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Learning Progressions

Page history last edited by Kristen Marian 8 years, 7 months ago Saved with comment

CREATE

PreK - 2

Students will have opportunities to...

Grade 3 - 5 

Students will be able to...

Grade 6 - 8 

Students will be able to...

Grade 9 - 12 

Students will be able to...

  • represent music through movement.

  • expressively sing and perform on instruments.

  • improvise vocally and/or with instruments.

  • add instruments to poetry or songs to create a color part.

  • act out song tales.

  • put words to a melody.

  • represent music through movement.
  • sing expressively.
  • improvise vocal motifs with a conversation.
  • improvise melodic motifs in a pentatonic scale with poetry.
  • add instruments to poetry or songs to create a color part.
  • act out song tales.
  • put words to a melody.

 

 

 

  • represent music through movement.

  • expressively sing and perform on instruments.

  • improvise vocally and/or with instruments.

  • play instruments expressively.

  • experience artful music performance.

  • compose within specified guidelines.

 

  • represent music through movement.

  • expressively sing and perform on instruments.

  • experience and participate in artful music performance.

  • create and compose music in ensemble groups and individually using melody, harmony, rhythm, timbre and texture with voice, instruments and/or technology.


 

  • expressively sing and perform on instruments.

  • expressively.experience and participate in artful music performance.

  • create and compose music in ensemble groups and individually using melody, harmony, rhythm, timbre and texture with voice, instruments and/or technology.

 

PERFORM

PreK - 2 

Students will participate in...   

Grade 3 - 5

Students will be able to...

Grade 6 - 8 

Students will be able to...  

Grade 9 - 12 

Students will be able to...
  • General Music

    • Literacy

      • Meter: 2/4, 6/8

      • Pulse

      • Moving to beat


    • Rhythm

      • Quarter, 8th & Dotted Quarter (in 6/8)


    • Pitch

      • Singing in Tune in limited range

      • High, Low

      • s,m,l

      • pitch exploration vocally to engage head voice


    • Dynamics:

      • Loud, Soft, getting louder, getting softer


    • Accompaniment:

      • Use of instruments available (e.g. pitched, unpitched) for self accompaniment


  • Appreciation

      • Experience various style through performance.

      • Artistic selection of repertoire for performance

      • Appreciation of historical and cultural context of music.      

  • General Music:

    • Literacy

      • Meter: 2/4, 4/4, ¾, 6/8

      • Rhythm: Whole, half, quarter, dotted half, dotted quarter (in duple), 8th, 16th & corresponding rests

      • Pitch: notation on grand staff, solfege application (d,r,m - d,m,s - s,m,l)

      • Dynamics: pp-ff, cresc./dim.,

      • Form: Rondo, ABA, Verse/Chorus/Bridge, Rounds, Partner Songs

Repeats with 1st & 2nd endings,  

      • Tempi: Vivace, Allegro, Moderato, Andante, Largo


  • Appreciation

      • Experience various style through performance.

      • Artistic selection of repertoire for performance

      • Appreciation of historical and cultural context of music


  • Vocal Music

    • Part Independence

      • Rounds, Partner Songs

      • Two-part Harmony

    • Diaphragmatic Breathing

    • Rehearsal Structure and Etiquette

    • Posture

    • Vowel Shapes

      • “Eh - Ee - Ah - Oh - Oo“

    • Consonants and Enunciation

      • Clarity of words

      • Crisp Articulation

    • Characteristic Tone

    • Explore difference between head and chest voice



  • Instrumental Music

    • Diaphragmatic breathing

    • Rehearsal and independent practice procedures

    • Posture

    • Basic Articulations: slur, tongue, staccato, accent, breath marks

    • Stylistic & Expressive Marks: Fermata, Crescendo, Decrescendo/ Dimenuendo, forte, piano, Playing with appropriate musical style (March, Jazz, etc)

    • Form: Repeats, 1st & 2nd endings, Phrasing

    • Instrument Setup, Care, Basic Maintenance

    • Characteristic tone: Introductory octave of instrument

    • Approaching Fluency with a Concert Bb Scale

    • Experience with solo, chamber & large ensemble playing

  • corresponding rests.
  • read, notate, create and perform simple 6/8 rhythm patterns.    
  • Vocal Music

    • sing in three-part harmony

    • read rhythms using rhythm syllables and neutral syllables including: dotted quarter eighth combinations, eighth/sixteenth combinations, and eighth note syncopation.  

    • use solfege to perform and read major scales and arpeggios with primary triads

    • explore differences between the head voice and the chest voice

    • understand and demonstrate pure vowel sounds

    • refine rehearsal and independent practice procedures



  • Instrumental Music (In addition to previous)

    • Basic Articulations: Legato

    • Expressive Marks: Full range of dynamics, SfV, SfZ, marcato, tenuto,

    • Form: DC/DS, DC/DS al fine, DC/DS al segno, DC/DS al Coda

    • Instrument Setup, Care, Basic Maintenance

    • Characteristic tone

    • Fluency with a Concert BbM, EbM, FM, Gm, Bb Blues Scale/Scale in 3rds/Arpeggiated patterns.

    • Experience with solo, chamber & large ensemble playing

 

Write what the students should achieve by this grade level.

 

RESPOND

PreK - 2 

Students will have opportunities to...

Grade 3 - 5 

Students will have opportunities to...

Grade 6 - 8 

Students will have opportunities to...

Grade 9 - 12

Students will have opportunities to...

  • describe music using developmentally appropriate vocabulary. (same/different, high/low, slow/fast, etc.)
  • respond constructively as members of an audience/group. 
  • critique work by making affirming statements, asking questions about own work, asking questions of the musician. 
  • describe music using developmentally appropriate vocabulary. 
  • Respond constructively as members of an audience/group.
  • critique work by making affirming statements, asking questions about own work, asking questions of the musician, suggesting changes. 
  • describe music using developmentally appropriate vocabulary. 
  • Respond constructively as members of an audience/group.
  • critique work by making affirming statements, asking questions about own work, asking questions of the musician, suggesting changes.
  • describe music using developmentally appropriate vocabulary. 
  • Respond constructively as members of an audience/group.
  • critique work by making affirming statements, asking questions about own work, asking questions of the musician, suggesting changes.

 

 

 

 

 

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