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Curriculum Project
August 2016
Context: This curriculum is designed to address the novice and intermediate levels of experience in each
of the four music standards with students in a High School Band classroom.
Sequence of Activities: The learning experiences are arranged sequentially within each area of the
standards, but the standards themselves are not in any particular order. It is intended for multiple levels
of projects to be in process across the four standards at the same time to allow for more flexibility to
adjust the sequence of activities to fit the students needs best. The only stipulation is that the unit will
begin with the first two Connect exercises to help them set the context for what expression is.
Music concepts: This curriculum assumes that students have had experience with concepts related to
dynamics, articulation, and phrasing through their previous experiences in performing ensembles, but
seeks to help them understand these concepts more deeply in terms of why they are used and what
impact they can have on expression.
Create
EQ: What makes a performance expressive?
Evidence: Students will be able to: Express non-musical ideas through the musical contexts of
improvisation and composition
Learning
exp
1
Anchor
Standards
1, 2
1, 2, 7
1, 2, 3 E
1, 2, 7
1, 2, 8
1, 2, 6, 7
1, 2, 3
1, 2, 7
MI
P21
Creativity
Creativity
Communication
Collaboration
Creativity
Communication
Creativity
Assessment Type
Blooms
Thinking Skills
Journal
6a
1a
Journal
Self-Assessment
3a/b, 5a/b, 6a
1a, 3c
6c, 6d
3c
Journal
Rubric
Journal
Rubric
Learning experience 2: Improvisation game: What sounds can you make that sound like_____?
Students improvise short sounds (including non-traditional sounds), motives, or melodies to
express ideas either chosen off of a list or suggested by the students themselves. Initially,
everyone experiments at the same time, but gradually, through discussion, students make
suggestions about what instruments to use and what types of sounds would express the idea
best, and then individual students experiment.
Discussion questions: What instrument(s) fit that idea best? How could you express the same
idea with more than one instrument?
After each improvisation, students evaluate the attempt in terms of its ability to express the
chosen idea and give thoughtful suggestions about how it could be improved.
Assessment: Journal, Self-assessment of effectiveness and creativity of improvisations
Journal prompts: How were you able to create sounds that expressed specific ideas?
What experiences did you draw on? How can you use these skills to better express
another composers ideas?
Learning experience 4: Compose a short piece that describes a specific emotion or idea
Students compose an 8-measure melody for their instrument that expresses a specific emotion
or idea. The title of the piece should explain the idea they are trying to express. When their
pieces are complete, all students announce their title and perform their composition for the
class.
Assessment: Journal, composition rubric
Journal Prompt: Describe your compositional process. How were you able to write your
piece? What knowledge and skills did you need to draw on? What did you learn from
listening to your peers perform their own pieces? Based on what you learned, what
might you do differently in the next piece you write?
Perform
EQ: What makes a performance expressive?
Evidence: Students will be able to: Perform with expressive intent a varied repertoire of music.
Learning
exp
Anchor
Standards
MI
P21
Collaboration
Communication
Collaboration
Communication
Innovation
4 In
1, 2, 6
4 S/In, 5, 6
1, 2, 6,
7
4 S/In, 5, 6
1, 2, 3,
7
Creativity
Critical Thinking
4 In, 5, 6
1, 2, 6,
7
Creativity
Critical Thinking
Collaboration
Communication
Assessment Type
Journal
Exhibition
Rehearsal Rubric
In Portfolio:
Journal
Self-Assessment
Recording
Exhibition
Journal
Blooms
Thinking Skills
4b/c, 5b/c
1a/b
4b/c, 5b/c
1a, 2d, 4d
3c
Learning experience 3: Recording individual performances two ways to express two different ideas or
emotions
Students work on their own to choose a solo and then choose two different ideas, emotions, or
characters to express. Students record themselves performing the piece twice (once each way).
This activity is presented to students as expressive problems for them to solve.
Additional information students need: repertoire resources (online, music library),
recording technology (available through school?)
Assessment: (submitted in portfolio): Journal entry, Self-assessment of ability to communicate
expressive ideas, Two recordings of performances
Journal prompt: Describe your decision-making process. What did you change between
interpretations? Why? Do you think your choices were successful in expressing your
ideas? What might you do differently next time?
Learning experience 4: Perform in concert one piece that students have made all of the expressive
decisions for. (It is not necessary to wait until experiences 2 and 3 are completed before starting 4)
*If possible, this performance will either be student-lead or will be done without a conductor.
While learning this piece, students are given complete responsibility of expressive decisions
including balance, style, what they think the piece is trying to express, and how will they
accomplish that. In performance, a student will describe their work to the audience and then
perform a portion of it without expression or phrasing first so that audience can hear the
difference their work made. (This must be rehearsed)
Much of this experience is group discussion and experimentation based, so care must be taken
to make sure that every student is encouraged to contribute suggestions and opinions.
Assessment: Exhibition, Journal reflection on process
Journal prompt: Reflect on this process. What do you feel were your greatest
contributions to this class project? What are the pros and cons to approaching a piece
this way? What did this process mean to you?
Respond
EQ: What makes a performance expressive?
Evidence: Students will be able to: Describe elements of music that make performances expressive
Learning
exp
1
Anchor
Standards
7A, 8
1, 2
7A, 8
1, 2, 5
7A, 8, 9
1, 2, 3, 6
7S/A, 8, 9
MI
P21
Communication
Creativity
Communication
Communication
Collaboration
Critical Thinking
Assessment
Type
Blooms
Thinking Skills
1a/b
1a/b
1b, 2b
1a/b, 2a
Journal
Diagram Label
1a/b, 2a/b, 3c
Analysis Essay
1a/b, 2a/b, 3b
Journal prompt: What were the biggest differences you noticed between the
recordings? In what ways did these differences impact your understanding of and
appreciation for the piece?
Connect
EQ: What makes a performance expressive?
Evidence: Students will be able to: Discuss a variety of ways that people are expressive outside of
musical context and apply those concepts to musical performance
Learning
exp
1
Anchor
Standards
11
1, 7
11
1, 4, 5, 6, 7*
11
1, 2, 4, 5, 7*
MI
P21
Creativity
Communication
Collaboration
Creativity
Communication
Assessment
Type
Journal
1b, 2b/d, 4c
Thinking
Skills
1a/b, 2b, 3a
Journal
3c/d, 6b
2a, 3a
Journal
Rubric
3c/d, 6b
2a, 3a
Blooms
*For learning experiences 2 and 3, there are multiple options that students can choose from which each
address different Intelligences. All students will use musical intelligence and will also choose two of
three other intelligences (linguistic, spatial, or kinesthetic) to use, but not every student will use all
three.
Assessment: Journal
Journal Prompt: Which ways were you most comfortable expressing each emotion? (Did
you like to draw it? Act it out? Describe it in words?) Do you use these skills in your life?
How can you relate these skills to your playing?
Learning experience 3: Make a video expressing ideas two ways: one with music, one in any other way
they choose
Students choose two ideas from a provided list (or create their own ideas) to express in two
different ways. First, they express the idea musically with an excerpt of a piece of their choice or
a short improvised solo. Second, they express the same idea any other way they choose
(physically, visually, verbally), but they must choose a different non-musical way for each idea.
Assessment: Rubric for video, Journal
Journal Prompt: Describe the expressive similarities between the musical and nonmusical ways you chose to show each idea. Why do you think that two different
expressive mediums could be similar? What could this mean for your musicianship?
Chart Legends
Blooms Key:
Remember
Understand
Apply
Analyze
Evaluate
Create
Factual
Conceptual
Procedural
Metacognitive
1
2
3
4
5
6
A
B
C
D
Anchor Standards:
Linguistic
Musical
Logical-Mathematical
Spatial
Bodily-Kinesthetic
Inter-personal
Intra-personal
(Naturalistic)
3E
4S
4 In
7A
7S
1
2
3
4
5
6
7
(8)
Thinking Skills:
Knowledge Acquisition
Focusing
Information Gathering
Remembering
1
1a
1b
1c
Processing
Organizing
Analyzing
2
2a
2b
3
3a
3b
3c