1. Subject Area: General Music - Grade Level: Junior High
      1. Standard 1- Creating, Performing, and Participating in the Arts
      2. Standard 3- Responding to and Analyzing Works of Art


Subject Area: General Music - Grade Level: Junior High
 
Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.
 
Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1.   Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2.   Communication and social interaction skills;
3.   Technological literacy;
4.   Total wellness (social, physical, emotional health and self-esteem);
5.   The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.
 
New York State Standards: New York State Standards:
1)   Creating, performing and participating in the arts.
2) Knowing and using arts materials and resources.
2)   Responding to and analyzing works of art.
4) Understanding the cultural dimensions and contributions of the arts.
 
National Standards for Music Education:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire
of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
9. Understanding music in relation to history and culture.
 
Performance Indicators:
 
  Assessment:    Acceptable Performance Level
Participation in classroom activities 80 or above on demonstrated work
Participation in Winter Concert
Participation in Spring Concert
80 or above on report cards at six week intervals

 
 
 
 
Scope: Junior high students will continue to develop skills and knowledge of music using the guitar as a “hands on” medium for musical development. Students will be engaged in music reading, development of aural and rhythmic senses, musical styles as well as proper playing techniques used to experience performing music. Knowledge of the language of music shall be developed to express musical concepts, elements and principles through a variety of musical activities.
 


Standard 1- Creating, Performing, and Participating in the Arts



Standard 1- Creating, Performing, and Participating in the Arts
 
  1A.   Students compose simple pieces that reflect knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements.
 
     1B.   Students sing and/or play alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration and loudness.
  
     1C.   Students improvise short musical compositions that exhibit cohesiveness and musical expression.
 
1E.   Students identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them.
                                                 
Standard 2- Knowing and Using Arts Materials and Resources
 
2A.   Students use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces.
 
    2B.   Students use school and community resources to develop information on music and musicians.
 
     2C.   Students use current technology to create, produce and record/playback music.
    
2D.   Students identify a community-based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the interest or adopt the role.
 
  2E. Demonstrate appropriate listening and other participatory responses to music.
 
 
 
 
2F. Investigate some career options related to their musical interests.
 


Standard 3- Responding to and Analyzing Works of Art



Standard 3- Responding to and Analyzing Works of Art
 
    3A.   Students, through listening, analyze and evaluate their own and others' performances, improvisations, and compositions by identifying and comparing them with similar works and events.
 
    3B.   Students use appropriate terms to reflect a working knowledge of the musical elements.
 
    3C.   Students demonstrate a basic awareness of the technical skill musicians must develop to produce an aesthetically acceptable performance.
 
     3D.   Students use appropriate terms to reflect a working knowledge of social-musical functions and uses (appropriate choices of music for common ceremonies and other events).
 
    3E.   Students use basic scientific concepts to explain how music-related sound is produced, transmitted through air, and perceived.
 
    3F.   Students use terminology from music and other arts to analyze and compare the structures of musical and other artistic and literary works.
 
Standard 4- Understanding the Cultural Dimensions and Contributions of the Arts
 
4A.   Students identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world.
 
    4B.   Students identify from a performance or recording the titles and composers of well-known examples of classical concert music and blues/jazz selections.
 
    4C.   Students discuss the current and past cultural, social, and political uses for the music they listen to and perform.
 
    4D.   Students, in performing ensembles, read and perform repertoire in a culturally authentic manner.
 
 
 
 
 
                     
Content Sequence Performance
Indicators
Performance
Level
Music Notation– review lines/spaces; G Clef 3C, 3E 80 or above
Rhythm notation and Time Signatures & tempo 1B, 3B 80 of above
Instrument positioning and part identification 3C, 3E 80 or above
Tuning technique
Picking technique
3C 80 or above
E, F, G – First string
Sample songs to develop finger technique
1B, 2A, 2C
 
80 or above
 
B, C, D – 2nd string
Samples & songs
1B, 2A
 
80 or above
 
Tied notes (whole, half & quarter) Sample exercises & songs 1A, 3A
 
80 or above
 
Pick-up notes -
“Saints Go Marching In”
1B,, 2E, 3C, 4A
 
80 or above
G, A 3rd string notes 3C 80 or above
Dotted half note
“Oh Susanna”
1B, 2B 80 or above
3/4 time; Combined strings; Repeat signs 3B, 3C 80 or above
A – fourth finger in 3rd position; ledger lines
“Danny Boy”
1B, 3C, 3D 80 or above
Song Styles: country ballad “Blue Eyes…” 4A
 
80 or above
 
D, E, F – 4th string
Sample exercises
“Amazing Grace”
“House of the Rising Sun”
 
1B, 4C, 4D
 
80 or above
 
Eighth note value
“Surfin’ Safari”
1B, 1E, 4B
 
80 or above
 
Sharp sign # - F# in two places “Aura Lee” 1B, 4A
 
80 or above
 
Key Signatures:
Key of “G”
“Simple Gifts”
3B, 4B
 
80 or above
 
C, G & G7 chords –
D & D7 chords
1C
 
80 or above
 
12 bar blues progression w/chords
“Chuck B. Goode”
1A, 1B, 1C, 3F, 4B
 
80 or above
 
 
A, B, C – 5th string
Sample exercises
“Brahms Lullaby”
1B, 3B, 4B
 
80 or above
 
A minor/D minor chords “Roots of Rock” 2B, 2D, 4C, 4D
 
80 or above
 
Strumming patterns:
(quarter & eighth note permutations)
1A, 3C, 3F
 
80 or above
 
Power Chord Studies
A5, D5, E5
1A, 1B, 2B, 2C
 
80 or above
 
E, F, G – 6th string
“Spanish Serenade”
1B, 2E, 4A
 
80 or above
Full G, G7 & E minor
Chords -Loch Lomond
1B, 3C, 4A
 
80 or above
 
F# - 6th string
“Rock Ballad”
2A, 2C, 3A 80 or above

Rock ensemble: Improvisation,
Amplification, electric guit
rs 1E, 2A, 2C, 2E, 2F, 3A, 3E, 3F, 4D 80 or above    

 
Methodology: Concepts and skills developed through modeling of appropriate techniques. Students shall experience music through playing stringed instruments at a level of difficulty appropriate for skills being developed. Performances given at traditional holiday and spring concerts to demonstrate and put into practice skills learned throughout each semester of classes. Use of acoustic and electronic technology with awareness of appropriate uses to perform both traditional and contemporary literature. Development of musicianship: enable students to become life long learners and active music participants in the arts.
 
 
 
 

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