Area Standard Goals SEPTEMBER OCTOBER NOVEMEBER DECEMBER/JANUARY FEBRUARY MARCH APRIL MAY

Events SHOWCASE SHOWCASE

1) I can recall, differentiate, and convey characteristics of the
MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic pieces we've played in rehearsal 2) I can replicate those
ideas or motives that reflect characteristic(s) of music or text(s) characteristics on my instrument 3) I can write down these
studied in rehearsal. specific charactertistics when asked to create a composition (I) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R) (R)
MU:Cr2.1.E.5a Select and develop draft melodic and rhythmic 1) I can identify the melodic and rhythmic ideas of pieces we've
ideas or motives that demonstrate understanding of characteristic played in rehearsal. 2) I can create similar melodic and rhythmic
(s) of music or text(s) studied in rehearsal. ideas. (I) (R) (R) (R) (R) (R) (R) (R) (M)
Creating

1) I can convey the melodic and rhythmic ideas of pieces we've

rehearsed on paper through notation 2) I can identify and write
MU:Cr2.1.E.5b Preserve draft compositions and improvisations down when I use these melodic and/or rhythmic techniques in an
through standard notation and audio recording improvisational manner (I) (R) (R) (R) (R) (R) (M)
MU:Cr3.1.E.5a Evaluate and refine draft compositions and 1) I can tell if/when my composition needs refinement 2) I can
improvisations based on knowledge, skill, and teacher-provided improve upon my composition and know how to do so 3) I can
criteria. follow and understand the criteria given to me by my teacher (I) (R) (R) (R) (R) (R) (R) (R) (R) (M)
MU:Cr3.2.E.5a Share personally-developed melodic and rhythmic
ideas or motives – individually or as an ensemble – that 1) I can identify the melodic and rhythmic ideas of pieces we've
demonstrate understanding of characteristics of music or texts played in rehearsal 2) I can replicate these characteristics on my
studied in rehearsal. instrument either by myself or with my section (I) (R) (R) (R) (M)
MU:Pr4.1.E.5a Select varied repertoire to study based on
interest, music reading skills (where appropriate), an
understanding of the structure of the music, context, and the 1) I can choose music based on my musical knowledge 2) I can
technical skill of the individual or ensemble explain the process of how a piece of music is made (I) (R) (R) (R)
1) I can read music, and simultaneously make dynamically
MU:Pr4.2.E.5a Demonstrate, using music reading skills where interesting music 2) I can learn to play melodies by ear on my
appropriate, how knowledge of formal aspects in musical works instrument 3) I can match key signatures to their corresponding
inform prepared or improvised performances. key (I) (R) (R) (R) (M)
1) I can identify dynamic markings, and replicate them on my
Performing

instrument 2) I can identify articulation markings, and replicate

MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire them on my instrument 3) I can differentiate between styles of
of music that can be demonstrated through prepared and music 4) I can subdivide while performing/improvsing to create a
improvised performances rhythmic performance (I) (R) (R) (R)
MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine 1) I can discuss different strategies for performance in the
individual and ensemble performances of a varied repertoire of classroom 2) I can assess my mistakes and create strategies to
music. fix them (I) (R) (R) (R) (R)
MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and 1) I can identify and play major scales on my instrument 2) I can
expressive qualities in prepared and improvised performances of create my own scales and variations of scales 3) I can make a
a varied repertoire of music. story out of my performance (I) (R) (R) (R) (R) (R) (R) (R) (R) (M) (R) (R)
MU:Pr6.1.E.5b Demonstrate an awareness of the context of the 1) I can be sensitive to the style of a piece of music 2) I can
music through prepared and improvised performances. create culturally accurate performances that are respectful (I) (R) (R) (R) (R)
(R) Students
will write a list (M) Students
1) I can use appropriate adjectives to describe general effects of their will pick a
and specific musical qualities of music I experience. 2) I can favorite songs song to
compare and contrast between appropriate adjectives I've to listen to. describe in
identified for music I experience, and my own musical Then, they will relation to
preferences. 3) I can describe appropriate contexts in which discuss with given
MU:Re7.1.E.5a Identify reasons for selecting music based on similar music might be used. peers or write categories
characteristics found in the music, connection to interest, and why they like (form, content,
purpose or context (I) Students will listen to the music they selectedthose
last week
songs.
and either discuss with peers or write how it makes them feel, what it sounds like, and where they might hear it. Assessment will be based on full completion of assignments. overall effect).
(R) In groups, (R) In groups, (R) In groups,
students will students will students will
create a list of create a list of create a list of
their collective their collective their collective
favorite songs. favorite songs. favorite songs.
Then, they will Then, they will Then, they will
describe each describe each describe each
of them to of them to of them to
1) I can use appropriate adjectives to describe general effects each other each other each other
and specific musical qualities of music I experience. 2) I can and group and group and group
identify when music repeats itself, when it is similar to other them based them based them based
music, and when it is different from other music. 3) I can compare on categories on categories on categories

Parent-Teacher Conference & Thanksgiving

MU:Re7.2.E.5a Identify how knowledge of context and the use of and contrast between appropriate adjectives I've identified for they come up they come up they come up
Responding

repetition, similarities, and contrasts inform the response to music music I experience and the characteristics described in 2). (I) Students will listen to music and either discusswith.
with peers or write how it makes them feel, what it sounds like, and where they might hear it. Assessment will be based on full completion of assignments.
with. with.
(I) Students
will make
educated
guesses about

Spring Break
what
composers
meant to show
with their
music, based
on their (R) Students (R) Students
characterizatio will discuss (R) Students will discuss (M) Students
ns from last with peers or will discuss with peers or will discuss
week. write what with peers or write what with peers or
Assessment they were write what other people write what
will be based thinking while kinds of things might be affects music
MU:Re8.1.E.5a Identify interpretations of the expressive intent 1) I can use appropriate adjectives to describe general effects on full they were affect what thinking about composition
and meaning of musical works, referring to the elements of and specific musical qualities of music I experience. 2) I can draw completion of improvising in they play in when they're and
music, contexts, and (when appropriate) the setting of the text. connections between adjectives describing a single piece. assignments. drum circles. drum circles. making music. interpretation.
(R) Students (R) Students (R) Students (R) Students
1) I can describe how I engage and have engaged with music. 2) will discuss will discuss will discuss will discuss
I can describe my musical preferences. 3) I can identify different with peers or with peers or with peers or with peers or
places where I might experience music. 4) I can use appropriate write how their write how the write how their write how the
adjectives to describe general effects and specific musical experiences place music is experiences place music is
qualities of music I experience. 5) I can compare and contrast connect to played affects connect to played affects
MU:Re9.1.E.5a Identify and describe the effect of interest, between my appropriate adjectives I've identified for music I their musical what music is their musical what music is
experience, analysis, and context on the evaluation of music. experience and 1), 2), and 3). (I) Students will begin a list of their musical experiences and preferences. Assessment will be based on full completion
preferences.
of assignments. played there. preferences. played there.
(I) Students
will make
progress on
their list of
musical (R) Students (M) Students
experiences will discuss (R) Students (R) Students will discuss
and with peers or will discuss will discuss with peers or
preferences. write what with peers or with peers or write what
Assessment they were write what write what music they like
1) I can describe how I engage and have engaged with music. 2) will be based thinking while kinds of things things affect to make when
MU:Cn10.0.E.5a Demonstrate how interests, knowledge, and I can describe my musical preferences. 3) I can describe or show on full they were affect what how they they're feeling
skills relate to personal choices and intent when creating, what I can do in relation to music. 4) I can compare and contrast completinon of improvising in they play in interpret and different
performing, and responding to music between my musical preferences and 1) and 3). assignments. drum circles. drum circles. play music. emotions.
1) I can use appropriate adjectives to describe general effects
MU:Cr3.2.E.5a Share personally-developed melodic and rhythmic and specific musical qualities of music I experience. 2) I can
ideas or motives – individually or as an ensemble – that produce original melodic and rhythmic ideas based on music I've
demonstrate understanding of characteristics of music or texts experienced. 3) I can compare and contrast between appropriate
studied in rehearsal. adjectives I've identified for music I experience and 2). (I) Students will (R)
be encouraged
Students willto
(R)
be
make
Students
encouraged
up rhythms
will(R)
to
bemake
Students
encouraged
in a drum
up rhythms
will
circle.
(R)
to
bemake
Students
encouraged
They
in a up
drum
willrhythms
will
do
circle.
(R)
to
be
this
make
Students
encouraged
in
in
They
agroups
up
drum
will
rhythms
willdo
circle.
while
(R)
to
bethis
make
Students
encouraged
in
the
They
ina groups
rest
up
drum
will
rhythms
will
ofdo
circle.
(R)
the
while
to
bethis
make
Students
class
encouraged
in
They
the
ina groups
up
drum
isrest
will
playing
rhythms
will
ofdo
circle.
(R)
while
to
be
the
this
make
with
Students
encouraged
class
in
They
the
inathem.
groups
up
drum
rest
iswill
rhythms
playing
will
of
Assessment
do
circle.
(R)
while
to
be
the
this
make
Students
encouraged
with
class
in
They
the
ina groups
them.
up
drum
rest
iswill
rhythms
playing
will
ofdo
be
circle.
Assessment
while
to
be
the
this
based
make
encouraged
with
class
in
They
the
ina groups
on
them.
(R)
up
drum
rest
iswill
whether
will
rhythms
playing
Students
ofdo
circle.
Assessment
be
while
to
the
this
make
based
with
class
students
in
They
the
in
will
a groups
them.
up
drum
rest
on
be
iswill
will
rhythms
not
whether
encouraged
attempt
ofdo
circle.
Assessment
be
while
playing
the
this
based
class
in
They
students
the
to
inawith
make
groups
drum
rest
to
on
iswill
will
make
not
them.
whether
of
up
attempt
do
circle.
be
while
playing
the
rhythms.
this
up
Assessment
based
class
They
rhythms
students
the
individually
towith
make
rest
on
iswill
not
them.
whether
of
in
attempt
do
up
will
playing
the
afor
this
drum
rhythms.
Assessment
be
class
short
students
individually
based
towith
circle.
make
isperiods
not
them.
onattempt
They
up
will
playing
whether
for
rhythms.
while
Assessment
be
will
short
based
towith
do
the
students
make
periods
this
rest
them.
onindividually
up
will
whether
ofmake
rhythms.
while
Assessment
the
be based
class
the
upstudents
for
rhythms.
rest
ison
short
not
will
whether
ofmake
playing
the
be
periods
based
class
up
students
with
rhythms.
while
isonnot
them.
whether
the
make
playing
Assessment
restup
students
of
with
rhythms.
thethem.
class
make
willAssessment
is
benot
up
(R)
based
rhythms.
playing
Students
onwill
whether
with
will
bethem.
(R)
based
bestudents
Students
encouraged
Assessment
on whether
attempt
will(R)
to
bewill
students
make
Students
encouraged
to be
make
up
based
attempt
rhythms
up
willrhythms.
to
on
bemake
whether
encouraged
toinmake
(R)
a up
drum
Students
rhythms
students
upcircle.
rhythms.
to make
will
in
attempt
They
(R)
abe
up
drum
Students
will
encouraged
rhythms
todo
circle.
make
this
will
in
They
in
up
(R)
ato
be
groups
drum
rhythms.
make
Students
will
encouraged
do
circle.
while
upthis
rhythms
will
They
the
in(R)
to
be
groups
rest
make
Students
will
encouraged
inofado
while
up
drum
the
this
rhythms
will
class
the
in
circle.
(R)
to
be
groups
rest
is
make
Students
encouraged
in
playing
They
of
a while
up
drum
the
will
rhythms
with
will
class
the
do
circle.
(R)
to
be
them.
this
rest
is
make
Students
encouraged
in
playing
They
in
of
aAssessment
groups
up
drum
the
will
rhythms
with
will
class
do
circle.
(R)
while
to
be
them.
this
is
make
Students
encouraged
will
in
not
They
the
inaAssessment
be
groups
playing
up
drum
rest
will
based
rhythms
will
ofdo
circle.
(R)
while
to
with
be
the
this
on
make
Students
encouraged
class
will
in
them.
They
whether
the
individually
abe
up
drum
rest
iswill
Assessment
based
rhythms
not
will
of
students
do
circle.
playing
to
be
the
for
this
on
make
encouraged
class
in
short
They
whether
individually
aattempt
with
will
up
drum
isperiods
will
rhythms
be
not
them.
students
do
circle.
based
to
playing
tofor
this
make
make
while
Assessment
in
short
They
on
individually
aattempt
with
up
the
up
drum
whether
periods
will
rhythms.
rhythms
rest
them.
do
circle.
to
will
offor
students
this
make
while
Assessmen
the
be
in
longer
They
individu
based
class
aup
the
drum
wil
ma
rhy
pe
re
is
(R) Students (R) Students
Students will will make a list will review
be of as many their song and (M) Students
encouraged to (R) Students places as they make any (R) Students will discuss
1) I can describe or show what I can do in relation to music change some will make a list can where additional will make a list with their
performance. 2) I can use appropriate adjectives to describe aspects of of as many they might not changes they of places peers or write
Connecting

MU:Pr4.1.E.5a Select varied repertoire to study based on general effects and specific musical qualities of music I Students will their song places as they usually find would like, where their who might like
interest, music reading skills (where appropriate), an experience. 3) I can identify different places where I might continue based on their can of places music, but that based on thier version of their to hear or play
understanding of the structure of the music, context, and the experience music. 4) I can compare and contrast 2) with 1) and learning their musical they might find could have musical song might be their version of
technical skills of the individual or ensemble 3). (I) Students will song.
pick a song theypreferences.
want to learn and will begin learning music.it by ear. music. preferences. appropriate. their song.
(R) Students (R) Students
will prepare a will prepare a
short piece of short piece of
miusic that miusic that
evokes a evokes a
(different) (different)
given given
(R) Students adjective. adjective.
(R) Students will prepare a Then, they will Then, they will
will prepare a short piece of discuss with discuss with
short piece of miusic that peers or write peers or write
1) I can use appropriate adjectives to describe general effects miusic that evokes a why their why their
MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire and specific musical qualities of music I experience. 2) I can use evokes a (different) music evokes music evokes
of music that can be demonstrated through prepared and an instrument to show those adjectives in a specific piece of given given the given the given
improvised performances music. (I) Students will listen to music and either discuss with peers or write
(R) Students
how it makes
will listen
themtofeel,
musicwhat
andit either
soundsdiscuss
like, and
with
where
peersthey
or (R)
write
might
Students
how
hear
it makes
it.will
Assessment
listen
them
to feel,
music
willwhat
be
andbased
iteither
sounds
ondiscuss
full
like,
completion
and
withwhere
peers
(R)ofStudents
they
or
assignments.
write
mighthow
will
hearlisten
it makes
it. Assessment
to music
them feel,
andwill
either
what
be itbased
discuss
sounds
onwith
like,
full peers
completion
and where
or adjective.
write
of
they
assignments.
howmight
it makes
hear them
it. Assessment
feel, what will
it sounds
be based
like,on
and
fullwhere
completion
they
adjective.
might
of assignments.
hear it. Assessment will be based on full completion of assignments.
adjective. adjective.
(R) Students
will write a list (M) Students
of their will pick a
favorite songs song to
to listen to. describe in
1) I can use appropriate adjectives to describe general effects Then, they will relation to
and specific musical qualities of music I experience. 2) I can discuss with given
MU:Re7.1E.5a Identify reasons for selecting music based on identify different places where I might experience music. 3) I can peers or write categories
characteristics found in the music, connection to interest, and describe my musical preferences. 4) I can compare and contrast why they like (form, content,
purpose or context. 1) with 2) and 3). (I) Students will listen to the music they selectedthose
last week
songs.
and either discuss with peers or write how it makes them feel, what it sounds like, and where they might hear it. Assessment will be based on full completion of assignments. overall effect).