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Music

           



Mrs. Jennifer Kirkbride


The music curriculum at Alberta Smith Elementary is based on the Virginia Standards of Learning for music K-5.  Beginning with things as simple as steady beat in kindergarten, students will build skill and knowledge in the music classroom to meet the following goals. Students will develop understanding of music through singing, playing instruments, listening, and moving. 

 

They will learn to read and notate music, moving toward being able to compose their own music.  They will make connections between music, history, and cultures from all over the world as well as connections between music and other fields of knowledge.  Students will demonstrate knowledge of musical terms and be able to apply those concepts to make artistic choices.  They will also learn about famous composers, musicians, and genres from all periods of history.

 

Every student will participate in the learning and performance of a musical program.  Through learning the music, choreography, memorizing words, and demonstrating good performance etiquette, students will learn teamwork in a way that gives each star a chance to shine!


Music Grade Explanations
In Music we are working on a set of objectives during each 9 week grading period. These objectives change and therefore your child’s grade may fluctuate from 4 to 1 to reflect their success with the skills for that grading period. A “3” in resource is a very good grade, especially since we only see your child once a week. We will post an objective overview for each grading period so you will be aware of the skills that were covered. 

GRADE EXPLANATIONS
4 - Student’s performance exceeds standard(s) expectation, consistently produces outstanding work.
frequency of behavior, nearly all the time, requires no support when demonstrating understanding
demonstrates a thorough understanding of content taught, makes no major errors or omission when demonstrating
concepts or processes taught
3 - Student’s performance meets standard(s) expectation, consistently produces quality work.
frequency of behavior, most of the time, requires limited support when demonstrating understanding
demonstrates a general understanding of content taught, no major errors or omissions when demonstrating concepts or
processes
2 - Student’s performance is approaching standard(s) expectation, inconsistently applies learned skills.
frequency of behavior, some of the time, requires moderate support in order to demonstrate understanding concepts and
skills, demonstrates a partial understanding of content taught, some errors or omissions when demonstrating concepts
or processes
1- Student’s performance is below standard(s), frequently requires re-teaching.
frequency of behavior, seldom, requires considerable support to demonstrate learning of concepts and skills, demonstrates
limited understanding of concepts, skills and processes taught, frequent major errors when demonstrating concepts
or processes.