Acknowledgments The writing team that created Music Standards of Learning: Instructional Strategies and Correlations gratefully acknowledges and sincerely thanks Prince William County Public Schools for providing leadership and expertise in the development of this document. Project Director Cheryle C. Gardner Principal Specialist of Fine Arts Virginia Department of Education Project Consultant Joyce S. Zsembery Prince William County Public Schools Editor/Consultant Bruce B. Stevens Writer/Editor, CTE Resource Center Instructor in Music, University of Richmond Editor Taylor B. Mooney Writer/Editor, CTE Resource Center Writing Team Meredith L. Airaghi Montgomery County Public Schools Jessica S. Backer Newport News Public Schools Susan D. Bowles Salem Public Schools Cristin L. Cini Loudoun County Public Schools Susan W. Dommer Prince William County Public Schools Alison S. Gaston Lynchburg Public Schools Karyn J. Kelsey Prince William County Public Schools Annabelle L. Luebke Loudoun County Public Schools Candice G. Sheppard Powhatan County Public Schools Mary M. Slack Colonial Heights Public Schools Carla D. Stanley Gloucester County Public Schools Ernest T. Stokes IV Chesapeake Public Schools Tahn M. Van Richmond Public Schools Nikki E. Waicul Bedford County Public Schools Sarah A. Wilson Mecklenburg County Public Schools Benjamin R. Woosley Halifax County Public Schools Sherry L. Wozniak Isle of Wight County Public Schools Dr. Robin M. Yohe Chesterfield County Public Schools
Standards of Learning Correlation Chart Music Standards of Learning 2013 English Standards of Learning 2010 History and Social Science Standards of Learning 2008 Mathematics Standards of Learning 2009 Science Standards of Learning 2010 1.1 1.2 1.2 1.9 1.1 1.3 1.3 1.4 1.1 1.1 1.5 1.17 1.6 1.17 1.7 1.17 1.8 1.2 1.9 1.2 1.10 1.10 1.11 1.10 1.12 1.2 1.13 1.1 1.14 1.8 1.15 1.10 1.16 1.11 1.17 1.7
Music Standard 1.3 The student will sing a variety of songs alone and with others, including 1. matching pitches, using the head voice; and 2. singing three-pitch (sol-mi-la) songs, using echo and ensemble singing. Strand Performance Goals Develop understanding of music through musical experiences including singing, playing instruments, performing, composing, listening, and responding to music with movement. Develop the ability to read and notate music. Demonstrate awareness of and responsibility for the safe and responsible use of materials, equipment, methods, and technologies. Demonstrate understanding of the relationship of music to history and culture. Make connections between music and other fields of knowledge. Instructional Strategies Music Standard 1.3 Direct students to echo sol-mi-la melodic patterns vocally, matching pitches. Have students sing sol-mi-la songs, using their head voices. Have students follow iconic representations of sol-mi-la patterns and solfege hand signs. Have students sing a repertoire of age-appropriate songs that use sol-mi-la patterns. Have students accompany singing with nonpitched instruments. Vocabulary chant, clap, echo, ensemble, pat, percussion, sing, snap, song, stomp Materials Patriotic songs and visuals, recordings or other accompaniment resources, pitched and nonpitched percussion instruments, icons to be used as pictorial symbols for music notation Related Academic Standard of Learning History and Social Science Standard 1.3 The student will discuss the lives of people associated with Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July). Instructional Strategies Have students use sol, mi, and la pitches to sing questions and answers associated with Presidents’ Day, Columbus Day, and/or Independence Day. Have students sing a repertoire of patriotic songs associated with Presidents’ Day, Columbus Day, and/or Independence Day. Have students create chants, using sol, mi, and la pitches from names and facts related to national holidays.