Select from: EE p. 24, #88, #89 EE p. 25, #90, #91, #92 students playing pieces from early in the book to compare with performance skills toward the end of the year and place in portfolio. Notation Perform scales on one’s instrument. Identify and interpret standard musical notation. Compare ways in which the subject matter of other disciplines is interrelated with those of music. Visual Observation: EE p. 13, Shadow Bowing Demonstration of 2/4 conducting pattern, EE p.21 Visual/Aural Observation: EE p. 15, #43 (recognition of ABA form) Aural Observation: Recognizing tempo indications of allegro, moderato and andante, EE p. 20 Essential Elements Student Book 1 CREATE: Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange within specific guidelines. Improvise Improvise a simple rhythmic solo, through the medium of a traditional ensemble. Experiment with variations on a given melody or rhythm. Improvise a solo over a given chord progression, through the medium of a traditional ensemble. Assessment: Individual and group listening skills – Call/Response EE pp. 6, 10, 16, & 17 a sampling of student improvisation for your portfolio to compare with end-of-the-year skills. Written Assessment: EE p. 7, #16 EE p. 12, #35 EE p. 14, note names in “gold box” EE p. 15, #46 EE p. 20, #70 Notate variations on Hot Buns Essential Elements Book 1 Teacher’s Manual Listening Skills - pp. 48, 65, 95, & 102
Special Written Exercise: EE p. 19 - violin, cello only Compose Compose music that demonstrates creativity. Create an arrangement for an appropriate performance medium. Aural Observation: Original rhythm raps modeled after EE pp. 20, 21 Original solo over chord progression in Bile ‘em Cabbage Down, EE pp. 22, #89 Essential Elements Book 1 Teacher’s Manual pp. 113-119, 132 RESPOND: Standard 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. Standard 7.0 Evaluating: Students will evaluate music and music performances. Vocabulary Describe musical examples appropriate vocabulary/terminology. Analyze specific events in a given musical example. Differentiate between correct and incorrect pitch and rhythm. Use of Intonation Word wall activities with current vocabulary Aural assessment: (individual and group listening skills) EE pp. 6, 10, 16, 17 Play exercises at varying tempi Smart Music and Bloggie recordings (Student Check intonation with electronic tuner. Essential Elements 2000 Student Book 1 Essential Elements Book 1 Teacher’s Manual Listening Skills - pp. 48, 65, 95, 102 Gaggletube: Full digital videos and recordings of studied pieces/composers Essential Elements Teacher Resource Kit Self- Assessment Rubric on p. 135 Listening Evaluate the quality and effectiveness of one’s own and another’s performance selected criteria. WTSBOA solo/ensemble or concert festival judges sheets Analyzing Identify and explain how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Discuss the role of technology in creating, producing, and listening to music. Performance with conductor direction Performance with student conductor Demonstrate Phrase structure and form Aural/Visual Observation: Perform at varying tempi led by teacher and student conductors Identify individual phrases in performance music. CONNECT: Standard 8.0 Interdisciplinary Connections: Students will illustrate how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Standard 9.0 Historical and Cultural Relationships: Students will compare and contrast various historical backgrounds and related music genres Instrument Care Demonstrate proper instrument care and maintenance. Visual Observation: Student care of instrument during class Written quiz on instrument maintenance Essential Elements 2000 Book 1 and CD
Discuss the role of music in society throughout history. information in a cumulative student portfolio. Place biographical information in a cumulative student portfolio. Self-Assessment of individual, outside practice and preparation QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES PERFORM: Standard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Harmony Demonstrate an understanding of harmony through singing musical examples of at least two parts in complexity. Visual Observation: Student care of instrument during class Oral quizzes on EE “gold box” items Essential Elements 1 Teacher’s Manual Position Evaluation Rubric, p. 27 Orchestra Class Progress Report, p. 28 Orchestra Class Interim Report, p. 29 Essential Elements 1 Teacher’s Resource Kit – Written Assessments Unit 4 – pp. 108, 109 Unit 5 – pp. 110, 111 Unit 6 – pp. 112, 113 Comprehensive – pp. 116, 117 Technique Demonstrate proper instrument care and maintenance. Demonstrate continuing tonal development and an understanding of a characteristic tone quality. Demonstrate fundamental technique on one’s instrument. Performance Assessment: Select from: Essential Elements Student Book 1 p. 27, #102 p. 28, #107 p. 29 (ties and slurs) p. 30 #116 p. 31, #119-124 Essential Elements 1 Resource Kit p. 27, #102 - Resource Kit Rubric p.129 p. 28, #107 - Resource Kit Rubric p. 130 p. 34, #139 – Resource Kit Rubric p. 131 p. 39, #166 – Resource Kit Rubric p. 132 ties and slurs quiz Essential Elements 1 Teacher’s Manual
p. 39, #166 p. 40, #168, #169-172 p. 41, #176, #177-180 p. 42, #182, 183-187 pp. 43-46 (teacher’s choice) Visual Observation: Demonstration of 4/4 & ¾ conducting patterns, EE p. 27-28 Large group assessment: Holiday Concert Video students as they are in the early stages of preparing for this event compared to concert ready for this event to place in your portfolio. Have students reflect on their performance using the “Student Self Assessment” form on p. 135 of the Teacher Resource Kit. Place in portfolio. group assessment: chamber groups Individual assessment: solos - Student Rubric in Resource Kit, p. 135 All other performance assessments use Performance Evaluation Rubric, p. 31 Essential Elements 1 Teacher Resource Kit p. 135 – “Student Self Assessment Concert Performance” form CREATE: Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines. Improvise Improvise a simple rhythmic solo, through the medium of a traditional ensemble. Experiment with variations on a melody or rhythm. Improvise a solo over a given chord progression, through the medium of a traditional ensemble. Video or record samples of students improvising and place in portfolio. Aural Assessment: Individual and group listening skills – Call/Response Essential Elements 2000 Student Book 1 pp. 26, 32, 33, 36, 38 Improvise a rhythmic variation on EE p. 35, #142. Improvise a rhythmic variation on The Birthday Song, EE p. 35 #143. Written Assessment: EE p. 28, #107 Notate Banana Boat Song in ABA form. Notate selected tunes in D Major and D minor Essential Elements 2000 Student Book 1 pp. 26, 32, 33, 36, 38 Essential Elements Book 1 Teacher’s Manual – Listening Skills pp. 139, 173, 179, 196, 207 Essential Elements Book 1 Resource Kit – p. 130 Smart Music Interactive Software
Identify Students will be able to identify a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Students will compare and contrast works of the same genre or style. Place samples of student work in your portfolio. Observation: Perform at varying dynamic levels led by a conductor. Identify individual phrases in performance music. Identify tunes from EE Book I which appear in Book 2 in different keys Large Group Assessment: WTSBOA Orchestra Concert Festival - Rubrics on wtsboa.com Small Group Assessment: WTSBOA Solo & Ensemble Festival - Rubrics on wtsboa.com Individual Assessment: WTSBOA Solo & Ensemble Festival - Rubrics on wtsboa.com Digital EE2000 Book 2 and CD concert festival and solo & ensemble festival rubrics. CONNECT: Standard 8.0 Interdisciplinary Connections: Students will illustrate how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Standard 9.0 Historical and Cultural Relationships: Students will compare and contrast various historical backgrounds and related music genres Compare Students will be able to compare arts disciplines from a particular historical period or style including various American music genres. Place a sampling in your portfolio. Visual Observation: Student care of instrument during class Aural Assessment: Sing selected exercises with note and/or solfege syllables. Sing Oh! Susannah, Mockingbird, and Tom Dooley (Lyrics inEE Teacher’s Manual, p. 288) Aural observation: Identification of a folk song’s origin Identification of a classical melody’s era Compare and contrast examples of nationalistic music from different countries. Connection: EE2000 Book 2 EE2000 Book 2 Teacher’s Manual, p. 288