Planned Course Documents
Planned Course Documents
Elementary School
- Elementary General Music (Grade K)
- Elementary General Music (Grade 1)
- Elementary General Music (Grade 2)
- Elementary General Music (Grade 3)
- Elementary General Music (Grade 4)
- Elementary General Music (Grade 5)
- Elementary General Music (Grade 6)
- Elementary Music: Chorus (Grades 5-6)
- Elementary Instrumental Music: Band and Orchestra (Grades 3-6)
Elementary General Music (Grade K)
Course: Elementary General Music (Grade K)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.1b
- Pr5.1.1a
- Pr6.1.1a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.1a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.1a
Course Description:
Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives:
- Singing
- Directed listening
- Playing classroom instruments
- Learning musical notation
- Understanding musical form
- Relating music to cultural diversity and historical development
- Comparing music to other disciplines
- Developing aesthetic criteria for Chorus
- Moving: kinesthetic performance in non-locomotor and locomotor patterns to represent and interpret musical sounds (advanced formations)
- Improvising: using all three performance skills, ideas are created and performed spontaneously within a framework limited by known material
General Music: Grade K
- Rhythm: Beat; Short/Long (Sounds of contrasting duration)
- Pitch: High/Low; (Pitches of contrasting frequency)
- Form: AA (Phrases or sections that sound the same); AB (Phrases or sections that sound different)
- Expressive Elements: Dynamics (Loud/Soft); Fast/Slow (Tempos of contrasting speed); Sing/Speak/Whisper/Shout (vocal tone color)
Listening examples: Grade K
- The Little Train of the Caipira by Heitor Villa-Lobos
- Trepak byPyotr Ilyich Tchaikovsky
- Carnival of the Animals by Camille Saint-Saëns
- Flute and Drum by Gunild Keetman
- Walking the Dog by George Gershwin
- C-A-G by Billy Taylor
- Tshotsholoza - South African Folk Song
Related courses: N/A
Acceleration -N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades K-6 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Singing and Vocal Activities
- Instrumental Exploration
- Creative Expression
- Movement and Dance
- Listening Activities
- Cultural and Historical Exploration
- Games and Interactive Activities
- Technology Integration
- Collaborative Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Observation and Reflection: Observe student participation and assess progress.
- Informal Performances: Provide opportunities for students to showcase their skills.
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources:
- Spotlight on Music: McGraw-Hill; 2011
- Purposeful Pathways: Roger Sams and Beth Ann Hepburn
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube: videos
- Metronome
Other Resources:
● Teacher created materials
Elementary General Music (Grade 1)
Course: Elementary General Music (Grade 1)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.1b
- Pr5.1.1a
- Pr6.1.1a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.1a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.1a
- Cr2.1.1b
Course Description:
Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives:
- Singing
- Directed listening
- Playing classroom instruments
- Learning musical notation
- Understanding musical form
- Relating music to cultural diversity and historical development
- Comparing music to other disciplines
- Developing aesthetic criteria for Chorus
- Moving: kinesthetic performance in non-locomotor and locomotor patterns to represent and interpret musical sounds (advanced formations)
- Improvising: using all three performance skills, ideas are created and performed spontaneously within a framework limited by known material
General Music: Grade 1
- Rhythm: Beat, Rhythm. Quarter note, eighth note, quarter rest
- Pitch: high/low (pitches of contrasting frequency); Solfege (mi so la) ;Pitched/Unpitched (definite vs indefinite pitches)
- Form: AA (Phrases or sections that sound the same); AB (Phrases or sections that sound different); ABA Phrases or sections that match at the beginning and end with contrast in the middle
- Expressive Elements: Forte/Piano (Loud/Soft); Fast/Slow (Tempos of contrasting speed); Sing/Speak/Whisper/Shout (vocal tone color); Timbre (Brass Family)
Listening examples: Grade 1
- The Little Train of the Caipira by Heitor Villa-Lobos
- Trepak by Pyotr Ilyich Tchaikovsky
- Carnival of the Animals by Camille Saint-Saëns
- Flute and Drum by Gunild Keetman
- Walking the Dog by George Gershwin
- C-A-G by Billy Taylor
- Tshotsholoza - South African Folk Song
Related courses: N/A
Acceleration -N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades K-6 Music.
Instructional Strategies:
Below is a list of suggested strategies for high-quality instruction in Music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Singing and Vocal Activities
- Instrumental Exploration
- Creative Expression
- Movement and Dance
- Listening Activities
- Cultural and Historical Exploration
- Games and Interactive Activities
- Technology Integration
- Collaborative Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Observation and Reflection: Observe student participation and assess progress.
- Informal Performances: Provide opportunities for students to showcase their skills.
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources:
- Spotlight on Music: McGraw-Hill; 2011
- Purposeful Pathways: Roger Sams and Beth Ann Hepburn
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube: videos
- Metronome
Other Resources:
● Teacher created materials
Elementary General Music (Grade 2)
Course: Elementary General Music (Grade 2)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.1b
- Pr5.1.1a
- Pr6.1.1a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.1a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.1a
- Cr2.1.1b
Course Description:
Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives:
- Singing
- Directed listening
- Playing classroom instruments
- Learning musical notation
- Understanding musical form
- Relating music to cultural diversity and historical development
- Comparing music to other disciplines
- Developing aesthetic criteria for Chorus
- Moving: kinesthetic performance in non-locomotor and locomotor patterns to represent and interpret musical sounds (advanced formations)
- Improvising: using all three performance skills, ideas are created and performed spontaneously within a framework limited by known material
General Music: Grade 2
- Rhythm: Duple meter, half notes, tied notes, Half rest
- Pitch: Solfege (do re), skips, steps, leaps
- Form: call & response, bar line, double bar line, measure
- Expressive Elements: tempo Adagio (slow); Allegro (fast) Staccato (separated), Legato (smoothly connected); Timbre: Strings Family
Listening examples: Grade 2
- In the Hall of the Mountain by King Edvard Greig
- Dance of the Sugar Plum Fairy by Pyotr Ilyich Tchaikovsky
- Peter and the Wolf by Sergei Prokofiev
- Young Person’s Guide to the Orchestra by Benjamin Britten
- Chango Guango by Tinker Villarreal & Juan Ortiz
- Pukaea by Jaz Coleman & Hinewehi Mahi
- Akinla by Fela Sowande
- La Lluvia by Stephen Hatfield
Related courses: N/A
Acceleration -N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades K-6 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Music.
Instructional components outlined in the Framework for Teaching by Charlotte Danielson
Singing and Vocal Activities
Instrumental Exploration
- Creative Expression
- Movement and Dance
- Listening Activities
- Cultural and Historical Exploration
- Games and Interactive Activities
- Technology Integration
- Collaborative Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Observation and Reflection: Observe student participation and assess progress.
- Informal Performances: Provide opportunities for students to showcase their skills.
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources:
- Spotlight on Music: McGraw-Hill; 2011
- Purposeful Pathways: Roger Sams and Beth Ann Hepburn
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube: videos
- Metronome
Other Resources:
● Teacher created materials
Elementary General Music (Grade 3)
Elementary General Music (Grade 4)
Course: Elementary General Music (Grade 4)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.1b
- Pr5.1.1a
- Pr6.1.1a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.1a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.1a
- Cr2.1.1b
Course Description:
Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives:
- Singing
- Directed listening
- Playing classroom instruments
- Learning musical notation
- Understanding musical form
- Relating music to cultural diversity and historical development
- Comparing music to other disciplines
- Developing aesthetic criteria for Chorus
- Moving: kinesthetic performance in non-locomotor and locomotor patterns to represent and interpret musical sounds (advanced formations)
- Improvising: using all three performance skills, ideas are created and performed spontaneously within a framework limited by known material
General Music: Grade 4
- Rhythm: syncopation, dotted quarter notes, triple meter
- Pitch: Solfege (low la, low so); major vs. minor
- Form: Rondo, phrase, D.C al fine
- Expressive Elements: Dynamics pp/ff (pianissimo, fortissimo)
Listening examples: Grade 4
- Stars and Stripes Forever by John Phillip Sousa
- Dance of the Mirlitons by Pyotr Ilyich Tchaikovsky
- The Four Seasons: Spring by Antonio Vivaldi
- 9th Symphony by Ludwig van Beethoven
- Nokken Danser - Norwegian Folk Melody
- My Friend by Mark & Joel Kibble
- Sail Away - American Mountain Dance
- In the Mood by Joe Garland
Related courses: N/A
Acceleration -N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades K-6 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Music.
Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Singing and Vocal Activities
- Instrumental Exploration
- Creative Expression
- Movement and Dance
- Listening Activities
- Cultural and Historical Exploration
- Games and Interactive Activities
- Technology Integration
- Collaborative Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Observation and Reflection: Observe student participation and assess progress.
- Informal Performances: Provide opportunities for students to showcase their skills.
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources:
- Spotlight on Music: McGraw-Hill; 2011
- Purposeful Pathways: Roger Sams and Beth Ann Hepburn
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube: videos
- Metronome
Other Resources:
● Teacher created materials
Elementary General Music (Grade 5)
Course: Elementary General Music (Grade 5)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.1b
- Pr5.1.1a
- Pr6.1.1a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.1a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.1a
- Cr2.1.1b
Course Description:
Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives:
- Singing
- Directed listening
- Playing classroom instruments
- Learning musical notation
- Understanding musical form
- Relating music to cultural diversity and historical development
- Comparing music to other disciplines
- Developing aesthetic criteria for Chorus
- Moving: kinesthetic performance in non-locomotor and locomotor patterns to represent and interpret musical sounds (advanced formations)
- Improvising: using all three performance skills, ideas are created and performed spontaneously within a framework limited by known material
General Music: Grade 5
- Rhythm: 8th and 16th note rhythm combinations
- Pitch: Solfege (fa ti) Harmonic function: I-V
- Form: D.S. al Fine, Theme and Variations
- Expressive Elements: Crescendo/Decrescendo; Timbre- Vocal tone color
Listening Examples: Grade 5
- Anvil Chorus by Guiseppe Verdi
- Nutcracker Overture by Pyotr Ilyich Tchaikovsky
- “Wade in the Water” Arr. by Moses Hogan
- Variations on Pop Goes the Weasel by Lucien Caillet
- “Batucada Brasileira” - Brazilian Folk Song
- Raga Malika - Indian Classical Song
- “It Don’t Mean a Thing” by Duke Ellington & Irving Mills
- “Oye Como Va” by Tito Puente
Related courses: N/A
Acceleration -N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades K-6 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Singing and Vocal Activities
- Instrumental Exploration
- Creative Expression
- Movement and Dance
- Listening Activities
- Cultural and Historical Exploration
- Games and Interactive Activities
- Technology Integration
- Collaborative Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Observation and Reflection: Observe student participation and assess progress.
- Informal Performances: Provide opportunities for students to showcase their skills.
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources:
- Spotlight on Music: McGraw-Hill; 2011
- Purposeful Pathways: Roger Sams and Beth Ann Hepburn
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube: videos
- Metronome
Other Resources:
● Teacher created materials
Elementary General Music (Grade 6)
Course: Elementary General Music (Grade 6)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.1b
- Pr5.1.1a
- Pr6.1.1a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.1a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.1a
- Cr2.1.1b
Course Description:
Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives:
- Singing
- Directed listening
- Playing classroom instruments
- Learning musical notation
- Understanding musical form
- Relating music to cultural diversity and historical development
- Comparing music to other disciplines
- Developing aesthetic criteria for Chorus
- Moving: kinesthetic performance in non-locomotor and locomotor patterns to represent and interpret musical sounds (advanced formations)
- Improvising: using all three performance skills, ideas are created and performed spontaneously within a framework limited by known material
General Music: Grade 6
- Rhythm: dotted eighth, sixteenth combinations
- Pitch: Harmonic Function (I-IV-V)
- Form: Theme and Variations
- Expressive Elements: Timbre- Vocal tone color
Listening Example: Grade 6
- “Mars” from The Planets by Gustav HolstHallelujah Chorus by George Frederic Handel
- Rite of Spring by Igor Stravinsky
- Variations on Simple Gifts by Aaron Copland
- Belhadawa Walla by Belshaawa Hossam Ramze
- “Locomotion” by John Coltrane
- “Night Flight” by Tan Dun
- “Early Light” by Carolyn Bremer
Related courses: N/A
Acceleration -N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades K-6 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Singing and Vocal Activities
- Instrumental Exploration
- Creative Expression
- Movement and Dance
- Listening Activities
- Cultural and Historical Exploration
- Games and Interactive Activities
- Technology Integration
- Collaborative Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Observation and Reflection: Observe student participation and assess progress.
- Informal Performances: Provide opportunities for students to showcase their skills.
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources:
- Spotlight on Music: McGraw-Hill; 2011
- Purposeful Pathways: Roger Sams and Beth Ann Hepburn
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube: videos
- Metronome
Other Resources:
● Teacher created materials
Elementary Music: Chorus (Grades 5-6)
Course: Elementary Music: Chorus (Grades 5-6)
Standards: This course is aligned to all standards within the following the 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- P4.2.E.5.a
- Pr4.3.E.5.a
- Pr5.3.E.5.a
- Pr6.1.E.5.a
Responding: Choose music appropriate for specific purposes and contexts.
- Re9.1.E.5.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn10.0.5.H.a
- Cn11.0.T.5.a
Course Description:
All students are given the opportunity to perform in a large choral group. Chorus extends, refines and enriches the basic skills that are taught in the General Music curriculum. A concert is presented in Winter and Spring. Elementary Chorus is designed to introduce young students to the joy of singing and foster a love for music. Through a variety of engaging activities, students will develop fundamental vocal skills, learn basic music theory concepts, and participate in group singing experiences.
Related courses: N/A
Acceleration- N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Elementary Choir.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Developing technical facility, breath control, tone quality, rhythmic accuracy, articulation and pitch awareness
- Identifying and interpreting expressive elements
- Create a Positive and Inclusive Environment
- Establish Clear Expectations
- Select Age-Appropriate Repertoire
- Incorporate Movement and Visual Elements
- Vocal Warm-Ups
- Teach Basic Music Theory Concepts
- Individual and Group Assessments
- Use Technology as a Tool
- Encourage Student Leadership
- Celebrate Diversity of Abilities
- Parent and Community Involvement
- Regular Performances
- Build a Repertoire Throughout the Year
- Flexibility and Adaptability
- Professional Development
Forms of Assessment to Measure Attainment of Course Objectives:
- Performances: Concerts, Public Appearances
- Reflection Post-concert evaluation
- Performance Rubric
Estimated Instructional Time: 30 minutes per week
Resources:
Text Resources: N/A
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
Elementary Instrumental Music: Band and Orchestra (Grades 3-6)
Course: Elementary Instrumental Music: Band and Orchestra (Grades 3-6)
Standards: This course is aligned to all standards within the following 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- Mu:Pr4.2.E.5a
- Mu:Pr5.3.E.5a
- Mu:Pr6.1.E.5a
Responding: Choose music appropriate for specific purposes and contexts.
- Mu:Re7.2.E.5a
Course Description:
Instruction in string instruments begins in third grade. Band instrument instruction begins in fourth grade. Weekly group lessons are given to help each student learn the fundamentals of music and music performance on their instrument. Continuing instruction culminates in proficiency on an instrument. The following musical objectives are taught:
- Developing technical facility, breath control, tone quality, rhythmic accuracy, articulation and pitch awareness
- Identifying and interpreting expressive elements
- Developing effective rehearsal skills
- Developing aesthetic criteria
- Reinforcing the value of disciplined practice
Band & Orchestra
All instrumental students are given the opportunity to perform in a large group ensemble. This extends, refines, and enriches the basic skills that are taught in small group instruction. The culminating activity for Beginning Band and Strings is a Spring Concert. Advanced Band and Orchestra present two concerts, Winter and Spring.
Related courses:
- Beginning Strings, Grades 3
- Advanced Strings, Grades 4-6
- Beginning Band, Grade 4
- Advanced Band, Grades 5-6
Acceleration;
Upon attaining an advanced level of proficiency, talented students are recommended for participation in District Band or Orchestra. This group provides enrichment experiences for musically gifted students. Weekly rehearsals culminate in an all-district concert.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards as outlined in the Scope and Sequence for Grades K-6 Music.
- Developing note reading skills
- Developing technical facility, breath control, tone quality, rhythmic accuracy, articulation and pitch awareness
- Identifying and interpreting expressive elements
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Set Clear Learning Objectives
- Differentiate Instruction
- Use a Sequential Approach
- Provide Regular Feedback
- Incorporate Technology
- Encourage Active Participation
- Cultivate Creativity
- Connect Music to Real-World Contexts
- Promote Collaborative Learning
- Assess Progress Regularly
- Encourage Reflective Practice
- Create a Positive Learning Environment
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: 30-60 minutes per week
Resources:
Text Resources:
- Essential Elements 2000, Book 1 (Beginning Band)
- Essential Elements 2000, Book 2 (Advanced Band)
- Alfred’s Drum Method Book 1
- String Basics, Book 1 (Beginning Strings)
- String Basics, Book 2 (Advanced Orchestra)
Technology:
- MakeMusic Cloud
- Tuners
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
Middle School
- Middle School General Music, Grade 7
- Middle School General Music, Grade 8
- Middle School Chorus (Grades 7-8)
- Middle School Instrumental Music, Grades 7-8
Middle School General Music, Grade 7
Course: Middle School General Music, Grade 7
Standards: This course is aligned to all standards within the follow the 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Mu: Pr4.2.7b
- Mu: Pr4.3.7a
- Mu: Pr5.1.7a
- Mu: Pr6.1.7b
Creating: Generate musical ideas for various purposes and contexts.
- Mu: Cr1.1.7a
- Mu: Cr2.1.7b
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Mu: Cn11.0.7a
Course Description:
Middle school general music is an essential component of a well-rounded education that aims to introduce students to various aspects of music, fostering an appreciation for its cultural and historical significance while also developing fundamental musical skills. Seventh and eighth graders receive classroom instruction in the following musical skills:
- Musical vocabulary
- Singing
- Playing classroom instruments
- Notation
- Directed listening activities
- Students experience a wide variety of cultures, historic styles, composers and compositions.
Related courses: N/A
Acceleration: N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 for music as outlined in the Scope and Sequence for Grades 7-8 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in middle school general music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Differentiated Instruction
- Active Listening
- Hands-On Learning
- Technology Integration
- Performance Opportunities
- Collaborative Learning
- Cultural Diversity
- Assessment and Feedback
- Cross-Curricular Connections
- Professional Development
Forms of Assessment to Measure Attainment of Course Objectives:
- Written Tests/Quizzes
- Listening Assignments
- Performance Assessments
- Projects and Presentations
- Composition Projects
- Class Participation
- Technology-Based Assessments (Canvas)
- Rubrics
- Formative Assessment
Estimated Instructional Time: 45 minutes per week
Resources:
Text Resources: N/A
Technology:
- Online Platforms: Canvas
- Websites: MusicTheory.net, www.jwpepper.com
- YouTube : Videos and Listening Activities
- Interactive Whiteboard Resources
Other Resources:
● Teacher-created Materials
Middle School General Music, Grade 8
Course: Middle School General Music, Grade 8
Standards: This course is aligned to all standards within the follow 2014 Music Standards for General Music grades Pre-K-8
Performing: Evaluate and refine personal and ensemble performances.
- Mu: Pr6.1.8a
Creating: Generate musical ideas for various purposes and contexts.
- Mu: Cr1.1.8a
- Mu: Cr2.1.8b
Responding: Choose music appropriate for specific purposes and contexts.
- Mu: Re9.1.8a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Mu: Cn11.0.8a
Course Description:
Middle school general music is an essential component of a well-rounded education that aims to introduce students to various aspects of music, fostering an appreciation for its cultural and historical significance while also developing fundamental musical skills. Seventh and eighth graders receive classroom instruction in the following musical skills:
- Musical vocabulary
- Singing
- Playing classroom instruments
- Notation
- Directed listening activities
- Students experience a wide variety of cultures, historic styles, composers and compositions.
Related courses: N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards for General Music grades Pre-K-8 as outlined in the Scope and Sequence for Grades 7-8 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in middle school general music.
Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Differentiated Instruction
- Active Listening
- Hands-On Learning
- Technology Integration
- Performance Opportunities
- Collaborative Learning
- Cultural Diversity
- Assessment and Feedback
- Cross-Curricular Connections
- Professional Development
Forms of Assessment to Measure Attainment of Course Objectives:
- Written Tests/Quizzes
- Listening Assignments
- Performance Assessments
- Projects and Presentations
- Composition Projects
- Class Participation
- Technology-Based Assessments (Canvas)
- Rubrics
- Formative Assessment
Estimated Instructional Time: 45 minutes per week
Resources
Text Resources: N/A
- Technology
- Online Platforms: Canvas
- Websites: MusicTheory.net, www.jwpepper.com
- YouTube : Videos and Listening Activities
- Interactive Whiteboard Resource
Other Resources
● Teacher-created Materials
Middle School Chorus (Grades 7-8)
Course: Middle School Chorus (Grades 7-8)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- Mu: P4.2.E.8.a
- Mu:Pr5.3.E.1a
- Mu: Pr6.1.E.8.a
Responding: Choose music appropriate for specific purposes and contexts.
- Mu: Re9.1.E.8.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Mu: Cn10.0.H.8.a
Course Description:
The Middle School Chorus course is designed to provide students with a comprehensive foundation in vocal music, fostering an appreciation for various musical genres and developing fundamental singing skills. Throughout the course, students will engage in a variety of activities aimed at enhancing their musical abilities, teamwork, and performance confidence.
By the end of the course, students will have gained a solid foundation in vocal music, developed essential musical skills, and cultivated a lifelong appreciation for the art of choral singing. This course aims to inspire a love for music, foster teamwork, and provide students with the tools needed to continue their musical journey in future choral and vocal endeavors.
Related courses: N/A
Acceleration
Students attaining a higher-level proficiency can participate in select ensembles, adjudications, and county and district festivals. More information about the Bucks County Music Educators’ Association (BCMEA) County Chorus Festival is available at www.bcmea.org
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
- Developing technical facility, breath control, tone quality, rhythmic accuracy, articulation and pitch awareness
- Identifying and interpreting expressive elements
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 7-8 Music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in middle school chorus.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Create a Positive and Inclusive Environment
- Establish Clear Expectations
- Select Age-Appropriate Repertoire
- Incorporate Movement and Visual Elements
- Vocal Warm-Ups
- Teach Basic Music Theory Concept
- Individual and Group Assessments
- Use Technology as a Tool
- Encourage Student Leadership
- Celebrate Diversity of Abilities:
- Parent and Community Involvement
- Regular Performances
- Build a Repertoire Throughout the Year
- Flexibility and Adaptability
- Professional Development
Forms of Assessment to Measure Attainment of Course Objectives:
- Performances: Concerts, Public Appearances
- Reflection Post-concert evaluation
- Performance Rubric
Estimated Instructional Time: 30-60 minutes per week
Resources:
Text Resources: N/A
Technology:
- Google Classroom
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- YouTube
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
Middle School Instrumental Music, Grades 7-8
Course: Middle School Instrumental Music, Grades 7-8
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble
Performing: Evaluate and refine personal and ensemble performances.
- Mu:Pr4.2.E.8.a
- Mu:Pr4.3.E.8.a
- Mu:Pr5.3.E.8.a
- Mu:Pr6.1.E.8.a
- Mu:Pr6.1.E.8.b
Responding: Choose music appropriate for specific purposes and contexts.
- Mu:Re7.2.E.8.a
- Mu:Re7.1.E.8.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Mu:Cn11.0.T.8.a
Creating: Generate musical ideas for various purposes and contexts
- Mu:Cr1.1.E.8.a
Course Description
The Middle School Instrumental Music is designed to introduce students to the world of instrumental music, providing a comprehensive foundation in playing a musical instrument, music theory, and ensemble performance. This course is open to students of all levels, accommodating beginners as well as those with prior musical experience. Students in the band and orchestra perform at various concerts, assemblies and music festivals during the school year. The Middle Level instrumental program is dedicated, through weekly group lessons, to the following learning outcomes:
- Development of tone, breath control, pitch, rhythm, articulation and scales.
- Development of practice skills.
- Development of range and technique on instruments, and preparation for participation at the high school.
- Development of knowledge of a wide variety of musical forms, styles, composers and literature
- Participation in a variety of performing groups, such as band and orchestra, reinforces the value of the individual’s skills to the larger ensemble.
Related courses:
- Band: Grades 7-8 (woodwind, brass, and percussion instruments)
- Orchestra: Grades 7-8 (violin, viola, cello, bass)
Acceleration
Students attaining a higher level of proficiency participate in select ensembles, adjudications, and county and district festivals. More information about the Bucks County Music Educators’ Association (BCMEA) County Chorus Festival is available at www.bcmea.org
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble as outlined in the Scope and Sequence for Grades 7-8 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction instrumental music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Individualized Instruction
- Clear Learning Objectives
- Structured Lesson Plans
- Demonstration and Modeling
- Effective Feedback
- Encourage Critical Listening
- Ensemble Playing
- Technology Integration
- Performance Opportunities
- Create a positive and supportive environment during performances
- Cultivate a Positive Learning Environment
- Collaboration with Parents and Guardians
- Professional Development
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: 75 to 105 minutes per week
Resources:
Text Resources: N/A
Technology:
- MakeMusic Cloud (formerly SmartMusic)
- www.jwpepper.com website for listening to music selections
- www.musictheory.net website for musical terms
- Woodwind & Brasswind - Instrument Care
- D'Addario Woodwinds - Maintenance Videos
- Tuners
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
High School
- Accelerated Marching Symphonic Band
- Accelerated Symphonic Choir
- Accelerated Symphony Orchestra
- Advanced Placement Music Theory
- Chorale
- Marching Concert Band
- Introduction to Guitar
- Honors Music Arranging
- Intermediate Guitar
- Marching Concert Band
- Music Improvisation
- Music Technology & Studio Production
- Music Theory 1
- Musical Theatre
- String Orchestra
Accelerated Marching Symphonic Band
Course: Accelerated Marching Symphonic Band (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.11a
- Pr4.3.E.11a
- Pr5.3.E.11a
- Pr6.1.E.11a
- Pr6.1.E.11b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.E.11a
- Re8.1.E.IIa
- Re7.1.E.IIa
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.E.IIa
Course Description:
The Marching Symphonic Band is an advanced level ensemble. Students chosen for this group must be able to perform the highest levels of high school band literature and must display high individual skill levels. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. Selection is at the director’s discretion by audition. A full rehearsal and performance schedule will be given to each student in May of the preceding year. Members of the Marching Band are required to attend a pre-school band camp, after school rehearsals, and all performances. Band camp will begin in August.
Related courses: Marching Band
Acceleration
The Accelerated Marching Symphonic Band course offers advanced music literacy, technical mastery, extended range, scales and repertoire for students to attain a high level of proficiency on their chosen instrument.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Establish a Positive Classroom Culture
- Set Clear Expectations
- Individualized Instruction
- Varied Repertoire
- Goal Setting
- Effective Rehearsal Techniques
- Encourage Critical Listening
- Incorporate Technology
- Performance Opportunities
- Guest Clinicians and Workshops
- Develop Musicianship
- Build a Sense of Ownership
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 54 minutes
Resources:
Text Resources: N/A
Technology:
- MakeMusic Cloud (formerly SmartMusic)
- www.jwpepper.com website for listening to music selections
- www.musictheory.net website for musical terms
- https://www.sightreadingfactory.com website for learning sight reading skills
- Woodwind & Brasswind - Instrument Care
- D'Addario Woodwinds - Maintenance Videos
- Tuners
- Metronome
Other Resources:
- Musical repertoire (sheet music) as selected by director
- Teacher created materials
Accelerated Symphonic Choir
Course: Accelerated Symphonic Choir (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.1a
- Pr5.3.E.1a
- Mu.Pr6.1.E.1a
- Pr6.1.E.1b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.E.1a
- Re9.1.E.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.1.a
Course Description:
Symphonic Choir is an advanced level ensemble. Students chosen for this group must be able to perform the highest level of high school choral literature and must demonstrate high skill levels. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. Selection is at the director’s discretion by audition. Students will advance their individual vocal and choral skills with an emphasis on tone production, breathing, diction, musicality, music reading proficiency and rehearsal techniques. A variety of advanced choral literature, ranging from Renaissance to Contemporary, will be studied and performed in concert. The performance nature of this course requires attendance after school for scheduled rehearsals and concerts. The Symphonic Choir rehearses monthly after school, and additional rehearsals will be scheduled at the discretion of the director to prepare for local, national, and international events.
Related courses: Chorale
Acceleration
The Accelerated Symphonic Choir course offers advanced music literacy, extended vocal techniques, range, and repertoire for students to attain a high level of proficiency of vocal performance.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience.
In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Warm Up Activities
- Repertoire Selection
- Sectional Rehearsals
- Sight-Reading
- Performance Opportunities
- Technology Integration
- Interdisciplinary Connections
- Individual and Group Assessments
- Cultivate a Positive Learning Environment
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 54 minutes
Resources:
Text Resources: N/A
Technology:
- Canvas
- www.jwpepper.com - music website for listening to music
- https://www.sightreadingfactory.com website for learning sight reading skills
- Listening tracks for individual practice
- YouTube
- Metronome
Other Resources:
Musical repertoire (sheet music) as selected by director
Teacher created materials
Accelerated Symphony Orchestra
Course: Accelerated Symphony Orchestra (Grades 10-12)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.11a
- Pr4.3.E.11a
- Pr5.3.E.11a
- Mu.Pr6.1.E.11a
- Pr6.1.E.11b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.1.E.11a
- Re7.2.E.11.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.E.11a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.H.11.a
Course Description:
Students chosen for this group must be able to perform the highest levels of high school orchestral literature and must demonstrate high individual skill levels. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. Membership is open to all string (violin, viola, cello and bass), woodwind, brass and percussion students. Selection is at the director’s discretion by audition. The literature to be studied and performed will consist of the standard symphonic works, as well as movie, pop, and show selections. The performance nature of this course requires attendance after school for scheduled rehearsals and concerts.
Related courses: String Orchestra
Acceleration
This course is an accelerated course and offers advanced music literacy, technical mastery, extended range, scales and repertoire for students to attain a high level of proficiency on their chosen instrument.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
- Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Establish a Positive Classroom Culture
- Set Clear Expectations
- Individualized Instruction
- Varied Repertoire
- Goal Setting
- Effective Rehearsal Techniques
- Encourage Critical Listening
- Incorporate Technology
- Performance Opportunities
- Guest Clinicians and Workshops
- Develop Musicianship
- Build a Sense of Ownership
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 54 minutes
Resources:
Text Resources: N/A
Technology:
- MakeMusic Cloud (formerly SmartMusic)
- www.jwpepper.com website for listening to music selections
- www.musictheory.net website for musical terms
- https://www.sightreadingfactory.com website for learning sight reading skills
- Tuners
- Metronome
Other Resources:
- Musical repertoire (sheet music) as selected by director
- Teacher created materials
Advanced Placement Music Theory
Course: Advanced Placement Music Theory (Grades 10-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Composition/Theory)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.C.11a
- Pr4.3.C.11a
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.C.11a
- Re9.1.C.11a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.11.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr2.1.C.11a
- Cr2.1.C.11b
- Cr3.1.C.1.a
Course Description:
This course is primarily designed for those students in grades 10-12 who have completed Music Theory 1 and desire advanced musical studies. The course will include studies in advanced harmony and analysis of musical forms and compositions. Instrumental or vocal arrangements will be performed for analysis. Students will be prepared to take the Advanced Placement Music Theory Examination. Prerequisite: Teacher Recommendation and Successful Completion of Music Theory 1 or Teacher Recommendation and Pre-Test.
Related courses: Music Theory 1 (Prerequisite)
Acceleration - The Advanced Placement Music Theory course is designed to be challenging and rigorous, providing a comprehensive understanding of music theory principles. Successful completion of the course and a passing score on the exam may lead to college credit, depending on the policies of the student's chosen college or university.
Modification - The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Composition/Theory) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Advanced Placement Music Theory:
- Clear Course Structure
- Active Learning
- Practice with Real Exam Questions
- Aural Skills Development:
- Integration of Technology
- Individualized Support
- Performance Opportunities
- Regular Formative Assessment
- Cross-Curricular Connections
- Professional Development
- Encourage Creativity
Forms of Assessment to Measure Attainment of Course Objectives:
- Multiple-Choice Questions
- Free-Response Questions
- Listening Exercises:
- Melodic and Harmonic Dictation:
- Part-Writing and Figured Bass:
- Sight-Singing
- Composition and Analysis Projects
Estimated Instructional Time: Alternating Day elective: 54 minutes
Resources
Text Resources:
● Tonal Harmony, 7th Edition; McGraw-Hill; 2013 ISBN 0078025141
Technology:
- www.musictheory.net
- Music Notation Software: Finale
- https://www.noteflight.com online music writing
Other Resources:
- Released AP Music Theory Exams
- Teacher created materials
Chorale
Course: Chorale (Grades 9-12)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances,
- Pr4.2.E.1a
- Pr4.3.E.1a
- Pr5.3.E.1a
- Mu.Pr6.1.E.1a
- Pr6.1.E.1b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.E.1a
- Re9.1.E.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.1.a
Course Description:
Chorale is open to all students interested in developing their individual vocal and choral skills. Emphasis is placed on proper breathing, tone production, diction, musicality and music reading proficiency. A variety of suitable literature, ranging from Renaissance to Contemporary, will be studied and performed in concert. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. All freshmen and new members to the choir program who intend to participate in Symphonic Choir must take one year of Chorale. Students may remain in Chorale for all four years of high school. Students who wish to advance into Symphonic Choir may audition toward the end of the year. The performance nature of this course requires attendance after school for scheduled rehearsals and concerts. Chorale rehearses monthly after school and more frequently prior to concerts. Participation in these rehearsals, as well as all scheduled performances, is a requirement.
Related courses: The Accelerated Symphonic Choir course offers advanced music literacy, extended vocal techniques, range, and repertoire for students to attain a high level of proficiency of vocal performance.
Acceleration - Students interested in taking Chorale as an accelerated course will be required to complete additional higher level work.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music.
- Warm Up Activities
- Repertoire Selection
- Sectional Rehearsals
- Sight-Reading
- Performance Opportunities
- Technology Integration
- Interdisciplinary Connections
- Individual and Group Assessments
- Cultivate a Positive Learning Environment
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 54 minutes
Resources:
Text Resources: N/A
Technology:
- Canvas
- www.jwpepper.com - music website for listening to music
- Listening tracks for individual practice
- https://www.sightreadingfactory.com website for learning sight reading skills
- YouTube
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
Marching Concert Band
Course: Marching Concert Band (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.1.a
- Pr4.3.E.1.a
- Pr5.3.E.1.a
- Mu.Pr6.1.E.1.a
- Pr6.1.E.1.b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.E.1.a
- Re8.1.E.1.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cr1.1.E.Ia
Course Description:
Marching Concert Band is open to all woodwind, brass and percussion players who are interested in developing individual and ensemble skills. Emphasis is placed on music reading, tone production, blend, balance, and phrasing. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. Students will perform all marching band music and develop their skill level through mainstream Concert Band literature for the remainder of the year. Students may remain in the Marching Concert Band for all four years or audition for the Marching Symphonic Band. A full rehearsal and performance schedule will be given to each student in May of the preceding year. Members of the Marching Band are required to attend a pre-school band camp, after school rehearsals, and all performances. Band Camp will begin in August.
Related courses: Accelerated Marching Concert Band
Students interested in taking Marching Concert Band as an accelerated course will be required to complete additional higher-level work.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience.
In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Establish a Positive Classroom Culture
- Set Clear Expectations
- Individualized Instruction
- Varied Repertoire
- Goal Setting
- Effective Rehearsal Techniques
- Encourage Critical Listening
- Incorporate Technology
- Performance Opportunities
- Guest Clinicians and Workshops
- Develop Musicianship
- Build a Sense of Ownership
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 45 minutes
Resources:
Text Resources: N/A
Technology:
- MakeMusic Cloud (formerly SmartMusic)
- www.jwpepper.com website for listening to music selections
- www.musictheory.net website for musical terms
- https://www.sightreadingfactory.com website for learning sight reading skills
- Woodwind & Brasswind - Instrument Care
- D'Addario Woodwinds - Maintenance Videos
- Tuners
- Metronome
Other Resources:
- Musical repertoire (sheet music) as selected by director
- Teacher created materials
Introduction to Guitar
Course: Introduction to Guitar (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.1.H.1.a
- PR5.1.H.1.a
- Pr6.1.H.1.a
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.1.H.1.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.I.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.H.1.a
- Cr2.1.H.1.a
- Cr3.2.H.1.a
Course Description:
Introduction to guitar will get you started by learning tuning, chords, and melody playing. This is a hands-on course where you learn skills by playing songs. This course is designed for those students with less than 6 months experience on guitar. Guitars will be provided or bring your own.
Related courses: Intermediate Guitar
Acceleration: Upon completion of this course, students may take Intermediate Guitar which will concentrate on chords, hand positions, and melodic technique.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Start with Basics
- Demonstrate Playing Techniques
- Provide Hands-On Practice
- Individualized Attention
- Use Technology
- Group Learning Activities
- Create a Positive Learning Environment
- Guest Instructors or Performances
- Assessment through Performance
- Provide Resources
- Encourage Creativity
Forms of Assessment to Measure Attainment of Course Objectives:
- Playing Proficiency Tests
- Performance Assessments
- Written Quizzes
- Listening Assignments
- Music Theory Assignments
- Recording Projects
- Peer Assessments
- Guitar Technique Portfolio
- Written Reflections
- Project-Based Assessments
- Guitar Maintenance Test
- Creative Composition Projects
Estimated Instructional Time: Alternate Day Course, 54 minutes
Resources:
Text Resources:
● Mastering the Guitar: A Comprehensive Method for Today’s Guitarist, Class Method, Level 1, ISBN 0-7866-5700-6
Technology:
- YouTube
- Online tutorials, interactive apps, virtual lessons.
- Websites that provide visual representations of chords, scales, and songs.
Other Resources:
● Teacher created materials
Honors Music Arranging
Course: Honors Music Arranging (Grades 10-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Composition/Theory)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.C.1.a
- Pr4.3.C.1.a
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.C.1.a
- Re9.1.C.1.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.H.11.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr2.1.C.1.a
- Cr3.1.C.1.a
- CR3.2.C.1.a
Course Description:
This is a course designed to acquaint students with the skills of orchestration. Students will be required to analyze musical compositions and arrange music for various media. Students will be instructed in the usage of music notation software. Prerequisite: Thorough knowledge of Music Theory
Related courses: Advanced Placement Music Theory
Acceleration: Upon completion of this course, students may take the Advanced Placement Music Theory course. The successful completion of the AP Theory Course and a passing score on the exam may lead to college credit, depending on the policies of the student's chosen college or university.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Composition/Theory) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music arranging.
- Advanced Music Theory Instruction
- Listening and Analysis
- Historical Context
- Instrumentation Techniques
- Score Study and Interpretation
- Arranging for Different Ensembles
- Guest Speakers and Workshops
- Collaborative Projects
- Technology Integration
- Performance and Recording Opportunities
- Critical Feedback Sessions
- Original Composition Integration
- Analysis of Contemporary Arrangements
- Individualized Projects
- Assessment Through Rehearsals
- Portfolio Development
- Mentorship Opportunities
Forms of Assessment to Measure Attainment of Course Objectives:
- Multiple-Choice Questions
- Free-Response Questions
- Listening Exercises:
- Melodic and Harmonic Dictation:
- Part-Writing and Figured Bass:
- Sight-Singing
- Composition and Analysis Projects
Estimated Instructional Time: Alternating Day elective: 54 minutes
Resources:
Text Resources:
● Instrumentation/Orchestration; Schirmer Books (Macmillan) ISBN 0-02-873250-2
Technology:
- www.musictheory.net
- Music Notation Software: Finale
- https://www.noteflight.com online music writing
Other Resources:
● Teacher created materials
Intermediate Guitar
Course: Intermediate Guitar (Grades 9-12)
Standards: This course is aligned to all standards within the follow (Guitar/Keyboard/Harmonizing Instruments)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.1.H.1.a
- PR5.1.H.1.a
- Pr6.1.H.1.a
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.1.H.1.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.I.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.H.1.a
- Cr2.1.H.1.a
- Cr3.2.H.1.a
Course Description:
Expand your guitar skills with Intermediate Guitar. Students will concentrate on chords, hand positions, and melodic technique. Students with guitar experience may elect this course with the instructor’s approval. Prerequisite: Successful Completion of Introduction to Guitar or Teacher Recommendation and Prior Guitar Experience
Related courses: Introduction to Guitar
Acceleration: Upon completion of this course, students may take Intermediate Guitar which will concentrate on chords, hand positions, and melodic technique.
Modification:
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Advanced Technique Instruction
- Music Theory Integration
- Ear Training
- Genre Exploration
- Advanced Song Analysis
- Performance Skills Development
- Collaborative Projects
- Advanced Chord Voicings
- Mastery of Fretboard Knowledge
- Technology Integration
- Individualized Projects
Forms of Assessment to Measure Attainment of Course Objectives:
- Technical Proficiency Assessments
- Music Theory Exams
- Ear Training Tests
- Transcription Projects
- Genre-Specific Projects
- Collaborative Performance Assessment
- Guitar Technique Portfolio
- Technology-Based Assessments
- Fretboard Mastery Test
- Final Performance Exam
Estimated Instructional Time: Alternate Day Course, 54 minutes
Resources:
Text Resources: Hal Leonard Guitar Method, Book 1; ISBN 0-7935-1245-x
Technology:
- YouTube
- Online tutorials, interactive apps, virtual lessons.
- Websites that provide visual representations of chords, scales, and songs.
Other Resources:
● Teacher created materials
Marching Concert Band
Course: Marching Concert Band (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.1.a
- Pr4.3.E.1.a
- Pr5.3.E.1.a
- Pr6.1.E.1.a
- Pr6.1.E.1.b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.1.E.Ia
- Re7.2.E.1.a
- Re8.1.E.1.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.E.Ia
Course Description:
Marching Concert Band is open to all woodwind, brass and percussion players who are interested in developing individual and ensemble skills. Emphasis is placed on music reading, tone production, blend, balance, and phrasing. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. Students will perform all marching band music and develop their skill level through mainstream Concert Band literature for the remainder of the year. Students may remain in the Marching Concert Band for all four years or audition for the Marching Symphonic Band. A full rehearsal and performance schedule will be given to each student in May of the preceding year. Students interested in taking Marching Concert Band as an accelerated course will be required to complete additional higher-level work. Members of the Marching Band are required to attend a pre-school band camp, after school rehearsals, and all performances. Band Camp will begin in August.
Related courses: Accelerated Marching Band
The Accelerated Marching Symphonic Band course offers advanced music literacy, technical mastery, extended range, scales and repertoire for students to attain a high level of proficiency on their chosen instrument.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience.
In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Establish a Positive Classroom Culture
- Set Clear Expectations
- Individualized Instruction
- Varied Repertoire
- Goal Setting
- Effective Rehearsal Techniques
- Encourage Critical Listening
- Incorporate Technology
- Performance Opportunities
- Guest Clinicians and Workshops
- Develop Musicianship
- Build a Sense of Ownership
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 54 minutes
Resources:
Text Resources: N/A
Technology:
- MakeMusic Cloud (formerly SmartMusic)
- www.jwpepper.com website for listening to music selections
- www.musictheory.net website for musical terms
- https://www.sightreadingfactory.com website for learning sight reading skills
- Woodwind & Brasswind - Instrument Care
- D'Addario Woodwinds - Maintenance Videos
- Tuners
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
● Teacher created materials
Music Improvisation
Course: Music Improvisation (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble)
Performing: Evaluate and refine personal and ensemble performances
- Pr4.2.E.11a
- Pr4.3.E.11a
- Pr5.3.E.11a
- Pr6.1.E.11a
- Pr6.1.E.11b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.1.E.IIa
- Re7.2.E.11a
- Re8.1.E.IIa
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.E.IIa
Course Description:
Learn the skills of jazz improvisation with this hands-on course. Students will develop their creative abilities by soloing over the chords used in jazz and popular music. (i.e., Gmi7, C9, Fmaj7) You will develop skills at selecting the proper improvisation scales, voicing chords, and creating bass lines. Traditional jazz literature will also be taught. Percussion players are required to double on mallets or the keyboard. Prerequisite: The Ability to Read Music
Related courses: N/A
Acceleration N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble) as outlined in the Scope and Sequence for Grades 9-12 music.
- Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Start with the Basics
- Listening Assignment
- Modeling and Demonstration
- Structured Improvisation Exercises
- Group Improvisation
- Use of Technology
- Improvisation Games
- Reflective Practices
- Guest Artists and Performances
- Assessment through Performance
- Encourage Creativity
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Elective, 54 minutes
Resources:
Text Resources: N/A
Technology:
- YouTube listening to music selections
- www.musictheory.net website for musical terms
- Tuners
- Metronome
Other Resources:
● Musical repertoire (sheet music) as selected by director
● Teacher created materials
Music Technology & Studio Production
Course: Music Technology & Studio Production (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Music Technology)
Performing: Evaluate and refine personal and ensemble performances.
- Pr6.1.T.1.b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.T.1.a
- Re8.1.T.1.a
- Re9.1.T.1.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.I.a
Creating: Generate musical ideas for various purposes and contexts
- Cr2.1.T.1.a
- Cr3.2.T.1.a
Course Description:
Music production in the 21st Century is done with music software. Get started on producing and recording music with the Music Technology course. This hands-on course teaches basic keyboard skills, live recording techniques, Wave editing, musical sequencing, virtual drumming, and film scoring. Students will develop the ability to read and notate music and arrange musical sequences using MIDI technology.
Related courses: N/A
Acceleration - N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Music Technology) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music.
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Hands-On Projects
- Industry-Standard Software
- Guest Speakers and Industry Professionals
- Collaborative Projects
- Multimedia Integration
- Music Genre Exploration
- Critical Listening Sessions
- Industry Trends and Emerging Technologie
- Ethical and Legal Considerations
Forms of Assessment to Measure Attainment of Course Objectives:
- Project-Based Assessments
- Music Production Projects
- Group Projects
Estimated Instructional Time: Alternating Day Course: 54 minutes
Resources
Text Resources: N/A
Technology:
Software:
- Soundtrap, Pro Tools, MixCraft, Finale
- YouTube, Websites and Blogs
Other Resources:
● Teacher created materials
Music Theory 1
Course: Music Theory 1 (Grades 9-12)
Standards: This course is aligned to all standards within the follow the 2014 Music Standards (Composition/Theory)
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.C.1.a
- Pr4.3.C.1.a
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.C.1.a
- Re9.1.C.1.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.H.11.a
Creating: Generate musical ideas for various purposes and contexts
- Mu.Cr2.1.C.1.
- Cr3.1.C.1.
- CR3.2.C.1.a
Course Description:
This course provides the student with an understanding of the building blocks of music. After completing the course, students will be prepared to enter a college music theory class. Topics of study include elements of notation such as pitch and rhythm, study of the piano keyboard, the circle of 5ths, major and minor scales, and basic chord progressions in tonal music. Activities include writing music, sight-singing, aural analysis of melodies, intervals, and chords, visual analysis of intervals, chords, chord progressions, and playing scales, intervals, and simple chords on the piano.
Related courses: Honors Music Arranging, Advanced Placement Music Theory
Acceleration- N/A
Modification - The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the Pennsylvania Core Standards for 2014 Music Standards (Composition/Theory) as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music.
- Clear Course Structure
- Active Learning
- Practice with Real Exam Questions
- Aural Skills Development
- Integration of Technology
- Individualized Support
- Performance Opportunities
- Regular Formative Assessment
- Cross-Curricular Connections
- Professional Development
- Encourage Creativity
Forms of Assessment to Measure Attainment of Course Objectives:
- Multiple-Choice Questions
- Free-Response Questions
- Listening Exercises:
- Melodic and Harmonic Dictation:
- Part-Writing and Figured Bass:
- Sight-Singing
- Composition and Analysis Project
Estimated Instructional Time: Alternating Day elective: 54 minutes
Resources:
Text Resources: Theory I: Alfred's Essentials; Alfred; 1999; ISBN 0-88284-897-6
Technology:
- www.musictheory.net
- Music Notation Software: Finale
- https://www.noteflight.com online music writing
Other Resources:
● Teacher created materials
Musical Theatre
Course: Musical Theatre (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.1a
- Pr4.3.E.1a
- Pr5.3.E.1a
- Pr6.1.E.1a
- Pr6.1.E.1b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7.2.E.1a
- Re9.1.E.1a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.1.a
Course Description:
From Vaudeville to Broadway, from George M. Cohan to Leonard Bernstein, from Strike Up the Band to Wicked, American musical theater is a unique performance art. This course engages students in a variety of performance-oriented activities exploring all aspects of musical theater. It combines individual action, collaboration, teamwork and research. Students will learn how to audition, utilize the stage-singing voice, participate in stage movement and songs, analyze and critique music theater performances and perform in a series of musical theater scenes.
Related courses: N/A
Acceleration- N/A
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience. In this modified course, we recognize the unique needs of these students and have made the following adjustments:
- Differentiated Instruction:
- Visual Aids and Multimodal Resources
- Sensory-Friendly Learning Environments
- Extended Time for Assignments
- Ongoing Support and Individualized Feedback
- Alternative Assessment Methods
- Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction music
- Introduction to Musical Theatre History
- Script Analysis and Character Development
- Vocal Training
- Acting Techniques
- Dance and Movement
- Audition Preparation
- Technical Theatre and Production
- Collaborative Projects
- Guest Speakers and Workshops
- Performance Opportunities
- Reflection and Feedback
Forms of Assessment to Measure Attainment of Course Objectives:
- Performance Assessments
- Audition Simulations
- Written Tests
Estimated Instructional Time: Alternating Day Course – 54 minutes
Resources:
Text Resources: N/A
Technology:
- www.jwpepper.com
- www.musicnotes.com
- www.musescore.com
- www.sheetmusicdirect.com
- MTI - Music Theatre International
- YouTube
Other Resources:
● Teacher created materials
String Orchestra
Course: String Orchestra (Grades 9-12)
Standards: This course is aligned to all standards within the follow 2014 Music Standards (Ensemble
Performing: Evaluate and refine personal and ensemble performances.
- Pr4.2.E.11.a
- Pr4.3.E.11.a
- Pr5.3.E.11.a
- Pr6.1.E.11.a
- Pr6.1.E.11.b
Responding: Choose music appropriate for specific purposes and contexts.
- Re7:1.E.11.a
- Re7:2.E.11.a
Connecting: Synthesize and relate knowledge and personal experiences to make music.
- Cn11.0.T.8.a
Creating: Generate musical ideas for various purposes and contexts.
- Cr1.1.E.11.a
Course Description:
String Orchestra is open to all stringed instrument students (violin, viola, cello, bass) interested in developing their individual and ensemble skills. Emphasis is placed on proper bow control, tone production, intonation, and phrasing. Students learn to master performing in a group setting with other students. There will be a focus on culminating performances in school, within our Council Rock community, and in unique venues outside our district. A variety of string orchestra literature ranging from Baroque to Contemporary will be studied and performed in concert. All freshmen who intend to participate in Symphony Orchestra must take one year of String Orchestra. Students may remain in String Orchestra for four years, or may audition to advance to Symphony Orchestra toward the end of each year. Symphony Orchestra performs an advanced level of high school literature, which demands advanced skill levels and a higher level of commitment. String Orchestra occasionally rehearses after school in preparation for concerts. Participation in these concerts, as well as all scheduled performances, is required. Course credit will be given for successful participation in Orchestra. Participation in after-school rehearsals and public performances is an integral and necessary part of membership.
Related courses: Accelerated Symphony Orchestra
Acceleration- Students interested in taking Orchestra as an accelerated course will be required to complete additional higher-level work.
Modification
The music program has been thoughtfully adapted to accommodate special education learners, ensuring an inclusive and supportive learning experience.
In this modified course, we recognize the unique needs of these students and have made the following adjustments:
Differentiated Instruction
Visual Aids and Multimodal Resources
Sensory-Friendly Learning Environments
Extended Time for Assignments
Ongoing Support and Individualized Feedback
Alternative Assessment Methods
Collaborative Learning Opportunities
Measurable objectives to be attained by students:
Specific objectives for this course are aligned to the 2014 Music Standards (Ensemble as outlined in the Scope and Sequence for Grades 9-12 music.
Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in music
- Instructional components outlined in the Framework for Teaching by Charlotte Danielson
- Establish a Positive Classroom Culture
- Set Clear Expectations
- Individualized Instruction
- Varied Repertoire
- Goal Setting
- Effective Rehearsal Techniques
- Encourage Critical Listening
- Incorporate Technology
- Performance Opportunities
- Guest Clinicians and Workshops
- Develop Musicianship
- Build a Sense of Ownership
Forms of Assessment to Measure Attainment of Course Objectives:
- Progress Monitoring
- Formative Assessments
- Performance Assessments
- Summative Assessment
Estimated Instructional Time: Alternating Day Course, 54 minutes
Resources:
Text Resources: N/A
Technology:
- MakeMusic Cloud (formerly SmartMusic)
- www.jwpepper.com website for listening to music selections
- www.musictheory.net website for musical terms
- https://www.sightreadingfactory.com website for learning sight reading skills
- Tuners
- Metronome
Other Resources:
- Musical repertoire (sheet music) as selected by director
- Teacher created materials