Windham Music Curriculum For Methods

WINDHAM CONNECTICUT PUBLIC SCHOOLS
K-12 MUSIC CURRICULUM
1 Windham Music Curriculum

TABLE OF CONTENTS
INTRODUCTION 3
PROGRAM FRAMEWORK 4
PROGRAM DESCRIPTION 7
LEARNER OUTCOMES/ASSESSMENTS 8
PRE-K MUSIC CURRICULUM 10
K-5 MUSIC CURRICULUM 13

Scope and Sequence
Overview of Outcomes
Curriculum Guide
MIDDLE SCHOOL GENERAL MUSIC CURRICULUM 31

Scope and Sequence
Overview of Objectives
Curriculum Guide
6-12 CHORAL MUSIC CURRICULUM 36

Scope and Sequence
Curriculum Guide
MIDDLE SCHOOL INSTRUMENTAL CURRICULUM 43

Scope and Sequence
Curriculum Guide
HIGH SCHOOL INSTRUMENTAL CURRICULUM 50

Scope and Sequence
Curriculum Guide
SAMPLE UNITS OF STUDY 57
ASSESSMENTS 67

INTRODUCTION
The Windham Public Schools music curriculum is based on the 2013 National Core
Arts Standards, the 1994 National Standards for Arts Education, and the Connecticut State
Standards for Music Education. These Standards were developed by the National Association
for Music Education and the Connecticut State Department of Education and represents
beliefs of teachers, parents, and professional educational associations about what students
should know and be able to do in music. The music curriculum for the Windham Public
Schools reflects research and best practices and regards student acquisition of 21st Century
music and core curricular skills. The curriculum will support and assist Windham music
teachers and administrators in the implementation of a comprehensive music program.
The Music Staff includes:
Windham High School Raymond Sinclair, Director of Music
Windham Middle School Joe Tomanelli, Band Director
Sarah Jordan, Orchestra Director
Jacque Darbyshire, Choral Director
Elementary Schools Sheila Clark, Music Specialist
Kyle Gould, Music Specialist
Floy Marks-Hamilton, Music Specialist
(2013 Graduate: Casey

Dieter-Leeds will attend the
United States Coast Guard
Academy and will play in
the USCG Band)

PROGRAM FRAMEWORK
The curriculum for the Windham School District has been developed to reflect the following
components:
Philosophy
Music is a universal form of expression and communication that is an essential part of the
education of all students. The discipline of music enables students to express themselves
artistically through processes of performing, creating, responding, problem solving, and
decision making. Sequential, systematic musical experiences contribute to the musical and
cognitive development of students. Through the experience of a comprehensive music
education, students are better equipped to achieve in 21st Century society.
Music Learning Outcomes
In order to lead productive, fulfilling lives in a complex and changing society, and to continue
to learn, students from the Windham Music Program will demonstrate attitudes that are
essential to:
1. Communicating musically with signs, notation, terminology, sound, and technology.

2. Thinking and solving musical problems.
3. Functioning as music producers and consumers in local, state, national and global
communities.
4. Understanding the diversity and interdependence of people.
5. Experiencing the independence and interdependence of working in music classes
and ensemble groups.
6. Actively taking part in the building of their musical well-being.
7. Contributing to the artistic well-being of society through music and the arts.
8. Recognizing ethical issues that citizens face within a global community.
The National Core Arts Standards
The 2013 National Core Arts Standards focus on processes of performing, creating,
responding, and connecting. This focus takes into account big understandings,
essential questions, and assessments. The National Core Arts Standards regards
philosophical and lifelong goals for the role of music. These include music as
communication; personal realization; connection-making across cultures, histories,
and curricula; a means to well-being; and community engagement.

The National Core Arts Standards
Processes Definitions
Creating Conceiving and developing new artistic ideas and work.

Performing Realizing artistic ideas and work through interpretation and
presentation.
Responding Interacting with and reflecting on artistic work and performances to
develop understanding.
Connecting Relating artistic ideas and work with personal meaning and contextual
knowledge.
The Connecticut Standards for Music Education

and the National Standards for Music Education
Content Standard 1: Students will sing, alone and with others, a varied repertoire of music.
Content Standard 2: Students will perform on instruments, alone and with others, a varied
repertoire of music.
Content Standard 3: Students will improvise melodies, variations and accompaniments.
Content Standard 4: Students will compose and arrange music.
Content Standard 5: Students will read and notate music.
Content Standard 6: Students will listen to, analyze and describe music.
Content Standard 7: Students will evaluate music and music performances.
Content Standard 8: Students will make connections between music and other disciplines
and daily life.
Content Standard 9: Students will understand music in relation to history and culture.

Learning Outcomes: Music and the Core Curriculum
Three components of the core curriculum are present in the Windham Music Program.
1. Knowledge Building
Building knowledge through behaviors of listening, speaking, reading, and writing is
essential to literacy. As a highly cognitive endeavor, music involves these behaviors
as students engage in multiple levels of thinking and doing as they perform, respond,
create, and make connections. As a common cultural practice, the experience of music
contributes to culturally responsive learning environments that help students make
positive connections about learning.
2. Observing
Music places a high priority on careful observation and reflection. Music trains
students to pay close attention to detail as they explore, conceptualize, apply, and
reflect on their understandings.
3. Finding Evidence and Making Choices

A key idea of the core curricular standards is to base analysis of musical works in
evidence. The standards require that analysis includes the ability to cite that evidence
as the basis of understanding. Music encourages close attention through noticing and
analyzing the choices that musicians make, identifying the purpose of a musical work,
studying the cultural contexts of musical works, interpreting elements of music, and
applying developmentally appropriate understandings of music in new contexts. As
students consider how and why music is constructed, they can begin to think about
their own choices as musical persons.
Listening Critical Thinking

Reading Problem Solving
Writing Innovation
Speaking Creativity
Language Self-Direction
Motivation
Collaboration
Written Communication
Information Technology
Leadership

PROGRAM DESCRIPTION
Classroom Environments
The Windham Music Program includes a variety of developmentally appropriate and student-
centered experiences that are not limited to:
Direct instruction Small/large groups

Discussion Independent work
Interactive experiences Guided literacy activities
Technology Classroom performances
Self-evaluations Community-Based programs
 Artistic processes of creating, performing, responding, and connecting.

 Study and performance of music from various genres and diverse socio-cultural
and historical perspectives.
 Preparation of, participation in, and reflection on music performances.
Program Grouping: K-12

In the Windham, Music Program, students develop their musical skills, talents, and attitudes
through a variety of experiences that involve them as performers, creators, responders, and
connection-makers.
General Music
Pre-K 1 2 3 4 5 6 7 8 9 10 11 12
Classroom General Music Guitar Music Technology
Keyboard Music Theory/AP
Music Technology
American Musical Experience
Instrumental
Pre-K 1 2 3 4 5 6 7 8 9 10 11 12
Strings Orchestra Orchestra
Band Grade Level Bands Concert Band 1 and 2
Drumming Jazz Ensemble Concert Band 2
Pep Band
Jazz Ensemble
Choral
Pre-K 1 2 3 4 5 6 7 8 9 10 11 12
Chorus Grade Level Chorus Chamber Choir
Jazz/Glee Choir

LEARNER OUTCOMES/ASSESSMENTS
Big Ideas and Essential Questions guide classroom experiences. These serve as the basis for
curriculum development, units of study, and a variety of formative and summative
assessments. Assessments and events throughout the year enable students, teachers, parents
and the community an opportunity to evaluate the effectiveness of instruction and
approaches to enable student achievement.
Big Ideas
 Humans have expressed experiences and ideas through music throughout time and across
cultures.
 Music is an important part of the historical and cultural record of mankind.
 Music provides a medium to exchange and understand ideas.
 Musicians use tools and resources as well as their own experiences and skills to create
music.
 Through composing and improvising, people learn to connect ideas with symbols, sound
patterns, and musical elements.
 The skills, techniques, elements, and principles of music can be learned, studied, refined,
and practiced...
 Critical listening, thinking skills, and collaborative skills that are learned through music are
essential to a successful, comprehensive educational experience.
 People use both aesthetic and critical processes to assess quality, interpret meaning, and
determine value of musical experiences and musical works.
Essential Questions
1. How is music communicated?
2. How is music analyzed and understood?
3. What are relationships between music and various disciplines, cultures, and traditions?
Statement on Assessment
Assessment is crucial to student learning and achievement. Assessment in the Windham
Music Program is designed to mirror good instruction, happen continuously as a regular
part of instruction, and provide information about the skills and understandings that
students are reaching. The Windham Music Program supports: student learning through
effective teacher feedback; formative and summative assessment tools; students’ active
engagement in their own learning; adjustment of teaching in response to results of
assessment; recognition of the strong influence of assessment on students’ motivation and
self-esteem; and strategies through which pupils assess themselves and understand ways to
improve.

Assessment Goals for all Student Groupings
Pre-K 1 2 3 4 5 6 7 8 9 10 11 12
Monitor and improve student learning

Ensure equal opportunity
Inform teaching
Measures are designed to:
Address concepts, content, skills, and understandings that align with

standards.
Support student to approach music as a creator, performer (producer),
responder, and connection-maker.
Elicit higher level thinking as much as possible.
Promote analysis, interpretation, evaluation, description, explanation,
reflection in all student responses.
Examples of Assessments
Music units have embedded assessments that are administered and scored by individual
teachers. Types of assessments include formative and summative assessments.
Rating Scales
Checklists
Student Reflections
Self Analysis Formats
Worksheets
Technology projects
Musical Compositions
Smart Board
Performances

Pre-K Music Curriculum
The child responds, expresses, and creates through music.
The child: Explores Develops Builds Integrates
Experiments with Engages in musical Produces more extended Adapts to changes in the qualities Initiates novel musical activities with voice
making musical activities initiated responses to qualities of of basic music; imitates an entire or instruments using basic music elements
sounds with voice or by others, basic music elements verse of music in a song with to invent new songs (such as applying
instruments, voice or instruments words, melodies, and rhythms) in new
responding to with guidance and
sometimes in contexts
qualities of basic support; imitates longer
response to adult music elements – segments of familiar
prompting whether melody or music using voice or
rhythm is same or instruments
different (e.g. faster
or slower, higher or
lower, louder or
softer); imitates
salient parts of
familiar music with
voice or instruments
Examples
 Plays sticks  Vocalizes by  Sings a clean-up song  Sings a clean-up song more  Sings melody of a clean-up song with
together while singing or with clearer melody quickly and more slowly in new words and demonstrates pride by
music plays. humming a and words. response to teacher singing saying, “Listen to my new song!”
clean-up song

with  Speaks rhythmically the song more quickly and  Communicates, “I know teacher, let's
recognizable or sings, “I see a red then more slowly. sing the song like this" and sings a
 Hums melody and bird looking at me,” familiar song with a different tune.
 Sings “Row, Row, Row Your
spontaneously some words in response to  Makes up new verses for Brown Bear,
Boat” faster and then slower
while walking when initiated teacher singing Brown Bear and sings in call and
while playing outside on a
around by teacher. question repeated in response, with one child asking the
boat-like play structure with a question and others responding.
classroom. the book, Brown
 Demonstrates peer.
Bear, Brown Bear  Child plays invented rhythms on
enjoyment
(call and response).  Sings melody of song, “Los percussion instruments.
singing parts of a
 Shakes maracas, elefantes” (The Elephants),
“good morning”  Uses two fingers to  Sings multiple verses of “Over in the
stops to look at and sings verses as peers act
song in English play drum in Meadow” and initiates the song in
maracas, and out the song during circle
or the home response to teacher other places outside of the classroom.
shakes them time.
language with playing a drum  Makes up own movements and
again. the teacher. softly; then uses  Communicates, “Hey! That’s instrumental accompaniment to a song
whole hand to play ‘Over in the Meadow!’” after to express beat and rhythm.
 Plays beat on
drum in response to teacher sings a song about
 Uses voice to drum, shakers,  Takes instrument to the dramatic play
teacher playing drum washing hands using melody
make sliding or pitched center and makes up own rhythms.
loudly (call and from “Over in the Meadow.”
higher and percussion
response style).  Builds a drum set from building blocks.
lower sounds, imitating teacher  Moves as kangaroo with quick
playing a beat.  Responds with beat hops when the music is fast,  Acts out poem in dramatic play center
animal sounds,
or rhythms on drum and stops and looks around using drum and maracas, “directing”
and sounds of  Pats hands and others when to speak and play.
nature. when peer sings a when the music is slow, in
sings short song
song. response to a recording of  Invents new ways to play xylophone
 Chimes in by parts, such as
“The Kangaroo” from with the song “Eensy Weensy Spider.”
singing one “Swim, I swim”  Participates in
“Carnival of the Animals.”  Applies various instruments to
word to when teacher favorite and more
sings verses of a extended parts of the  Moves scarf quickly and then accompany words of song or poem.
complete a song:
(e.g.. in book version of melody for “Over in slowly in response to music as
“Twinkle, “Over in the the Meadow.” it changes from fast to slow.
Twinkle Little Meadow.”
 Decides with others
Star”, sings  Wiggles and whether or not
twists to a jazzy teacher’s movements

“star,” “are,” song as teacher indicate a bird  Pats and then nods to
“high,” or “sky”). directs landing in the tree distinguish between bigger
movement. (arms up for higher sections of a song.
pitches) or on the
 Follows cues to  Taps a triangle to show longer
ground (arms down
walk as teacher sounds and taps a wood block
for lower pitches)
taps slower for shorter sounds.
when teacher asks,
beats on wood
“How can I move to  Plays rhythm of a song on
block.
show a bird landing shakers: Short-short-long…-
 Plays softly on a in a tree? Or on the short-short-long,
drum, using two ground?”
 Communicates, “Hey, I’m
fingers, imitating
 Uses both hands at playing the rhythm to that
the teacher.
same time to pat song.”
 Uses mallet on body or floor in
response to beat in  Sings “Eensy Weensy Spider”
xylophone to
recorded salsa music. while playing up and down,
show spider
faster and slower, on the
crawling
 Follows teacher and xylophone with a mallet.
up/down when
group to play basic
singing “Eensy  Sings an entire verse of a
beat of quick music
Weensy Spider” familiar song and suggests
using sticks on floor
with teacher using maracas (adding
or tummy.
modeling. texture).
 Plays beat on drum
to accompany a
familiar poem or
rhyme, e.g. “Jack and
Jill” or “Chocolate” (a
popular chant in
Spanish for young
children).

K-5 MUSIC CURRICULUM
Music Scope and Sequence K-5
STANDARD K 1 2 3 4 5
Sing Pitch Melodic Melodic Patterns Rounds Partner Songs in
Production Patterns Expressive Songs harmony
Simple Contour Elements
Songs Tonal center
Move and Steady beat Beat and Beat Melody Conductor Instruments
Rhythm Rhythm Song Cues in harmony
Play
Tempo Tempo accompaniment
Rhythmic Meter
Patterns
Create, Melodic Pattern Simple Musical phrase AB and ABA Theme and
question/ improvisation rhythmic/melodic Same/different variations
improvise,
Answer Melodic Patterns Binary form Rondo
compose Same/different (AB)
Read and Beat and Quarter notes Quarter notes Basic music Music Music
rhythm Quarter rests Quarter rests symbols symbols on symbols on
notate
Half note/rests treble staff grand staff
Melody Sol Mi Paired 8th notes Sol-mi-la
Hi/Lo Contour Sol –mi-la Sol-mi-do Major Scale Major and
contour Mi-re-do Fa and ti Minor Minor
Patterns Patterns
Listen to, Elements of Listening and Phrases Types of Instrument Ensemble
music moving to instrument families performance
analyze,
Musical characteristics AB; ABA, Folk Solo
describe sounds of music Round, Verse instruments performance
music Refrain
Active listening,
describing,
reflecting
Evaluate Listening for Elements Additional Precision Interaction Music
elements effects in elements and Effectiveness of musical quality and
music
performance effects elements effectiveness
Music and Grade level Grade level Grade level Grade level Grade level Grade level
concepts concepts and concepts and concepts and concepts concepts
other
and terms terms terms (as terms (as and terms and terms
disciplines (as (as appropriate) appropriate) (as (as
appropriate) appropriate) appropriate) appropriate)
History Diverse Diverse times Diverse times and Diverse times Diverse Diverse
times and and cultures cultures and cultures times and times and
and
cultures Musical Musical traditions Musical cultures cultures
culture Musical traditions traditions Musical Musical
traditions traditions traditions

Overview of K-5 Objectives
Kindergarten
The student:
Explores and performs vocal sounds in a variety of ways
Performs a steady beat
Chimes in on familiar patterns
Sings simple songs
Creates and improvises a song spontaneously
Recognizes that music can be represented through pictures and symbols
Responds to music through active listening and movement
Demonstrates appropriate audience behavior in context
Identifies a variety of elements that make music sound different
Articulates the connections made with music and other subjects
Recognizes that music comes from different places in the world
First Grade
The student:
Sings songs and simple melodic patterns on pitch and with expressive elements
Sings songs and maintains consistent tonal center
Performs beat and rhythm and responds to tempo changes
Creates and improvises music in the form of rhythmic and melodic patterns or based on
familiar songs
Reads and writes rhythms and melodies using basic music symbols or iconic
representations
Responds to music through active listening and movement
Recognizes how different elements create excitement and variety in musical compositions
Identifies the sound of a variety of instruments and voices
Evaluates performances and articulates appropriate audience behavior in context
Articulates connections made between music and other subjects

Recognizes that music comes from different places in the world and serves different
purposes
Second Grade
The student:
Sings with others, demonstrating proper beginning vocal techniques
Sings simple melodies maintain consistent tonal center
Accompanies a variety of songs with body percussion and classroom instruments
Composes and improvises using voice and instruments
Reads and writes rhythmic and melodic patterns on a staff using basic music symbols
Identifies same and different characteristics in music they hear and move to
Identifies the sound of a variety of instruments and voices
Listens to and describes music and instruments that they hear
Interprets how different elements create excitement and variety in music compositions
Interprets connections between music in relation to history and culture
Describes how music comes from different places in the world and serves a variety of
purposes
Third Grade
The student:
Sings a variety of rounds and unison songs while interpreting conductor’s cues
Plays a variety of melodies on an instrument with appropriate technique
Creates a structured phrase in music
Uses basic music symbols in reading and writing rhythms and melodies on the treble staff
Actively listens to and describes music and instruments
Describes how a music group achieves precision and expressiveness
Interprets relationships between music and other subjects
Identifies uses of music in their daily experiences

Analyzes how music comes from different places in the world and serves a variety of
purposes
Fourth Grade
The student:
Demonstrates how a partner song creates harmony
Plays an instrument in an ensemble setting following conductor’s cues
Creates a musical piece that features structure
Uses basic music symbols in reading and writing rhythms and melodies on the treble staff
Aurally and visually identifies instrument families and folk instruments
Understand how musical elements interact in a piece
Interprets the relationship between music and other subjects
Understand music in an historical context
Fifth Grade
The student
Demonstrates how songs can be sung in multi-part harmony
Demonstrates how instruments can be played in multi-part harmony
Creates a music piece following a structured form
Uses basic music symbols in reading and writing music on the staff
Identifies elements that contribute to a musical composition
Interprets relationships between music and other subjects
Understands music in an historical context
Fifth Grade Instrumental Music
Performs a varied repertoire of music on pitched and non-pitched instruments with some
expressive elements
Produces sound with proper technique
Creates melodies and rhythm patterns
Reads and writes simple melodies in the appropriate clef
Analyzes musical events using appropriate music vocabulary

Identifies what elements contribute to the effectiveness and quality of a musical
performance or composition
Articulates connections between music and other subjects

Curriculum Guide
Kindergarten
Essential Outcome Objective Assessment Standards

Questions
How is music Sing simple songs Echo teacher and follow tonal contour Teacher 1 a, b, c, d, e; 4
communicated? Distinguish between representations observation and Sing a short phrase as a solo, (as
speaking/singing use Place voice in head voice during vocal checklist students pass the microphone), on
of voice exploration pitch and in rhythm, with
Chime in on familiar major tonal patterns
appropriate timbre, diction and
Sing familiar songs such as “Rain Rain”
Follow simple graphic symbols to identify posture.
pitch
How is music Speak simple rhymes Point to pictures when following steady beat Teacher 1 a, b, c, d, e
communicated? and poems from a Follow simple graphic symbols to identify observation and
varied repertoire rhythm rating scale
Identify tempo terms (slow/fast)
How is music Engage in active Non-locomotor movement to basic locomotor Teacher 2 ab
communicated? listening and (walk, gallop, march) observation 6a
movement Play steady beat on body Respond by moving or dancing to
Demonstrate on body higher/lower; demonstrate knowledge of
faster/slower; louder/softer; same/different elements of music
song parts and patterns
Play simple circle games, name games,
call/response activities
How is music Recognize that Use of non-standard notation (icons) to Teacher 5
communicated? notation represents represent sound and sound sources Observation
music
How is music Engage in expressive Explore sounds of basic percussive 4c

communicated and creative instruments Use a variety of sound sources to
activities Explore sounds of voices, hi, low, medium explore sound and it meaning

How is music Sing melodies with Develop initial understandings of 1
communicated? accompaniment accompaniment, harmony, multiple parts in
music
How is music Improvise in age Respond with musical answers to questions Teacher 3 abc
communicated appropriate manner asked rhythmically and melodically Observation Improvise an answer used in the
to express Sing new words with familiar melodies vocal or instrumental question
understandings of Constructs own songs given by the teacher, using the
world
same tones, style and rhythms.
How is music Identify variety of Identify same/different (voices, instruments, Teacher 5d

analyzed and elements that make high/low; fast/slow observation Identify tempo and dynamic
understood? music sound Respond physically to qualities of music changes through moving, body
different through non-locomotor and locomotor percussion, speaking, singing and
movement
playing instruments.
Identify dynamic terms and symbols
What are Explore music heard Read and sing books such as “Brown Bear” Teacher 7b
connections in the community Move to different styles of music that observation 8b
between music and Recognize that music represent various cultures, events, styles, and 9 a, b
other disciplines, comes from different ideas Explain, using age-appropriate
cultures, and places in the world music terminology, their personal
traditions? preferences for specific musical
works and styles.

FIRST GRADE

Questions
How is music Sing songs with Sing a variety of songs such as “Two Little Teacher 1 abcd
communicated accurate voice Blackbirds in small and large groups” observation
placement in head Recognize familiar songs by their melodic Students sing on pitch songs
contour representative of at least 3
distinct cultures with appropriate
timbre, diction, and expression,
while maintaining a steady beat
and good posture.
How is music Develop consistent Sing song, such as “My Echo” with techniques 1 abcde
communicated? use of sol mi such as “microphone”
Sing major tonal patterns, sol mi
How is music Engage in active Explore higher/lower sounds on body and Teacher 6 abe
communicated? listening and through iconic representations such as heart observation Respond by moving or dancing to
movement beat; demonstrate knowledge of AB
Explore through tapping/patsching longer form
and shorter beats as part of melodic rhythm
Respond through movement to form of music Students move to demonstrate
(same/different AB)
understanding of differences in
Respond to faster/slower music
meter between a march, a waltz or
a two-step.

How is music Demonstrate Read melodic and rhythmic patterns, sol-mi- 5 ab
communicated? developmental do, so-la, mi and quarter/eighth notes
understanding of Use invented notation when composing own Students read, perform, and with
sound translated works. quarter and eighth note rhythms
into rhythmic and using rhythmic syllables, clapping,
melodic notation
marching, etc.
Students read and perform

quarter and eighth note rhythms
using rhythmic syllables, clapping,
marching, etc.
3a
Students create eight beat
rhythmic answers, using body
percussion and/or pitched
instruments, to rhythmic
questions given by the teacher.
How is music Create and Improvise simple melodic and/or rhythmic Rubric 3
communicated? improvise phrases vocally and instrumentally (Orff Teacher Students improvise an answer
spontaneously instruments) observation used in the vocal or instrumental
Sing self-created songs related to student’s question given by the teacher,
daily life experiences (weather, holidays,
using the same tones, style and
seasons, family, traditions)
Make up own interpretations through familiar rhythms.
songs and melodic patterns
4 ab
Create and arrange music to
accompany readings or
dramatizations
Create and arrange short songs

How is music Identify variety of Move in response to various melodic levels 5d
analyzed and elements that make (high, medium, low)
understood? music sound Move in response to qualities of music (tempo
different changes, various higher/lower sounds, form
of music)
Identify terms for characteristics of music:
dynamics, fast/slow; loud/strong, medium,
and soft
How is music Engage in movement Keep steady beat on body and through Rating scale 2 abd
analyzed and activities appropriate locomotor and non-locomotor
understood? movements (patsching, tapping, walking,
marching, galloping)
Attend to and follow lyrics with directions
(spatial concepts)
What are Explore and describe Associate connections between instruments 8b

connections music and across cultures Identify and discuss ways in which
between music, instruments from music is used in the family and
various disciplines, various cultures community (e.g., weddings,
cultures, and funerals, church services, parades,
traditions? holidays, festivals, etc).
What are Explore and describe Perform music from various cultures Rubric and 9 abcdef
connections music from various Discuss same/different elements of music teacher Identify in age appropriate
between music and cultures across cultures observation manner how elements of music
various disciplines, Sing and read appropriate books from grade- Discussion are used in various cultures
cultures, and level resources checklist Identify and describe role of
traditions? Discuss and demonstrate proper behavior for musicians in various settings
different kinds of performances Identify uses of music in daily
Describe various uses of music in daily life experiences

SECOND GRADE
Essential Questions Outcome: Objective Assessment Standards
How is music Sing variety of Echo tonal and rhythmic patterns Formative
communicated? styles and Echo and decode tonal and rhythmic patterns Rating Scale 1abcde
genres of songs (so mi, la; mi-re-do) 2af
accurately Duple meter patterns
How is music Sing Respond vocally to variety of repertoire that
communicated? expressively helps discriminate loud/soft; fast/slow;
with higher/lower
appropriate
dynamics and
interpretation
How is music Engage in Respond through movement to form of music Formative 2 abd
communicated? active listening (same/different phrases in rhymes and music; Rating Scale
and movement AB/Binary Form)
Respond physically to quarter/eight notes,
half note/rests/paired 8th notes
How is music Demonstrate Sing in response to teacher 3a
communicated? age appropriate Sing or move using familiar rhythm and tonal Formative Improvise an answer used in
improvisations patterns the vocal or instrumental
and creations Use simple patterns, sml, mrd to construct question given by the teacher,
song parts using the same tones, style and
rhythms
4 ab
Create and arrange music to
accompany readings or
dramatizations

How is music analyzed Demonstrate Recognize and decode sol-mi-la patterns Teacher observation 2d, 2f, 5a, 5d
and understood? understandings Recognize and decode stick notation for Checklist 6a
of long/short sounds (ta’s, ti’s, quarter, eighth)
same/different Perform dances, circle games, and non-
in form, locomotor/locomotor movements to express
dynamics, qualities/elements of music
phrases
Follow age-
appropriate
notation
How is music analyzed Develop Reflect on song performance in class Writing 7a
and understood? understandings Reflect on performance attended, video Reflection Devise criteria for evaluating
of attributes of watched, or song heard performance
performances
What are connections Develop Perform singing games and simple folk dances Rubric 6ab
between music and understandings from various cultures Describe in age appropriate
various disciplines, of similarities Answer questions about qualities of songs manner the characteristics of
cultures, and and differences from various cultures different dances
traditions? of musical 6c
styles across Use age appropriate musical
cultures. vocabulary to describe certain
aspects of music such as
largo/allegro, staccato/legato,
ritardando/accelerando.
What are connections Describe roles Describe events heard and purpose for music Teacher led 9 bcde
between music and that music (Sousa march, folk dance, lullaby) discussion
various disciplines, plays in Checklist
cultures, and everyday life
traditions? Discuss and
demonstrate
proper
behavior for
musical
performances

THIRD GRADE

Questions
How is music Sing two part rounds Identify melody and repetition of melody; Teacher 1a, 6a
communicated? and unison songs Identify when there is a single or multiple observation and
while interpreting sounds that are sung together (foundations of checklist
teacher’s cues monophony and polyphony.
How is music Sing a variety of Read and perform sounds played together Teacher 2 abcdef
communicated? songs with harmonic (teacher uses guitar with chords) observation and 4b
accompaniment (foundations of homophony) rating scale
Maintain tonal center Sing with and perform
accompaniments, which are
appropriate in instrumentation
and style, to songs from a variety
of cultures
How is music Engage in active Identify various types of instruments: Band, Teacher 2
communicated? listening and orchestra, and vocal classifications observation
movement
How is music Create and Perform arioso/self-created songs related to Teacher 4 ab
communicated? improvise daily life observation
spontaneously Invent and reproduce simple movement
phrases
Improvise simple melodies vocally or
instrumentally
How is music Describe elements of Decipher location of do and sol on staff Teacher 5 ab
analyzed and music including Echo rhythm patterns observation
understood? same /different in Identify how many phrases in song
form (AB, ABA, Respond to same/different in music:
phrase structure, ABA form; phrases; call response; do sol and
melody and rhythm other melody patterns;

patterns, melody Read and perform melody and rhythm patters
patterns So-la, mi; mi-re-do, do-mi-sol
2/4;3/4/4/4
Quarter notes/rests; half notes/rests; dotted
quarter
How is music Recognize musical Respond to musical phrase in song Teacher 3a

communicated? phrase, Respond to musical phrase through Observation Improvise an answer used in the
same/different, and movement vocal or instrumental question
simple binary form. Identify same and different elements of music given by the teacher, using the
Perform and create own arrangements of same tones, style and rhythms
same and different form. (determine own 4 ab
movements for phrase structure or larger Create and arrange music to
form of music). accompany readings or
dramatizations
What are Demonstrate Describe how elements of music (rhythm, Worksheet 9 abcdef
connections understandings of melody, texture, dynamics), are used in music Identify in age appropriate
between music and differences in music from different cultures. The teacher guides manner how elements of music
various disciplines, and the use of music are used in various cultures
group listening.
cultures, and across cultures and Identify and describe role of
traditions? contexts musicians in various settings
Identify uses of music in daily
experiences

FOURTH GRADE

Questions
How is music Sing partner songs Maintain their individual part in a song, Teacher 1d
communicated? observation and
checklist
How is music Sing in group, Follow conductor (teacher’s cues) Teacher 1e

communicated? blending timbres observation and Start, end, and make tempo
and matching rating scale changes in their singing in
dynamics and mood response to gestures of a
conductor.
How is music Engage in active Identify folk instruments and traditional Teacher 6 cde
communicated? listening and performance instruments (band/orchestra) observation Identify sounds of various
movement instruments from various cultures
How is music Create and Perform arioso/self-created songs related to Teacher 4 abcd
communicated? improvise daily life observation
spontaneously Improvise and notate simple melodies using
standard and non-standard notation
How is music Identify variety of Perform, respond, identity various forms of Teacher 2 df’
analyzed and elements that make music: AB, ABA, simple rondo observation 6
understood? music sound
different

How is music Demonstrate Notate meter, rhythm, pitch using standard Worksheets 5
analyzed and understandings of notation;
understood? sound translated Sol-la-mi; mi-re-do; do-mi-sol; f and ti
into notation
Use major scale in songs, decoding through
hand signs
Become familiar with minor tonality through
song repertoire
Apply music symbols on treble staff
What are Understand music in Identify verbally and in writing use of 9 abcde
connections relation to history elements in various music
between music and and culture Listen to aural examples of music
various disciplines, from various historical periods
cultures, and and cultures by contrasting their
traditions?
style and by identifying the way
the elements of music are used
(e.g., Bach vs. Beethoven, Popular
vs. Classical, African vs. Native
American, etc.
What are Understand music in Explain functions of music at various events 9 cde
connections relation to history Students identify historical and
between music and and culture cultural events (i.e., social/family
various disciplines, occasions such as parties,
cultures, and weddings, funerals, patriotic
traditions? celebrations or sports events), and
discuss the type of music played,
where it is played, and its
function.

FIFTH GRADE

Questions
How is music Sing songs in simple Maintain their individual part in a song, Teacher 1d
communicated? harmony Participates in song repertoire representing observation and
diverse cultures and groups checklist
How is music Sing in group Follow conductor (teacher’s cues) Teacher 1e

communicated? observation and Start, end, and make tempo
rating scale changes in their singing in
response to gestures of a
conductor.
How is music Engage in active Respond accurately to major and minor Teacher 6 cde
communicated? listening and tonalities; duple and triple meters observation
movement
How is music Create and Compose simple melodies within specified Teacher 4 abcd
communicated? improvise guidelines observation
How is music Identify variety of Perform, respond, identity various forms of Teacher 2 df
analyzed and elements that make music: rondo; theme and variations observation 6
understood? music sound
different
How is music Develop fluency with Read and perform solfege syllables
analyzed and all solfege syllables Read and perform rhythmic syllables
understood? 16th notes

Read in triple (6/8) meter
How is music Demonstrate Work with the grand staff Worksheets 5

analyzed and understandings of Use standard notation to record their own
understood? sound translated musical ideas
into notation
What are Understand music in Identify verbally and in writing use of 9 abcde
connections relation to history elements in various music: sea chanteys,
between music and and culture American music, regional music, music of CT Listen to aural examples of music
various disciplines, from various historical periods
cultures, and and cultures by contrasting their
traditions?
style and by identifying the way
the elements of music are used
(e.g., Bach vs. Beethoven, Popular
vs. Classical, African vs. Native
American, etc.
What are Understand music in Explain functions of music at various events 9 cde
connections relation to history Students identify historical and
between music and and culture cultural events (i.e., social/family
various disciplines, occasions such as parties,
cultures, and weddings, funerals, patriotic
traditions? celebrations or sports events), and
discuss the type of music played,
where it is played, and its
function.

MIDDLE SCHOOL MUSIC CURRICULUM
Scope and Sequence
STANDARD
Sing Sing in unison with others
Demonstrate skill in matching tone quality, listening to others, balancing and
blending while performing in groups.
Move and Play simple rhythms, melodies, and chords on rhythmic, melodic, and harmonic
Play instruments accurately and independently
Play independent instrumental parts confidently while other students sing or play
contrasting parts
Play with expression
Create, Perform original music by reading notation
improvise, Use technology to create original works
compose Create short pieces demonstrating the appropriate application of rhythm, melody,
harmony, and expression and form
Read and Write and read simple rhythms with whole, dotted half, half, quarter, and eighth
notate notes and rests in 2/4, 3/4, and 4/4 meters
Listen to, Explain and apply the following symbols: meter/time signature, repeat sign, sharp,
analyze, flat, piano, crescendo, forte, decrescendo
describe Identify the names of notes on the treble clef
Notate music while composing short musical pieces
music
Identify and discriminate between the elements of musical composition: rhythm,
melody, harmony, form, expression
Use correct vocabulary associated with the elements of music
Use correct vocabulary associated with the elements of music
Discuss elements of music based upon teacher defined criteria
Evaluate Listen for musical elements according to teacher criteria
music Explain interaction of musical elements
Describe personal opinions of music quality and effectiveness in a performance
Music and Understand music in contexts by learning how all musical elements are present in
other music, regardless of the music's style, origin, or when it was written
disciplines Consider how music is used in various contexts, musical roles, and musical
purposes

Overview of Middle School General Music Objectives
Music Skill Development (National Standards #1, 2, 3, 4, 5) Students develop musical skills
through gradual mastery of concepts based on the elements of music: Rhythms, melody,
harmony, timbre, form, expression, performance techniques and vocabulary.
The student:
 sings songs in unison with others

 plays simple rhythms, melodies, and chords on
rhythmic, melodic, and harmonic classroom instruments accurately and
independently
 plays independent instrumental parts confidently while other students sing or play
contrasting parts
 demonstrates skill in matching tone quality, listening to others, balancing and
blending while performing in groups
 plays with expression
 performs music by reading simple notation
 writes and reads simple rhythms with whole, dotted half, half, quarter, and eighth
notes and rests in 2/4, 3/4, and 4/4 meters
 explains and applies the following symbols: meter/time signature, repeat sign,
sharp, flat, piano, crescendo, forte, decrescendo
 identifies and discriminates between the elements of musical composition: rhythm,
melody, harmony, form, expression
Reflection and Critique (National Standards #6, 7) Through reflection and critique students
learn self, group and peer assessment using specific vocabulary. Students also develop the
ability to define and solve musical problems with insight, reason and technical proficiency.
The student:
 analyzes interprets, and responds to music by using appropriate musical

vocabulary to describe, analyze, and critique aural examples.
 critiques and revises music by participating in verbal and written self-evaluation,
individually and as an ensemble.
 listens to music, explores the purpose and expression and composers of a variety of
musical styles
 creates short pieces demonstrating the appropriate application of rhythm, melody,

Making Connections (National Standards #8, 9) Students discover how music connects,
shapes, and reflects cultures and history.
The student:
 makes connections between the arts and disciplines outside the arts by researching
and presenting on master careers, music in its cultural context, master composers,
famous musicians, periods of musical history, or critique of live performances.
Approach to Work (National Standards #1, 4, 7) Students develop a sense of work practice
and performance habits both individually and collaboratively.
The student:
 develops effective, personal work habits by practicing independently, seeking help

overcoming challenges, and completing any assignments outside of class.
 develops effective, personal work habits by developing a sense of unity within the
ensemble by learning to work as a team to maintain an environment of safety,
confidence, mutual esteem and support.

Middle School Curriculum Guide

Questions
How is music Demonstrate Sing songs in unison with others Rating Scale 1, 2, 5, 6, 7
communicated? understandings of Play simple rhythms, melodies, and chords on
various ways to rhythmic, melodic, and harmonic classroom
communicate instruments
musically through
singing, playing Play independent instrumental parts
instruments, creating confidently while other students sing or play
contrasting parts
How is music Develop Write and read simple rhythms with whole, 4, 5
communicated? understandings of dotted half, half, quarter, and eighth notes
how, when, and why and rests in 2/4, 3/4, and 4/4 meters
musicians use the Explain and apply the following symbols:
elements of music meter/time signature, repeat sign, sharp, flat,
piano, crescendo, forte, decrescendo
Identify the names of notes on the treble clef
How is music Develop ability to Create compositions and arrangements of Rating Scale 1, 2, 3, 4, 5, 6, 7
communicated? organize elements of existing music
music and utilize
them as a means of
personal expression
How is music Understand how Identify and discriminate between the 1, 2, 3, 4, 5, 6, 7
analyzed and music is constructed elements of musical composition: rhythm,
understood? melody, harmony, form, expression.
Create short pieces demonstrating the
appropriate application of rhythm, melody,
Use correct vocabulary associated with the
elements of music

How is music Develop ability to use Use technology in creating recordings of their Teacher Observation 1, 2, 3, 4, 5, 6, 7
analyzed and the elements of music performance and Rating Scale
understood?
What are Understand music in Compare and contrast various styles and 8, 9
connections contexts by learning genres of music
between music how all musical Consider compositional elements in relation
and various elements are present to the time when music was composed
disciplines, in music, regardless of Study American music genres and their
cultures, and the music's style, relationship to everyday life
traditions? origin, or when it was
written
What are Understand music in Study music in media 8
connections contexts by learning Identify music in movies (themes, styles,
between music how all musical genres)
and various elements are present Create and record jingle
disciplines, in music, regardless of
cultures, and the music's style,
traditions? origin, or when it was
written
What are Distinguish Study elements of music and various art 8a

connections characteristic forms; compare through venn diagram to
between music elements across art consider timbre, pattern, repetition, line,
and various forms to express rhythm, form, contrast
disciplines, similar content,
cultures, and feelings, ideas
traditions?
What are Develop Listen to, identify, and evaluate musical Worksheets 6, 7, 8,
connections understanding of the works 9a,b
between music roles music plays in Identify by genre or style aural
and various the world, in history, examples of music from various
disciplines, in cultural contexts historical periods and cultures
cultures, and Describe distinguishing
traditions? characteristics of representative
music genres and styles from a
variety of cultures

6-12 CHORAL MUSIC CURRICULUM
Scope and Sequence Choral Music 6-12
STANDARD 6-7-8 9-12
Sing Sing independently, Sing alone and in small ensembles

demonstrating good posture and demonstrating vocal independence
breath control
Perform music of a variety of styles and
Perform 2-3 part music cultures using expression, phrasing, and
timbre appropriate to work
Demonstrate appropriate care of
voice Perform with others to achieve a refined
ensemble sound including blend, balance,
Demonstrate correct vowels and timbre
consonants
Perform Perform percussion instruments Perform simple melody or choral excerpt at

within groups keyboard instrument
Perform independent instrumental parts

while other students sing or perform
contrasting parts
Improvise Responses to given melodic and Improvise rhythmic and melodic variations
rhythmic phrases up to 16 note
rhythms in duple and triple
Improvise simple melodies

using scat syllables
Read and Identify major key signatures of Identify all pitches within treble clef
Notate repertoire studies
Identify and describe time signatures
Identify and perform dynamic
markings Identify major and minor key signatures
Interpret and perform tempo Identify and perform dynamic markings

markings
Sightread simple stepwise

melodies and utilize solfegge
Compose and Complete simple melody

Arrange applying given meter, rhythms,
notes
Compose variations to simple

melody or rhythmic phrase

Read and Identify all pitches within the
Notate clef and appropriate to
individual range
Read and perform rhythms and

equivalent rests in 2/4; ¾; 4/4;
2/2; 6/8
Listen, Define musical terms from Analyze aural examples of a variety of music
Analyze, repertoire
Describe Demonstrate knowledge of the technical
Identify and interpret elements vocabulary of music
of music in various genres
Identify compositional devices used in sic
Identify key changes
Describe what is happening in

music with appropriate
terminology
Identify and describe music

from various cultures
Evaluate Use teacher-established criteria Evaluate verbally and in writing the

music and technical and expressive, qualities of a
performances Explain preferences performance
Evaluate accuracy Evaluate a work in terms of it aesthetic

qualities
Compare a musical performance,

composition, arrangement or improvisation
to a similar model
Understand Compare and contrast use of Compare and contrast characteristics of two
connections common elements or more arts within a particular style or
period
Identify social, historical,
cultural contexts as related to Explore how roles of artists are similar or
music studied different across various arts
Perform, respond, and listen to Classify genres or styles by period or culture

music from various cultures and
periods Identify various roles musicians play across
cultures
Perform, respond to identify historically

significant music of various cultures

Overview of 6-12 Choral Music Objectives
The student:
 performs and communicates through music by producing healthy tone and using
proper breathing and singing techniques.
 performs and communicates through music by responding to cues from the
conductor, singing with expression, and reading/following 2 and 3-part choral
octavos in an ensemble.
 shows understanding of music concepts and vocabulary by identifying form,
rhythm, tempo, pitch, dynamics, style, pitch, and texture.
 shows understanding of music concepts and vocabulary by singing a major scale
and arpeggio in tune, and sight-singing short melodic exercises in major going step-
wise and jumps of a third.
 shows understanding of music concepts and vocabulary by sight-reading short
rhythmic exercises using syllables including previously learned rhythms and adding
combined eighth and sixteenth notes with corresponding rests.
 shows understanding of all music concepts and vocabulary performing in all
required choral concerts.
The student:

The student:
The student:


Curriculum Guide
Choral Music 6-12
Essential Questions Outcomes Objectives Assessments Standards
How is music Demonstrate Practice vocal production and apply Formative: 1, 2, 5, 6, 7

communicated? understandings of knowledge of vocal anatomy Checklists
vocal technique Exhibit increased ability to breathe efficiently Rating Scaes
while singing
Demonstrate accurate intonation in solo and
ensemble singing
Sing in a manner reflecting expressive
qualities of music incorporating mood,
tempo, dynamics and tone color
How is music Understand their role Follow cues of a conductor or director 1, 2

communicated? as an independent Perform with peers without a conductor
participant and an
interdependent
member of the
ensemble
How is music Perform alone and in Respond to various conducting patterns and Formative: 1
communicated? group under direction interpretive gestures Checklists
of conductor/teacher Rating Scales
How is music Demonstrate skill in Demonstrate the ability to sing Formative: 1, 2, 5, 6, 7
communicated? vocal presentation independently, including audition skills and Checklists
memorization skills Rating Scales
Perform music with appropriate phrasing Videotaping and
when working as an individual or within the audiotaping
group
How is music Improvise and arrange Create compositions and arrangements of

communicated? known material existing music

How is music Improvise in ensemble Create new Create compositions 1,2,3,4,5,6,7
communicated? setting melodies/countermelodies/harmonies to and arrangements of
familiar music existing music
Improvise over chord progression (familiar
music)
Arrange music for voices
How is music Demonstrate Sing with purity of vowels and clarity of Worksheets 1
analyzed and understandings of consonants
understood? appropriate diction
and articulation
How is music Demonstrate blending Analyze phrase structure, form of piece, and Rating 6
analyzed and vocal timbres and dynamics scale/performance
understood? matching dynamic based
levels and will
demonstrate the
ability to sing with
expressive phrasing
How is music Demonstrate Respond to changing and mixed meter and 6
analyzed and understandings of the demonstrate conducting patterns in duple
understood? rhythmic structures of and triple meter
music
How is music Demonstrate Perform a song and/or an individual vocal Rating Scales 1
analyzed and understandings of the part alone
understood? melodic/rhythmic/and Sight read individual voice part in a vocal
expressive nature of score
choral repertoire. Use solfege to read melodic lines in major
keys
How is music Demonstrate Identify various compositional methods in Worksheets 124567
analyzed and understandings of the music being studied including fugue,
understood? compositional word painting, modulation and aleatory
elements utilized by music
composers

How is music Demonstrate Listen to, identify, and evaluate musical Worksheets 789
analyzed and understanding of works Reflective writing
understood? individual ability to Compare and contrast various styles and
evaluate works and genres of music
performances Consider compositional elements in relation
according to teacher to the time when music was composed
criteria Study American music genres and their
relationship to everyday life
What are Demonstrate Explore careers in music 789
connections understandings Explore connections between cultural and
between music between the historical contexts of choral music
and various relationship of music Evaluate music performances
disciplines, to other arts and Demonstrate leadership ability in the
cultures, and disciplines outside the vocal/choral setting
traditions? arts

INSTRUMENTAL MUSIC CURRICULUM 6-8
Scope and Sequence
STANDARD 6-7-8
Perform Understand process of developing a good basic sound/tone on an

instrument, including posture, breath support, breath control, and
instrument maintenance
understand the role that breath, posture and breath support play in
endurance and health
Continue to develop the aural skills necessary to play in tune
 Continue to develop the aural skills necessary to play in time
recognize conducting gestures and will adjust their playing based on

those gestures
Improvise continue to explore basic improvisation and composition
Read and Understand and apply the elements of music, including pitch, rhythm,
Notate tempo, dynamics and articulation
Understand and apply the musical symbol system
Understand the relationship between the elements of music and begin

to make connections necessary to performing music in an ensemble
Compose and Compose or improvise variations to simple melody or rhythmic phrase
Arrange
Read and build on and apply more advanced sub-division concepts to foster
Notate growth in reading complicated rhythms and in complex time signatures
Continue to develop sight-reading skills that lead to growth and

maturity in literacy skills
Continue to develop the skills needed to become a contributing member

of an ensemble
Listen, Analyze, Begin to listen critically to recordings of the ensemble and individual
Describe recordings for evaluation/reflection
Evaluate Use teacher-established criteria

music and
performances Explain preferences

Evaluate accuracy
Continue to develop the skills needed to present public performances
Understand Continue to broaden understandings of the historical, cultural and

connections aesthetic connections of music through performance and critical
listening
Identify social, historical, cultural contexts as related to music studied
Perform, respond, and listen to music from various cultures and periods

Overview of Middle School Instrumental Objectives
The student:
 performs and communicates through music by developing good tone characteristic of
each instrument.
 expands technical ability and interpretive skills on one’s instrument.
 develops accurate intonation.
conductor, playing with expression, and following cues of conductor.
 shows understanding of music concepts and vocabulary by playing major sales a
and sight-reading short melodic and rhythmic exercises.
rhythmic exercises using syllables including previously learned rhythms and adding
combined eighth and sixteenth notes with corresponding rests.
required instrumental concerts.
The student:

The student:

The student:

confidence, mutual esteem and support

Curriculum Guide
Middle School Instrumental Music
Essential Questions Outcomes Objectives Assessments Standards
How is music Convert symbolic notation to Count and perform rhythms that Listening 12567
communicated? sound include subdivisions in duple and
triple meters Evaluation in
Place maximum effort on reading rehearsals
notation and rhythms for grade
level appropriate ensemble music
Know note names and
corresponding fingerings for every
note in the practical range of their
instrument
Interpret fingering charts or finger
patterns independently
Perform accurately in response to
request to play a concert pitch.
Demonstrate knowledge of key
signatures and changes
How is music Sing or play with proper Use correct embouchure and finger 1
communicated? intonation placement to control pitch
Recognize out of tune playing
How is music Perform a melody with Perform music with appropriate 6d

communicated? sensitivity to phrase structure phrasing when working as an Demonstrate knowledge of the
individual or within the group basic principles of music
How is music Understand role in ensemble Follow a conductor or director 12567

communicated? Perform with peers without a
conductor.
Perform their part as part of an
ensemble, maintaining melodic
and rhythmic accuracy

How is music Continue in development of Recognize scales and key 6
described and musical literacy in hearing and signatures in ensemble music
analyzed? decoding musical notation
Determine key, tonality, meter of
ensemble repertoire
How is music Continue in development of Recognize formal structure in their 6
described and understandings of the formal part when performing or listening,
analyzed? structure of music including decoding symbols that
specify form such as
Introduction, Theme/Melody,
Body/Supportive Material,
Conclusion/Ending and repeats,
D.S. al fine and D. S. Al Coda, and
first and second endings
How is music Continue in development of 6
described and understandings of form in Develop an understanding of how,
analyzed? cultural and historical when and why musicians use form
contexts.
How is music Continue in development of Understand the structure of scales 6

described and structure of scales and chords and chords and how these musical
analyzed? elements are used in an ensemble
Perform and understand scales
appropriate for selected musical
literature. Know four different
scales and their corresponding key
signatures by the eighth grade;
chromatic scales
How is music Gain understandings of texture Develop and use their 6
described and of music understanding of texture as layers
analyzed? of sound to perform music
Use their understanding of texture

to achieve balance within the
ensemble

Discuss and describe how, when
and why musicians use texture in
music
How is music Develop an understanding of 6

described and the characteristic tone quality Study the techniques necessary to
analyzed? of their instrument or voice produce a characteristic tone on
their instrument or voice.
How is music Perform music of a variety of Study the ways musical elements 6, 7, 9
described and styles are used and combined produces
analyzed? style
Discover how, when and why 1, 2, 9
musicians use a variety of styles to
produce particular affective
qualities
What are Demonstrate understandings Explore careers in music 789
connections between the relationship of Explore connections between
between music and music to other arts and cultural and historical contexts of
various disciplines, disciplines outside the arts instrumental music
cultures, and Evaluate music performances
traditions? Demonstrate leadership ability in
the instrumental setting

INSTRUMENTAL CURRICULUM 9-12
Scope and Sequence
STANDARD 9-12
Perform Understand process of developing a good basic sound/tone on

individual instrument, including posture, breath support, breath control,
and instrument maintenance
understand the role that breath, posture and breath support play in
endurance and health
Continue to develop the aural skills necessary to play in tune
 Continue to develop the aural skills necessary to play in time
Recognize conducting gestures and will adjust their playing based on

those gestures
Improvise Continue to explore basic improvisation and composition
Read and Understand and apply the elements of music, including pitch, rhythm,
Notate tempo, dynamics and articulation
Understand and apply the musical symbol system
Understand the relationship between the elements of music and begin

to make connections necessary to performing music in an ensemble
Compose and Compose or improvise variations to simple melody or rhythmic phrase

Arrange
Read and build on and apply more advanced sub-division concepts to foster
Notate growth in reading complicated rhythms and in complex time signatures
Continue to develop sight-reading skills that lead to growth and

maturity in literacy skills
Continue to develop the skills needed to become a contributing member

of an ensemble

Listen, Begin to listen critically to recordings of the ensemble and individual
Analyze, recordings for evaluation/reflection
Describe
Evaluate Use teacher-established criteria

music and
performances Explain preferences
Evaluate accuracy
Continue to develop the skills needed to present public performances
Understand Continue to broaden understandings of the historical, cultural and

connections aesthetic connections of music through performance and critical
listening
Identify social, historical, cultural contexts as related to music studied
Perform, respond, and listen to music from various cultures and periods

Overview of Objectives Instrumental Music 9-12
The student:
 performs and communicates through music by developing good tone characteristic of
each instrument.
 expands technical ability and interpretive skills on one’s instrument.
 develops accurate intonation.
conductor, playing with expression, and following cues of conductor.
 shows understanding of music concepts and vocabulary by playing major sales a
and sight-reading short melodic and rhythmic exercises.
rhythmic exercises.
instrumental repertoire.
The student:

The student:

The student:


Curriculum Guide
Instrumental Music 9-12
Essential Questions Outcome Objective Assessment Standards
How is music Perform grade level Read and play musical literature at a grade Formative 12567
communicated? repertoire 3.0 level by the end of freshmen year. assessments on
daily basis
Read and play musical literature at a grade
3.5 level by the end of sophomore year. Individual/small
. group authentic
Read and play musical literature at a grade 4
level by the end of Junior year.
Read and play musical literature at a grade

4.5-5 level by the end of senior year.
How is music Master the structure Band and Strings: Formative 1256 7
analyzed and of scales and chords Know note names and corresponding assessments on
understood? and how these fingerings for every note in the intermediate daily basis
musical elements are range of their instrument
used in repertoire Band: Know all major scales in one octave by Individual/small
memory as well as the Bb, C, and G Chromatic group authentic
scales.
Strings: Perform and understand the G, D, F Summative
and Bb chromatic scales Assessments:
Sight read musical and rhythmic excerpts Rhythm
daily Scale
Use correct fingering and trill charts Sight reading
Read music that is in a variety of keys and

modes.
Sight read musical and rhythmic excerpts

How is music Understand cultural Demonstrate understandings of the formal 6
communicated? and historical structure of different styles, genres, and
contexts of music cultural orientations of musical repertoire
How is music Develop Study how elements of music are utilized in 6

communicated understandings of different musical contexts. i.e. Introduction, 8
how, when and why theme, melodic themes, supportive material,
musicians use form conclusion, ending
How is music Master how, when, Perform with appropriate and accurate 2
communicated? and why musicians articulation using correct playing or singing 6
use articulation to technique
produce particular
affective qualities of Verbally describe articulation and the method
instruments or voices. for producing that articulation
How is music Make decisions about Perform in a stylistically appropriate manner. 2
communicated? stylistically and 6
culturally appropriate 8
nuances when
performing,
composing, and
improvising original
music.
How is music Demonstrate Tempo: Master the execution of tempo 6

analyzed and understandings of markings and indicators of variations in 8
understood? how and why tempo as indicated by the ensemble music
musicians use perform at appropriate tempo markings.
elements of music to Master rubato and fermatas in musical
produce particular repertoire
affective qualities in Describe verbally and in writing meanings of
music various tempo markings
Listen and identifying tempo and tempo
changes in a musical work

How is music Demonstrate Explore classical forms in performance and 8
analyzed and understandings of study 9
understood? how and why
musicians use Recognize texture when performing or
elements of music to listening to their individual part and other
produce particular parts in the ensemble
affective qualities in
music Study all music performing in terms of tempo,
texture, form, melodic, rhythmic, and
expressive elements

Sample Units of Study
Middle School Drumming Unit Grades 6-8
Standards Assessed through this task
Students will:
 MU K-4 6d: identify the sounds of a variety of instruments and voices.

 MU K-4 9b: describe in simple terms how elements of music are used in music examples from various
cultures of the world.
 MU K-4 9d: identify and describe roles of musicians in various music settings.
 MU 5-8 2c: perform music representing diverse genres and cultures, with expression appropriate for the
work being performed
Unit Goals
 (C) Students will improvise a solo during a song performance.

 (P) Students will perform the music of various cultures (Traditional West African Djembe Ensemble) in
small ensembles.
 (R) Students will understand the music of various cultures.
Students will listen to and identify musical elements of traditional West African Djembe Ensembles.
Unit Objectives
Students will accurately identify background information about the songs/rhythms and culture.
Big Ideas and Concepts/Skills
 Humans have expressed experiences and ideas through music throughout time and across cultures.
 Music is an important part of the historical and cultural record of mankind.

Essential Questions or Focus Questions
 What can we learn about a culture by studying its traditional music?

 Why is it important to study other cultures?
 How would you compare/contrast the traditional music of West Africa to other cultures?
Description of Sample Lesson
Funga Alafia
 T. sings/demonstrates call/response song

 T. performs djembe ensemble rhythms
 Background information: Song/purpose/setting, country, translation/meaning
 S. echo/perform song and rhythms
 Arrangement: drum calls, break, solos
 T. sings/demonstrates call/response song
 T. performs djembe ensemble rhythms
 Background information: Song/purpose/setting, country, translation/meaning
 S. echo/perform song and rhythms
 Arrangement: drum calls, break, solos

Resources Required
 My Life for the Djembe (DVD/CD/Book)

 Djembes (15)
 Dunduns (1 or 2 sets)
 Bells (2 sets)
 Dundun Sticks (3 sets)
 Various CD recordings
Individual/Group Work
 Whole class instruction, Small group practice, whole/small group presentation, individual performance of
patterns

 Individual written work: Worksheet of background cultural information
Differentiation (Extensions)
 Some patterns and songs/rhythms are naturally more difficult than others.
 Some patterns can be played by multiple students, rather than only part independence.
 Small groups will be heterogeneously mixed.
Teacher Comments, Reflection, Suggestions
Middle
1) What work are students doing to achieve the objective?
- Have students find the beat the teacher is making, listening not just for the beats, but for the silence as well
- Student leaders of the beat
- Students echo teacher in 4 beat patterns, go over why it is 4 beats, sometimes there is one note per beat,
sometimes you can split the beat up in half (echo using beats from Developing Musicianship through
improvisation)
- Go around the room, each person has to play the 4 beat pattern from the person before, and create a new 4
beat pattern for the next person
- Word sort - work on it together, asking students to review what the vocabulary means and which culture it is
from
- Write answers on board
End How do I know students mastered the objective? What evidence do I have?
- Ticket to leave, the back of their word sort is a venn-diagram, using complete sentences for each part of the
diagram, and incorporating the vocab from the word sort
Assessments
 Small ensemble and individual presentations of the rhythms: Scored by rating scale/checklist
 Written Work: Background Culture Worksheet (pre and post test)

Assessments:
Exit Ticket:
Name: __________________________ Date: _______________________ Grade: _________
Label which drum shape is Djembe and which is Ashiko
(I drew them on the printed copy)
Where on the drum do you play the Bass Beat and where do you play the Rim Beat?
Circle which is higher, Bass Beat or Rim Beat
How many beats are in a 4-beat pattern? _____________________

Traditional West African Music
Geography
Matching (draw a line to match)
1. What is Africa?
2. What is West Africa?
3. What is Guinea?
country
________________________________________________________________________
4. List 3 West African countries that use the djembe ensemble.
______________ ______________ ______________
5. From what country does “Funga Alafia” come? _______________________
6. What is the most prominent country that uses the djembe ensemble?_____________
Music
7. Explain the meaning of the words in “Funga Alafia.”
8. List the three types of sounds you have learned to play on the djembe.

______________ ______________ ______________
9. Put these bass/stick drums in order from lowest to highest pitch.

(Choices: Dundunba, Kenkeni, Sangban)
Low______________ Middle______________ High______________
10. What kind of rhythm/song is Kuku? ______________
11. From what country does Kuku come? ______________
12. Which one of the bass drums usually plays the main part of the rhythm? __________
13. Which one of the bass/stick drums is usually the steady time keeper? __________
Traditional West African Music: Middle School: Middle School

(You may use the word bank on the board.)
1. List 3 West African countries that use the djembe ensemble.

______________ ______________ ______________
2. From what country does “Funga Alafia” come? _______________________
3. What is the most prominent country that uses the djembe ensemble?_____________
4. Explain the meaning of the words in “Funga Alafia.”_________________________
5 List the three types of sounds you have learned to play on the djembe.
_______________________________________

6. Put these bass/stick drums in order from lowest to highest pitch.
(Choices: Dundunba, Kenkeni, Sangban)
Low______________ Middle______________ High______________
10. What kind of rhythm/song is Kuku? ______________
11. From what country does Kuku come? ______________
12. Which one of the bass drums usually plays the main part of the rhythm? __________

High School Band Unit
A Festival Prelude
Standards Assessed through this task
Students will:
2. Perform on instruments, alone and with others, a varied repertoire of music.

5. Read and notate music.
6. Listen to, analyze, and describe music.
7. Evaluate music and music performances.
Unit Goals
 (C) Students will analyze music, “A Festival Prelude”

 (P) Students will perform
 (R) Students will understand the context of the musical selection, including context of the organization of
the music, the composer, the purpose of the composition, and the students’ responses to the music.
.
Unit Objectives
 Students will accurately identify background information about the music.

 Students will work on scale, patterns, and arpeggios, linking those to the music they are learning.

Big Ideas and Concepts/Skills
 The skills, techniques, elements, and principles of music can be learned, studied, refined, and practiced.
 Critical listening, thinking skills, and collaborative skills that are learned through music are essential to a
successful, comprehensive educational experience.
Essential Questions or Focus Questions
Essential Questions
 How is music communicated?
 How is music analyzed and understood?
Description of Sample Lesson
1) After the first three minutes, stand and prepare the ensemble for a prayer.
2) Students will play a concert Bb using the scale degree exercise.
3) Bb major scale (2octaves+ arpeggio)
4) F major scale (1 octave+arpeggio)
5) Play Bb major chord.
6) Tune
7) The students will now sight-read: mvts. 3+4 of “Second Suite in F”
8) Work on beginning sections 3+4 of “Second Suite in F”
9) Quiz Students on Bb major scale.
10)If Time Permits: Perform “A Festival Prelude” at or close to performance tempo.
Resources Required
1) Room set up and organized

2) White board and marker
Individual/Group Work
 Whole class instruction, Small group practice, whole/small group presentation, individual performance of
patterns, scales

Sample Assessments
My Rhythmic Creation: 5th Grade
Directions
You will create a rhythmic composition that:
1. Has 4 beats in each measure (meter = 4/4)
2. Include themes witha minimum of 4 measures
3. Has a Form (AB, ABA, Rondo, Canon/Round)
You May Use Any Classroom Rhythm Instruments to Complete This Task
YOU MUST PERFORM YOUR PIECE!!!!
---------------------------------------------------------------------------------------------------------------------
(each box = 1 measure)

YANKEE DOODLE: Middle School
Arranged by Arthur Fielder
As you hear each variation, decide how the theme is changed and fill in the chart below.
Use the word bank to help you decide your answers.
INSTRUMENTS MELODY RHYTHM TEMPO METER DYNAMICS HARMONY MOOD

Recorder Performance Rating Scale Grade 4
Tonal
Performed tonic notes correctly 3 2 1
Performed dominant notes correctly 3 2 1
Rhythmic
Performed with a steady tempo 3 2 1
Performed correct rhythms 3 2 1
Expression
Performed with appropriate articulation (Tah or Du) 3 2 1
Performed with appropriate tone quality 3 2 1
Executive Skills: Performed with proper:

Hand position 3 2 1
Embouchure (mouth shape) 3 2 1
Posture 3 2 1
Total /13

71

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WINDHAM CONNECTICUT PUBLIC SCHOOLS

K-12 MUSIC CURRICULUM

1 Windham Music Curriculum

PRE-K MUSIC CURRICULUM 10

K-5 MUSIC CURRICULUM 13

MIDDLE SCHOOL GENERAL MUSIC CURRICULUM 31

6-12 CHORAL MUSIC CURRICULUM 36

MIDDLE SCHOOL INSTRUMENTAL CURRICULUM 43

HIGH SCHOOL INSTRUMENTAL CURRICULUM 50

SAMPLE UNITS OF STUDY 57

2 Windham Music Curriculum

The Music Staff includes:

Windham High School Raymond Sinclair, Director of Music

Windham Middle School Joe Tomanelli, Band Director

Sarah Jordan, Orchestra Director

Jacque Darbyshire, Choral Director

Elementary Schools Sheila Clark, Music Specialist

Kyle Gould, Music Specialist

Floy Marks-Hamilton, Music Specialist

(2013 Graduate: Casey

3 Windham Music Curriculum

Music Learning Outcomes

1. Communicating musically with signs, notation, terminology, sound, and technology.

The National Core Arts Standards

4 Windham Music Curriculum

Creating Conceiving and developing new artistic ideas and work.

The Connecticut Standards for Music Education

Content Standard 3: Students will improvise melodies, variations and accompaniments.

Content Standard 4: Students will compose and arrange music.

Content Standard 5: Students will read and notate music.

Content Standard 7: Students will evaluate music and music performances.

5 Windham Music Curriculum

3. Finding Evidence and Making Choices

Listening Critical Thinking

6 Windham Music Curriculum

Direct instruction Small/large groups

 Artistic processes of creating, performing, responding, and connecting.

Program Grouping: K-12

7 Windham Music Curriculum

8 Windham Music Curriculum

Monitor and improve student learning

Measures are designed to:

Address concepts, content, skills, and understandings that align with

9 Windham Music Curriculum

The child: Explores Develops Builds Integrates

10 Windham Music Curriculum

11 Windham Music Curriculum

12 Windham Music Curriculum

13 Windham Music Curriculum

Explores and performs vocal sounds in a variety of ways

Performs a steady beat

Chimes in on familiar patterns

Sings simple songs

Creates and improvises a song spontaneously

Recognizes that music can be represented through pictures and symbols

Responds to music through active listening and movement

Demonstrates appropriate audience behavior in context

Identifies a variety of elements that make music sound different

Articulates the connections made with music and other subjects

Recognizes that music comes from different places in the world

Sings songs and maintains consistent tonal center

Performs beat and rhythm and responds to tempo changes