K-8 General Music

Fine Arts

Curriculum

Music

• K-8 General Music

• 5-12 Band

• 6-12 Choir

• 5-12 Orchestra

Missoula County

Curriculum Consortium

September 14, 2006

REVIEWED 2011

TABLE OF CONTENTS

PHILOSOPHY 3

FINE ARTS CURRICULUM COMMITTEES 3

THE COMMITTEE 4

MISSION 6

VISION 6

CONTENT AREA STANDARDS 7

ASSESSMENT 8

GENERAL MUSIC - Kindergarten 9

GENERAL MUSIC - First Grade 14

GENERAL MUSIC – Second Grade 19

GENERAL MUSIC - Third Grade 25

GENERAL MUSIC - Fourth Grade 33

GENERAL MUSIC – Fifth Grade 41

GENERAL MUSIC – Sixth Grade 49

GENERAL MUSIC – Seventh Grade 56

GENERAL MUSIC - Eighth Grade 63

BAND - Fifth Grade 72

BAND - Sixth Grade 78

BAND - Seventh Grade 86

BAND - Eighth Grade 97

BEGINNING BAND – Ninth Grade 104

INTERMEDIATE BAND – Ninth /Tenth Grades 111

ADVANCED BAND – Tenth/Eleventh/Twelfth Grades 118

ORCHESTRA - Fifth Grade 126

ORCHESTRA - Sixth Grade 133

ORCHESTRA - Seventh Grade 140

ORCHESTRA - Eighth Grade 147

INTERMEDIATE ORCHESTRA – Ninth/Tenth/Eleventh Grades 154

ADVANCED ORCHESTRA – Tenth/Eleventh/Twelfth Grades 160

CHOIR - Sixth Grade 166

CHOIR - Seventh Grade 175

CHOIR - Eighth Grade 185

ADVANCED CHORAL ENSEMBLE – Tenth/Eleventh/Twelfth Grades 194

MEN’S CHOIR 1 – Ninth/Tenth/Eleventh/Twelfth Grades 200

MIXED CHOIR 1 – Tenth/Eleventh/Twelfth Grades 205

MIXED CHOIR 2 – Tenth/Eleventh/Twelfth Grades 210

WOMEN’S CHOIR 1 – Ninth/Tenth/Eleventh/Twelfth Grades 215

WOMEN’S CHOIR 2 – Tenth/Eleventh/Twelfth Grades 220

GLOSSARY 215

APPENDIX I 217

APPENDIX II 218

APPENDIX III 219

PHILOSOPHY

Fine Arts are provided in the curriculum as a means for developing creativity and expressive awareness. Through arts education, students can gain powerful tools for learning artistic modes of problem solving which bring an array of expressive, analytical, and developmental skills to every human situation. The arts serve to heighten our rich cultural traditions while encouraging self-realization and developing self-discipline.

The arts are an essential part of the curriculum and play a major role in the educational program of every student. The arts require serious study. They cannot be learned through random or casual experiences. They require regular, systematic programs of sequential study leading to clearly specified outcomes. They require a curriculum. The arts have content consisting of skills, knowledge, and understanding. The Fine Arts are offered as a part of the total education of students in the Missoula County Public Schools. They address all three of the basic domains of learning: cognitive (intellectual learning), psycho-motor (physical coordination), and affective (expressing and feeling emotion).

Experiences in the arts should provide a conceptual understanding of the basic properties of music, theatre, and visual art. In addition to extensive creative and recreative opportunities that develop a functional understanding of the arts, there should also be experiences in listening, viewing, structural analysis, and historical understanding of cultural development, resulting in aesthetic appreciation.

Our purpose is to foster attitudes, understandings, skills, and enjoyment so that each individual’s artistic potential may be developed. In developing their potential, students will realize that lifelong participation in the arts is a valuable part of a life fully lived.

FINE ARTS CURRICULUM COMMITTEES

This guide was developed by Missoula County Public Schools and Missoula County Curriculum Consortium Combined Fine Arts Curriculum under the direction of Robert A. McKean, Executive Director of Curriculum, Paul Ritter, Fine Arts Supervisor of the Missoula County Public Schools, and Christine Kuschel, Curriculum Consultant, Missoula County Curriculum Consortium.

THE COMMITTEE /

Teacher Name

Grade Level/Position

School Name

Gina Adoff

Elementary Music

Jefferson

Jacki Alford*

Middle School Art

Meadow Hill

Christi Anders

High School Art

Seeley-Swan

Tim Aston

Middle School Music

C.S. Porter

Susan Bakker

Consortium

Potomac

Checkers Barker

Community

Electronic Sound and Percussion

Don Beller

High School Orchestra

Sentinel/Hellgate

Mary Jane Belz

University of MT – Music

U of M

Jeff Brown

High School Art

Sentinel

Linda Browning

Consortium – Art

Florence-Carlton

Andrea Burke

Consortium – Art

Hellgate Elementary

Karen Callan*

Elementary Music

Jefferson

Melanie Charlson

Classroom

Rattlesnake

Stan Christenson

Middle School Theater

Rattlesnake

John Combs*

High School Music

Hellgate

Jenda Cummings

Parent

Sally Daer

Classroom

Paxson

Dan DeGrandpre

High School Art

Big Sky

Sarah DeGrandpre

High School Drama

Big Sky

Kirk Easter

Middle School Orchestra

Rattlesnake

Stephanie Finn

Consortium – Music

Target Range

Carla Getz

Middle School Art

C.S. Porter

Gary Gillette

High School Music

Sentinel

Cliff Goodman

Middle School Music

Meadow Hill

Bob Green

Consortium

Swan Valley

Steve Gustuson*

High School Art

Sentinel

Carol Halldorson

Classroom

Franklin

Tracy Hardy

Middle School Music

C.S. Porter

Dick Hayward

Consortium – Art

Target Range

David Heidel*

High School Music

Sentinel

Rita Herseth

Middle School Music

C.S. Porter

Pam Hillygus

Middle School Music

Washington

JoElla Hug*

Middle School Music

Washington

Eric Hutchins*

Middle School Music

Meadow Hill

Jon Ives

Consortium – Music

Lolo

Kathy Ives

Elementary Music

Jefferson

Margaret Johnson

High School Drama

Sentinel

Barb Karst

High School Art

Big Sky

Saxon Kasper

Middle School Music

Rattlesnake

Tomi Kent

Elementary Music

Jefferson

Judy Kilgore

Elementary Music

Jefferson

Chris Kuschel*

Consortium

Administration Building

Tom Larson

Consortium – Music – MCPS

Seeley-Swan

Emily Lennon

Classroom

Chief Charlo

Brian Listerud

High School Music

Big Sky

Kathy Lynch

Middle School Art

Washington

Carmen McFarlane

Elementary Music

Jefferson

Bob McKean*

MCPS Admin

Administration Building

Dian Norby

Middle School Theater

Washington

John O’Bannon

Consortium – Art

Lolo

Michael O’Leary

Consortium – Music

Bonner

Jody Parlson

Consortium

DeSmet

Marvin Pauls

High School Art

Hellgate

Dean Peterson

High School Music

Hellgate

Janet Potts*

Elementary Art

Jefferson

Marilyn Richie

Consortium – Art

Clinton

Paul Ritter*

MCPS Fine Arts

Jefferson

Beverly Robertson

Consortium

DeSmet

Bolton Rothwell

High School Drama

Hellgate

Ann Marie Savage

Middle School Theater

Meadow Hill

Laurie Sayler

Consortium – Music

Florence-Carlton

Brian Schmid

High School Art

Sentinel

John Schuberg*

Middle School Music

Rattlesnake

Betsy Sharkey

Consortium

Florence

David Smith

Consortium – Music

Clinton

Cindy Spangler*

Elementary Music

Jefferson

Carol Thurlkill

Middle School Theater

C.S. Porter

Bobby Tilton

University of MT – Art

U of M

Andrew Ueckert

High School Music

Big Sky

Loretta Vizzutti

High School Art

Hellgate

Christine Wallace

Middle School Music

C.S. Porter

Susanne Woyciechowicz*

Middle School Art

Rattlesnake

Nancy Zadra

Elementary Art

Jefferson

Bold – Full Committee

* - Steering Committee

MISSION

of the Missoula County Public Schools

The mission of the Missoula County Public Schools (MCPS) is to provide a foundation for each student to become a lifelong learner, to promote development of the whole individual, and to prepare each student to become a responsible, productive citizen of our community, state, nation, and world.

MCPS Student Expectations

By the time MCPS students reach grade 12, it is expected that they will achieve the following skills, perspectives, and behaviors:

· Read, write, compute, and communicate effectively.

· Know how to access, evaluate, and use information.

· Think creatively and critically.

· Solve problems cooperatively and individually.

· Use technology effectively.

· Recognize and develop their talents.

· Respect themselves and the rights and property of others.

· Appreciate world events, history, and cultural diversity.

· Appreciate and participate in the fine and performing arts.

· Understand, appreciate, and practice a healthy lifestyle.

· Be committed to active citizenship and community service.

· Continue to learn, grow, and adapt to a rapidly changing job market and world.

VISION

The Missoula County Curriculum Consortium Fine Arts curriculum, the materials and staff development identified to deliver the curriculum, was developed or selected to increase Fine Arts literacy for all students.

THE FINE ARTS CURRICULUM AND THE MISSOULA COUNTY PUBLIC SCHOOLS STRATEGIC PLAN

The Missoula County Public Schools Vision, Mission, and Strategic Plan provided the foundation for the drafting of this curriculum. Through structured, sequential instruction in the Fine Arts, students will perceive more relevance in their total range of educational experiences. Students will be given opportunities to play, sing, model, interact, create, listen, and observe in a setting that promotes student involvement and success. Fine Arts experiences will result in an increased sense of student and parental pride and ownership of their schools and the learning that goes on within those schools. The increase in pride and educational effectiveness will be manifested in itself in increased morale on the part of students, teachers, and administrators. The instructional competencies listed for each grade level are the core of an assessment tool for the Fine Arts classes. The clear nature of these competencies will direct teachers and students to increased assessment effectiveness.

THE MISSOULA COUNTY CURRICULUM CONSORTIUM FINE ARTS CURRICULUM AND THE NATIONAL STANDARDS FOR FINE ARTS

The National Standards for the Fine Arts were developed by the National Association for Standards in the Arts through a grant from the Music Educators National Conference. The National Standards for the Arts, and the Content Area Standards for Music, Theatre, and Visual Art were used as a basis for our deliberations. These standards have been recommended to be the Fine Arts Standards for the Missoula County Curriculum Consortium. The National Fine Arts Standards are these:

Students should be able to communicate at a basic level in the arts disciplines offered by the Missoula County Curriculum Consortium.
Students should be able to communicate proficiently in at least one art form.
Students should be able to develop and present basic analyses of works of art.
Students should have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods.
Students should be able to relate various types of arts knowledge and skills within and across the arts disciplines.

CONTENT AREA STANDARDS

Each of the three disciplines in the Fine Arts taught in the Missoula County Curriculum Consortium: Music, Theatre, and Visual Arts, have adopted content area standards. These are based upon content area standards found in National Standards for the Fine Arts. Those content standards are as follows:

Standard #1: Students will sing alone and with others a varied repertoire of music.

Standard #2: Students will perform on instruments, alone and with others, a varied repertoire of music.

Standard #3: Students will improvise melodies, variations and accompaniment.

Standard #4: Students will compose and arrange music within specified guidelines.

Standard #5: Students will read and notate music.

Standard #6: Students will listen to, analyze and describe music.

Standard #7: Students will evaluate music and music performance.

Standard #8: Students will understand relationships between music, the other arts and disciplines outside the arts.

Standard #9: Students will understand music in relationship to history, culture, life and work.

ASSESSMENT

Assessment in each class and at each grade level will flow from the student competencies and accompanying strategies. These competencies have been formed in a sequential manner for each grade level or class. Student progress will be assessed in a variety of ways. In addition to written tests, students will be assessed on their performance in a variety of assignments, including concert performances, playing and singing tests, visual product assessment, in-progress assessment, oral exams, level of participation, and other specific performance tasks. Additional benchmark assessments will be developed during the 2000-2001 school year.

GENERAL MUSIC - Kindergarten

Standard #1: Students will sing alone and with others a varied repertoire of music.
Competency 1: Students will differentiate and produce examples of the four voices of singing, speaking, whispering and calling.
Competency 2: Students will identify high and low pitches, and melodic direction.
Competency 3: Students will perform unison songs from a varied age-appropriate repertoire including singing games, cumulative, patriotic, seasonal, multi-cultural, and folk songs.
Strategies / Resources / Assessment
a. modeling
b. identification exercises
c. puppet plays
d. singing games
e. echoing
f. dramatizations
g. vocal exploration
h. movement
i. aural presentation of songs
j. internalization of songs
k. rehearsal
l. performance / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives
j. students
f. Kodaly visuals / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Competency 1: Students will perform a steady beat using body percussion and a variety of classroom instruments.
Strategies / Resources / Assessment
a. performing with body percussion and movement
b. echoing
c. using rhymes, poems, or songs
d. listening
e. playing instruments
f. modeling / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #3: Students will improvise melodies, variations and accompaniment.
Competency 1: Students will improvise answers to given rhythmic and melodic phrases.
Strategies /

Resources

/ Assessment
a. singing
b. movement
c. playing instruments
d. listening
e. modeling / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #4: Students will compose and arrange music within specified guidelines.
Competency 1: Students create instrumental accompaniments for stories, songs, or dramatizations.
Competency 2: Students will demonstrate an understanding of simple forms such as repetition and contrast.
Strategies / Resources / Assessment
a. selected literature
b. review use of instruments
c. modeling
d. play alone and in groups / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #5: Students will read and notate music.
Competency 1: Students will identify devised symbols for notation.
Strategies /

Resources

/ Assessment
a. demonstrate
b. play classroom instruments
c. sing/chant
d. movement
e. visual/aural identification / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #6: Students will listen to, analyze and describe music.
Competency 1: Students will use age-appropriate terminology to identify tempo, dynamics, and style.
Competency 2: Students will recognize the basic form of repetition and contrast.
Competency 3: Students will recognize basic instrumental and vocal timbres.
Strategies / Resources / Assessment
a. listening and responding
b. using recordings and live performances
c. discussing
d. moving
e. expressing visually
f. using examples representing diverse genres and cultures / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #7: Students will evaluate music and music performance.
Competency 1: Students will express their personal preferences.
Competency2: Students will develop criteria with which to evaluate individual and group performances
Strategies / Resources / Assessment
a. questions
b. discussions
c. listening and responding / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #8: Students will understand relationships between music, the other arts and disciplines outside the arts.
Competency 1: Students will identify the various arts.
Competency 2: Students will identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.
Strategies / Resources / Assessment
a. use a variety of visuals, such as paintings, maps, clothing, architecture, movement, and dance
b. discuss
c. sing songs associated with various countries or regions (geography)
d. use interdisciplinary units
e. engage in team teaching / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives
Standard #9: Students will understand music in relationship to history and culture, life and careers
Competency 1: Students will listen to various genres and styles of music from different cultures and historical periods, including American Indian musical elements.
Competency 2: Students will demonstrate appropriate audience behavior for the setting and type of music performed
Strategies / Resources / Assessment
a. listening exercises
b. modeling
c. sharing
d. discussions
e. practice / a. series books/recordings/materials
b. sound equipment
c. puppets
d. visuals
e. supplemental recordings/materials
f. children’s literature
g. instruments
h. teacher vocal modeling
i. manipulatives / a. mastery/non-mastery observation records
b. student demonstrations/presentations
c. peer assessments
d. written exercises/manipulatives