Embedded Files
Learning and Developmental Goals
Learning and Developmental Goals
The primary goal for all students in the adapted Music Classes at Washington Center is for them to fully engage in musical activities at their own unique functioning levels and to learn basic musical skills that align with South Carolina Music Standards (adapted for WC students). A variety of multi-sensory activities that include instruments, visual and tactile pictures and objects, technology and VOCA (Voice Output Communication Aid) devices, provide many opportunities for students to experience the joy of music. Each class period has a predictable routine that includes 4 categories of musical activities. During Standards-based lessons that consist of singing (or participating in singing activities), (purposeful) moving, playing (instruments), and (active) listening, students learn about the elements of music through active participation. These are listed and described below.
The primary goal for all students in the adapted Music Classes at Washington Center is for them to fully engage in musical activities at their own unique functioning levels and to learn basic musical skills that align with South Carolina Music Standards (adapted for WC students). A variety of multi-sensory activities that include instruments, visual and tactile pictures and objects, technology and VOCA (Voice Output Communication Aid) devices, provide many opportunities for students to experience the joy of music. Each class period has a predictable routine that includes 4 categories of musical activities. During Standards-based lessons that consist of singing (or participating in singing activities), (purposeful) moving, playing (instruments), and (active) listening, students learn about the elements of music through active participation. These are listed and described below.
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Pitch - melody (ascending and descending; high and low or same)
Rhythm - steady beat; rhythm (long and short sounds, silence); meter (patterns of 2, 3, and 4)
Dynamics - volume (loud and quiet, getting louder, getting quieter)
Timbre - texture (unique sound qualities of instruments, the human voice, and other sounds)
Harmony - multiple voice parts
Form - AB and ABA form; same and different sections
Tempo - fast and slow; getting faster; getting slower
As students participate in musical activities that support standards-based units of instruction utilizing these elements of music, they will develop essential musical skills (as they are able and at their own unique ability levels). The elements of music and essential skills targeted in classroom activities are addressed in the South Carolina College & Career Ready Standards for General Music Proficiency (adapted). Please see below for Artistic Processes and Anchor Standards.
As students participate in musical activities that support standards-based units of instruction utilizing these elements of music, they will develop essential musical skills (as they are able and at their own unique ability levels). The elements of music and essential skills targeted in classroom activities are addressed in the South Carolina College & Career Ready Standards for General Music Proficiency (adapted). Please see below for Artistic Processes and Anchor Standards.
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SC College & Career Ready Standards
SC College & Career Ready Standards
for General Music Proficiency
for General Music Proficiency
Artistic Processes: Creating – I can use the elements of music to communicate new musical ideas and works.
Anchor Standard 1: I can arrange and compose music.
Anchor Standard 2: I can improvise music.
Artistic Processes: Performing – I can perform a variety of music with fluency and expression.
Anchor Standard 3: I can sing alone and with others.
Anchor Standard 4: I can play instruments alone and with others.
Anchor Standard 5: I can read and notate music.
Artistic Processes: Responding – I can respond to musical ideas as a performer and listener.
Anchor Standard 6: I can analyze music.
Anchor Standard 7: I can evaluate music.
Artistic Processes: Connecting – I can relate music ideas to personal meaning, other arts disciplines, and content areas.
Anchor Standard 8: I can examine music from a variety of stylistic and historical periods and cultures.
Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.
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Units of Instruction
Units of Instruction
First Quarter
First Quarter
Students will have many opportunities for discovery and creativity in music class during the first quarter. They will follow a daily routine that includes a Welcome Song, singing, moving, playing (small non-pitched percussion instruments), listening, and a closing song.
A multi-sensory approach incorporating sight, touch, and hearing will be used to help students with learning during musical activities. Students will enjoy the use of instruments, puppets, props, pictures, technology, and VOCA devices to encourage participation.
Musical activities during the first quarter will focus on themes that help students get acquainted with each other and learn school rules and routines. SC Music Standards for Visual and Performing Arts (adapted) are combined with Curriculum Standards for Math, ELA, Social Studies, and Science and are addressed during the music class to provide additional support for learning in the classroom. Weekly Core Vocabulary Words and Unique Curriculum monthly topics (the school-wide special education curriculum) are also included. Tactile symbols, VOCA (Voice Output Communication Aids), and other technology enhance and encourage student participation. Whether singing new or familiar songs, moving purposefully, playing instruments, or actively listening to a variety of music, students learn from, and enjoy the multi-sensory activities in adapted music class.
Students will also discover and enjoy samples of fine arts performances from movies, musicals, and stories set to vocal and instrumental music. They will see, touch, and learn about members of the string family. They will learn about vibration and how it produces the musical sounds they hear. They will become acquainted with a famous composer and listen to samples of music from the Baroque Period in history. They will also discover music from diverse cultures including Latin music.
During the first quarter, students will discriminate and respond to all the elements of music, but special emphasis will be made in the areas of rhythm (steady beat and meter), tempo (fast and slow), and timbre (unique vocal sound qualities including singing, speaking, whispering, and shouting).
Second Quarter
Second Quarter
Second quarter music classes will continue to follow the same basic routine allowing students many multi-sensory opportunities for creativity and discovery.
Standards-based musical activities will focus on holiday themes such as Halloween, Thanksgiving, Christmas, and other multi-cultural December celebrations. General Curriculum Standards, Unique monthly topics, and Core Vocabulary Words will be included in order to provide additional support for learning in the classroom. Students will enjoy counting songs, and music about the beauty of nature all around them. They will also classify instruments by their properties such as size, shape, and materials in order to cover both music and general curriculum standards.
Students will also discover and enjoy samples of fine arts performances from dance and ballet. They will see, touch, and listen to instruments from the woodwind family. They will also become acquainted with a famous composer and listen to samples of music from the Classical Period in history. They will discover music from diverse cultures including Oriental music.
Musical activities will include all the elements of music, but special emphasis will be made in the areas of rhythm (short and long sounds, and silences), pitch (high and low; going up & going down), and timbre (unique instrumental sound qualities of woods, metals, and skins).
Third Quarter
Third Quarter
Third quarter music classes will continue to follow the same basic routine allowing students many multi-sensory opportunities for creativity and discovery.
Standards-based musical activities will focus on themes surrounding special days such as: Martin Luther King Day, Valentine's Day, Presidents' Day, St. Patrick's Day, and Eastertime (or spring). General Curriculum Standards, Unique monthly topics, and Core Vocabulary Words will be included in order to provide additional support for learning in the classroom. Songs will incorporate themes about our country, America. Students will compare numbers of objects including instruments, people, events, or objects mentioned in the music. In addition, songs about animals will provide opportunities to include general curriculum standards along with musical activities.
Students will also become acquainted with samples of fine arts performances by symphony orchestras and bands. They will see, touch, and listen to sample instruments from the brass family. They will become acquainted with a famous composer and listen to samples of music from the Romantic Period in history. They will discover music from diverse cultures including African music.
Musical activities will include all the elements of music, but special emphasis will be made in the areas of dynamics (loud and quiet), rhythm (sounds and silence), and pitch (melody, going up and going down).
Fourth Quarter
Fourth Quarter
Fourth quarter music classes will continue to follow the same basic routine allowing students many multi-sensory opportunities for creativity and discovery.
Musical songs and activities will focus on themes surrounding spring. Students will discover that they can make and play their own "homemade" instruments. Students will cover music as well as general curriculum standards, as described in previous quarters, and Unique monthly topics, and Core Vocabulary Words will be included in order to provide additional support for learning in the classroom.
Students will also become acquainted with samples of fine arts performances by choirs and other vocal performers. They will see, touch, and listen to sample instruments from the percussion family, as well as electronic instruments. They will become acquainted with a famous composer/"artist" and listen to samples of music from the 20th - 21st centuries in history such as American patriotic, folk, and popular music.
Musical activities will include all the elements of music, but special emphasis will be made in the areas of harmony (multiple voice parts), form (simple patterns; same and different; echo), tempo (getting faster, getting slower), and dynamics (getting louder, getting softer).
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Instructional Materials & Resources
Instructional Materials & Resources
The Greenville County Schools online elementary music curriculum, Quaver Music, is an essential part of music lessons and is adapted by the teacher to meet the unique needs of Washington Center students. Throughout the year popular, folk, traditional, patriotic, and seasonal songs will also be used. Musical and fine arts performances recorded on YouTube and approved for use by GCS provide a helpful source of many genres of music and will be utilized from time to time, when they are appropriate and when they will enhance learning. SC College & Career Ready Standards for General Music Proficiency (adapted) and general curriculum standards for ELA, Math, Science, and Social Studies will also be an essential part of lessons each quarter. In collaboration with other classroom teachers, Unique monthly topics, and Core Vocabulary Words will be added to lessons in order to provide additional support for learning. A wide variety of music and materials will provide exposure to our broad world and help provide musical activities similar to those students would encounter outside the classroom in their community and in the world around them.
Students will be assisted during musical experiences by audio/visual technology including computer, Promethean Board, iPad (with Doceri app), electric keyboard, CD player, and various voice output devices. A variety of instruments, including some adapted instruments, along with colorful visuals, and tactile objects will also be incorporated into learning activities.
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Assessment Procedures
Assessment Procedures
Students will be informally assessed each week by teacher observation of individual participation and practice. The teacher will observe each student to see if he or she is engaged and appropriately participating in musical activities at his or her own unique ability level (while receiving appropriate assistance, if needed) and to see if each student's skills are improving based on individual practice (repetition of same or similar activity).
Students will be informally assessed each week by teacher observation of individual participation and practice. The teacher will observe each student to see if he or she is engaged and appropriately participating in musical activities at his or her own unique ability level (while receiving appropriate assistance, if needed) and to see if each student's skills are improving based on individual practice (repetition of same or similar activity).
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Rules for Student Behavior
Rules for Student Behavior
1. Come in quietly.
1. Come in quietly.
2. Sit in your chair.
2. Sit in your chair.
3. Be nice or keep hands to yourself.
3. Be nice or keep hands to yourself.
4. Play gently (with instruments).
4. Play gently (with instruments).
Consequences
Consequences
1. Warning
1. Warning
2. Move chair
2. Move chair
3. Time out
3. Time out
Presentation of Rules: Rules are posted in the classroom and discussed regularly. They are developed to facilitate a peaceful and orderly environment where learning can take place. Verbal praise or purple "clapping hands" reinforce good behavior. Special "musical treats" (favorite songs or activities) are also given from time to time.
Behavior Intervention Plans (BIPs) are located in the Music Classes/Schedules notebook, and are filed with the appropriate classes. Two para educators are present during each music class and are familiar with and assist with classroom behavior expectations.
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Procedures for Non-Instructional Routine
Procedures for Non-Instructional Routine
Various emergency drills are scheduled on a monthly basis.
Assemblies and special school-wide activities are scheduled throughout the year.
Students receive assistance going to and from cars (car duty) on Thursday and Friday morning and afternoon.
Materials and supplies are located and purchased or ordered.
Teacher website is maintained including a quarterly newsletter.
Hall bulletin board is updated regularly and includes pictures of current classroom activities, captions, and standards addressed.
Instructional materials are planned and prepared.
Various school committees are served.
Instructional activities for students are discussed with individual teachers.
District (monthly) district music teachers' meetings are attended.
Regular WC staff meetings and professional developments are attended.
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