Curriculum

 

Robin Maynes - Educator 

Arizona Music Standards & Curriculum


 

 

Below you will find a Basic Plan Chart of

Teaching Arizona Curriculum Performance Objectives and the

Applied Arizona Curriculum Performance Objectives Detailed within a Public School’s Adopted Music Curriculum 

(Quarterly Formatted)

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MUSIC

Chart of Basic Plan:

Teaching Arizona Curriculum Performance Objectives 

 

Grades 1 through 3

Quarter 1

STANDARD 1: CREATING ART

1AM-F1 (Summary: Performance/Music Listening) PO1, PO2, PO3, PO4

1AM-F2 (Summary: Performance/Analysis) PO1, PO2, PO3, PO4

1AM-F3 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F4 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F5 (Summary: Performance on Classroom Instruments) PO1, PO2

1AM-F6 (Summary: Analysis/Music Listening) PO1

1AM-F7 (Summary: Performance/Analysis) PO1, PO2, PO3

1AM-F8 (Summary: Performance/Music Appreciation) PO1, PO2, PO3

1AM-F10 (Summary: Music Listening) PO1

STANDARD 2: ART IN CONTEXT

2AM-F1 (Summary: Music Elements/Analysis/Styles) PO1, PO2, PO3

2AM-F2 (Summary: Analysis/Music Listening/Art Music Eras) PO1, PO2

STANDARD 3: ART AS INQUIRY

3AM-F1 (Summary: Analysis/Music Listening/Instrument Types) PO1, PO2

 

Quarter 2

STANDARD 1: CREATING ART

1AM-F2 (Summary: Performance/Analysis) PO1, PO2, PO3, PO4

1AM-F3 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F5 (Summary: Performance on Classroom Instruments) PO1, PO2

1AM-F6 (Summary: Analysis/Music Listening) PO1

1AM-F10 (Summary: Music Listening) PO1

1AM-F11 (Summary: Notation) PO1, PO2, PO3

STANDARD 2: ART IN CONTEXT

2AM-F1 (Summary: Music Elements/Analysis/Styles) PO1, PO2, PO3

2AM-F2 (Summary: Analysis/Music Listening/Art Music Eras) PO1, PO2

2AM-F4 (Summary: Analysis/Discussion/Terminology) PO1

STANDARD 3: ART AS INQUIRY

3AM-F1 (Summary: Analysis/Music Listening/Instrument Types) PO1, PO2

3AM-F4 (Summary: Analysis/Compare) PO1, PO2, PO3

 

Quarter 3

STANDARD 1: CREATING ART

1AM-F1 (Summary: Performance/Music Listening) PO1, PO2, PO3, PO4

1AM-F2 (Summary: Performance/Analysis) PO1, PO2, PO3, PO4

1AM-F4 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F10 (Summary: Music Listening) PO1

1AM-F11 (Summary: Notation) PO1, PO2, PO3

STANDARD 2: ART IN CONTEXT

2AM-F1 (Summary: Music Elements/Analysis/Styles) PO1, PO2, PO3

2AM-F2 (Summary: Analysis/Music Listening/Art Music Eras) PO1, PO2

2AM-F4 (Summary: Analysis/Discussion/Terminology) PO1

STANDARD 3: ART AS INQUIRY

3AM-F1 (Summary: Analysis/Music Listening/Instrument Types) PO1, PO2

3AM-F4 (Summary: Analysis/Compare) PO1, PO2, PO3

3AM-F5 (Summary: Cross Curriculum/Discussion) PO1, PO2, PO3

 

Quarter 4

STANDARD 1: CREATING ART

1AM-F1 (Summary: Performance/Music Listening) PO1, PO2, PO3, PO4

1AM-F2 (Summary: Performance/Analysis) PO1, PO2, PO3, PO4

1AM-F3 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F7 (Summary: Performance/Analysis) PO1, PO2, PO3

1AM-F8 (Summary: Performance/Music Appreciation) PO1, PO2, PO3

1AM-F10 (Summary: Music Listening) PO1

1AM-F11 (Summary: Notation) PO1, PO2, PO3

STANDARD 2: ART IN CONTEXT

2AM-F1 (Summary: Music Elements/Analysis/Styles) PO1, PO2, PO3

2AM-F2 (Summary: Analysis/Music Listening/Art Music Eras) PO1, PO2

2AM-F4 (Summary: Analysis/Discussion/Terminology) PO1

STANDARD 3: ART AS INQUIRY

3AM-F1 (Summary: Analysis/Music Listening/Instrument Types) PO1, PO2

3AM-F2 (Summary: Discussion) PO1

3AM-F3 (Summary: Music & Technology) PO1

3AM-F4 (Summary: Analysis/Compare) PO1, PO2, PO3

3AM-F5 (Summary: Cross Curriculum/Discussion) PO1, PO2, PO3

 

Grades 1-3 MUSIC Arizona Standards

STANDARD 1: CREATING ART

1AM-F1 (Summary: Performance/Music Listening) PO1, PO2, PO3, PO4

1AM-F2 (Summary: Performance/Analysis) PO1, PO2, PO3, PO4

1AM-F3 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F4 (Summary: Performance/Music Theory Literacy) PO1, PO2, PO3

1AM-F5 (Summary: Performance on Classroom Instruments) PO1, PO2

1AM-F6 (Summary: Analysis/Music Listening) PO1

1AM-F7 (Summary: Performance/Analysis) PO1, PO2, PO3

1AM-F8 (Summary: Performance/Music Appreciation) PO1, PO2, PO3

1AM-F9 (Summary: Classroom Instruments/Composition) PO1

1AM-F10 (Summary: Music Listening) PO1

1AM-F11 (Summary: Notation) PO1, PO2, PO3

STANDARD 2: ART IN CONTEXT

2AM-F1 (Summary: Music Elements/Analysis/Styles) PO1, PO2, PO3

2AM-F2 (Summary: Analysis/Music Listening/Art Music Eras) PO1, PO2

2AM-F3 (Summary: Discussion) PO1, PO2, PO3

2AM-F4 (Summary: Analysis/Discussion/Terminology) PO1

STANDARD 3: ART AS INQUIRY

3AM-F1 (Summary: Analysis/Music Listening/Instrument Types) PO1, PO2

3AM-F2 (Summary: Discussion) PO1

3AM-F3 (Summary: Music & Technology) PO1

3AM-F4 (Summary: Analysis/Compare) PO1, PO2, PO3

3AM-F5 (Summary: Cross Curriculum/Discussion) PO1, PO2, PO3

==============================

 

Applied Arizona Curriculum Performance Objectives Detailed within a

Public School’s Adopted Music Curriculum (Quarterly Formatted)

 

MUSIC EDUCATION Grade_1

 

[X] 1st Quarter

Students will: Sing, hear, clap, speak, soft and loud. Identify different kinds of voices. Hear classroom instruments, environmental sounds, other sounds. Speak, sing, move to show informal identification of tempos. Identify and move to a steady beat. Hear long and short sounds. Identify pitches that range from high to middle to low. Listen to and sing melody alone and with accompaniment. Sing and hear same and different sections. Hear and move to music from the Classical Era and electronic music. Explore loud and soft through classroom instruments. Play classroom instruments. Move to slow and fast. Speak, sing and play in different tempos. Practice steady beat. Recognize same and different. Sing and hear songs in folk and popular styles. Hear orchestral music of the Romantic Period and the twentieth century.

[X] 2nd Quarter

Students will: Use loud and soft. Identify the sounds of various classroom instruments: rhythm sticks, maracas, jingle bells, drum. Identify fast and slow. Relate beat to one-syllable words and graphic notation. Sing, listen, and move to music in two. Hear and say a poem using a quarter rest. Sings songs with an octave range. Hear twentieth century orchestral music. Hear violin, cello, flute, piccolo. Compare tempos and identify tempo changes. Use graphic notation to show long and short durations. Identify melodic direction (upward, downward, stays the same). Sing Hear, identify same and different phrases and songs in AB and ABA form. Hear and move to question-and-answer phrases. Listen to music of the Romantic Era.

[X] 3rd Quarter

Students will: Identify and use loud and soft. See, hear, and name individual woodwind instruments, and play unpitched classroom instruments. Identify and use tempo changes and variation. Identify eighth notes. Use beat. Identify strong beat. Recognize the rhythm of the words in a song. Play simple four-beat accompaniment patterns. Identify phrase length. Hear twentieth century music. Hear a Japanese song. Continue to hear and use getting louder and getting softer. Use available classroom instruments. Sing songs at different tempos. Identify the strong beat in 2/4 meter. Use introductions and codas. Sing and hear Black-American music.

[X] 4th Quarter

Students will: Practice getting louder and getting softer. Use terms and symbols for louder and softer. Identify brass instruments (trumpet, tuba...). Choose appropriate tempos. Beat vs. indefinite beat in sets of two and three. Use labels for quarter and eighth notes. Sing songs with simple accompaniment patterns. Identify same and different phrases. Play introductions and codas. Identify question-and-answer and echo. Hear orchestral music of the Baroque Era; a song from a musical play; and a folk song. Listen to music from the Romantic Era. Identify specific orchestral instruments. Compare vocal tone colors. Use the sound of classroom instruments to describe objects. Identify beat and strong beat. Review the terms quarter note and eighth note. Review melodic direction. Play simple accompaniments. Hear music from Africa.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293290-9 / 1

 

MUSIC EDUCATION Grade 2

 

[X] 1st Quarter

Students will: Identify soft and loud. Explore environmental sounds and sounds of instruments. Identify fast and slow. Experience beat and rhythm of words. Identify same and different rhythms. Identify high and low pitch. Sing songs that have melody alone and melody with accompaniment. Sing multiple verse and verse-refrain songs. Listen to descriptive and impressionistic music. Sing folk, patriotic, composed songs. Identify the symbols for getting louder and softer. Learn about families of classroom instruments (wood, metal, membrane, rattle). Use tempo changes. Show beat in 2/4 and 6/8 meters. Learn what form in music means. Play pitched accompaniment and ostinato. Sing, hear, identify songs in ABA form. Hear and sing music which highlights mood created by musical elements.

[X] 2nd Quarter

Students will: learn crescendo and decrescendo. Identify solo orchestral instruments (trumpet, violin) and folk instruments. Compare instruments. Identify voices. Continue to hear and use different tempos. Use simple rhythms. Identify strong beat. Use rhythm syllables. Pat and play galloping rhythm. Understand relative positions of scale steps 1, 2, 3, 5, 6. Thin and thick textures. ABA song. Multi-verse song. Review echo. Hear country music style. Sing American Indian song. Recognize high-pitched instruments. Identify shorter-longer notes. Review high, middle, and low pitches. Hear and play an octave leap. Use classroom instruments to accompany songs. Identify same and different song sections. Listen to music in the Romantic style and to hear music that creates a holiday mood.

[X] 3rd Quarter

Students will: Identify accent mark and crescendo. Play classroom instruments, sing, and speak expressively. Identify descriptive use of instruments. Sing in different tempos. Locate strong beat. Recognize a dotted half-note. Identify ties, barlines. Practice simple 2/4, 3/4 metered songs. Sing in 6/8 meter. Perform rhythm pattern. Identify the term pitch. Sing , hear, and play melody with simple accompaniment pattern. Identify ABA form. Sing and hear coda. Sing gospel style. Sing American folk song. Practice using the accent. Identify sounds of families in the orchestra. Use the fermata. Show phrase lengths. Listen for recurring A section to show the length of phrases in a song.

[X] 4th Quarter

Students will: Use accent, f and p. Identify brass instruments by sight. Use classroom instruments. Respond to different tempos through movement. Identify beamed and separate eighth notes as the same. Identify higher, lower relationships of scale steps 1, 2, 3, 5, 6. Use inner hearing. Listen for recurring A section in Rondo form. Identify and use terms and marking f p < > . Contrast speaking and singing voices and sound of full orchestra vs. section of orchestra. Use and hear different tempos. Identify and label simple rhythms in 2/4 and 6/8 meters. Identify upward and downward movement of pitches. Identify melody alone, melody with accompaniment, canon. Identify AB, ABA, ABACA (rondo) forms. Hear Baroque, Romantic, and twentieth century music.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293330-1 / 2

 

MUSIC EDUCATION Grade_3

 

[X] 1st Quarter

Students will: Sing and hear soft and loud. Use classroom instruments. Hear orchestra instruments. Identify different tempos. Identify long and short sounds and strong beat. Distinguish between beat and rhythm. Identify high/low pitch. Identify upward and downward melodies and repeated tones. Identify same/different sections. Use introductions, codas, and interludes. Identify stylistic elements in American music. Identify techniques for varying tone color of voices and instruments for expressive purposes. Identify tempo changes with a composition. Use and identify quarter notes. Relate simple locomotive and axial movements to simple notation in 2/4 meter. Identify the strong beat in 2/4 and 4/4 meters. Play 1- and 2-chord autoharp accompaniment.

[X] 2nd Quarter

Students will: Practice identifying and using piano (p) and forte (f). Identify folk stringed instruments. Identify tempo as speed of the beat. Identify G A B on the staff. Sing major scale by scale-steps. Sing and hear melody with chordal and simple pattern accompaniments. Hear and sing American folk music and American Indian music. Identify and use known dynamics. Identify descriptive use of orchestral instruments. Identify qualities of good singing and apply them in the classroom. Identify letter name for C ' on the staff and review G A B on the staff. Identify AB and ABA forms. Identify stylistic elements in music of the holidays and winter.

[X] 3rd Quarter

Students will: Identify very soft (pp) and very loud (ff). Identify orchestral stringed instruments; tone color and articulation of violin (and bass). Use tempo as an expressive tool. Practice identifying 2/4 and 3/4 meters. Reinforce pitches B A and G. Identify song sections: verse and refrain. Use introductions, interludes, codas. Recognize a style that is ballad, spiritual, echo, call & response. Continue to use known dynamic marks. Identify pianissimo and fortissimo. Identify harpsichord. Identify banjo, violin, piano, recorder, percussion and tempos. Sing and hear whole note. Identify and use fermata. Identify notation for F. Review notation for G A B and C '. Hear and sing songs from urban and northeast United States, Black American music, Colonial Era, Chinese folk song and hear English country dance.

[X] 4th Quarter

Students will: Use voices and classroom instruments. Identify ukulele and other stringed instruments. Identify presto. Identify the whole note and whole rest. Use known notation in 2/4, 3/4, 4/4. Echo simple tunes on bell sets. Play whole and half steps. Practice identifying known syllables and pitches on staff. Identify aaba phrase order. Identify stylistic elements in folk music of Southern United States, Alaska, Hawaii, Canada, France. Identify rondo. Identify stringed instruments and stylistic elements of China, Africa, Soviet Union. Identify the harp and the French Horn.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293360-3 / 3

 

MUSIC

Chart of Basic Plan:

Teaching Arizona Curriculum Performance Objectives 

 

Grades 4 through 5

Quarter 1

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Use Notation) PO1

1AM-E3 (Summary: Performance) PO1, PO2

1AM-E6 (Summary: Performance) PO1

1AM-E7 (Summary: Performance/Classroom Instruments) PO1, PO2, PO3

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Music Elements/Analysis) PO1

2AM-E2 (Summary: Analysis/Music Listening) PO1

2AM-E4 (Summary: Analysis/Discussion) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1, PO2

 

Quarter 2

STANDARD 1: CREATING ART

1AM-E2 (Summary: Use Notation) PO1

1AM-E4 (Summary: Performance/Varied Repetoire) PO1

1AM-E7 (Summary: Performance/Classroom Instruments) PO1, PO2, PO3

1AM-E10 (Summary: Cross Curriculum) PO1

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Music Elements/Analysis) PO1

2AM-E2 (Summary: Analysis/Music Listening) PO1

2AM-E4 (Summary: Analysis/Discussion) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1, PO2

 

Quarter 3

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Use Notation) PO1

1AM-E3 (Summary: Performance) PO1, PO2

1AM-E7 (Summary: Performance/Classroom Instruments) PO1, PO2, PO3

1AM-E8 (Summary: Composition) PO1

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Music Elements/Analysis) PO1

2AM-E2 (Summary: Analysis/Music Listening) PO1

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis/Discussion) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1, PO2

 

Quarter 4

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Use Notation) PO1

1AM-E5 (Summary: Modes) PO1, PO2

1AM-E6 (Summary: Performance) PO1

1AM-E7 (Summary: Performance/Classroom Instruments) PO1, PO2, PO3

1AM-E10 (Summary: Cross Curriculum) PO1

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Music Elements/Analysis) PO1

2AM-E2 (Summary: Analysis/Music Listening) PO1

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis/Discussion) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E2 (Summary: Cross Curriculum) PO1, PO2

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1, PO2

 

Grades 4-5 MUSIC Arizona Standards

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Use Notation) PO1

1AM-E3 (Summary: Performance) PO1, PO2

1AM-E4 (Summary: Performance/Varied Repetoire) PO1

1AM-E5 (Summary: Modes) PO1, PO2

1AM-E6 (Summary: Performance) PO1

1AM-E7 (Summary: Performance/Classroom Instruments) PO1, PO2, PO3

1AM-E8 (Summary: Composition) PO1

1AM-E9 (Summary: Technology & Music) PO1, PO2, PO3

1AM-E10 (Summary: Cross Curriculum) PO1

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Music Elements/Analysis) PO1

2AM-E2 (Summary: Analysis/Music Listening) PO1

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis/Discussion) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E2 (Summary: Cross Curriculum) PO1, PO2

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1, PO2

==============================

 

Applied Arizona Curriculum Performance Objectives Detailed within a

Public School’s Adopted Music Curriculum (Quarterly Formatted)

 

MUSIC EDUCATION Grade_4

[X] 1st Quarter

Students will: Use known dynamics. Use balance in melody vs. accompaniment. Identify B flat clarinet. Explore environmental sounds. Identify the function of reed in clarinet. Sing/hear music using a variety of tempos. Identify long/short sounds, beat, strong beat, simple rhythms in 4/4 meter, whole/half/quarter/eighth notes. Identify upward/downward melodic direction. Sing/play melody or accompaniment. Improvise phrases on classroom instruments. Identify phrases, sections, and forms: AB, ABA. Play a musical conversation. Sing/hear American folk, late romantic, classical, 20th century and popular styles. Identify loud/soft, crescendo and decrescendo. Identify the saxophone family. Identify walking tempo and tempo that stays the same. Distinguish between 2/4 vs. 3/4 meters. Identify simple rhythms in 2/4, 3/4, 4/4 meters. Make note values twice as long and half as long. Identify meter signature, absolute pitch letter names on the staff, half and whole steps. Hear a symphonic poem.

[X] 2nd Quarter

Students will: Identify fortissimo, pianissimo, flute and piccolo, accelerando and ritardando. Keep beat with a group. Sing hear music in 6/8 meter. Identify rhythms in 6/8 meter. Use augmentation/diminution. Identify E and high C on the staff. Sing, play melody or accompaniment. Identify sections in songs and listening selections. Identify call & response form. Sing, hear native American style singing. Hear country/western style. Identify dynamic marks: pp, ff, f, p. Identify double-reeded instruments: oboe and bassoon. Aurally identify major and minor. Play 2- and 3-chord autoharp accompaniments. Sing Israeli and Holiday music.

[X] 3rd Quarter

Students will: Identify names, registers, and sounds of Orff instruments. Use tempo to create expressive effect. Identify the meter of songs and listening selections. Sing songs/say poems with dotted-eighth-note/sixteenth note figures and syncopations. Identify and sing the scale steps of the major scale. Hear/sing European folk music related to mountains, Korean, and Eskimo music. Identify dynamic markings mp, mf. Use known markings. Identify vocal tone color. Hear melody and descant performed by adult choir. Identify the terms: lento, allegro, presto. Sing songs with syncopation. Use traditional meter signatures. Review letter names of treble staff notes. Sing melodies alone. Identify chord roots. Play ostinato. Sing folk, patriotic, jazz, pop songs. Hear a march.

[X] 4th Quarter

Students will: Hear dynamic variation. Use/know dynamic markings. Identify folk instruments related to the woodwind family. Identify instruments in listening selections. Hear tempo variations. Use terms: lento, allegro, presto. Distinguish syncopation. Hear changing meters. Sing/hear music in all known meter signatures. Identify letter names of the lines and spaces of the staff. Identify form of music and variation form. Hear orchestral music and music of Ireland, Israel, and Africa. Identify woodwinds in listening selections. Use terms: lento, allegretto. Use syncopation. Identify fermata, staccato, legato, melodic shape, F and F sharp. Hear 20th century music featuring woodwinds. Sing/hear American folk songs.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-295012-5 / 4

 

MUSIC EDUCATION Grade_5

[X] 1st Quarter

Students will: Identify soft/loud. Use dynamics for balance, expression. Identify/Use good tone quality. Play classroom instruments. Hear orchestral instruments. Hear, identify tempo. Identify beat/strong beat in 2/4 and 4/4 meters. Distinguish between rhythm and beat. Identify/use quarter note/rest, eighth notes, fermata. Identify high/low pitches, melodic direction, letter names on treble clef. Sing songs in unison. Identify AA, AB, and ABA forms. Use D.C. al Fine. Identify/use diminuendo, crescendo, decrescendo. Use instruments/voices for expressive purposes. Use /identify half/whole notes. Review quarter and eighth note rhythm notation. Identify staccato and legato. Identify tonal center.

[X] 2nd Quarter

Students will: Use dynamics: pp, p, f, ff. Hear American folk instruments. Identify/use allegro, presto, lento. Sing/hear songs in 6/8 meter. Use sixteenth note figures. Identify tonal centers in major and minor. Accompany 2- and 3-chord songs on autoharp. Sing native American, pioneer, cowboy, and Thanksgiving songs. Identify/use mf, mp. Aurally identify unpitched classroom percussion instruments. Hear stylistic use of percussion instruments. Use/identify syncopation. Identify canons and partner songs. Identify main theme in orchestral compositions. Identify same and different phrases. Sing and hear calypso, holiday, and seasonal music.

[X] 3rd Quarter

Students will: Use known dynamic marking. Identify percussion instruments of the orchestra. Play classroom instruments. Use tempo markings. Identify/use a dotted-quarter note eighth-note figure. Play/hear/sing in 2/2,2/4 3/4, 4/4, 6/8, 6/4 meters. Listen for thick and thin textures. Identify rondo form. Use 1st, 2nd, and 3rd endings. Identify/use D.C. al Fine and ABA form. Hear orchestral music of the 20th century. Arrange dynamic marking in order from soft to loud. Describe differences between Band and Orchestra. Use classroom instruments to create a composition. Hear/identify theme and variations.

[X] 4th Quarter

Students will: Listen for balance of dynamics. Identify folk percussion instruments. Hear/use a variety of tempos. Use a dotted-eighth--sixteenth-note figure. Order notation from longest to shortest. Find syncopated rhythm patterns. Identify augmentation and diminution. Review characteristic rhythms of the 1920's. Sing/hear/identify major and minor. Identify melody alone, and melody with accompaniment. Identify sections and forms of songs. Hear Dixieland jazz. Compare and contrast 19th and 20th century American musical styles. Classify individual instruments. Identify/use both numbers in any given meter signature. Use key signatures to find altered pitches. Identify scale step 1 using a key signature. Hear American music of the 1950's, 1960's, 1970's, 1980's. Sing a patriotic song.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293390-5 / 5

 

MUSIC

Chart of Basic Plan:

Teaching Arizona Curriculum Performance Objectives 

 

Grades 6 through 8

Quarter 1

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Notation/Performance) PO1

1AM-E3 (Summary: Performance) PO1

1AM-E4 (Summary: Performance) PO1, PO2

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Analysis) PO1, PO2

2AM-E2 (Summary: Analysis/Music Listening) PO1, PO2

2AM-E4 (Summary: Analysis) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

 

Quarter 2 (ending 1-5-04)

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Notation/Performance) PO1

1AM-E3 (Summary: Performance) PO1

1AM-E4 (Summary: Performance) PO1, PO2

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Analysis) PO1, PO2

2AM-E2 (Summary: Analysis/Music Listening) PO1, PO2

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1

 

Quarter 3 (ending 4-2-04)

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Notation/Performance) PO1

1AM-E3 (Summary: Performance) PO1

1AM-E4 (Summary: Performance) PO1, PO2

1AM-E5 (Summary: Modes) PO1, PO2, PO3

1AM-E6 (Summary: Performance) PO1

1AM-E7 (Summary: Composition) PO1, PO2, PO3

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Analysis) PO1, PO2

2AM-E2 (Summary: Analysis/Music Listening) PO1, PO2

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E2 (Summary: Cross Curriculum) PO1

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1

 

Quarter 4 (ending 6-4-04)

STANDARD 1: CREATING ART

1AM-E2 (Summary: Notation/Performance) PO1

1AM-E4 (Summary: Performance) PO1, PO2

1AM-E5 (Summary: Modes) PO1, PO2, PO3

1AM-E8 (Summary: Composition) PO1

1AM-E9 (Summary: Technology & Music) PO1, PO2, PO3

1AM-E10 (Summary: Composition/Cross Curriculum) PO1

STANDARD 2: ART IN CONTEXT

2AM-E2 (Summary: Analysis/Music Listening) PO1, PO2

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E2 (Summary: Cross Curriculum) PO1

 

Grades 6-8 MUSIC Arizona Standards

STANDARD 1: CREATING ART

1AM-E1 (Summary: Notation) PO1, PO2, PO3

1AM-E2 (Summary: Notation/Performance) PO1

1AM-E3 (Summary: Performance) PO1

1AM-E4 (Summary: Performance) PO1, PO2

1AM-E5 (Summary: Modes) PO1, PO2, PO3

1AM-E6 (Summary: Performance) PO1

1AM-E7 (Summary: Composition) PO1, PO2, PO3

1AM-E8 (Summary: Composition) PO1

1AM-E9 (Summary: Technology & Music) PO1, PO2, PO3

1AM-E10 (Summary: Composition/Cross Curriculum) PO1

STANDARD 2: ART IN CONTEXT

2AM-E1 (Summary: Analysis) PO1, PO2

2AM-E2 (Summary: Analysis/Music Listening) PO1, PO2

2AM-E3 (Summary: Discussion) PO1

2AM-E4 (Summary: Analysis) PO1

STANDARD 3: ART AS INQUIRY

3AM-E1 (Summary: Analysis/Music Listening) PO1

3AM-E2 (Summary: Cross Curriculum) PO1

3AM-E3 (Summary: Analysis/Performance/Discussion) PO1

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Applied Arizona Curriculum Performance Objectives Detailed within a

Public School’s Adopted Music Curriculum (Quarterly Formatted)

 

MUSIC EDUCATION Grade 6

[X] 1st Quarter

Students will: Identify forte and piano. Compare baroque and Renaissance instruments with modern counterparts. Use tempo markings. Identify steady and strong beat. Identify and use whole/half/quarter/eighth notes and rests. Identify high/low pitches and melodic contour. Review letter names in treble clef. Identify monophonic, homophonic, and polyphonic textures. Identify AB and ABA forms. Compare pop style with baroque and Renaissance music. Sing folk songs. Use pp and ff, crescendo and decrescendo, and different meter signatures. Identify steps, skips, and repeated pitches in a melody. Hear major and minor. Listen to descriptive music.

[X] 2nd Quarter

Students will: Identify features on the piano. Label tempo in music heard. Use known rhythm notation and augmentation. Read rhythms of songs. Identify steps and skips, melodic sequences, major and minor tonality. Sing unison songs, canon. Hear a polonaise, concerto, symphonic poem. Identify sequences, phrase form. Use phrase form in composing a melody. Identify characteristics of nationalistic music. Identify adult voice categories.

[X] 3rd Quarter

Students will: Identify accent and use known dynamic markings. Hear a symphony orchestra. Identify cambiata and tempos in music heard/sung. Sing songs in 6/8 meter. Identify 5/4 meter. Distinguish between 3/4, 4/4, 5/4 meters. Read the rhythm of a song. Identify major/minor scale construction. Identify melodies as moving scale-wise and by skip. Distinguish between whole steps and half steps. Hear polytonal, 12-tone and chromatic music. Sing songs in unison. Identify texture of music heard and song forms. Hear music of early and middle 20th century. Sing/hear Pop Style music. Identify syncopation and Blues style.

[X] 4th Quarter

Students will: Identify tempo change. Use tempo indications. Hear/identify/use irregular and changing meters. Identify and use 2/2 time. Create and notate original melodies in traditional notation. Identify textures, unison, rounds, counter-melody, descants, ostinatos. Hear guitar and related instruments. Identify Latin American, electronic, American Country, pop, rock instruments. Hear guitar and related instruments. Review 4 families of the orchestra. Perform different rhythms on classroom instruments.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293410-3 / 6

 

MUSIC EDUCATION Grade 7

[X] 1st Quarter

Students will: Identify piano and forte. Perform on percussion instruments. Identify solo and chorus and voice qualities. Listen to electronic sounds. Review orchestral families. Perform steady beat, accents, and slow tempo. Identify and perform duple and triple meter, rhythm patterns and rests, and melodic patterns on keyboard, recorder, or bells. Identify and perform homophonic, polyphonic, and monophonic textures. Identify unity and variety. Sing a round. Experience fugue. Identify ternary form (ABA). Discuss, listen to and identify many varied styles of music. Perform on Orff instruments. Listen to folk instruments and ragtime. Identify and discuss meter signature, quarter note, eighth note, sixteenth note. Perform melodic rhythm, ostinato, syncopation, rests, harmonic accompaniment, melodic pattern, two-part harmony, and non-imitative polyphony. Identify verse-refrain form (AB), and phrase lengths.

[X] 2nd Quarter

Students will: Identify and perform dynamic contrasts, crescendo, ritardando and a tempo . Identify sounds of orchestral, folk, and electronic instruments. Identify, distinguish, and perform even and dotted rhythms, syncopation, and augmentation. Identify harmonic repetition. Perform homophonic, polyphonic, and monophonic textures. Identify and perform phrases of equal and unequal lengths and songs in varied forms. Listen and discuss the operatic music of the romantic era. Identify and perform ostinato, major scale, repeated phrases, and varied pentatons (major/minor). Listen to music of the baroque, classical, and romantic periods.

[X] 3rd Quarter

Students will: Perform vocal and instrumental melodies and accompaniments. Listen to early blues ensemble and singing styles. Identify and perform staccato and legato. Perform syncopated rhythm pattern and rhythmic ostinato. Create melodic patterns. Identify and perform Dorian and Mixolydian modes, blues scale and twelve-bar blues pattern, I IV V chords and roots, and antecedent/consequent phrases. Follow melodic sequence and melodic contours. Identify and define thin and thick textures (monophonic, homophonic, polyphonic). Perform a song in strophic form and twelve-bar blues. Listen to and identify atonal music. Listen to and discuss rock style, romantic style, minimalist style, baroque style in 20th century orchestration, American nationalistic music, jazz.

[X] 4th Quarter

Students will: Listen to and identify repetition and contrast. Perform on pitched and unpitched classroom instruments. Listen to Renaissance ensemble and military band and tempo contrasts. Perform rhythm pattern, legato, and staccato articulation, duple meter. Perform pentatonic scale and progression. Review Dorian mode and perform vocal improvisations. Perform monophonic, homophonic, and polyphonic textures. Identify phrases, sections, repetitions, unity, variety, ternary form, rondo form, and the suite.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293440-5 / 7

 

MUSIC EDUCATION Grade 8

[X] 1st Quarter

Students will: Identify dynamic changes and tone color changes in a composition. Conduct a musical composition having a strophic form. Listen to and discuss the jazz style. Discuss nationalism in the romantic style period. Practice known notations. Identify contrasting tempos. Identify verse and refrain. Read percussion and melodic scores. Identify duple, triple, quadruple meter. Identify meter changes in a composition. Perform, listen to, and identify irregular meter in five and seven.

[X] 2nd Quarter

Students will: Follow a tone color flow chart. Identify tone colors. Determine tempo relationships in the music. Conduct patterns to fit the tempo. Identify, define, perform, and conduct in compound meter. Identify meter changes in a composition. Identify polyrhythms. Perform a melodic accompaniment and song in compound meter. Follow a listening map of a composition having the form intro, A, B, Bridge, B, Coda. Listen to and perform a song from a musical. Listen to music that combines jazz and classical style. Discuss salsa. Read basic notation. Perform retrograde on percussion instruments. Perform a song on bells or keyboard. Perform rhythms containing meter changes and ostinatos. Learn pitch organization. Define twelve-tone music. Perform a tone row and its retrograde. Define harmony and consonance. Identify/define polyphonic, monophonic, and homophonic texture. Analyze phrase length. Discuss a composer from the baroque period. Discuss expressionism in the music of Schoenberg.

[X] 3rd Quarter

Students will: Identify dynamic changes. Determine how dynamics create a mood in the music. Listen to and identify instruments. Identify bright and dark tone colors. Determine appropriate tone colors and tempo for a composition. Identify tonic, subdominant and dominant. Listen to and identify key changes. Define register and modulation. Discuss how contrasts in major and minor tonality affect the mood. Listen to and discuss bitonality. Perform accompaniments in minor tonality. Perform a twelve-bar blues progression. Listen to, discuss, and create variations. Discuss the musical styles of Charles Ives and Franz Schubert.

[X] 4th Quarter

Students will: Follow dynamics from a listening map. Listen to and identify contrasting dynamics. Listen to and identify the orchestra. Identify, perform, and create rhythmic motives. Define and read staccato and legato. Follow a melodic listening map. Perform and create a melodic motive. Listen to and identify pitch levels and major/minor tonality. Read and perform spoken music. Discuss and identify rhythmic and melodic motives. Discuss sonata allegro form and free form. Create and perform a composition in free form. Discuss musical characteristics of the classical and neoclassical style period. Listen to and identify program music. Identify new sound sources from found objects. Discuss composers Vangelis, John Cage, Harry Partch, Milton Babbit, Isao Tomita.

Resources: MUSIC and YOU by MACMILLAN ISBN 0-02-293450-2 / 8

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