Curriculum‎ > ‎

Scope and Sequence


Skills

Description

Content & Instructional Strategies

Assessment Points

Vocal technique

Methods for developing agile, healthy, and long-lasting voices.

Daily vocal exercises and coaching.

Daily group assessment and options for auditioning for solo performances.

Aural (listening) skills

Reading music without instrumental assistance or learning music by rote.

Daily sight reading exercises, folk songs, and other informal music repertoire.

Beginning of each semester and at the end of the final semester.

Read standard music notation

Music notes, symbols, terminology, and general format of notated music.

Pre-arranged printed music & daily sight reading exercises.

At the end of each semester.

Performing

Presented learned musical content in as authentic manner possible.

Formal and informal performances each of the four quarters.

Post-performance self evaluation.

Creating

Composing, arranging, or even transcribing existing music for the purpose of sharing it with others.

iPad Garage Band app for basic sound files, Note Flight for traditional notation, and learning by rote.

Students can perform composed music on major concerts as well as individual recitals.

Self-Evaluation

Assessment tool for student to consider their own strengths and weakness, and to ponder methods for improvement.

Post-performance evaluation forms.

Collection of post-performance evaluation forms.

Independent Cooperation

Without the direct guidance from the instructor, students will work together to create music.

Students will have access to the music library, piano, internet, iPads and can ask the instructor questions.

Final Performance.

Questioning

Without an understanding of what is occurring in the classroom, or at least a curiosity, students will be disconnected from the content and overall curriculum.

Begins with the teacher asking questions and students responding and gradually shifts to the students asking the questions.

Periodic assessment throughout the entire year.