Updated 10/27/25 by Mrs. Austin

Syllabus (click me to read)

This year, ESMS Music is proud to welcome Lead Guitar to our campus! You can learn all about their organization and who they are by clicking here.

Course Objective:

Our beginning music class is designed to develop a student’s appreciation of the art of Music. Music literacy, theory, and history are built on and developed to prepare students for musical experiences in middle school, high school, and beyond.

Disclaimer: things may change or get modified as the year progresses. Check your Schoology updates and read all emails/Remind messages!

Grading Policy

0-4 Grading Scale

Our new grading rubric will be more attuned to show our students and families how well students are mastering the learning targets and standards for each assignment.

Interventions:

For students who are scoring between a 0 and 1, here are a few accommodations and scaffolds that we provide in-class and after-school to help them move up:

In-class lab time: during small group time or independent work time, students may use the time to ask teacher questions regarding topics of the day.
Tutoring: TBD.

Class Norms

Why do we need class norms? Class norms are the behavioral expectations or rules of the class. Class norms inform us how we are expected to behave with each other and the equipment we use in class. We may come up with one or two class norms additionally. However, these main six will be the ones that will be followed every day by ALL students in the Music Department.

Work Habits and Cooperation

E (Excellent)

I always do my best to complete and submit quality work in a timely manner; I work on making academic progress in class, every day.

I always work independently and/or support my group by following team roles, school and classroom rules in a virtual setting.

S (Satisfactory)

I mostly do my best to complete and submit quality work on time; I work on making academic progress in class, most of the time.

I usually work independently and/or support my group by following team roles, school and classroom rules in a virtual setting.

U (Unsatisfactory)

I seldom attempt to complete and/or submit any work; I make little or no attempt to progress academically in class.

I struggle to work independently and/or have a difficult time with my group role, school and classroom rules in a virtual setting.

Mrs. Austin's Conference

7th Period

Attendance Policy:

If you are absent, you will have the same number of days to turn in your work as you were gone. Please always check Schoology for any work or notes that we take in class while you are away.

We understand that technology is not going to work 100% of the time. We know things happen: iPads die, internet crashes, etc. If you have any issues with your technology that prevents you from doing the work, please try to contact us so that we can work with you.

Learning Targets:

Learning Target 1: Read and identify basic music notation. (MU: Pr. 4.2b)
Learning Target 2: Explore music from several cultures/decades and be able to analyze and describe the characteristics of the music. ( MU: Re7.2.8)
Learning Target 3: Compose and improvise rhythms and melodies. (MU: Cr2.1.8)
Assess musical performances to determine the quality of the performance (MU: Re9.1.8)

Units of Study:

Unit 1: The Basics of Music

We will learn how to read, write, clap and count basic musical notation.

Unit 2: We Got the Beat!

We will create and improvise complex melodies and rhythms.

Unit 3: Can’t take me out my Element (of Music)

We will learn and actively listen to key elements found in music.

Unit 4: Back in the Day (History of the Los Angeles music scene)

We will read, learn, and listen to the stories of famous musicians that started in Los Angeles and shook musical history. We will also learn how the many cultures of Los Angeles influenced these bands and genres.

National Core Arts Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

6-8.MU:Cr 1

a. Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

6-8.MU:Cr2

b. Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response.

6-8.MU:Pr6

a. Perform the music, alone or with others with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.

Anchor Standard 7: Perceive and analyze artistic work

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

6-8.MU:Re7.2

a. Compare how the elements of music and expressive qualities relate to the structure within programs of music.

Anchor Standard 9: Apply criteria to evaluate artistic work

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

6-8.MU:Re9

Apply appropriate personally developed criteria to evaluate musical works or performances.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.

6-8.MU:Cn11

Examine and demonstrate connections between music and societal, cultural and historical contexts when creating, performing, and responding.

Common Core Priority Literacy Standards:

CC.6-8.R.ST.9 Integration of Knowledge and Ideas:

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the

same topic.

C.6-8.SL.1 Comprehension and Collaboration:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6-8 topics, texts, and expressing their own clearly.

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