Music Curriculum
Rationale
Grades 1– 8
Studying music remains a vital part of a student’s total education. Music provides an opportunity for growth by expanding a student’s world, discovering musical expression, and developing creativity. By encouraging creativity and personal expression, the Ogdensburg School District provides students in grades one to eight with a musical experience that facilitates personal, intellectual, social, and human growth. Students will increase their understanding of the creative process, the history of music and culture, performance, aesthetic awareness, and critique methodologies. The Music Curriculum aligns with the National Standards for Music Education and the New Jersey Core Curriculum Content Standards for the Performing Arts.
Music shapes daily experiences and,throughout history, remains a valuable part of the fabric of society. Music challenges past perspectives, connects students to past societies, and develops understanding of the cultures of the world. Music education develops learning communities that depend on understanding the elements of music, the influence of music in social development, and advancement of aesthetics and musical critique. Utilizing technology enhances the musical learning experience and offers students the opportunity to create and self- critique their compositions.
Music, understandable throughout the world, serves as an aural means of communication. The ability to express feelings and ideas through the unique qualities of music assists students as they develop. Students strengthen verbal and nonverbal skills, which assists the development of analysis, synthesis, and evaluation in problem solving experiences.The wonder of music develops organization, dependability, group dynamics, and self discipline. Music is critical to the development of whole child.
Themusic curriculum creates a forum to enhance a variety of societal understandings. The student grows in awareness and understanding ofmusic-making, history, culture, and aesthetics, and analysis. This cross-curricular involvement promotes well-rounded students who explore ideas, diversity, and commonalities among each other and people of the world.
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1.1.2.B.1 / Ear training and listening skills are pre-requisites for music literacy.1.1.2.B.2 / The elements of music are foundational to basic music literacy.
1.1.2.B.3 / Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, range, and rhythm.
1.1.2.B.4 / Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties.
Standards Content Statement
1.1.2.B.1 / Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.1.1.2.B.2 / Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.
1.1.2.B.3 / Identify and categorize sound sources by common traits and identify rhythmic notations up to eighth notes and rests.
1.1.2.B.4 / Categorize families of instruments and identify their associated musical properties.
CPI # Cumulative Progress Indicator and Learning Targets
1.2.2.A.1 / Music from diverse cultures and historical eras has distinct characteristics and common themes that are revealed by contextual clues within the works of music.1.2.2.A.2 / The function and purpose of composition across cultures is a reflection of societal values and beliefs.
Standards Content Statement
1.2.2.A.1 / Identify characteristic theme-based compositions, such as music based on the themes of family and community, from various historical periods and world cultures.1.2.2.A.2 / Identify how musiciansand specific compositions reflect, and are affected by, past and present cultures.
CPI # Cumulative Progress Indicator and Learning Targets
1.3.2.B.1 / The ability to read music notations correlates with music fluency and literacy. Notations systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.1.3.2.B.2 / Proper vocal production/ vocal placement requires an understanding of basic anatomy and the physical properties of sound.
1.3.2.B.3 / Playing techniques for instruments develop foundational skills used for hand percussion and melodic percussion instruments.
1.3.2.B.4 / Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing.
1.3.2.B.5 / Improvisation is a foundational skill for music composition.
1.3.2.B.6 / Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of pmusic.
1.3.2.B.7 / Basic conducting patterns and gestures provide cues as to how and when to execute changes in dynamics, timbre, and timing.
Standards Content Statement
1.3.2.B.1 / Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics and tempo.1.3.2.B.2 / Demonstrate developmentally appropriate vocal production and breathing techniques
1.3.2.B.3 / Demonstrate correct playing techniques for a variety of instruments.
1.3.2.B.4 / Vocalize the home tone of familiar and unfamiliar songs, rounds, or canons in unison or with a pmusicner.
1.3.2.B.5 / Improvise tonal and rhythmic patterns over ostinatos and modify melodic and rhythmic patterns to demonstrate expressive ideas.
1.3.2.B.6 / Sing or play simple melodies or rhythmic accompaniment in AB or ABA form and sight read rhythmic notations up to eighth notes and rests in a scale.
1.3.2.B.7 / Blend vocal pmusic and timbres in response to conductor’s cues.
CPI # Cumulative Progress Indicator and Learning Targets
1.4.2.A.1 / Music and musicians have distinct characteristics.1.4.2.B.1 / Relative merits of music can be assessed qualitatively and quantitatively through observable criteria.
1.4.2.B.2 / The evaluative tool of constructive criticism enables musicians to communicate more effectively.
1.4.2.B.3 / Contextual clues that are embedded in compositions provide insight into musicistic intent.
Standards Content Statement
1.4.2.A.1 / Identify aesthetic qualities of exemplary compositions and identify musicians’s characteristics.1.4.2.A.2 / Compare and contrast diverse cultural compositions that communicate culture and emotion.
1.4.2.A.3 / Create and tell a story based on a musical experience that communicates feelings.
1.4.2.A.4 / Distinguish patterns of nature found in compositions.
1.4.2.B.1 / Observe elements in compositions to formulate an objective assessment.
1.4.2.B.2 / Apply the principles of positive critique in giving and receiving responses to created works of music.
1.4.2.B.3 / Recognize the subject or theme in a variety of compositions.
CPI # Cumulative Progress Indicator and Learning Targets
1.1.5.B.1 / Reading basic music notations contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skills and temporal and spatial reasoning ability is connected to listening skills.1.1.5.B.2 / The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions. The building blocks contribute to music literacy.
Standards Content Statement
1.1.5.B.1 / Identify elements and principles of music in response to aural prompts and printed music notation.1.1.5.B.2 / Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions. Differentiate basic structures.
CPI # Cumulative Progress Indicator and Learning Targets
1.2.5.A.1 / Music and culture affect and reflect each other.1.2.5.A.2 / Characteristic approaches to content, form, style, and design define music genres.
1.2.5.A.3 / Contributions of some musicians influence other musicians and signal the beginning of a new music genre.
Standards Content Statement
1.2.5.A.1 / Recognize works of music as a reflection of societal values and beliefs.1.2.5.A.2 / Relate common musical elements that define distinctive music genres.
1.2.5.A.3 / Determine the effect of significant contributions of individual musicians from diverse culture throughout history.
CPI # Cumulative Progress Indicator and Learning Targets
1.3.5.B.1 / Complex scores may include compound meters and the grand staff.1.3.5.B.2 / Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time.
1.3.5.B.3 / Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.
1.3.5.B.4 / Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.
Standards Content Statement
1.3.5.B.1 / Sing or play music from complex notation, using notation systems in treble and bass clef, and mixed and compound meter.1.3.5.B.2 / Sing melodic and harmonizing parts independently and in groups, adjusting to the range and timbre of the developing voice.
1.3.5.B.3 / Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.
1.3.5.B.4 / Decode how the elements of music are utilized to achieve unity and variety, tension and release, and balance in musical compositions.
CPI # Cumulative Progress Indicator and Learning Targets
1.4.5.A.1 / Works of music may be organized according to their functions and musical purposes.1.4.5.A.2 / Formalism in music varies according to personal, cultural, and historical context.
1.4.5.A.3 / Understanding the relationship between compositional design and genre provides the foundation for determining the aesthetic merits of compositions according to context.
1.4.5.B.1 / Identifying criteria for evaluating performance results in deeper understanding of music and music making.
1.4.5.B.2 / Decoding simple contextual clues requires evaluation mechanisms to sort fact from opinion.
1.4.5.B.3 / Music maintains its own terminology which may be shared with other Fine Arts.
1.4.5.B.4 / Amusician’s level of proficiency can be assessed through elements of music.
1.4.5.B.5 / Musicians and audiences may disagree on the relative merits of a work of music by considering contextual settings for the creation of the music.
Standards Content Statement
1.4.5.A.1 / Employ basic music terminology to categorize works of music according to genre.1.4.5.A.2 / Make informed aesthetic responses based on composition and historical/personal points of view.
1.4.5.A.3 / Demonstrate how music communicates personal and social values.
1.4.5.B.1 / Assess the application of music’s elements and principles using criteria.
1.4.5.B.2 / Use evaluative tools for self assessment and appraise the objectivity of peer review.
1.4.5.B.3 / Use music terminology to evaluate works of music.
1.4.5.B.4 / Define technical proficiency using elements and principles of music.
1.4.5.B.5 / Distinguish ways individuals may disagree about merits and effectiveness of musical choices during the creative process.
CPI # Cumulative Progress Indicator and Learning Targets
1.1.8.B.1 / Common, recognizable musical forms often have characteristics related to specific cultural traditions.1.1.8.B.2 / Compositional techniques used in different styles and genres of music vary according to a prescribed set of rules.
Standards Content Statement
1.1.8.B.1 / Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and interpreting written scores.1.1.8.B.2 / Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of music.
CPI # Cumulative Progress Indicator and Learning Targets
1.2.8.A.1 / Technological changes continue to influence the development and nature of the music.1.2.8.A.2 / The history of music provides insight into the lives of people and their culture.
1.2.8.A.3 / Music reflects cultural mores and personal aesthetics.
Standards Content Statement
1.2.8.A.1 / Map historical innovations in music that were caused by new technologies.1.2.8.A.2 / Differentiate past and contemporary works of music that represent important ideas, issues, and events chronicled in diverse cultures.
1.2.8.A.3 / Analyze the social, historical, and political effect of music on culture and the effect of culture on music.
CPI # Cumulative Progress Indicator and Learning Targets
1.2.8.A.1 / Technological changes continue to influence the development and nature of the music.1.2.8.A.2 / The history ofmusic provides insight into the lives of people and their culture.
1.2.8.A.3 / Music reflects cultural mores and personal aesthetics.
Standards Content Statement
1.2.8.A.1 / Map historical innovations in the visual music that were caused by new technologies.1.2.8.A.2 / Differentiate past and contemporary works of music that represent important ideas, issues, and events chronicled in diverse cultures.
1.2.8.A.3 / Analyze the social, historical, and political effect of music on culture and the effect of culture on music.
CPI # Cumulative Progress Indicator and Learning Targets
1.3.8.B.1 / Western, non-Western, and avant-garde music have distinct characteristics.1.3.8.B.2 / Stylistic considerations vary across genres, cultures, and historical eras.
1.3.8.B.3 / Understanding of specific music terminology is a component of music literacy.
1.3.8.B.4 / Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.
Standards Content Statement
1.3.8.B.1 / Perform instrumental or vocal compositions using complex standard and non-standard, Western, non-Western, and avant-garde compositions.1.3.8.B.2 / Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genres.
1.3.8.B.3 / Apply theoretical understanding of expressive and dynamics music terminology to the performance of written scores and the grand staff.
1.3.8.B.4 / Improvise music in a selected genre or style, using the elements of music that are consistent with basic singing or playing techniques of that genre or style.
CPI # Cumulative Progress Indicator and Learning Targets
1.4.8.A.1 / Analyze representative or consummate works of music through knowledge and understanding of culturally specific music.1.4.8.A.2 / Describe utilitarian and non-utilitarian purposes for music production.
1.4.8.A.3 / Performance techniques vary according to historical era and genre.
1.4.8.A.4 / Express musical ideas according to specific stylistic traits.
1.4.8.A.5 / Identify symbolism in music and music-making.
1.4.8.A.6 / Apply basic elements of style to judge originality in compositions.
1.4.8.A.7 / Assess relative merit of compositions through form, function, and originality.
1.4.8.B.1 / Utilize content and form to assess a work of music.
1.4.8.B.2 / Apply observable criteria to the assessment of compositions to differentiate formal and informal structures.
1.4.8.B.3 / Apply elements of music across cultures and historical eras.
Standards Content Statement
1.4.8.A.1 / Generate a response to culturally and historically diverse works of music.1.4.8.A.2 / Identify utilitarian and non-utilitarian compositions.
1.4.8.A.3 / Distinguish musical trends and movements throughout cultures and history.
1.4.8.A.4 / Compare and contrast changes in compositions applying shifts in society.
1.4.8.A.5 / Interpret symbolism embedded in works of music.
1.4.8.A.6 / Distinguish non-conventional elements of style to express new ideas.
1.4.8.A.7 / Analyze the form, function, craftsmanship, and originality of representative music.
1.4.8.B.1 / Evaluate a musician’s effectiveness through technical proficiency and content.
1.4.8.B.2 / Differentiate basic formal structures and technical proficiencies of compositions.
1.4.8.B.3 / Compare and contrast representative works of music from diverse cultures and eras through written visual analysis.
CPI # Cumulative Progress Indicator and Learning Targets
1 / Revised Curriculum 2011