional musical activities$
)ommunity #usic 0roups
1ands
(rchestras
)hoirs
)ommunity #usic %heatre.s
*tage 1ands
&it 1and &erformer
&erformer on *tage
*olo &erformances
)hurch
)ivic (rganizations
Arts 2airs
&iano *tudy
'ecord or )3 )ollecting
&ersonal enjoyment of the Arts
)oncert Audience
&rivate Listening
*upport of &ublic 'adio
Level IV
At the conclusion of level I4 high school students will have developed advanced skills that
will help them answer the question !hat life potential e,ists for students career opportunities
for that beyond of high school/ %he following outline e,ists to help students realize musical
career opportunities that are possible beyond that of public school education$
#usic 5ducators
Arts 3irectors
#usic 3irectors
&ublishers
Accompanists
'epair %echnicians
(rganists
#inisters of #usic
)omposers
Arrangers
#usic )ritics
)onductors
&erformers
'ecording %echnicians
#usic %herapists
Librarians
2ilm or %elevision *upport *taff
Reading & Interpreting Music Notation
Level I
At the conclusion of Level I 1eginning 1and students shall be able to$
Identify the following interpretive symbols and terms$
3uet 1reath #ark 'ound %ie #oderato
Allegro Andante 4ariation Interval
'epeat *ign 6
st
7-
nd
5ndings 3ivisi *lur
2orte &iano 8atural *ign *harp *ign 2lat *ign
&ick+up 8otes 'itardando 2ermata Accents
4ivace #ultiple #easures 'ests #ezzo 2orte
#ezzo &iano *taccato 3.*. al 2ine 3.). a 2ine
Largo )rescendo 3iminuendo
!rite the key signatures for the following major scales$ 1b 5b Ab
Indentify notes in the cleff for which music is written for his/her instrument
Interpret and count in oral and written form 'hythms for 0rade 6 levels using the
5asthampton counting *ystem.
Interpret and perform dynamic changes as noted in given musical selections.
Level II
At the conclusion of Level II #iddle *chool 1and students shall be able to$
Identify the following symbols and terms$
Allegretto "alf *tep Intervals !hole *tep Intervals %enuto
A tempo #aestoso 2+& 3.). al )oda
5nharmonic 3.*. al )oda Andantino #olto rit.
*29 Adagio 22 &&
0race 8ote
!rite key signatures for the following major scales$ 1b 5b Ab ) 2 and 0
Identify notes in the cleff for which music is written for his/her instrument.
Interpret and count in oral and written for 'hythms for Accent on Achievement
1and #ethod 1ook II :pg ;<+;=>.
Interpret and perform dynamic and tempo changes as noted in given musical
selections that contain the following meters$ ?/? ;/? -/? @/< ;/<.
Level III
At the conclusion of Level III proficient "igh *chool students shall be able to$
Identify define and notate all interpretive symbols appropriate to the music that is
being performed in school ensembles.
!rite and perform the key signatures and scales for the following$
)oncert ) 2 0 1b 5b Ab 3 A 3b and 5 #ajor *cales
)oncert ) 2 0 1b 5b Ab 3 A 3b and 5 #inor *cales :natural harmonic
melodic>
)oncert 1b and 2 1lues *cales
3orian and #i,olydian #odes from four sharps and four flats
%wo+octave chromatic scale
Identify note in the cleff for which music is written for his/her instrument and
apply alternative fingerings when appropriate.
3emonstrate legato tentuto staccato marcato tonguing patterns as requested in
given selections of music.
Interpret count perform and compose rhythms using the 5asthampton counting
system
Interpret and perform dynamic and tempo changes as noted in given musical
selections that contain the following meters$ ?/? A -/? @/< ;/< B/? B/< =/<
Interpret and perform at sight music at 0rade II level.
Level IV
At the conclusion of Level I4 advanced high school students shall be able to$
Identify define and notate all interpretive symbols appropriate to the music that is
being performed in school ensembles
!rite and perform the key signatures and scales for the following and apply them
into compositional opportunities and improvisation$ All twelve keys
Identify notes in both the bass and treble cleff and transpose those notes to be in
pitch for his/her instrument
3emonstrate concept:s> for multiple tongue patterns :double triple tongue> and
e,plain its use and/or benefits towards individual performance.
Interpret count perform and compose rhythms using the 5asthampton counting
system for sight reading and teaching purposes.
Interpret and perform music at sight at a 0rade III level.
%each the guiding principals of the 5asthampton counting system to the class in
an oral presentation format+using grade II or III while conducting the ensemble.
Perorm Music Independentl! & "ith #thers
Level I
At the conclusion of Level I 1eginning 1and students studying percussion shall be able
to$
&erform the following on octave major scales in quarter notes with a metronome
marking of quarter note C 6DD on a keyboard instrument. )oncert 1b 5b Ab
&erform a chromatic scale on the range of the instrument with a metronome
marking of a quarter note C 6;-.
5ngage in an appropriate warm+up procedure on a daily basis.
&erform alone and with others a varied repertoire of music with a level difficulty
of I :on a scale of 6+@> on the following instruments$
*nare 3rum %riangle !oodblock 1ass 3rum
%ambourine )owbell )rash )ymbal *uspended )ymbal
#aracas
3emonstrate a controlled open roll at a middle dynamic level on the following
instruments$ *nare 3rum Eeyboard Instrument
3emonstrate proper posture and hand positions and have instrument in proper
playing position while using appropriate matched grip.
Level II
At the conclusion of Level II #iddle *chool students studying percussion shall be able
to$
&erform the following one octave major scales in quarter notes with a metronome
marking of quarter note C 6DD on a keyboard instrument. )oncert 1b 5b Ab 2
and )
&erform a two - octave chromatic scales on the range of the instrument with a
metronome marking of a quarter note C 6;-.
5ngage in an appropriate warm+up procedure on a daily basis.
&erform alone and with others a varied repertoire of music with a level difficulty
of II :on a scale of 6+@> on the following instruments$
*nare 3rum %riangle !oodblock 1ass 3rum
%ambourine )owbell )rash )ymbal *uspended )ymbal
#aracas %impani
5,ecute basic skills of tuning the following instruments$ *nare 7 1ass 3rum
%impani
&erform the following skills on *nare 3rum$
2ive 8ine *eventeen stroke rolls 'im *hot %ap
3ouble &aradiddle %riple &aradiddle 3rag
*ingle 'atamacue 2lamacue
3emonstrate the following skills on timpani$
&roper instrument playing position &roper hand grip
Appropriate sticking and dampening technique &erform music of 0rade II
Ability to tune appropriate timpani:s> to 1b 2 and 5b
1e given the opportunity to use practice and/or perform on a drum set.
Level III
At the conclusion of Level III proficient "igh *chool students studying percussion shall
be able to$
'einforce all skills in Levels I and II.
&erform the following one octave scales in quarter notes with a metronome
marking of quarter note C 6DD on a keyboard instrument.
@ #ajor *cales - #inor *cales 6 two octave chromatic scale
5ngage in an appropriate warm+up procedure on a daily basis.
3emonstrate ability to start a tone at fortissimo and decrescendo in a smooth
manner so as to reach pianissmo.
1rass &layers will demonstrate$
#ultiple tonguing patterns for double and triple beat divisions
Advanced lip slur e,ercises as state in 2oundations for *uperior &erformance
&edal %ones
!oodwind &layers will demonstrate$
Advanced scale e,ercises as stated in 2oundations for *uperior &erformance
"armonic 2ingerings and contemporary musical techniques
3emonstrate the ability to hold a long tone -B+?D seconds
)onsistently demonstrate the correct sitting and standing position as used in
playing the individual.s instrument.
3emonstrate vibrato as it relate to tonal enrichment for those styles of music
when and where it is characteristic of the instrument.
&erform music from four of the following compositional periods with
characteristic interpretive elements$
1aroque )lassical -D
th
)entury
'omantic Impressionism
&erform musical selections that contain the following time signatures$
?/? A -/? ;/- ;/< B/< @/< B/?
$escri%e& 'nal!(e& & Create Music
Level I
At the conclusion of Level I 1eginning 1and students shall be able to$
8ame pitches found in the cleff used for writing music for his/her instrument.
3efine given musical terms used in the music being studied.
Analyze write and count out loud rhythmic notations involving subdivisions up to
eighth note using the 5asthampton )ounting *ystem.
3escribe the following time signatures by the number of beats per measure and
the unit of beat for$ ?/? A -/? @/<
"armonize simple melodies through music notation and improvisation.
)reate original melodies appropriate to level of study that is playable on the
individual students instrument.
Level II
At the conclusion of Level II #iddle *chool band students shall be able to$
8ame pitches found on the grand staff.
3efine musical terms used in band literature and/or small ensemble music being
studied in+group lessons.
Analyze write and count out loud rhythmic notations that include si,teenth notes
and/or dotted quarters and eighth notes using the 5asthampton )ounting *ystem
in the following time signatures$ ?/? A -/? )ut @/< ;/<.
3escribe the basic form of all music being studied in class and large ensembles.
"armonize simple melodies through music notation and improvisation
)reate original melodies appropriate to level of study that playable on the
individual students instrument and transposed by the student or teacher to be
played in small ensembles.
Level III
At the conclusion of Level III proficient "igh *chool students shall be able to$
8ame pitches fond in the grand staff
3efine given musical terms used in band literature and/or small ensemble music
being studied in+group lessons.
Analyze write and count out loud rhythmic notations that include si,teenth notes
and/or dotted quarters and eighth notes using the 5asthampton )ounting *ystem
in the following time signatures$ B/? ?/? A -/? )ut @/< ;/<.
)reate original melodies appropriate to level of study that are playable on the
individual student.s instrument and transposed by the student or teacher to be
played in small ensembles.
Illustrate knowledge and ability to demonstrate the following$
)onducting &osture "olding the 1aton
&rep 1eats )ut (ff.s
)onducting &atterns in -/? ?? A @/<
'ecognize by listening or seeing the following melodic intervals$
&erfect Fnison &erfect fourth
&erfect fifth &erfect octave
Listen to a live musical performance and be able to discuss the musical
achievements and values of what was heard.
Level IV
At the conclusion of Level I4 advanced "igh *chool students shall be able to$
'einforce all concepts in levels I II III.
3efine given musical terms used in band literature and/or small ensemble music
being studied in+group lessons.
Analyze write and count out loud rhythmic notations that include si,teenth notes
and/or dotted quarters and eighth notes using the 5asthampton )ounting *ystem
in the following time signatures$ B/? ?/? A -/? )ut @/< ;/<.
3escribe the basic form of all music being studied in class and large ensembles.
"armonize simple melodies through music notation and improvisation.
)reate original melodies appropriate to level of study that are playable on the
individual student.s instrument and transposed by the student or teacher to be
played in small ensembles.
Illustrate knowledge and ability to demonstrate the following$
)onducting &osture "olding the 1aton
&rep 1eats )ut (ff.s
)onducting &atterns in -/? ?? A @/<
'ecognize by listening or seeing the following melodic intervals$
&erfect Fnison &erfect fourth
&erfect fifth &erfect octave
#ajor second #ajor third
#ajor si,th #ajor seventh
Listen to a live musical performance and be able to discuss the musical
achievements and values of what was heard.
Evaluate Music using Critical )hin*ing &
Listening S*ills