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Learning Progressions
Page history
last edited
by Kristen Marian 8 years, 7 months ago
CREATE
PreK - 2
Students will have opportunities to...
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Grade 3 - 5
Students will be able to...
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Grade 6 - 8
Students will be able to...
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Grade 9 - 12
Students will be able to...
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represent music through movement.
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expressively sing and perform on instruments.
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improvise vocally and/or with instruments.
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add instruments to poetry or songs to create a color part.
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act out song tales.
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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.
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represent music through movement.
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expressively sing and perform on instruments.
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improvise vocally and/or with instruments.
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play instruments expressively.
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experience artful music performance.
- compose within specified guidelines.
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represent music through movement.
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expressively sing and perform on instruments.
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experience and participate in artful music performance.
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create and compose music in ensemble groups and individually using melody, harmony, rhythm, timbre and texture with voice, instruments and/or technology.
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expressively sing and perform on instruments.
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expressively.experience and participate in artful music performance.
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create and compose music in ensemble groups and individually using melody, harmony, rhythm, timbre and texture with voice, instruments and/or technology.
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PERFORM
PreK - 2
Students will participate in...
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Grade 3 - 5
Students will be able to... |
Grade 6 - 8
Students will be able to...
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Grade 9 - 12
Students will be able to... |
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General Music
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Literacy
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Meter: 2/4, 6/8
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Pulse
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Moving to beat
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Appreciation
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Experience various style through performance.
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Artistic selection of repertoire for performance
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Appreciation of historical and cultural context of music.
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General Music:
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Literacy
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Meter: 2/4, 4/4, ¾, 6/8
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Rhythm: Whole, half, quarter, dotted half, dotted quarter (in duple), 8th, 16th & corresponding rests
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Pitch: notation on grand staff, solfege application (d,r,m - d,m,s - s,m,l)
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Dynamics: pp-ff, cresc./dim.,
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Form: Rondo, ABA, Verse/Chorus/Bridge, Rounds, Partner Songs
Repeats with 1st & 2nd endings,
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Tempi: Vivace, Allegro, Moderato, Andante, Largo
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Appreciation
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Experience various style through performance.
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Artistic selection of repertoire for performance
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Appreciation of historical and cultural context of music
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Vocal Music
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Part Independence
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Rounds, Partner Songs
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Two-part Harmony
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Diaphragmatic Breathing
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Rehearsal Structure and Etiquette
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Posture
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Vowel Shapes
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Consonants and Enunciation
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Clarity of words
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Crisp Articulation
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Characteristic Tone
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Explore difference between head and chest voice
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Instrumental Music
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Diaphragmatic breathing
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Rehearsal and independent practice procedures
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Posture
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Basic Articulations: slur, tongue, staccato, accent, breath marks
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Stylistic & Expressive Marks: Fermata, Crescendo, Decrescendo/ Dimenuendo, forte, piano, Playing with appropriate musical style (March, Jazz, etc)
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Form: Repeats, 1st & 2nd endings, Phrasing
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Instrument Setup, Care, Basic Maintenance
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Characteristic tone: Introductory octave of instrument
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Approaching Fluency with a Concert Bb Scale
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Experience with solo, chamber & large ensemble playing
- corresponding rests.
- read, notate, create and perform simple 6/8 rhythm patterns.
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Vocal Music
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sing in three-part harmony
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read rhythms using rhythm syllables and neutral syllables including: dotted quarter eighth combinations, eighth/sixteenth combinations, and eighth note syncopation.
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use solfege to perform and read major scales and arpeggios with primary triads
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explore differences between the head voice and the chest voice
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understand and demonstrate pure vowel sounds
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refine rehearsal and independent practice procedures
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Write what the students should achieve by this grade level.
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RESPOND
PreK - 2
Students will have opportunities to...
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Grade 3 - 5
Students will have opportunities to...
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Grade 6 - 8
Students will have opportunities to...
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Grade 9 - 12
Students will have opportunities to...
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- 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.
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- 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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- 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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- 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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Learning Progressions
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