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1 | OVERVIEW OF MUSIC CURRICULUM ESSENTIAL LEARNING OUTCOMES BY GRADE LEVEL / AREA | |||||||||||||||||||||||||
2 | The LPS Music Curriculum is guided by a series of Essential Learning Outcomes (ELO) for each grade level and music content area. A list of knowledge and skills required to meet each ELO are provided to guide individual lesson planning. District Common Music Assessments (DCMA) are used to gather data and to measure student growth although common assessments look different with music. Rubrics, grading standards, and self-reflections are provided, but are adaptable by teachers to reflect the specific music selected for individual classes. DCMA's may be administered by teachers individually while some DCMA's will be required as a part of the Professional Learning Community (PLC) data team process. In addition, best practices in teaching and learning strategies in the form of model lesson plans are provided as resource links. Pacing Charts for each music content area is provided to guide teacher's planning. The pacing charts are designed to guide instructional planning district wide while providing flexibility for instruction based on the unique characteristics of each school, instructional time, and teaching strengths of individual teachers. | |||||||||||||||||||||||||
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4 | GRADE | MUSIC AREA | ELO #1 | ELO #2 | ELO #3 | ELO #4 | ||||||||||||||||||||
5 | LPS ELEMENTARY PACING GUIDE (Grades K-5) | |||||||||||||||||||||||||
6 | Tone / Melody / Harmony | Rhythm / Timbre | Form / Expression | |||||||||||||||||||||||
7 | Grade K | Elem. Music | GM K.1.1 By the end of Kindergarten, students will sing three chosen pitches in head voice with accuracy (Range: middle C to 4th line D) GM K.1.2 By the end of Kindergarten, students will differentiate between high and low through various artistic processes. GM K.1.3 By the end of Kindergarten, students will differentiate between up and down through various artistic processes. | GM K.2.1 By the end of kindergarten, students will be expected to maintain a steady beat. GM K.2.2 By the end of Kindergarten, students will play rhythms of known melodies. GM K.2.3 By the end of Kindergarten, students will differentiate between long and short through various artistic processes. GM K.2.4 By the end of Kindergarten, students will differentiate between whisper, talk, shout and sing. GM K.2.5. By the end of Kindergarten, students will identify unpitched metal, skin and wood instruments. | GGM K.3.1 By the end of Kindergarten, students will differentiate between same and different through various artistic processes. GM K.3.2 By the end of Kindergarten, students will differentiate between loud and soft through various artistic processes. GM K.3.3 By the end of Kindergarten, students will differentiate between fast and slow through various artistic processes. | |||||||||||||||||||||
8 | Grade 1 | Elem. Music | GM 1.1.1 By the end of 1st Grade, students will sing four teacher chosen pitches in head voice with accuracy (Range: middle C to 4th line D). GM 1.1.2 By the end of 1st Grade, students will differentiate between up, down and same through various artistic processes. GM 1.1.3 By the end of 1st Grade, students will play a chord bordun keeping a steady beat. | GM 1.2.1 By the end of 1st Grade, students will be able to maintain a steady beat alone and with others. GM 1.2.2 By the end of 1st Grade, students will identify a quarter note and rest and two eighth notes. GM 1.2.3 By the end of 1st Grade, students will play the rhythms of known melodies. GM 1.2.4 By the end of 1st Grade, students will play an ostinato pattern two times. GM 1.2.5 By the end of 1st Grade, students will differentiate between strong and weak beats. GM 1.2.6 By the end of 1st Grade, students will use correct technique on wood, skin and metal instruments. | GM 1.3.1 By the end of 1st Grade, students will correctly identify and perform call and response. GM 1.3.2 By the end of 1st Grade, students will differentiate between forte and piano through various artistic processes. GM 1.3.3 By the end of 1st Grade, students will differentiate between presto and largo through various artistic processes. | |||||||||||||||||||||
9 | Grade 2 | Elem. Music | GM 2.1.1 By the end of 2nd Grade, students will sing five teacher chosen pitches in head voice with accuracy (Range: middle C to 4th line D) GM 2.1.2 By the end of 2nd Grade, students will play a broken bordun keeping a steady beat. GM 2.1.3 By the end of 2nd Grade, students will differentiate between step, leap, skip and same (repeat) through various artistic processes. GM 2.1.4 By the end of 2nd Grade students will play/sing a melodic ostinati in pentatonic | GM 2.2.1 By the end of 2nd Grade, students will be able to maintain a steady beat alone and with others GM 2.2.2 By the end of 2nd Grade, students will identify a half and whole notes/rests GM 2.2.3 By the end of 2nd Grade, students will identify pitched instruments and play with correct technique GM 2.2.4 By the end of 2nd Grade, students will identify orchestral instruments within the four families GM 2.2.5 By the end of 2nd Grade, students will identify Time Signatures/meter in 2 and 4 GM 2.2.6 By the end of 2nd Grade, students will correctly identify the difference between a note on a line or space | GM 2.3.1 By the end of 2nd Grade, students will correctly identify and perform question and answer GM 2.3.2 By the end of 2nd Grade, students will differentiate between fortissimo and pianissimo through various artistic processes. GM 2.3.3 By the end of 2nd Grade, students will identify different tempi through various artistic processes. GM 2.3.4 By the end of 2nd Grade, students will identify the use of a tie in music | |||||||||||||||||||||
10 | Grade 3 | GM 3.1.1 By the end of 3rd Grade, students will sing six teacher chosen pitches in head voice with accuracy (Range: middle C to 4th line D) GM 3.1.2 By the end of 3rd Grade, students will play a cross over bordun keeping a steady beat GM 3.1.3 By the end of 3rd Grade, students will differentiate between major and minor through various artistic processes. GM 3.1.4 By the end of 3rd Grade students will sing partner songs and rounds. | GM 3.2.1 By the end of 3rd Grade, students will be able to maintain a steady beat alone and with others GM 3.2.2 By the end of 3rd Grade, students will identify sixteenth notes, eighth note/rest, syncopa, anacrusis GM 3.2.3 By the end of 3rd Grade, students will identify/name different types of ensembles (review instrument families) GM 3.2.4 By the end of 3rd Grade, students will correctly identify line and space note names in treble clef | GM 3.3.1 By the end of 3rd Grade, students will correctly identify and perform Verse/Refrain and AB Form GM 3.3.2 By the end of 3rd Grade, students will differentiate between andante, allegro, and moderato through various artistic processes. GM 3.3.3 By the end of 3rd Grade, students will identify intro, interlude and coda through various artistic processes GM 3.3.4 By the end of 3rd Grade, students will identify the use of a fermata in music | ||||||||||||||||||||||
11 | Grade 4 | Elem. Music | GM 4.1.1 By the end of 4th Grade, students will independently sing partner songs/rounds in head voice with accuracy (Range: middle C to 4th line D) GM 4.1.2 By the end of 4th Grade, students will keep a steady beat playing a level bordun GM 4.1.3 By the end of 4th Grade, students will define/identify half and whole steps in music. GM 4.1.4 By the end of 4th Grade students will define/identify accidentals in music. | GM 4.2.1 By the end of 4th Grade, students will identify/perform dotted quarter and triplets, sixteenth notes with eighth notes GM 4.2.2 By the end of 4th Grade, students will identify/define different types of ensembles GM 4.2.3 By the end of 4th Grade, students will correctly identify quartets and quintets GM 4.2.4 By the end of 4th grade, students will correctly identify 4 orchestral instruments in each instrument family. GM 4.2.5 By the end of 4th grade students will identify/create with Time Signatures/meter in 3/4 and 6/8 | GM 4.3.1 By the end of 4th Grade, students will correctly identify and perform ABA Form GM 4.3.2 By the end of 4th Grade, students will differentiate between the dynamics of mf and mp through various artistic processes. GM 4.3.3 By the end of 4th Grade, students will identify D.C. and D.S al Fine through various artistic processes GM 4.3.4 By the end of 4th Grade, students will identify the use of a slur in music | |||||||||||||||||||||
12 | Grade 5 | Elem. Music | GM 5.1.1 By the end of 5th Grade, students will independently sing partner songs/rounds/descants/countermelodies GM 5.1.2 By the end of 4th Grade, students will keep a steady beat playing a moving bordun | GM 5.2.1 By the end of 5th Grade, students will identify dotted eighth/sixteenth notes GM 5.2.2 By the end of 5th Grade, students will identify/define/compare Musicals and Operas GM 5.2.3 By the end of 5th Grade, students will correctly identify/define/create/perform 12 Bar Blues in Jazz GM 5.2.4 By the end of 5th Grade, students will use half/whole steps/accidentals to create scales GM 5.2.5 By the end of 5th Grade, students will correctly identify/create/perform Syncopated rhythms | GM 5.3.1 By the end of 5th Grade, students will correctly identify and perform Rondo Form and Theme and Variations GM 5.3.2 By the end of 5th Grade, students will create/perform/identify parts in a vocal/instrumental score. GM 5.3.3 By the end of 5th Grade, students will identify the use of staccato/legato in music | |||||||||||||||||||||
13 | MS VOCAL MUSIC PACING GUIDE (Grades 6-8) | HS VOCAL MUSIC PACING GUIDE (Grades 9-12) | ||||||||||||||||||||||||
14 | Grade 6 | Vocal | MSV 6.1 By the end of 6th grade, students will be able to identify, perform, and dictate the following: quarter note, half note, a pair of eighth notes, a quarter rest | MSV 6.2 By the end of 6th grade, students will be able to describe how the voice works (physiology of the voice) | MSV 6.3 Students will be able to identify the parts of a vocal score and how to navigate the musical road map | |||||||||||||||||||||
15 | Grade 7a | Vocal Focus | MSV 7.1a By the end of seventh grade, students will be able to identify, perform, dictate, and create the following: half rest, whole note, whole rest. | MSV 7.2a By the end of 7th grade, students will be able to identify the key terms needed to produce correct vocal technique | MSV 7.3a - By the end of 7th grade, students will be able to create, evaluate, and refine a musical project or composition using teacher-suggested criteria. | |||||||||||||||||||||
16 | Grade 7b | Music Appreciation Focus | MSV 7.1b By the end of seventh, students will be able to demonstrate basic elements of music (melody, rhythm, form) | MSV 7.2b By the end of seventh grade, students will be able to perform on a pitched or non-pitched instrument in a small group or large ensemble | MSV 7.3a - By the end of 7th grade, students will be able to create, evaluate, and refine a musical project or composition using teacher-suggested criteria. | |||||||||||||||||||||
17 | Grade 8 | Vocal | MSV 8.1 By the end of 8th grade, students will be able to demonstrate the skills needed to produce the correct pitch | MSV 8.2 By the end of 8th grade, students will be able to demonstrate proper choral technique | MSV 8.3 By the end of 8th grade, students will be able to identify and demonstrate processes of learning a piece of choral music | |||||||||||||||||||||
18 | Grade 9 - 10 (Proficient) | Vocal | HSV P.1 Students will be able to match pitch within a comfortable range. | HSV P.2 High school vocal students will be able to identify, label, and perform a variety of Level 1 music theory concepts. | HSV P.3 Students will musically and artistically vary their choral tone with healthy technique to reflect appropriate cultural/historical performance practice and style within diverse repertoire. | HSV P.4 High School Choir students will be able to intelligently analyze and discuss both individual and full ensemble performances using comprehensive musicianship framework. | ||||||||||||||||||||
19 | Grade 11-12 (Accomplished) | Vocal | HSV A.1 Students will be able to match pitch within a comfortable range. | HSV A.2 High school vocal students will be able to identify, label, and perform a variety of Level 1 music theory concepts. | HSV A.3 Students will musically and artistically vary their choral tone with healthy technique to reflect appropriate cultural/historical performance practice and style within diverse repertoire. | HSV A.4 High School Choir students will be able to intelligently analyze and discuss both individual and full ensemble performances using comprehensive musicianship framework. | ||||||||||||||||||||
20 | ELEMENTARY STRING PACING GUIDE (Grades 4-5) | MS ORCHESTRA PACING GUIDE (Grades 6-12) | ||||||||||||||||||||||||
21 | Grade 4 | Orchestra | EO 4.1 By the end of the 2nd quarter, students will be able to use correct posture and left hand position while playing their instrument. | O 4.2 By the end of 3rd quarter, beginning string students will be able to identify the note names and fingerings of the D major scale. | O 4.3 By the end of the 4th quarter, students will be able to apply traditional counting to a given rhythm pattern consisting of quarter, eighth, and half notes, and perform it. | |||||||||||||||||||||
22 | Grade 5 | Orchestra | EO 5.1 By the end of the 2nd quarter, students will be able to identify notes and fingerings on the G, D, and A strings, F & C naturals. Bass students notes will cover G on the E string through high D on the G string. | EO 5.2 By the end of 3rd quarter, students will identify and apply traditional bowing symbols to accurately perform printed music. | EO 5.3 Students will use prior knowledge to compose and perform a piece of music on their instrument. | |||||||||||||||||||||
23 | Grade 6 | Orchestra | MSO 6.1 Students will be able to perform A, C and Bb major scales. | MSO 6.2 Students will be able to identify key signatures (A, D, G, C, F, and Bb Major) and which notes are sharp or flat. | ||||||||||||||||||||||
24 | Grade 7 | Orchestra | MSO 7.1 Students will perform a two octave scale using parallel major & minor keys. | MSO 7.2: Students will demonstrate shifting by playing a one octave scale on one string. | MSO 7.3 Students will perform an etude that includes various articulations and dynamics using characteristic tone. | |||||||||||||||||||||
25 | Grade 8 | Orchestra | MSO 8.1 Students will perform 2 octave major and minor scales and arpeggios | MSO 8.2 Students will compose and perform a contrafact on a well known piece chosen from various genres and music eras. | ||||||||||||||||||||||
26 | Grade 9 - 10 (Proficient) | Orchestra | HSO P.1 High school orchestra students will be able to identify, label, and perform a variety of Level 1 music theory concepts. | HSO P.2 By the end of the 9th grade year, students will have correct playing posture. | HSO P.3 Students will identify and apply traditional bowing symbols to accurately perform printed music. | HSO P.4 High School Orchestra students will be able to intelligently analyze and discuss both their individual and full ensemble performances using specific musical categories and terminology. | ||||||||||||||||||||
27 | Grade 11-12 (Accomplished) | Orchestra | HSB A.1 High school orchestra students will be able to identify, label, and perform a variety of Level 2 music theory concepts. | HSO A.2. Using the traditional counting system, students will correctly count and perform whole, dotted-half, half, dotted-quarter, quarter-notes, quarter-note triplets, eighth-notes, eighth-note triplets, subdivisions of sixteenth-notes and corresponding rests including ties. | HSO A.3 Students will improvise and reflect on a melody and accompaniment over a given chord progression, riff, or bass line. | HSO A.4 High School Orchestra students will be able to intelligently analyze and discuss both their individual and full ensemble performances using specific musical categories and terminology. | ||||||||||||||||||||
28 | BAND PACING GUIDE (Grades 5-8) | HS BAND PACING GUIDE (Grades 9-12) | ||||||||||||||||||||||||
29 | Grade 5 | Band | B 5.1 Students will be able to produce a characteristic sound on their specific instrument. | B.5.2 Students will correctly demonstrate proper care, maintenance, and assembly of their instrument. | B.5.3 Students will demonstrate music reading fluency by performing a simple melody that will include whole notes, dotted half notes, half notes, quarter notes, eighth notes with corresponding rests and Concert A, Bb, C, D, Eb, F and G. | |||||||||||||||||||||
30 | Grade 6 | Band | MSB 6.1 Students will be able to produce a characteristic sound on their specific instrument with extended phrases and range. | MSB 6.2 Students will correctly identify, label and perform notes on the music staff (including basic ledger line notes). | MSB 6.3 Students will demonstrate music reading fluency by counting and performing a melody that will include whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes with corresponding rests and a minimum of 8 pitches. | |||||||||||||||||||||
31 | Grade 7 | Band | MSB 7.1 The students will be able to identify, define and apply (using a characteristic tone) the following dynamics by the end of the first quarter: piano, mezzo piano, mezzo forte, forte, crescendo, decrescendo, diminuendo and forte piano. | MSB 7.2 The students will be able to identify, define, and perform basic musical terms (i.e. key signatures, time signatures, dynamics, road map, tempo) and rhythms in an etude or concert piece. | MSB 7.3 The students will understand the concept of phrasing, and be able to compose and perform an original piece of music. Making use of four-measure phrases (in common time). | |||||||||||||||||||||
32 | Grade 8 | Band | MSB 8.1 The students will be able to identify, define and apply (using a characteristic tone) the following articulations: staccato, accent, marcato, and tenuto. | MSB 8.2 The students will be able to identify, define, and perform musical elements from a grade-level appropriate etude or concert piece with limited teacher guidance. | MSB 8.3 Perform 2-octave chromatic scale (72 bpm) | |||||||||||||||||||||
33 | Grade 9 - 10 (Proficient) | Band | HSB P.1 High school band students will be able to identify, label, and perform a variety of Level 1 music theory concepts. | HSB P.2 Demonstrate characteristic tone on given instrument | HSB P.3 High School Band students will be able to intelligently analyze and discuss both their individual and full ensemble performances using specific musical categories and terminology. | |||||||||||||||||||||
34 | Grade 11-12 (Accomplished) | Band | HSB A.1 High school band students will be able to identify, label, and perform a variety of Level 2 music theory concepts. | HSB A.2 Demonstrate a refined, characteristic tone on their instrument including extended ranges. | HSB A.3 High school band students will be able to identify, label, and perform a variety of Level 2 music theory concepts. | |||||||||||||||||||||
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36 | Grade 9-12 | Beginning Guitar | BG 1 By the end of this course, students will demonstrate a basic knowledge of the instrument and perform with correct body and hand positions | BG 2 By the end of this course, students will play individually and in groups using standard notation, chord symbols, and guitar tablature | BG 3 By the end of this course, students will gain a deeper understanding and appreciation of music through listening, improvising, creating, and experiencing the history and culture of the guitar | |||||||||||||||||||||
37 | Grade 9-12 | Advanced Guitar | AG 1 By the end of this course, students will demonstrate a greater knowledge of the instrument and music theory as it relates to different styles of music | AG 2 By the end of this course, students will increase ability (facility and musicality) in playing guitar individually and in a group through standard notation, chord symbols, guitar tablature, and various related techniques | AG 3 By the end of this course, students will gain a deeper understanding and appreciation of music through listening, improvising, creating, and experiencing the history and culture of the guitar | |||||||||||||||||||||
38 | Grade 9-12 | Music Tech | MT 1 By the end of this course, students will have an understanding of basic music terminology, notation (traditional and nontraditional), elements, structure, and composition | MT 2 By the end of this course, students will have an understanding of a variety of technology platforms used to create or manipulate music-related projects | MT 3 By the end of this course, students will experience music through creating, collaborating, and responding to a variety of topics and projects | |||||||||||||||||||||
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