K-12 PERFORMING ARTS CURRICULUM TIMELINES[1]
K-5 Vocal Music
Course | September | October | November | December | January | February | March | April | May | June |
Kindergarten | Distinguish Speaking & Singing voice Vocal exploration Action Songs Fingerplay rhymes | Echo songs Introduce Call & Response singing Maintaining Steady beat (student initiates beat) Stationary circle games What is a Conductor/Composer Begin Carnival of the Animals by Camille Saint-Saens | Distinguish High & Low sounds Independent singing Stationary circle games while singing
| Distinguish Fast & Slow Moving circle games Student led singing while performing motions to action songs | Distinguish Loud & Soft Games involving different movements independence | Macrobeat & Microbeat Introduce rhythm instruments and use with previously learned rhymes and songs | Body Percussion Introduce xylophone by playing previously learned call and response songs | Introduce solfege syllables Mi-Re-Do Aurally/orally independent songs sung earlier in the year. | Concert Preparation | Flag Day Performance |
First Grade | Matching pitch through echo songs Solfege syllables Mi-Re-Do | Independent singing using songs with tone set Do-Re-Mi Echo Solfege patterns Introduce Rhythm of quarter note and two eighths 2/4 | Concert Preparation Echo Rhythm patterns Listening and learning about Classical composers | Continue with Holiday Performance preparation Holiday Performance | Decode songs and tonal patterns using Do-Re-Mi Decode songs and rhythm patterns | Read songs and tonal patterns using solfege syllables. Read rhythm of songs and patterns | Continue reading rhythm Introduce quarter rest Form: How many parts do you hear in this song | Xylophones independent and group playing. Writing and creating rhythm patterns and songs using quarter and two eighth notes. | Beginning line dancing. | Play xylophones and rhythm instruments, singing and performing dances together as a class ensemble |
Resources K-1 | First Steps In Music: John Feierabend The Book of Pitch Exploration The Book of Call and Response The Book of Beginning Circle Games The Book of Echo Songs The Book of Children’s Song Tales The Book of Songs and Rhymes with Beat Motions Jump Jim Joe: Peter & Mary Alice Amidon Rise Sally Rise: Peter and Mary Alice Amidon | |||||||||
Second Grade | Vocal Warm-ups for Tone Production: Solfege: Do-Re-Mi- So Review quarter and two eighth note rhythm.
Introduce quarter rest | Independent singing songs with tone set Do-Re-Mi- So focus on pitch accuracy through echo songs and independent singing | Introduce canon singing using two parts. Terms: Canon and Unison Listening and learning about famous women composers Echo tonal patterns Introduce rhythm of dotted quarter and three eighth notes. 6/8 | Form: using songs we have learned so far. How many parts do you hear to the song? Are the parts similar or different? Decode tonal patterns and songs Echo rhythm patterns and songs | Folk Dances of different cultures using independent movements while focusing on singing. Read tonal patterns and songs. Decode rhythm patterns and songs. | Concert preparation Read rhythm patterns and songs | Music in Our School Performance | Introduce solfege LA’ Do-Re-Mi- So-La’ Echo patterns and learn songs with this new tone set. write and create patterns using rhythms previously learned. | Major/Minor: listening and distinguishing between them. | Orff Ensemble Performance Skills |
Third Grade | Introduction to Recorder: Proper playing position, articulation, breathing *throughout this recorder unit all notes will be learned in conjunction with solfege syllables and singing* | Introduce notes G-A-B Fingerings exercises using these notes in patterns. Hot Cross Buns Listening: The Broadway Musical | Locate G-A-B on staff. Line notes and space notes Introduce new song using G-A-B. Continue with learning about the different aspects of a musical | Introduce new note D’ Introduce new song using G-A-B-D’ | Introduce new note E’ Introduce new song using G-A-B-D’-E’ Continue reading patterns and songs on the musical staff. | Introduce new notes low (D & E) Introduce new song using D,-E,-G-A-B-D’E’ | Concert Preparation | Recorder Performance | Introduction to Instrument Families Listen and watch recordings of different instruments. | Discuss different options for Band and Orchestra in fourth grade Review each option and help facilitate what they would like to play |
Fourth Grade | Vocal warm-ups Solfege: Do-Re Mi-So-La Two part canon singing Listening: Jazz | Listening: Jazz Read bc patterns and songs using Do-Re-Mi- So-La Introduce Low So Independent singing Skips, steps & leaps Note reading strategies Time signature, measures, double bar, repeat symbols -Continue Jazz | Movie composers Xylophones: Ensemble playing pentatonic scale Start playing songs and patterns in C pentatonic Improvisation using Call and Response. | Playing songs and improvising in G Pentatonic Continue note reading strategies. Music in the movies: How music affects film. Listen to different movie composers. | Playing songs and improvising in F Pentatonic Playing and singing songs in canon How to follow the conductor (entrance, breath & cut off cue) | Listening: choral music Introduce Low LA Line Dancing | Ensemble singing strategies (listening, Blending, not oversinging) Begin Concert preparation | Concert Preparation | Spring Concert | Line Dancing with xylophones and recorders |
Resources 2-4 | Conversational Solfege: Books 1-3 John Feierabend The Book Of Canons: John Feierabend 150 Rounds For Singing and Teaching: Ed Bolkovak | |||||||||
Fifth Grade | Solfege: Full Major Diatonic:New syllables FA & TI Echo & Decode patterns Singing posture, breath support | Read tonal patterns sing three part canons Review notation/symbols on staff (G Clef, time signature, key signature) Review placement of solfege syllables on staff | Introduce Partner songs Identify skips and steps in music | Two-Part Choral Music Reading Review how to read vocal lines in their music | Read tonal and rhythmic patterns individually and as an ensemble | Listening: Variety of Choral works Continue working on reading skills Review how to follow the conductor (conducting cues) | Review ensemble singing strategies (listening, Blending, not oversinging) Concert & Graduation Preparation | Concert & Graduation Preparation | Concert & Graduation Preparation | Spring Concert & Graduation |
Resources K-5 | Sail Away 155 American Folk Songs to Sing Read & Play: Eleanor G. Locke 150 American Folk Songs to Read & Play: Peter Erdei, Katalin Komlos Step It Down: Games, Plays, Songs & Stories From the Afro American Heritage Bessie Jones, Bess Lomax Hawes Music For Children: Orff Schulwerk Orff Instrument Source Book: Elizabeth Richols Des Colores and Other Latin American Folk Songs for Children: Jose’-Luis Orozco Vamos A Cantar: Faith Knowles Bethsnotesplus.com | |||||||||
ES Band (4th and 5th)
(All skills and content are cumulative and consistently repeated and reinforced throughout 4th and 5th grade.)
Course | September | October | November | December | January | February | March | April | May | June |
Fourth Grade Band | Instrument distribution, introduction to parts of the instruments, proper care, proper playing position, posture, instrument/mouthpiece cleaning and care, beginning embouchure development/sound production | Review proper playing position, introduce note reading on the staff using Mi, Re, Do in Bb concert for each instrument, reinforce correct hand position, review tone production, introduction of sustained vs. articulated notes, basic elements of music and music symbols | Review playing position, idiomatic tone production, fingerings, and note recognition utilizing folk songs and original melodies, add Fa and Sol, introduction of Bb Concert 5 note pattern | Utilizing folk songs and original melodies, using quarter notes, half notes, whole notes, quarter rests and half rests, continue to review the basic elements of music and music symbols, playing position, idiomatic tone production, fingerings, and note recognition on the staff for Do, Re, Mi, Fa, Sol, in Bb concert | Introduction of eighth notes, introduction of low Ti, play simple melodies utilizing five and six notes. | Review notes on the staff for low Ti-Sol in Bb concert, continue playing the Bb concert 5 note pattern using a variety of rhythmic patterns, create new patterns utilizing the six notes (low Ti-Dol) in Bb concert, review simple melodies, introduce appropriate skill level repertoire for the grade four spring concert in June | Warm-ups in Bb concert using a variety of rhythmic patterns, addition of La to repertoire of notes, continue learning the chosen appropriate skill level repertoire for the grade four spring concert | Warm ups in Bb concert utilizing 7 available pitches using isolated rhythmic patterns in correlation with the varied concert repertoire, continue practice on the grade four spring concert selections | Practice all concert repertoire for the spring concert as a full ensemble using Bb concert warm-ups and focus on posture, building endurance to play through all the pieces, learning to play successfully as an ensemble, in tempo, with good intonation, tone quality, watching the conductor, listening, and staying together as a group | Full ensemble practice for the spring concert, participation for all students in the performance, self-reflection and assessment of the students’ concert performance, instrument collection |
Fifth Grade Band | Instrument distribution, review proper care of instrument, reinforce proper instrument playing position (sitting/standing), left and right-hand position, posture, warm up patterns, review of Bb concert patterns utilizing simple melodies. | Addition of high Ti and hi Do to note repertoire, focus on good intonation and proper tone, learn a diverse variety of melodies in Bb concert at varying levels of skill development, review the basic elements of music and music symbols
| Focus on accuracy, intonation, proper tone, addition of Fi to note repertoire, introduce a musical selection utilizing both Fa and Fi to develop note reading, accidental reading and technical facilities | Play Bb concert scale warm-ups with attention to good tone production and intonation, introduce C concert 5 note pattern, focused attention on reading , accuracy of notes and rhythms, focus on performing in two and three part harmony through use of scales and canons | Explore rhythm patterns from the selected repertoire and play the patterns in the scale warm-ups, continue to improve overall note reading and playing facility, begin working on selected musical repertoire in several parts for the Spring concert | Scale warm-ups utilizing rhythm patterns from the selected repertoire, work to improve individual and ensemble skills with addition of an additional concert repertoire selection at a appropriate level for the ensemble | Prepare for the grade five spring concert in June honing skills on first two selections and adding more selection(s) as technical facility allows, focus on rhythm, accuracy, intonation, tone quality, ensemble, foster the importance of working together as a team for a successful performance | Continue practice on fifth grade concert repertoire with focus on aspects of excellence in musical performance (ex. rhythm, intonation, tempo, tone production, musical interpretation) | Practice concert repertoire for the spring concert as a full ensemble, use scale warm-ups and focu on posture, endurance in playing through all the pieces, continue working to play successfully as an ensemble/ watching the conductor, rhythm, tempo, accuracy of notes, listening to each section, playing together as a group | Practice for the spring concert as a full ensemble, participation in the performance for all students, self-reflection and assessment of the students’ performance, instrument collection |
Resources: Name of Resource | Description of Resource |
Accent on Achievement, Book 1 | Beginning Band Method Book (mixed group instruction) |
Music literacy and fingering practice tools | |
Varied materials and videos for band, including fundamentals, practice tips , and play-alongs | |
Insights into Teaching Strings While Embracing Diversity | |
New York State School Music Association: Resource for Information for County Festivals and Events | |
Westchester County School Music Association County Unit of NYSSMA | |
Unlimited sight reading exercises for all ability levels | |
Teaching and learning resources. | |
Web based suite of music education tools and interactive digital music library. | |
Varied repertoire for all instruments and ensembles, suitable for group instruction, festivals, auditions, concerts | |
US Military Academy, West Point Band | West Point Band recordings of band literature and educational resources |
Recordings, video and educational resources for band |
ES Orchestra (4th and 5th)
Course | September | October | November | December | January | February | March | April | May | June |
Fourth Grade Orchestra | Instrument distribution, introduction to parts of the instrument proper care of instrument, proper instrument holding position, left and right-hand position, posture, instrument care, bow exercises, play open strings melodies using pizzicato and bow | Review proper position for instrument and bow, introduce finger patterns on the D string along with note-reading on the staff, reinforce correct left-hand position, learn simple folk melodies using notes on the D string with pizzicato, play open string melodies with the bow, learn about the basic elements of music and music symbols | Review proper position for instrument and bow, introduce finger patterns and notes on the staff on the A string with correct left-hand position, learn simple folk melodies using notes on the D and A strings, review open string melodies using pizzicato and the bow, reinforce good tone production, continue to review the basic elements of music and music symbols | Review proper playing position for left- hand, right-hand, bow exercises, review notes on the staff and finger patterns for notes on the D and A string, introduce the D scale using quarter notes, review simple folk melodies on the D and A strings pizzicato, and then with the bow, continue to review the basic elements of music and music symbols | Continue to work on proper playing position for left- hand, right-hand, bow exercises, review notes on the staff and finger patterns for notes on the D and A string, review the D scale using rhythm patterns with quarter notes and eighth notes, play simple folk melodies on the D and A strings using the bow, discuss NYSSMA Festival procedures with students | Review notes on the staff and finger patterns for notes on the D and A string, continue playing the D scale using a variety of rhythmic patterns, review simple folk melodies on the D and A strings with the bow Introduce appropriate skill level repertoire for the grade four spring concert in June, collect forms for NYSSMA participants | Warm-ups playing the D scale using a variety of rhythmic patterns, continue learning the chosen appropriate skill level repertoire for the grade four spring concert, NYSSMA participants work on chosen repertoire and perform their pieces, | Play additional Major scales using isolated rhythmic patterns in correlation with the varied concert repertoire, continue practice on the grade four spring concert selections, NYSSMA participants continue to work on chosen repertoire and perform their pieces | Practice all concert repertoire for the spring concert as a full ensemble using scale warm-ups and focus on posture, building endurance of skills to play through all the pieces, learning to play successfully as an ensemble, in tempo, with good intonation, tone quality, watching the conductor, listening, and staying together as a group | Full ensemble practice for the spring concert, participation for all students in the performance, self-reflection and assessment of the students’ concert performance, instrument collection |
Fifth Grade Orchestra | Instrument distribution, review proper care of instrument, reinforce proper instrument holding position, left and right-hand position, posture, bow exercises, learn a variety of diverse tunes on the D and A string | Review Major scales using a variety of rhythm patterns, focus on good intonation and proper tone, learn a diverse variety of melodies on the D and A string at varying levels of skill development, review the basic elements of music and music symbols
| Continue playing Major scales using a variety of rhythm patterns, focus on accuracy, intonation, proper tone, introduce a musical selection in five parts in correlation with the grade five concert repertoire | Play scale warm-ups with attention to good tone production and intonation, introduce another orchestra selection in more than one part in correlation with the grade five concert repertoire, introduce note reading on all four strings as correlated to the repertoire, accuracy of notes and rhythm, focus on all of different instrument parts playing together | Explore rhythm patterns from the selected repertoire and play the patterns in the scale warm-ups, continue to improve overall skills on the concert repertoire and add selections with more than one part as part as students are ready, introduce NYSSMA procedures | Continue playing scale warm-ups using rhythm patterns from the selected repertoire, work to improve individual and ensemble skills in the varied concert repertoire at the appropriate level, collect forms for NYSSMA participants | Prepare for the grade five spring concert in June, focus on rhythm, accuracy, intonation, tone quality, ensemble, foster the importance of working together as a team for a successful performance, NYSSMA participants work on chosen repertoire and perform their pieces | Continue practice on fifth grade concert repertoire wyingith focus on aspects of excellence in musical performance (ex. rhythm, intonation, tempo, tone production, musical interpretation), NYSSMA participants continue to work on chosen repertoire and perform their pieces | Practice concert repertoire for the spring concert as a full ensemble, use scale warm-ups and focu on posture, endurance in playing through all the pieces, learn to play successfully as an ensemble/ watching the conductor, rhythm, tempo, accuracy of notes, listening to each section, playing together as a group | Practice for the spring concert as a full ensemble, participation in the performance for all students, self-reflection and assessment of the students’ performance, instrument collection |
Resources: Name of Resource | Description of Resource |
Essential Elements for Strings/Manual Book 1 | Beginning Method Book Teacher Guide for Small Group Instruction |
Essential Elements for Strings/Teacher Resource Kit | Supplemental Materials for Small Group Instruction |
Extensive teaching resources for orchestra lessons for all levels of instruction | |
Resources and Ideas for the 21st Century String/Orchestra Classroom | |
Varied materials for orchestra including fundamentals, practice tips , and play-alongs | |
Insights into Teaching Strings While Embracing Diversity | |
New York State School Music Association: Resource for Information for County Festivals and Events | |
Westchester County School Music Association County Unit of NYSSMA | |
Strategies for Teaching Strings | Guide to strategies for building a successful string and orchestra program |
Teaching Strategies for More Inclusive Practices for Strings Students - NAfME | |
Resource Library - Teacher Resource Center | Southwest Strings | Essential Resources and tools for teaching success in orchestra class |
Extensive repertoire for all instruments suitable for group instruction, festivals, auditions, concerts | |
String repertoire for all instruments suitable for group instruction, festivals, auditions, concerts | |
Music learning software for utilization of method books, arrangements, ensembles, and sight-reading at all levels of instruction to facilitate focused practice, assessment, and immediate feedback |
MS/HS Band
Course | September | October | November | December | January | February | March | April | May | June |
Sixth Grade Band | Review of practices learned in ES - Assessment test to see what students know Posture, instrument care, playing concert Bb music, scales and exercises. Ensemble balance, working with counter melodies and rhythms. Advanced instrument care: how to properly maintain your instrument | Introduce new concepts, Phrasing, balance, Intonation, literature, and techniques for ensemble playing. Review key/time signature, and musical symbols and language such as enharmonics. Learn chromatic scale, and begin pieces that display knowledge of above | Emphasize the importance of dynamics and tempo. Build consistent ear-training. Ensemble balance and preparation for winter concert. | Students should be able to assess themselves as well as the ensemble. Concert etiquette and concentration on ensemble playing Perfect concert music and play in concert. Assess concert from video. | Introduce new rhythms, ranges and scales through examples and performance. Continue to stress techniques to improve as individuals | Solo work and Nyssma preparation.. Choose music for performance | Learning Concert Music Advanced instrument care: how to properly maintain your instrument | Learning Concert Music | Prepare Concert Introducing music to push boundaries of playing. Play longer, more difficult works. | Set clear goals on how to maintain your musicianship outside of the ensemble. Review advanced instrument care for Summer Playing |
Resources | ||||||||||
Seventh Grade Band | Analyze previous year’s ensemble work - concert videos. Play previous year literature and discuss our position as an ensemble and direction we would like to take | Ensemble work pushing dexterity, articulation, range, and tone. Begin repertoire build and start students on a sight reading journey. | What makes a good performance Students will learn to conduct their ensembles focusing on control and tempo. Knowing mixed meter and tempo changes. | Perfect Concert Music and perform in concert. Group instrument clean and care. | Continue Ensemble work pushing dexterity, articulation, range, and tone through more advanced literature. Introduce longer form pieces | Analyze: What are the groups/individual successes/failures? Finding /Playing shorter music that compliment the strengths of the group in order to build repertoire. | Performance practices - heavy concentration on exact interpretation of the page. Making decisions about repertoire and how to better pieces we already play. | Learning Concert Music | Play Concert Introducing music to push boundaries of playing. | Set clear goals on how to maintain your musicianship outside of the ensemble. |
Resources |
Eighth Grade | With a split of a (a)higher/(b) lower performing musicians, there will be different goals. Analyze previous year’s ensemble work - concert videos. Play previous year literature and discuss our position as an ensemble and direction we would like to take | (a) Learn how to succeed on your own as a musician. Advanced techniques and practices in reading and counting. Begin more difficult literature. (b) Reviewing keys, scales, and concepts from 6,7 grade in order to give players more confidence as instrumentalists | (a) Continue to push concepts in reading, and playing. Playing more open form music. (b) Build a repertoire of songs that promote a strong ensemble sound Students will work in small groups and prepare chamber music for the holidays. | (a + b) Perfect Concert Music and perform in concert. Group instrument clean and care | (a) Introduce small ensemble playing, by having groups of students prepare pieces in smaller groups. (b) Push boundaries in reading, tone, and individual technique to ready players for HS Band | (a+b) Project in either composition,conducting, performance outside of your band instrument Performances or expositions or projects | (a+b) Decide concert program and learn concert music | Learning Concert Music | Play Concert Reviewing, analyzing and playing repertoire over the years. Ensemble review over 3 years. | Decide placement for High School. Auditions for different bands. How to continue as a musician past Middle School as an individual. |
Resources |
High School Honors Band | Figure out sound, strengths/weaknesses of our group through playing various short literature.. Make decisions about the kind of ensemble we can be. | Introduce and perform much higher level pieces. Discuss why pieces are certain levels. Learn various musical literature | Decide on pieces for December performance. Analysis of concert music. Style, form, instrumentation. Students will have to conduct sections of the piece for their ensemble. Talk about Alumni Pieces | Perfect Concert music and play concert Begin much larger piece for May Concert | Small group sectionals rotated within the class. Brass quarters, woodwind groups, percussion groups. | Repertoire build! Learn to play many different songs in different styles. Analyze performance techniques to correctly realize different types of music. Talk about trips and NYSSMA and expectations. | Talk about composition and arranging. Students will write and arrangement for a small group and perform it. Cleaning up concert rep. | Concert Begin Memorial Music. Discuss Memorial Day music. Students should vote and have a say. | Memorial Day Music. | Introducing music to push boundaries of playing. |
High School Concert Band | Review basics of ensemble playing and good performance practices. Figure out sound, strengths/weaknesses of our group through playing various short literature.. Make decisions about the kind of ensemble we can be. | Pushing individual growth by introducing new scales, techniques, and concepts not seen in MS. Begin larger piece for Spring and smaller pieces for Winter concerts. | Decide on pieces for December performance. Learn concert music. | Perfect Concert music and play concert | Composition Project - learn basics of composing, notation. Hand out NYSSMA pieces. All students must learn a nyssma piece based on their level. This will act as a midterm. | Learn to play in different styles. Analyze performance techniques to correctly realize different types of music. Talk about trips and NYSSMA and expectations. | Using techniques that we have learned, assess and critique concert band rep as we prepare for our spring concert. Have students assess themselves from videos. | Contemporary music Project: Introduce contemporary music (either on or off instruments) constructing instruments, composing, using technology in music | ||
Resources | ||||||||||
MS/HS Orchestra
Course | September | October | November | December | January | February | March | April | May | June |
Sixth Grade Orchestra | Review and refine proper left and right hand first position Use self-reflection, critical thinking and questioning processes to develop proper posture and musical outlook. Consider the meaning of being in an ensemble, and strategies for becoming a productive member. | Use fine tuners to tune along with a reference pitch or digital tuner.
Rhythms: whole, half and quarter notes TIme Signatures: 4/4 2/4 Cut time Use of metronome to strengthen part and section Monitor progress using practice logs and in -class video evaluations Note reading skills relate to performance repertoire | Independent learning skills: self-correction, reflection, peer feedback. Introduction to cooperative learning Leadership skills Using critical thinking skills to analyze personal and professional recordings Individual and collective responsibilities associated with performance Dynamics and ensemble balance | Use of bow pressure and speed to vary timbre Work in sectionals on music for Winter Concert Use metronome as tool for increasing speed and rhythmic accuracy Create dynamic range of piano through forte Concert etiquette | Innovation Project: As a group, deconstruct a simple piece, reconstruct it in a creative way, and perfor the resulting work Optional: Select solo to play in NYSSMA Festival | Two and four-note slurs Strategies for drawing a bow stroke that remains parallel to bridge Bow distribution: Strategies for playing at any place on bow (frog, middle, tip) | Students select theme for spring concert and repertoire to reflect theme Students research theme to better understand theme’s relationship to music history and culture Students set musical and performance goals for themselves and the ensemble | Concept and skills extracted from concert music: Keys, time signatures, performance practices and style characteristics | Prepare music for Spring Concert, solo recital (optional) and eighth grade graduation | Concert Performances Reflection and self-critiques |
Course | September | October | November | December | January | February | March | April | May | June |
Seventh Grade Orchestra | Students select theme for Winter Concert and repertoire to reflect theme Students research historical and cultural elements of theme Students set group and personal musical and performance goals Reflect on the responsibility for being a positive and contributing member of the orchestra | Two-octave C, G and D Major Subdividing beats and internal pulse Two and four note slurs Rhythms: whole, half, quarter, eighth and 16th notes Count syllables in 4/4, 2/4, ¾, and 6/8 meters Dynamic range: pp-ff, crescendo and decrescendo Articulations: staccato, tenuto, accents Using a metronome to ensure rhythmic accuracy Rehearse repertoire for December | Cooperative learning strategies Students develop personalized practice schedules to support their learning and development Section leader and peer teacher roles are explored and developed Professional recordings are used as guide to inform musical growth and development | Students analyze technical requirements of concert music and create strategies for developing the required skills Using a metronome as tool for increasing performance tempos Section and balance Performance etiquette Practice logs, class playing evaluations, and recordings as tools for providing insights into progress Winter Concert | Innovation Project: As a group, create a simple soundtrack and perform the resulting work Optional: Select solo to play in NYSSMA festival | Introduction to vibrato Two, four, six and eight-note slurs Chromatic scale Introduction to half, third and fourth positions | Innovation Project: As a group, create a simple soundtrack and perform the resulting work Optional: Select solo to play in NYSSMA festival | Introduction to vibrato Two, four, six and eight-note slurs Chromatic scale Introduction to half, third and fourth positions | Prepare music for Spring Concert, solo recital (optional) and eighth grade graduation | Concert Performances Reflection and self-critiques |
Course | September | October | November | December | January | February | March | April | May | June |
Eighth Grade Orchestra | Students select theme for Winter Concert and repertoire to reflect theme Students research historical and cultural elements of theme Students set group and personal musical and performance goals Reflect on the responsibility for being a positive and contributing member of the orchestra | Two-octave C, G and D Major, d and a minor, and chromatic scales Subdividing beats and internal pulse Two, four, six and eighth note slurs Rhythms: whole, half, quarter, eighth and 16th notes Count syllables in 4/4, 2/4, 3/4,6/8, 9/8 and 12/8 meters Dynamic range: pp-ff, crescendo and decrescendo Articulations: staccato, tenuto, accents Using a metronome to ensure rhythmic accuracy Rehearse repertoire for December | Cooperative learning strategies Students develop personalized practice schedules to support their learning and development Section leader and peer teacher roles are explored and developed Professional recordings are used as guide to inform musical growth and development | Students analyze technical requirements of concert music and create strategies for developing the required skills Using a metronome as tool for increasing performance tempos Section and balance Performance etiquette Practice logs, class playing evaluations, and recordings as tools for providing insights into progress Winter Concert | Innovation Project: As a group,a simple piece, reconstruct it in a creative way, and perform the resulting work Optional: Select solo to play in NYSSMA festival | Develop control of the speed and width of vibrato Two, four, six and eighth-note slurs Introduction to half, third and fourth positions, finger patterns; introduction to second and fifth positions | Innovation Project: As a group, create a simple soundtrack and perform the resulting work Optional: Select solo to play in NYSSMA festival | Concept and skills extracted from concert music: Keys, time signatures, performance practices and style characteristics | Prepare music for Spring Concert, solo recital (optional) and eighth grade graduation | Concert Performance Solo Recital optional) HS Graduation Reflection and self-critiques |
Course | September | October | November | December | January | February | March | April | May | June |
High School Orchestra | Performance How do musicians improve the quality of their performance? How do performers interpret musical works? How do we discern expressive intent? How do we judge the quality of musical work(s) and performance(s)? How does a musician convey artistry in a public performance? How does understanding the structure and context of musical works inform performance? When is a musical work ready to present? Reflection How do individuals choose the music that they wish to experience? How does music deepen our understanding of ourselves, promote creative expression, and encourage productive collaboration? How does music help us understand the lives of people of different times, places, and cultures? How does music help preserve personal and cultural insights and values? How does understanding the structure and context of music inform a response? What inspires and informs the creative work of musicians? | Creativity How do musicians generate creative ideas? How do musicians make creative decisions? How do musicians improve the quality of their creative work? When is creative work ready to share? | Performance How do musicians improve the quality of their performance? How do performers interpret musical works? How do we discern expressive intent? How do we judge the quality of musical work(s) and performance(s)? How does a musician convey artistry in a public performance? How does understanding the structure and context of musical works inform performance? When is a musical work ready to present? Reflection How do individuals choose the music that they wish to experience? How does music deepen our understanding of ourselves, promote creative expression, and encourage productive collaboration? How does music help us understand the lives of people of different times, places, and cultures? How does music help preserve personal and cultural insights and values? How does understanding the structure and context of music inform a response? What inspires and informs the creative work of musicians? | Reflection Growth as a leader, engaged citizen, critical thinker and innovator Portfolio Reflection Graduation Preparation | ||||||
--------------- Preparation for December Concert --------------- ---------- Optional: Preparation for November Recital ---------- ------ Optional: Preparation for Community Service Event ------ | Creativity Project | ---- Preparation for NYSSMA Major Organization Festival --------------------- Preparation for Spring Concert ------------------ ------ Optional: Preparation for NYSSMA Solo Festival ----- ------------ Optional: Preparation for Baccalaureate ------------ | ||||||||
MS/HS Chorus
Course | September | October | November | December | January | February | March | April | May | June |
Sixth Grade Chorus | Vocal technique (embouchure breathing, posture) Pre-test to differentiate learning. (counting, solfege, symbols and terms) | Using folk music, canons/rounds and choral literature selected for the Winter Concert, students will: Rhythmic skills/Time Signatures: Counting and dictation (quarter, half, eighths, tied notes, rests)
Melodic skills: Aural/oral (inner hearing) and Musical Staff understanding of the pentatonic scale, tonic triad, and clefs (do, Treble, Bass and C Clef); understanding and sight-reading of skips, steps and repeats Score Reading: Ascending and descending steps, skips, leaps (use legend) Symbols and Terms: Dynamics and Tempo. Score Reading: Students will understand/identify: measures and measure numbers, systems, bar lines, time signatures, key signatures. Vocal Technique: Students will match pitch, develop flexibility and agility, unification of vowels, and projection of their sound. Students will understand the importance of an engaged face “vocal mask” as well as mouth position (embouchure) to improve their vocal sound. Ensemble Singing: blend, projection, listening, following the conductor Classroom Reflection Focus: Posture, Effort, Vocal Technique, Participation, Preparation Critique: Students will develop criteria for evaluating the quality and effectiveness of their own musical performance. Preparation for Winter Concert Optional: Preparation for Fall Solo Recital | Choral Critique: Using the video and audio recording from the December concert, students will assess their visual performance (posture, embouchure, engagement in the face.) Students will assess their aural performance (balance, application of musical symbols such as dynamics, tempo), diction, text communication. Mid-January to Mid-February: Opera Unit: Magic Flute Students will learn the following terms: Voice classifications, theatrical elements, recitative, aria, duet, chorus, libretto, overture | Rhythmic Skills: add sixteenth notes, single 8th note/rest Melodic Skills: Focus on sight-reading pentatonic melodies; add leaps, low do and low so; Add FA and TI (Diatonic Scale) Harmony: simple harmonic singing (rounds, canons, partner songs, aurally recognize tonic/dominant) Symbols and Terms: Depending on the demands of the spring music, students will focus on either articulation or form. Score Reading:Highlighting vocal line, Form symbols (as found in music): phrases, ABA, AB, D.C al Fine, first and second endings, D.S al Coda), Time and Key Signatures Preparation for Spring Concert Optional: Preparation for Solo Recital, Master Class and Solo NYSSMA Festival | Choral Critique Reflection and Assessment As time allows, study of a musical (Encanto) or a movie (Music of the Heart, Soul) or a creativity project (Gustav Holst, The Planets.) | |||||
Course | September | October | November | December | January | February | March | April | May | June |
Seventh Grade Chorus | Vocal technique (embouchurebreathing, posture) Understanding of the changing voice Pre-test to differentiate learning. (counting, solfege, symbols and terms) Use a variety of folk songs, canons/rounds, musical exercises to strengthen and enhance musical concepts and healthy singing. | Using folk music, canons/rounds and choral literature selected for the Winter Concert, students will: Rhythmic skills: Counting and dictation (Single eighth, sixteenth/eighth combinations, dotted quarter/eighth combination); Counting in compound and simple time signatures; Introduction to 6/8 time
Melodic skills: Aural/oral (inner hearing) and Musical Staff understanding of the pentatonic scale, tonic triad, ; understanding and sight-reading of skips, steps, leaps and repeats Symbols and Terms: Dynamics, tempo, articulation and/or form. Score Reading: Ascending and descending steps, skips, leaps (use legend), unison score with piano accompaniment; 2-part music, Divisi. Students will identify: measures and measure numbers, systems, bar lines, time signatures, key signatures, phrases Vocal Technique: Students will develop pitch-matching, flexibility and agility, unification of vowels, and projection of their sound. Students will understand the importance of an engaged face “vocal mask” as well as mouth position (embouchure) to improve their vocal sound. Developing an understanding of the vocal change (for both girls and boys.) Ensemble Singing: blend, part-singing (canons, ostinati, descant, harmonies), projection, listening, responding to conductor cues Daily Classroom Reflection Focus: Posture, Effort, Vocal Technique, Participation, Preparation Critique: Students will use appropriate musical terminology for evaluating the quality and effectiveness of their own musical performance. Preparation for Winter Concert Optional: Preparation for Fall Solo Recital | Choral Critique: Using the video and audio recording from the December concert, students will be able to assess their visual performance (posture, embouchure, engagement in the face.) Students will assess their aural performance (balance, application of musical symbols such as dynamics, tempo), diction, text communication. Mid-January to Mid-February: Operetta Unit: Pirates of Penzance Students will learn the following terms: Voice classifications, theatrical elements, recitative, aria, duet, chorus, libretto, overture | Selecting choral literature - bringing the students into the conversation. (Range, Strength and weaknesses of the group, Balance, Language, Difficulty, Genre, Style) Questions to consider: How does music help us understand the lives of people of different times, places and cultures? How does music deepen our understanding of ourselves? How can we work collaboratively to produce something that is greater than the sum of our parts. Rhythmic Skills: Dotted rhythmic combinations, 6/8 time, syncopation Melodic Skills: Focus on sight-reading, Major/minor melodies; add leaps/octaves, identifying sequences and melodic/rhythmic variations in choral music Clefs:do, Treble, Bass and C Clef Harmony: Harmonic singing (rounds, canons, partner songs, parallel motion, basic chordal harmony); Tonic/dominant harmonies Symbols and Terms: Dynamics, Tempo, Articulation and form. Score Reading: Introduce baritone/cambiata part (boys changing voice) 3-part music Preparation for Spring Concert Optional: Preparation for Solo Recital, Master Class and Solo NYSSMA Festival | Choral Critique Reflection and Assessment As time allows, study of a musical (Sound of Music) or a creativity project (Aaron Copland’s Rodeo or Medlessohn’s Midsummer’s Night’s Dream) | |||||
Course | September | October | November | December | January | February | March | April | May | June |
Eighth Grade Chorus | Vocal technique (embouchure, breathing, posture) Understanding of the changing voice Pre-test to differentiate learning. (counting, solfege, symbols and terms) Use a variety of folk songs, canons/rounds, musical exercises to strengthen and enhance musical concepts and healthy singing. | Using folk music, canons/rounds and choral literature selected for the Winter Concert, students will: Rhythmic skills: Counting and dictation (6th grade plus Sixteenth/Eighth combinations, dotted quarter/eighth combination); Counting in compound and simple time signatures; Introduction to 6/8 time
Melodic skills: Aural/oral (inner hearing) and Musical Staff understanding of the pentatonic scale, tonic triad, Major and minor scales, Modes, and clefs (do, Treble, Bass and C Clef); understanding and sight-reading of skips, steps, leaps and repeats Symbols and Terms: Understanding and implementation of all the symbols and terms (dynamics, tempo, articulation, form.) Score Reading: SAB/SATB/Divisi music. Students will identify the following: measures and measure numbers, systems, bar lines, time signatures, key signatures, form (phrases, sections, repeats, etc.) Score reading (unison, octaves, parallel motion) Vocal Technique: Students will develop pitch-matching, flexibility and agility, unification of vowels, and projection of their sound. Students will understand the importance of an engaged face “vocal mask” as well as mouth position (embouchure) to improve their vocal sound. Identify vocal ranges/tessituras for the boys Identify vocal ranges for the girls - allow choice of singing Treble 1 or Treble 2 Ensemble Singing: blend, part-singing (canons, ostinati, descant, harmonies) projection, listening, responding to conductor cues Daily Classroom Reflection Focus: Posture, Effort, Vocal Technique, Participation, Preparation Critique: Students will use appropriate musical terminology for evaluating the quality and effectiveness of their own musical performance. Preparation for Winter Concert Optional: Preparation for Fall Solo Recital | Choral Critique: Using the video and audio recording from the December concert, students will be able to assess their visual performance (posture, embouchure, engagement in the face.) Students will be able to assess their aural performance (balance, application of musical symbols such as dynamics, tempo), diction, text communication. Mid-January to Mid-February: Opera Unit: Don Pasquale Students will learn the following terms: Voice classifications, theatrical elements, opera buffa, slapstick, recitative, aria, duet, trio, quartet, quintet, chorus, libretto, overture | Selecting choral literature - bringing the students into the conversation. (Range, Strength and weaknesses of the group, Balance, Language, Difficulty, Genre, Style) Questions to consider: How does music help us understand the lives of people of different times, places and cultures? How does music deepen our understanding of ourselves? How can we work collaboratively to produce something that is greater than the sum of our parts. Rhythmic Skills: Dotted rhythmic combinations, 6/8 time, syncopation, triplets/duplets, mixed meter Melodic Skills: Focus on sight-reading, Major/minor melodies; add leaps/octaves, identifying sequences and melodic/rhythmic variations in choral music Harmony: Harmonic singing (rounds, canons, partner songs, parallel motion, chordal harmonic patterns); Tonic/dominant harmonies Symbols and Terms: Depending on the demands of the spring music, students will focus on either articulation or form. Score Reading: Continuation from the fall (adding more sophisticated symbols: D.C al Fine, first and second endings, D.S al Coda, ABA, AB, Rondo form) SATB concert music (if forces allow) Preparation for Spring Concert Optional: Preparation for Solo Recital, Master Class and Solo NYSSMA Festival | Choral Critique Reflection and Assessment As time allows, study of a musical play (The Piano Lesson, August Wilson), musical (West Side Story) or a creativity project (Tchaikovsky’s Romeo and Juliet.) | |||||
Course | September | October | November | December | January | February | March | April | May | June |
High School Chorus | Using a variety of known and new music, review of all skills learned in middle school: solfege, counting, symbols and terms, score reading, etc. Prepare piece for 9/11 Ceremony | SYNTHESIZE Using a major choral work, use all previous learned knowledge to learn a major work. Major Classical works studied include: Mozart’s Requiem, Handel’s Messiah, Britten’s Ceremony of Carols, Vivaldi’s Gloria, Brahm’s Requiem, Bach’s Magnificat, etc.. Preparation for Winter Concert Optional: Preparation for Fall Solo Recital Optional: Auditions for Honor Choirs (OAKE, Area All-State Chorus, Carnegie Hall, ACDA Honor Choirs) | Choral Critique: what went well, what needed more work, what do we need to focus on to move us to the next level Opera Unit: Bizet’s Carmen | Learn a variety of choral repertoire (folk songs pop, musical, classical) for the spring concert. Preparation for Spring Concert Optional: Preparation for Solo Recital, Master Class and Solo NYSSMA Festival Optional: Musical Field Trip (choral workshop and matinee performance) Optional: Opera Field Trip/Back stage tour | Assessment and Self-Reflection Choral Critique (no seniors): Sight-reading and performing madrigals or rounds in small groups | |||||
AP Music Theory (elective)
Course | September | October | November | December | January | February | March | April | May | June |
AP Music Theory | Pitch & Rhythmic Notation | Scales, Modes, Intervals, Triads, Cadences, Non-Harmonic Tones | Four-Part Writing | Harmonic Rhythm, Root Relationships | Melodic Development(Motives, Sequences, Phrases, Form) | Textures, Seventh Chords, Altered Chords, Secondary Dominants | Modulation Types | Binary & Ternary Forms | Test | Creativity Project |
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[1] For additional information, please visit the Performing Arts Department Website (http://bronxvilleschool.wixsite.com/performingarts/copy-of-district-curriculum)