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MUED 373
Curriculum Project
Community Context
Our high school is located in Charlottesville, Virginia. The population of our particular district is primarily white and
industrial/economic base is mostly middle class. The primary stakeholders in this educational systems are students, parents,
instructors and the administration. These are the people mainly responsible for guiding the curriculum.
There are many cultural opportunities in the surrounding area including: BlueGrass Jams, jazz and classical. Students are
able to explore different genres that interest them because the area is so diverse. This location also offers a lot of opportunities for
students. There are a lot of private teachers in the area for instrumentalists and vocalists. This helps students focus and study their
instrument outside of a school classroom. There are a also lot of jazz and Bluegrass jams, which can offer students an opportunity to
play music in a more informal setting. Community orchestras offer students the chance to play classical music. Lastly, both JMU and
UVA are nearby and offer opportunities for students to observe and learn from the teachers and camps they offer.
Program Description
What ensembles are included in the program? Create course descriptions for each.
What electives in music are available? Create course descriptions for each.
AP Music Theory
● Students will learn the basic knowledge of the fundamentals of music and theory
● Students will learn some basics about music history
Chamber Music
● Students will play in chamber groups and have rehearsal time in order to receive the benefits of learning how to play in
a small ensemble and work on tuning and playing without a conductor.
Songwriting/Guitar class
● Students will write songs and learn how to play guitar at the same time so at the end of the class students will be able
to play the song that they wrote.
What is/are the scheduling system(s) for the district? How does instrumental music fit into the schedule?
● Rotating schedule.
● Music is during the day in 90 minute classes.
● 4 block schedule, 4 classes a day with 8 classes total, alternating.
Our philosophy for our instrumental program is to be able to have each student get a well rounded music education no matter
what classes they choose to be apart of. If a student chooses to take a music elective such as Music Theory then they should be able
to walk away from the class with the same basic knowledge that someone takes away from an ensemble class. All music students
have the right to get the same musical education no matter the classes and they will have the ability to walk out of any music
classroom and develop a comprehensive set of musicianship skills that can lead to a lifelong knowledge of musical concepts. In order
for students to receive this type of education it is important to us that there is a safe learning environment so that no student feels out
of place or feels like they are being judged for not understanding material. Another important aspect is that students will be able to
gain instrumental techniques on their own instruments but also work with playing together as an ensemble. The primary objectives of
the program is for students to develop a set of comprehensive music skills in pitch, rhythm, ensemble and solo playing on their own
instruments.
Curriculum
Section A (Introduction)
It is important that students are able to learn basic responsibility through music. It will be their responsibility to make sure that
they are making the benchmarks when needed and learning their music as they are suppose to. It will also be their responsibility to
practice as they seem like they need to in order to make progress. For each student to meet the next grade level they will need to be
showing progress throughout the year and showing effort to make sure that they are trying to reach the benchmarks that they need to
meet.. Each grade level will have a set of SOL’s to meet throughout the year along with specific benchmarks. Each month students
will be gaining more and more knowledge that will build on students’ musicianship. By the end of year four students will be able to
walk away with a comprehensive skills in pitch, rhythm, ensemble, and solo playing on their own instruments.
Section B (Table)
Easy reference for: yearly/monthly/weekly objectives, benchmark skills and concepts, literature and materials
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013/music/std_finearts_music.pdf
March -
Students will compose short trios
or quartets that utilize both
melodic and rhythmic ideas to
make a definite musical
statement without mode or meter
parameters. Students will focus
on balancing and blending
three-four instruments
dynamically and stylistically while
matching intonation. Student trios
and quartets will demonstrate
their progress to the class
through both performance and
presentation of their
compositional processes.
April -
May -
12 HIAR.2 The student will read, analyze, September: Week 1 Benchmarks: Literature
perform, and compose advanced Students will play all their scales Students will identify a Strange Humors- John
rhythmic patterns in complex meters, at quarter note equals 120. song they want to Students will arrange a popular Mackey
demonstrating technical facility and Students will arrange a popular arrange tune for band
precision commensurate with VBODA tune Students will play all Postcard - Frank Ticheli
Levels 5 and 6. their scales in quarter Students will compose their
October: notes own 3-4 minute works using Ballet Suite no. 4 -
HIAR.8 The student will identify, Students will play all their scales Week 2 various parameters. (mixed Shostakovich
explain, and apply music terminology in sixteenth notes at 120bpm. Students will arrange meter, key changes.)
found in the music literature being Students will compose their own the chorus to the song. Selections from The
studied song 1 minute (doesn’t need Students will play all 12 Students will review all their Planets - Gustav Holst
lyrics) scales in eighth notes minor scales (in all versions)
HIAR.13 The student will Elsa’s Procession to the
demonstrate, describe, analyze, and November: Week 3 Students will learn their Major Cathedral - Richard
assess ensemble skills at an artist Students will be able to play their Students will arrange and Minor arpeggios Wagner
level, including d, g, c, and f minor scales (all the intro and outro to
- balancing and blending instrumental three modes) at 90 bpm their song Students will play a solo of Finale from
timbres Students will perform Students will sight read their choice for the class Symphony no. 4 -
- making adjustments to facilitate Tchaikovsky’s symphony no. 4 the Ballet Suite no. 4 Tchaikovsky
correct intonation; and Ballet Suite no. 4 Shostakovich Students will play all their Czech Suite - Dvorak
-matching dynamic levels and playing Students will arrange a piece of Scales will play all their major scales in sixteenth notes
styles; their choice 3-4 minutes scales in sixteenth at at quarter note equals 120 Scheherazade- Nikolai
-responding to advanced conducting 100 bpm Rimsky-Korsakov
patterns and gestures December: Week 4 Students will play their minor
-demonstrating conducting patterns Students will play their bb, eb, a Students will edit and scales in all three modes at Overture from Candide -
and gestures; and and e minor scales in all three add harmony to their quarter note equals 120. Leonard Bernstein
- maintaining a steady beat at various modes at 90 bpm arrangement
tempos and performing tempo Students will perform a solo of Students will work on Students will play literature, Method Books
changes in the music their choice for the class. notes and phrasing in and rhythms in mixed meters. Bach- 12 chorales for
literature being studied. the Shostakovich concert band
January: piece.
Students will play g#, c#, f#, and Students will play all Treasury of Scales for
b minor scales in all three modes scales in sixteenth Band and Orchestra -
at 90 bpm notes at 110 bpm. Leonard B. Smith
Students will compose their own Week 5
piece (3-4 minutes) Students will perform
February: their arrangement for
Students will play all their scales the class.
in all three modes at quarter note Students will play all 12
equals 100 major scales at the
Students will perform several correct tempo.
pieces in mixed meter Students will sight read
Students will arrange a piece in Scheherazade by
mixed meter (1-2 minutes) Rimsky-Korsakov
March:
Students will play all their scales
in three modes at quarter note
equals 120.
Students will work on an original
composition for the spring
concert.
April:
Students will play all their major
arpeggios at 120bpm
Students will finish a 4-5 minute
original composition (using mixed
meter, and rhythm learned
throughout the year)
May:
Students will play all their minor
arpeggios at 120 bpm.
Students will perform their
compositions in the spring
concert