Baltimore City Public Schools Middle SchoolDivision of Curriculum and Instruction

Instrumental Music

Quarter Two Curriculum Timeline

Grades 6th – 8th

Content Standards / Units / Activities / Resources / Writing Samples / Assessments
Outcome I :
Perceiving, Performing
And Responding - Aesthetic
Education
Indicators:
Expectation B :
Recognize and develop skills required for performance of music.
Acquire vocabulary through method books-
Assessment limit
Specialized use of vocabulary in the music content area
Indicators:
Demonstrate the ability to sight- read various note and/ or rest rhythms, by playing short musical examples.
Students will demonstrate a performance knowledge
of music terminology being studied by correctly executing music symbols and notation.
Use context to determine the meaning of words
Assessment Limit
Words with multiple meanings
Students will internalize concepts and demonstrate the ability to perform appropriate articulation, intonation, interpretation, balance and blend, by performing music within an ensemble.
Expectation C:
Develop a competence in music reading, notating and performing.
Indicators:
Students will demonstrate knowledge of basic melodic and rhythmic notation by performing simple music patterns.
Students will demonstrate
the ability to perform with proper key signatures by reading musical selections.
Students will demonstrate the knowledge needed to perform basic dynamics, articulations, tempo
Markings by integrating them into the musical selections. /
  • Students will demonstrate the proper mechanics of the assigned instrument by assembling, handling, maintaining, and knowing the parts of the instruments.
  • Students will demonstrate awareness of proper playing and rest positions, breathing, embouchure, by performing selections from their music method books.
  • Students demonstrate the ability to rehearse,
practice, and perform with appropriate classroom and performance etiquette by following classroom performance procedures.
  • Students will demonstrate the ability to play as an ensemble by following the cues of the director.
  • Students clap or sing quarter, half, eight, and dotted quarter-eighth note rhythms in worksheets, method books, or other examples
  • Students sing or recite note names, fingerings, positions, sticking, etc., while reading a music example from their method book.
  • Student recite rhythms using numeric syllables
  • Students perform the examples on their assigned instrument.
  • Students will define musical terms being studied.
  • Students will critique each other’s application of music symbols and notation in a performance.
  • Students will perform” “Stars and Stripes Forever”
Other selections being studied using marcato, and martele.
  • Students will perform “Chorale”, “Amazing Grace being studied in an
an ensemble, performing
intonation, and balance
and blend.
  • Students will perform a
selection that includes
quarter, half, eighth,
dotted quarter eighth,
dotted half and sixteenth
notes and/ or rests. Other
note values studied include
triplets, dotted eighth-
sixteenth note and
syncopation.
  • From selections being
studied, students will
will be able to identify the
following key signatures:
Winds: Major/Minor
Keys: B flat, E flat, A flat, F, C, G
  • Students identify and
play accidentals
recognizing that an
accidental is valid
throughout the measure.
  • Students will complete
worksheet filling in
sharps or flats according
to the key signatures.
  • Students will perform a
Band selections that will
Have the necessary dynamics, articulations and tempo markings. /
  • Essential Elements 2000
Book2
Standard of Excellence
Book2
  • Method Books
  • Instrumental Music
Teacher’s Survival Kit
  • Instrumental Music
Teacher’s Survival Kit

Music Educator’s
Journal
  • Method Books
  • Worksheets
  • Method Books
  • Method Books
  • Vocabulary Lists
  • Method Books
  • Assigned Selections
  • Method Books
  • Assigned selections
  • Assigned selections
  • Method Books
  • Theory Books
  • Assigned selections
  • Method Books
  • Theory Books
  • Method Books
  • Theory Books
  • Assigned Selections
  • Method Books
  • Assigned selections
/
  • Students write a paper describing proper playing techniques on their instruments.
  • Students list the names of five percussion instruments and describe how each is played.
  • Students list the steps taken to produce a good tone on their instrument.
  • Students write out
good steps to practice
On their instrument.
  • Students will write a paper describing the steps necessary to sight-read
music.
  • Students will use music
notation to create mathematical equations.
  • Students will listen to musical examples and describe the performances using proper musical terms.
  • Students will describe
one of the elements listed and give an example of a piece in which it is
particularly effective.
  • Students will use music notation to develop mathematical equations.
  • Students will complete a worksheet filling in sharps and flats
according to the key
signatures.
  • Write the explanation of the influence of as accidental on a note and what happens when the note crosses the bar line.
  • Students will write a paper explaining the dynamics, tempo markings and articulations within a musical selection.
/
  • Students assessed on proper techniques by performing from the method book/ instrumental music.
  • Students assessed on good tone production from their mouthpieces and instruments.
  • Students assessed on performance assigned selections.
  • Written test on music math. (music notation develops into mathematical equations.)
  • Performance of assigned selections.
  • Music vocabulary test
  • Performance test
  • Performance Test
  • Performance test playing the scales as whole, half and eighth notes.
  • Performance and written tests

1

Bettye T. McLeod , Curriculum Specialist

Office (410) 396 -1850