Baltimore City Public School System Division of Curriculum and Instruction
Office of Elementary Curriculum and Instruction
Quarter One Curriculum Overview
MUSIC
/ Music Pre-K-1 /Content to be Taught/
Timeframe / Resources / Student Products / Assessments /Sept. 7 -Nov. 10: once per week
Sept.7- Dec. 23: alternate weeksMSDE OUTCOME I
The student will demonstrate the ability to perceive, perform and respond to music.· Compare and contrast musical elements
· Compare and contrast types of speaking voice
· Demonstrate ability to wait and listen before imitating words in rhyme and song
· Respond to pulse and rhythm patterns
MSDE OUTCOME II
The student will demonstrate an understanding of music as an essential aspect of history and human experience. · Identify music of a variety of countries & cultures· Sing patriotic songs
· Identify instruments by family
MSDE OUTCOME III
The student will demonstrate the ability to creatively organize musical ideas and sounds.· Engage in musical conversation and spontaneous singing, e.g. call and response
MSDE OUTCOME IV
The student will demonstrate the ability to make aesthetic judgements.· Express opinions about performances using appropriate musical vocabulary / · Recommended texts and multimedia materials
· Recordings
· Classroom instruments
· Piano/keyboard
· Tape/CD player
· TV/VCR; computer
· Live performances (in school or elsewhere)
· Recommended texts and multimedia materials
· Recordings
· Classroom instruments
· Piano/keyboard
· Tape/CD player
· TV/VCR; computer
· Live performances (in school or elsewhere) / · Expanded song repertoire
· Drawings of musical instruments
· Representation beat through symbols and body movement
· Expanded song repertoire
· Drawings of musical instruments
· Student can echo simple phrases on onomatopoeic syllables
· Students discuss a listening selection using music vocabulary / · Informal observation and recording
· Graphic representation of musical elements
· Musical instrument identification worksheets
· Informal observation and recording
· Graphic representation of musical elements
Musical instrument identification worksheets
3
C. Thomas Bowman, Director Jill Warzer, Fine Arts Curriculum Specialist WEBSITES: MENC.org ( Music Educators national Conference
Office- 410-396-8585 Office- 410-396-8593 Music Education Madness (type this into the search box)
Fax- 410-396-8063 K-12 Music Resources ( type this into the search box)
Baltimore City Public School System Division of Curriculum and Instruction
Office of Elementary Curriculum and Instruction
Quarter One Curriculum Overview
MUSIC
/ / Grades 2-3 //
Content to be Taught/
Timeframe / Resources / Student Products / Assessments /Sept. 7-Nov. 10: once per week
Sept.7- Dec. 23: alternate weeksMSDE OUTCOME I
The student will demonstrate the ability to perceive, perform and respond to music.· Demonstrate aural perception of basic pentatonic triads
· Sightread rhythms in duple and triple meter
· Identify AB form in three section configuration
· Identify musical terms for dynamics and tempo
MSDE OUTCOME II
The student will demonstrate an understanding of music as an essential aspect of history and human experience. · Demonstrate knowledge of music of Native Americans· Demonstrate knowledge of the music of several famous Baltimorean musicians
MSDE OUTCOME III
The student will demonstrate the ability to creatively organize musical ideas and sounds.· Improvise words in rhyme and song, maintaining a steady pulse
· Create and perform rhythm patterns within specific guidelines
MSDE OUTCOME IV
The student will demonstrate the ability to make aesthetic judgements.· Identify and describe differences between several genres of music
· Identify ways music instruction provides preparation for a musical career / · Recommended texts and multimedia materials
· Recordings
· Classroom instruments
· Piano/keyboard
· Tape/CD player
· TV/VCR; computer
· Live performances (in school or elsewhere)
· Recommended texts and multimedia materials
· Recordings
· Classroom instruments
· Piano/keyboard
· Tape/CD player
· TV/VCR; computer
· Live performances (in school or elsewhere) / · Worksheets to practice beginning rhythmic notation
· Written sentences using comparative descriptors such as high/ low, fast/slow, loud/soft, and dense/thin in a musical context to describe musical examples played for them.
· Students perform the Seminole Duck Dance as a part of a school Thanksgiving program
· Student-created short pieces in poetic form which demonstrate effective use of language and vocabulary in relation to musical elements such as rhythm and melody
· Student-created musical accompaniments for rhymes, poetry and short stories, using a variety of sound sources
· Describe the differences between rock and roll and classical music
· Interview a classmate who is applying for a job in your band / · Informal observation and recording
· First quarter music assessment
· Identification of basic pentatonic triads and intervals and rhythms in duple & triple meter aurally & music notation
· Student selected response, and brief constructed response questions
· Expository writing, e.g. journal
· Informal observation and recording
· First quarter music assessment
· Identification of basic pentatonic triads and intervals and rhythms in duple & triple meter aurally & music notation
· Student selected response, and brief constructed response questions
· Expository writing, e.g. journal
Related MSDE VSC for Language Arts: Indicator Statement:
Use elements of poetry to facilitate understanding
Objective(s):
§ Use structural features to identify poetry as a literary form
Assessment Limits:
Structure, including line(s) and stanzas
Form, including lines and stanzas
Shape
Refrain, chorus
§ Identify and explain the meaning of words, lines, and stanzas
Assessment Limits:
Specific meaning of words, lines and/or stanzas
§ Identify and explain sound elements of poetry
Assessment Limits:
Rhythm
Rhyme, rhyme scheme
Alliteration and other repetition
/ / MUSIC Quarter 1 Grades 4-5 /
/
Content to be Taught/
Timeframe / Resources / Student Products / Assessments /Sept. 7-Nov. 10: once per week
Sept. 7- Dec. 23: alternate weeksMSDE OUTCOME I
The student will demonstrate the ability to perceive, perform and respond to music.· Demonstrate aural perception of basic pentatonic intervals
· Sightread and write rhythms in duple and triple meter
· Identify AB form in three section configuration
· Identify musical terms for dynamics, tempo & articulation
MSDE OUTCOME II
The student will demonstrate an understanding of music as an essential aspect of history and human experience. · Demonstrate knowledge of African-American and Latin – American created musical genres· Describe a variety of keyboard instruments
MSDE OUTCOME III
The student will demonstrate the ability to creatively organize musical ideas and sounds.· Demonstrate understanding of the use of technology in music; improvise rhyming words in poetic form
· Compose music using simple notation for classroom instruments
MSDE OUTCOME IV
The student will demonstrate the ability to make aesthetic judgements.· Summarize ways in which people of various cultures perform, create, and enjoy music
· Describe characteristics of a good performance using musical vocabulary / · Recommended texts and multimedia materials
· Recordings
· Classroom instruments
· Piano/keyboard
· Tape/CD player
· TV/VCR; computer
Live performances (in school or elsewhere)
· Recommended texts and multimedia materials
· Recordings
· Classroom instruments
· Piano/keyboard
· Tape/CD player
· TV/VCR; computer
Live performances (in school or elsewhere) / · Compositions of one or two written paragraphs, using comparative descriptors such as high/ low, fast/slow, loud/soft in a musical context to describe musical examples
· Student-created short compositions and arrangements using poetic form to demonstrate effective use of language and vocabulary in relation to musical elements such as rhythm, melody, harmony, dynamics, and timbre
( texture)
· Student-created short compositions and arrangements using poetic form to demonstrate effective use of language and vocabulary in relation to musical elements such as rhythm, melody, harmony, dynamics, and timbre
( texture)
· Write a paragraph describing what it might be like to attend a Chinese opera performance
· Compositions of one or two written paragraphs, using terms such as intonation, technique, and expression describe musical examples / · Informal observation and recording
· First quarter music assessment
· Identification of basic pentatonic triads and intervals and rhythms in duple & triple meter aurally & using music notation
· Student selected response, and brief constructed response questions
· Expository writing, e.g. journal
· Informal observation and recording
· First quarter music assessment
· Identification of basic pentatonic triads and intervals and rhythms in duple & triple meter aurally & using music notation
· Student selected response, and brief constructed response questions
· Expository writing, e.g. journal
Related MSDE Language Arts Indicator Statement:
Analyze elements of poetry to facilitate understanding and interpretation
Objective(s):
§ Use structural features to identify poetry as a literary form and distinguish among types of poems
Assessment Limits:
Types of poems, such as haiku, form/shape poetry, etc.
§ Identify and explain the meaning of words, lines, and stanzas
Assessment Limits:
Specific meaning of words, lines and/or stanzas
§ Identify and explain the sound elements of poetry
Assessment Limits:
Rhythm
Onomatopoeia
Rhyme, rhyme scheme
Alliteration, assonance, consonance
3
C. Thomas Bowman, Director Jill Warzer, Fine Arts Curriculum Specialist WEBSITES: MENC.org ( Music Educators national Conference
Office- 410-396-8585 Office- 410-396-8593 Music Education Madness (type this into the search box)
Fax- 410-396-8063 K-12 Music Resources ( type this into the search box)