Baltimore City Public School System Division of Curriculum and Instruction

Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Pre-K-1 Content to be Taught/ Resources Student Products Assessments Timeframe Nov. 11-January 25: once per week  Recommended texts and  Expanded song repertoire  Informal observation and Jan 3- March 24: alternate multimedia materials  Drawings of musical recording weeks  Recordings instruments  Classroom instruments  Representation beat through  Graphic representation of MSDE OUTCOME I  Piano/keyboard symbols and body musical elements The student will demonstrate the  Tape/CD player movement ability to perceive, perform and  TV/VCR; computer  Musical instrument respond to music.  Live performances (in identification worksheets  Contrast high/low, fast/slow, school or elsewhere) long/short, loud/soft in various sources of sound  Begin to sing in proper vocal range (head voice)  Maintain steady tempo while singing, moving and playing instruments  Imitate short rhythm patterns maintaining steady tempo(beat)  Respond to meter through locomotor movement  Demonstrate ability to move in a circle in singing games MSDE OUTCOME II The student will demonstrate an understanding of music as an C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 1 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Pre-K-1 Content to be Taught/ Resources Student Products Assessments Timeframe essential aspect of history and human  Recommended texts and  Expanded song repertoire  Informal observation and experience. multimedia materials recording  Perform songs of a variety  Recordings of themes and cultures  Classroom instruments found in other curricula:  Piano/keyboard Pre-K: Getting Along, Families,  Tape/CD player Tool Time, Chilly Breeze  TV/VCR; computer K: Make Believe, It’s A Small  Live performances (in World ( many cultures), From school or elsewhere) Hard Hats to Hard Drive, Snow, Sled, and Sneezes; Looking at the Earth and Sky 1st: Citizenship and voting; food/nutrition, making good choices; writing cards & letters  Discriminate aurally and visually between wind, string and percussion instruments  Sing songs and listen to music appropriate for seasons and holidays MSDE OUTCOME III The student will demonstrate the ability to creatively organize musical ideas and sounds.  Engage in musical C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 2 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Pre-K-1 Content to be Taught/ Resources Student Products Assessments Timeframe conversation and spontaneous singing, e.g.  Recommended texts and call and response multimedia materials  Expanded song repertoire  Create and perform simple  Recordings  Picture chart showing places accompaniments to songs,  Classroom instruments where music can be heard poems and stories using  Piano/keyboard voice, xylophones and other  Tape/CD player instruments  TV/VCR; computer  Identify and describe a  Live performances (in number of places where school or elsewhere) music can be heard MSDE OUTCOME IV The student will demonstrate the ability to make aesthetic judgements.  Express opinions about performances using appropriate musical vocabulary Language Arts Connections: Grade 1: Sounds – 11/10-14: k, -ck, u, z, 11/17-21: l, e, ea, y 11/24-11/21: w, wh, er, sh 12/1-12/5: th, ch, tch 12/7-12/12: k, a, a_e, dge,ge,gi 12/14-12/19: I, ie, ce, ci, o, oe 1/5-1/9: z,v,u,ue,e,e_e 1/12-1/16: ee, ea, qu, long vowels C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 3 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Pre-K-1 Content to be Taught/ Resources Student Products Assessments Timeframe followed by _r 1/19-1/23:y,ie,ai,ay,_igh

C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 4 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Grades 4-5

Content to be Taught/ Resources Student Products Assessments Timeframe Nov. 10-January 25: once per week Jan 3- March 24: alternate  Recommended texts and  Compositions of one or two  Informal observation and weeks multimedia materials written paragraphs, using recording  Recordings Classroom comparative descriptors MSDE OUTCOME I instruments such as high/ low, fast/slow,  First quarter music The student will demonstrate the  Piano/keyboard loud/soft in a musical assessment ability to perceive, perform and  Tape/CD player context to describe musical respond to music.  TV/VCR; computer examples  Identification of basic  Demonstrate aural  Live performances (in pentatonic triads and perception of basic school or elsewhere)  Student-created short intervals and rhythms in pentatonic intervals ************************** compositions and duple & triple meter aurally  Sightread and write rhythms MSA Mathematics Assessment arrangements using poetic & using music notation in duple and triple meter Indicator Statement: form to demonstrate  Knowledge of Number effective use of language  Multiple choice questions  Identify AB form in three Relationships or Computation: and vocabulary in relation to section configuration Students will describe, represent, or musical elements such as  Expository writing, e.g.  Identify musical terms for apply numbers or their relationships rhythm, melody, harmony, journal or will estimate or compute using dynamics, tempo & dynamics, and timbre mental strategies, paper/pencil or ( texture) articulation technology. Knowledge of Number and Place Value Indicator Statement: Apply knowledge of fractions, decimals, and place value Objective(s):  Read, write, or represent fractions or mixed numbers using symbols,

MUSIC Grades 4-5

Content to be Taught/ Resources Student Products Assessments Timeframe models, and words MSDE OUTCOME II The student will demonstrate an understanding of music as an essential aspect of history and human experience.  Demonstrate knowledge of African-American and Latin – American created musical genres  Describe a variety of keyboard instruments MSDE OUTCOME III The student will demonstrate the ability to creatively organize musical ideas and sounds.  Demonstrate understanding of the use of technology in music; improvise rhyming words in poetic form  Compose music using simple notation for classroom instruments

MUSIC Grades 4-5

Content to be Taught/ Resources Student Products Assessments Timeframe

MSDE OUTCOME IV The student will demonstrate the ability to make aesthetic judgements.  Summarize ways in which people of various cultures perform, create, and enjoy music  Describe characteristics of a good performance using musical vocabulary MSA Reading Assessment Indicator Statement: Identify and describe the author's use of language Objective(s):  Identify and explain how the use of dialogue contributes to a story Assessment Limits: Character and plot development advanced through dialogue

 Identify and explain specific words and phrases that contribute to the meaning of a text C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 9 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Grades 4-5

Content to be Taught/ Resources Student Products Assessments Timeframe Assessment Limits: Significant words and phrases with a specific effect on meaning Connotations of grade-appropriate words and phrases in context Denotations of above grade-level words used in context

 Identify and explain words and phrases that create tone Assessment Limits: Tone in the text or a portion of the text

Specific words and phrases that create tone

 Identify and explain figurative language that contributes to meaning Assessment Limits: Metaphors Onomatopoeia Similes Personification C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 10 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights Baltimore City Public School System Division of Curriculum and Instruction Office of Elementary Curriculum and Instruction Quarter Two Curriculum Overview

MUSIC Grades 4-5

Content to be Taught/ Resources Student Products Assessments Timeframe Connections between figurative language and meaning

 Identify and explain language that appeals to the senses and feelings Assessment Limits: Specific words and phrases that appeal to the senses

 Identify and explain how repetition and exaggeration contribute to meaning Assessment Limits: Connections between repetition and/or exaggeration and meaning

C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box) 11 Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference) Fax- 410-396-8063 [email protected] Music Education Madness (type this into search box) www.peabody.jhu.edu/archives/storm- website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights