Area Standard Goals SEPTEMBER OCTOBER NOVEMEBER DECEMBER/JANUARY FEBRUARY MARCH APRIL MAY

Preview
"concert"/show
and tell
(Students play
their rote songs
and excerpts 6th Grade
from their concert - 3 Coffeehouse
upcoming pieces and a (students play End of year
concert Christmas/holid their short concert - 4
Events repertoire) ay song compositions) pieces
Overlap with
MIB.1 The student will echo, read, and notate music, including Overlap with MIB. 2 R.
1. identifying, defining, and using basic standard notation for pitch, rhythm, MIB. 2 learning learning to
meter, articulation, dynamics, and other elements of music; and I can read, write, sing and play: 1. pitches, rhythms, meter, articulation, to sing/play Hot sing/play Hot
2. singing selected lines from music being studied. and dynamics 2. sing parts of the music I am learning Cross Buns+ Cross Buns+
M: half notes
and whole
I: Teaching by I: students will notes, I: play music with
rote Hot Cross be learning how students will be following note
MIB.2 The student will echo, read, and perform rhythms and rhythmic Buns and Mary R: Hot Cross to count Half R: Half notes learning to lengths: nothing
patterns, including whole notes, half notes, quarter notes, eighth notes, had a Little Buns/Mary had notes and and whole count Quarter R: Quarter M: Quarter shorter than 8th
dotted half notes, dotted quarter notes, and corresponding rests. I can read, sing, echo, and play different note lengths Lamb a Little Lamb whole notes notes notes notes notes notes
MIB.3 The student will identify and demonstrate half-step and whole-step
patterns I can read, sing, and play half-step and whole-step patterns
I. students will
learn to read
musicand count I. Students will I: Students will
in 4/4 time learn how to learn how to
signature-Hand read and count M: 2/4 time with read and count M: One piece in
MIB.4 The student will identify, read, and perform music in simple meters out music to music written in concert music written in 3/4, One in 2/4,
(2/4, 3/4, 4/4, C). I can read, sing and play simple meters: 2/4, 3/4, 4/4 "hot cross buns" R: 4/4 time M: 4/4 time 2/4 time R. 2/4 time repertoire 3/4 time R. 3/4 time and two in 4/4
Music Theory/Literacy

This will also be

addressed I: reading music I: reading the
when students in the key of Bb- I: reading music key of C- sight one piece in Bb,
are given short hand out music R: reading M: reading in the key of F- R: reading M: reading read at one in C, one in
MIB.5 The student will identify and notate key signatures of scales and I can identify and write on a staff the key signatures of the Bb, F, and C pieces/excerpts to Hot Cross music in key of music in key of twinkle twinkle music in key of music in key of beginning of F, one with a
literature being performed. major scales. to sight-read Buns Bb Bb little star F F class key change
R: Bb Major R: Bb, F major M: Scale Test:
scale, I: scales, I: Students will
MIB.6 The student will read, notate, and perform scales, including I: students will students will students will play their one
1. wind/mallet student—one-octave ascending and descending concert F, B- 1. I can read, write, and play my one-octave concert F, B-flat, E-flat, and learn how to learn how to learn how to octave major
flat, E-flat, and A-flat major scales and small chromatic patterns; and A-flat major scales and chromatics on my wind instrument 2. I can read, play their play their play their R: Mock scale scale in the
2. string student—one-octave ascending and descending G and D major write, and play my one-octave concert G and D major scales, and D concert Bb concert F major concert C major R: Bb, F, C test: Bb, F and keys of: C, F,
scales and a D harmonic minor scale. harmonic minor scale on my string instrument, major scale scale scale major scales C major scales and Bb
MIB.7 The student will identify and perform music written in binary form. I can read, and play binary music
Comp Project: 8
measure,
students
MIB.8 The student will use music composition as a means of expression by choose time sig,
1. composing a four-measure rhythmic-melodic variation; and I can write music that I like by: 1. writing a four-measure rhythmic- key sig, using
2. notating the composition in standard notation, using contemporary melodic variation of a song/piece I like 2. using regular notation using a Notation Comp project: Comp Porject: Comp project
technology notation software Composer check-in DRAFT DONE!
R. students will
I. students will play d\ifferent I. Jazz: students M. students will
play "Hot Cross styles on will play jazz R. Jazz- play four
Buns" in march Twinkle Twinkle arrangement of students will measures of
style and then Little Star: Christmas song play sight-reading
MIB.9 The student will define and apply music terminology found in the I can read, and play different styles indicated in the music that I am play in lyrical march vs. (that's not on arrangement of styles- march,
music literature being studied. learning style Lyrical the concert0 Amazing Grace jazz, or lyrical
1. I can identify instruments and choose an instrument for myself based
on natural abilities, desire, and logistics 2. I can identify all parts of my
instrument 3. I can carefully handle, clean, and assemble and
MIB.10 The student will demonstrate preparatory instrumental basics and disassemble my instrument properly and safely 4. I can play sitting up
playing procedures, including straight, without leaning on the back of my chair, and hold my I: Students have
1. identification and selection of an appropriate instrument; instrument properly, with relaxed arms, curved hands, and correct already chosen,
2. identification of the parts of the instrument; instrument height 5. I can play my instrument with proper embrouchure, and acquirred
3. procedures for care of the instrument; depending on what my instrument is 6. I can hold my bow in the right instrument-
4. proper playing posture and instrument position; spot, with a relaxed, curved hand and can hold my instrument with my assembly-first R: assembly, M. Assembly-
5. wind student—embouchure; left hand without flattening it and keeping my fingers gently curved 7. I sounds- first sounds, first sounds- Mock scale test:
6. string student—bow hold and left-hand position; and can grip my sticks/mallets properly depending on what and how I am dissassembly, dissassembly, dissassembly, on Rubric-

Parent-Teacher Conference & Thanksgiving

7. percussion student—stick grip for snare drum and mallets; setup of playing; I can set up timpani, mallet instruments, and auxiliary posture and posture and posture and playing posture
timpani, mallet instruments, and auxiliary instruments instruments. playing position playing position playing position and position M. Points on playing test for posture
1. I can demonstrate correct fingerings and slide positions for notes in
the keys listed above. 2. When I play my instrument, I can hear when
MIB.11 The student will demonstrate proper instrumental techniques, I'm out of tune and use a trial and error method of to improve it. 3. I can
including play with clear, relaxed, characteristic tone. 4. I can demonstrate

Spring Break
1. finger/slide placement, using finger/slide patterns and fingerings/positions; breathing not from my shoulders but from my diaphragm. I can create
2. matching pitches and beginning to make adjustments to facilitate correct and play with a proper embouchure for my instrument. I can apply
intonation; different articulations to my playing (tonguing, slurring, staccatos, and
3. production of tones that are clear, free of tension, and sustained; accents). 5. I can hold my bow properly and placed between the
4. wind student—proper breathing techniques and embouchure; contrasting fingeboard and the bridge, perpendicular to the strings. I can change
articulations (tonguing, slurring, staccato, accent); my bow speed and weight depending on how I want to play. I can play
5. string student—proper bow placement, weight, angle, and speed; pizzacato, legato, staccato, and can slur between two notes. 6. I can
contrasting articulations (pizzicato, legato, staccato, two-note slurs); and hold a snare stick properly, in the right place on the stick without
6. percussion student—stick control and performance of multiple bounce roll, tension. I can perform multiple bounce rolls, 5-stroke rolls, flams, flam Introduce I: students will I. Students will I. students will Mock Scale Scale Test:
5-stroke roll, flam, flam tap, and single paradiddle, open-close-open, on taps, and paradiddles evenly, clearly, and in time with proper technique. fingerings for learn fingerings learn fingers to learn the test: check for check for
snare drum (from Percussive Arts Society [PAS] International Drum I can play mallet instruments with mallets that I have control over and rote Hot Cross to the notes Eb, the notes A, Bb, R. A, Bb, E- M. A, Bb, E- fingerings to B- correct correct
Rudiments); stick control with mallets, using appropriate grip. grip appropriately. Buns (D, C, Bb) R. D, C, Bb M: D, C, Bb F, G R. Eb, F, G M. Eb, F, G E-natural natural natural natural R. B-natural M. B-natural fingerings fingerings
MIB.12 The student will demonstrate ensemble skills at a beginning level,
including
1. balancing instrumental timbres; I can play my instrument in my beginning ensemble by: 1. balancing R. rehearse
2. making adjustments to facilitate correct intonation; sound with my fellow musicians 2. listening to my higher or lower sound, Christmas
3. matching dynamic levels and playing style; and adjusting to make it in the middle 3. playing the style in the music I. Rep for concert rep M. Play R. Rehearse
4. responding to conducting patterns and gestures; and and playing loud or soft enough to match the music 4. watch my Christmas every week Christmas rep every week
5. maintaining a steady beat at various tempos in the music literature being conductor and play along with what I see 5. maintaining steady beat for concert, discuss leading up to concert rep in I. rep for May leading up to M. End of year
studied. both the fast and slow music that I am learning balance concert concert! concert concert concert
Performing

MIB.13 The student will read and interpret standard music notation while This standard
performing music of varying styles and levels of difficulty, in accordance with I can read and play music of different styles, and play harder and easier overlaps with
VBODA Levels 1 and 2. music within the VBODA levels 1 and 2 other standards
I: students will
learn how to
play the
I can play my instrument with staccato and legato articualtions; I can I: students will I: students will following
play my instrument piano, mezzo piano, mezzo forte, and forte with a learn how to learn how to M: forte and dynamics M: articulations
MIB.14 The student will begin to use articulations, dynamic contrasts, and controlled sound; I can manipulate these things to make a phrase more play staccato R: Staccato and play at forte and R: forte and piano, staccato mezzo piano R: mezzo piano and all
phrasing as means of expression musical. and legato legato piano piano and legato and mezzo forte and mezzo forte dynamics
I. Students will
echo my voice I. Students will
when learning echo my voice I. Students will
I can repeat and/or finish four bar rhythmic examples (using whole Hot Cross when learning echo my voice
MIB.15 The student will perform simple rhythmic and melodic examples in notes, half notes, dotted half notes, quarter notes, eighth notes, and Buns/Mary had whole notes when learning
call-and-response styles. dotted quarter notes) and melodic examples (using the pentaton). a Little Lamb and half notes quarter notes
M. Improv test:
students will
play four
I. students will measures over
MIB.16 The student will create, through playing and writing, rhythmic improvise four R. Improvising R. improvising R. improvising a given
variations of four-measure selections taken from folk songs, exercises, or I can improvise rhythmic variations on Hot Cross Buns. I can notate and measures within four measures four measures four meausres backtrack within
etudes. play rhythmic variations on Hot Cross Buns. a piece within a piece witin a piece within a piece a practice room
This standard is
covered by the
concert critique
MIB.17 The student will demonstrate musicianship and personal project that will
engagement by be given to the
1. identifying the characteristic sound of the instrument being studied; 1. I can describe how instruments sound, compare them to each other, students after
2. monitoring individual practice through the use of practice records or and identify a characteristic sound vs. a non-characteristic sound. 2. I each concert
journals that identify specific musical goals; can set, work toward, and reflect on realistic practice goals and record where they
3. participating in school performances and local, district, or regional events, my personal practice. 3. I can prepare for and perform in concerts at my listen to a
as appropriate to level, ability, and interest; and school, as well as prepare for district auditions and solo and ensemble. recording of
4. describing and demonstrating rehearsal and concert etiquette as a 4. I can contribute to a conductive rehearsal by being attentive, each concert
performer (e.g., using critical aural skills, following conducting gestures, reflecting on progress as an individual and as a group, and by being and write a
maintaining attention in rest position). sensitive to conducting gestures such as dynamic changes. reflection on it.
I: Sight-read 4
I can sight-read music of different styles and levels of difficulty, with measure
good tone, accurate rhythms in time with the music, dynamic contrast melodies
MIB.18 The student will sight-read music of varying styles and levels of between my piano, mezzo piano, mezzo forte, and forte, and different (changing R: SR activity
difficulty, in accordance with VBODA Levels 0 and 1. articulations styles) once a week
MIB.19 The student will explore historical and cultural aspects of music by
Music History and Cultural

1. identifying the cultures, musical styles, composers, and historical periods

associated with the music literature being studied;
2. describing ways in which culture and technology influence the
development of instruments, instrumental music, and instrumental music
Context

styles; I can learn the history and cultural aspects of the music I am learning
3. describing the relationship of instrumental music to the other fine arts and by: 1. identifying different places, styles, and recognize music by it's R. Fun fact
other fields of knowledge; composer, and identify the period of time that music was written in. 2. R. Fun fact R. Fun fact about one
4. describing career options in music; seeing the change in music and instruments from technology 3. seeing about one about one composer of I. History of rep R. Fun fact R. Fun fact R. Fun fact R. Fun fact
5. describing ethical standards as applied to the use of social media and connections between music and the other arts 4. identifying the different I. History of rep composer of composer of Christmas for May concert- about composer about composer about composer about composer
copyrighted materials; and jobs people do to make music in various settings 5. identifying copyright I. History of the for Christmas Christmas R. History of Christmas Concert rep I. R. History of of May concert of May concert of May concert of May concert
6. demonstrating concert etiquette as an active listener laws and how to handle them 6. listening quietly during concerts March style concert Concert rep March style Concert rep History of Jazz jazz rep rep rep rep
Analysis, Evaluation,

MIB.20 The student will analyze and evaluate music by

1. describing the importance of cultural influences and historical context for I can understand and give opinions of music by 1. identifying importance
and Critique

the interpretation of works of music; of background of music to know where it came from and why it was M: Concert
2. describing and interpreting works of music, using inquiry skills and music written 2. identifying and understanding specific musical piecies by critique - 2
terminology; asking questions about it and using music terminology 3. describing paragraphs on
3. describing accepted criteria used for evaluating works of music; accepted criteria to evaluate works of music 4. talking about and R: students will personal
4. describing performances of music, using music terminology; and explaining music performances using musical terminology learned in I: Record listen to concert R: record performance
5. describing accepted criteria used for critiquing musical performances of class 5. critquing music performances of self and otehrs with accepted concert music recordings, concert pieces, and group
self and others criteria terminology and critique critique, reflect critique performance
MIB.21 The student will investigate aesthetic concepts related to music by
1. proposing a definition of music and supporting that definition;
Aesthetics

2. identifying reasons for preferences among works of music, using music Short Project: Short Project:
terminology; Student will Student will
3. identifying ways in which music evokes sensory, emotional, and choose 1 or 2 choose 1 or 2
intellectual responses, including ways in which music can be persuasive; fav songs and fav songs and
and 1. I can define what music means to me and support it. 2. I can write why they write why they
4. describing aesthetic criteria used for determining the quality of a work of specifically describe why I like or don't like music. 3. I can describe how like it- DUE in a like it- DUE in a
music or importance of a musical style music can be personal. 4. I can describe things that make music good. week week