2013 – 2014 Music Curriculum Map
F
Intermediate Instrumental
UNIT 1: FIRST GRADING PERIOD
Month / pacing
September
Common Core
Create a word wall in
the classroom to
develop vocabulary
Formative Assessment
Strategies
(1 per day)
o Pair share
o Warm up
o Exit slips
o Accountable talk
o Checklists
o Journal
Summative Assessment
tools
(1 per unit)
o Project rubric
o Test
o Performance
rubric
Big Ideas/ Learning Intentions/ Learning Outcomes
BI1 Music is created using different forms and textures
LI: Musical instrument have specific parts with names and
functions.
LO: Name the parts of the instrument and how they function
LO: Assemble and care for Instrument
LI: Musical Instruments are held with a specific position and
posture
LO: Hold instrument in proper rest and playing position
LI: Proper tone production, including tonguing, breathing and
embouchure, bowing and fingering are essential instrumental
techniques
LO: Demonstrate Tone Production
LO: Perform up to 10 pitches on instrument with increased
rhythmic difficulty
Suggested Projects
Procedures and routines for entering the class,
assembling the instrument, warming up, etc. are
all important to the success of the instrumental
class
Essential Elements vol. 1 or 2
Supplemental Instrumental Compositions
Essential Elements Supplemental Book
Corresponding Instrumental music
Demonstrate good posture and instrument
position both sitting and standing
Explain and demonstrate instrument anatomy,
assembly
Differentiation Strategies
Supply background knowledge
Vary response strategies
Foster collaboration and community
Vocabulary: instrument names and parts specific to the instrument
played, playing position, rest position
Essential Question: Compare playing with a group to playing alone. How
is it different? How is it the same?
**For ALL Accommodations, Modifications and
Adaptations Refer to student’s IEP.
Accommodations: Proximity to teacher,
repetition, Provide visual examples, modeling,
working in partners, provide checklist
Culturally Responsive Pedagogy
o Communicate high expectations
o Build Relationships
o Structure Learning Within the Context of
Culture
2013 – 2014 Music Curriculum Map
F
October/November
Common Core
Create a word wall in
the classroom to
develop vocabulary
Formative Assessment
Strategies
(1 per day)
o Pair share
o Warm up
o Exit slips
o Accountable talk
o Checklists
o Journal
Summative Assessment
tools
(1 per unit)
o Project rubric
o Test
o Performance
rubric
BI1 Music is created using different forms and textures
LI: Musical instrument have specific parts with names and
functions.
LO: Name the parts of the instrument and how they function
LO: Assemble Instrument
LI: Musical Instruments are held with a specific position and
posture
LO: Hold instrument in proper rest and playing position
LI: Proper tone production, including tonguing, breathing and
embouchure, bowing and fingering are essential instrumental
techniques
LO: Demonstrate Tone Production
LO: Perform up to 10 pitches on instrument with increasing
rhythmic difficulty
BI5: People use music vocabulary to talk about quality and engage in
formal criticism.
LI: People talk about music elements as a basis for formal
criticism.
LO: Express opinions and provide evidence for stated opinions
Vocabulary: instrument names and parts specific to the instrument
played, playing position, rest position, pitch, melody, rhythm, formal
criticism
Essential Question: Is music universally understood?
Recommended Resources:
Essential Elements vol 1 or 2
Supplement Instrumental Compositions
Essential Elements Holiday Book
Ask students to listen for specific elements/
principles already learned, e.g. tempo, pitch,
rhythm, harmony, melody, expression markings,
form, timbre in a musical performance. Guide
them to use the appropriate vocabulary to make
statements about the quality of their own
performance or the performance of others.
Differentiation Strategies
Optimize relevance, value, and authenticity
Accommodations: Provide visual examples,
modeling, working in partners, provide
checklist, Dvd video
Culturally Responsive Pedagogy
o Communicate high expectations
o Build Relationships
o Structure Learning Within the Context of
Culture
2013 – 2014 Music Curriculum Map
F
UNIT 2: SECOND GRADING PERIOD
Month / pacing
November/December
Common Core
Formative Assessment
Strategies
(1 per day)
o Pair share
o Warm up
o Exit slips
o Accountable talk
o Checklists
o Journal
Summative Assessment
tools
(1 per unit)
o Project rubric
o Test
o Performance
rubric
Big Ideas/ Learning Intentions/ Learning Outcomes
BI1 Music is created using different forms and textures
LI: Musical instrument have specific parts with names and functions.
LO: Name the parts of the instrument and how they function
LO: Assemble Instrument
LI: Musical Instruments are held with a specific position and posture
LO: Hold instrument in proper rest and playing position
LI: Proper tone production, including tonguing, breathing and embouchure,
bowing and fingering are essential instrumental techniques
LO: Demonstrate Tone Production
LO: Perform 10-12 pitches on instrument
BI3: Music provides a medium to understand and exchange ideas.
LI: There are styles of music that are specifically written to communicate
themes and ideas.
LO: Identify and describe styles of music that are written to communicate
themes and ideas.
BI5: People use music vocabulary to talk about quality and engage in formal
criticism.
LI: People talk about music elements as a basis for formal criticism.
LO: Express opinions and provide evidence for stated opinions
Vocabulary: instrument names and parts specific to the instrument played, playing
position, rest position, pitch, rhythm, melody, harmony, embouchure, jazz,
improvisation, style
Essential Question: What is it about the music that makes some melodies
unforgettable?
Suggested Projects
Essential Elements Vol. 1 or 2
Supplement Instrumental Compositions
Essential Elements Supplemental Book
Jazz Book, Jaime Abersold Blues Track
Suzuki Book 1 or 2
Listen to or play a jazz selection and discuss
the role of improvisation in this form.
Analyze why tone is correct or incorrect and
experiment with solutions
Examine the instrumental repertoire to
determine themes and ideas
Differentiation Strategies
Highlight patterns, critical features, big
ideas, and relationships
Accommodations: Provide visual
examples, modeling, use cd play along
Culturally Responsive Pedagogy
o Enrich the curriculum
o Structure Learning Within the
Context of Culture
Technology
*iTunes, You Tube
2013 – 2014 Music Curriculum Map
FJanuary
Common Core
Formative Assessment
Strategies
(1 per day)
o Pair share
o Warm up
o Exit slips
o Accountable talk
o Checklists
o Journal
Summative Assessment
tools
(1 per unit)
o Project rubric
o Test
o Performance
rubric
BI1 Music is created using different forms and textures
LI: Musical Instruments are held with a specific position and posture
LO: Hold instrument in proper rest and playing position
LI: Proper tone production, including tonguing, breathing and embouchure,
bowing and fingering are essential instrumental techniques
LO: Demonstrate Tone Production
LO: Perform multiple pitch melodies on instrument
BI6: There are characteristics that make music enduring for both individuals and
groups of people.
LI: Music has enduring qualities that differ among individuals and groups of
people.
LO: Critically examine music for its enduring qualities.
BI5: People use music vocabulary to talk about quality and engage in formal
criticism.
LI: People talk about music elements as a basis for formal criticism.
LO: Express opinions and provide evidence for stated opinions
Vocabulary: instrument names and parts specific to the instrument played, playing
position, rest position, pitch, melody, rhythm, harmony, embouchure, intuitive
criticism, jazz, improvisation
Essential Question: How does music stand the test of time?
Essential Elements Vol. 1 or 2
Supplement Instrumental Compositions
Essential Elements Supplemental Book
Jazz Book, Jaime Abersold Blues Track
Suzuki Book 1 or 2
Listen to or play a jazz selection and discuss
the role of improvisation in this form.
Analyze why tone is correct or incorrect and
experiment with solutions
Discuss the enduring qualities of patriotic
songs. Consider programming a patriotic
song in a school program
Differentiation Strategies
Highlight patterns, critical features, big
ideas, and relationships
Accommodations: Provide visual
examples, modeling, use cd play along
Culturally Responsive Pedagogy
o Enrich the curriculum
o Structure Learning Within the
Context of Culture
Technology
*iTunes, You Tube
2013 – 2014 Music Curriculum Map
F
UNIT 3: THIRD GRADING PERIOD
Month / pacing
February
Common Core
Formative Assessment
Strategies
(1 per day)
o Pair share
o Warm up
o Exit slips
o Accountable talk
o Checklists
o Journal
Summative Assessment
tools
(1 per unit)
o Project rubric
o Test
o Performance
rubric
Big Ideas/ Learning Intentions/ Learning Outcomes
BI1 Music is created using different forms and textures
LI: Musical Instruments are held with a specific position and posture
LO: Hold instrument in proper rest and playing position
LI: Proper tone production, including tonguing, breathing and
embouchure, bowing and fingering are essential instrumental
techniques
LO: Demonstrate Tone Production
LO: Perform multiple pitch melodies on instrument
B2: Musicians use tools and resources, as well as their own experiences and
skills, to create music.
LI: Other classifications of instruments exist
LO: Compare other classifications to Western instrument families
BI5: People use music vocabulary to talk about quality and engage in formal
criticism.
LI: People talk about music elements as a basis for formal criticism.
LO: Express opinions and provide evidence for stated opinions
Vocabulary: instrument names and parts specific to the instrument played,
playing position, rest position, pitch, melody, rhythm, harmony, tempo, form
embouchure, intuitive criticism, jazz, improvisation
Essential Question: How can criticism be helpful to a performing group?
Suggested Projects
Essential Elements Vol. 1 or 2
Supplement Instrumental Compositions
Essential Elements Supplemental Book
Jazz Book, Jaime Abersold Blues Track
Suzuki Book 1 or 2
Look at, name and discuss characteristics of
instruments from the Hornbostel-Sachs
Classification System
 Idiophones
 Membranophones
 Chordophones
 Aerophones
 Electrophones
Identify and describe characteristics of above
instruments and compare to Western
instrument classifications.
Differentiation Strategies
Highlight patterns, critical features, big ideas,
and relationships
Accommodations: Use of a computer, MP3
player, write or verbally speak your ideas
Culturally Responsive Pedagogy
o Enrich the curriculum
Supplement Instrumental Compositions
2013 – 2014 Music Curriculum Map
F
March/April
Common Core
Formative Assessment
Strategies
(1 per day)
o Pair share
o Warm up
o Exit slips
o Accountable talk
o Checklists
o Journal
Summative Assessment
tools
(1 per unit)
o Project rubric
o Test
o Performance
rubric
BI1 Music is created using different forms and textures
LI: Musical Instruments are held with a specific position and posture
LO: Hold instrument in proper rest and playing position
LI: Proper tone production, including tonguing, breathing and
embouchure, bowing and fingering are essential instrumental
techniques
LO: Demonstrate Tone Production
LO: Perform multiple pitch melodies on instrument
Essential Elements Vol. 1 or 2
Supplement Instrumental Compositions
Essential Elements Supplemental Book
Jazz Book, Jaime Abersold Blues Track
Suzuki Book 1 or 2
BI5: People use music vocabulary to talk about quality and engage in formal
criticism.
LI: People talk about music elements as a basis for formal criticism.
LO: Express opinions and provide evidence for stated opinions
Have students compare their performance of a
piece with a performance by another classmate.
Ask them to listen for specific elements/
principles already learned, e.g. tempo, pitch,
rhythm, harmony, melody, expression markings,
form. Guide them to use the appropriate
vocabulary to make statements about the
quality of their own performance or the
performance of others.
Vocabulary: instrument names and parts specific to the instrument played,
playing position, rest position, pitch, melody, rhythm, harmony, tempo, form
embouchure, intuitive criticism, jazz, improvisation
Essential Question: How can a conductor enhance a musical performance?
Analyze the ensemble rehearsals and
performances. Generate solutions to problems.
Differentiation Strategies
Highlight patterns, critical features, big ideas,
and relationships
Accommodations: Use of a computer, MP3
player, write or verbally speak your ideas
o
Culturally Responsive Pedagogy
Enrich the curriculum
2013 – 2014 Music Curriculum Map
F
UNIT 4: FOURTH GRADING PERIOD
Month / pacing
April/May/June,
End of year project
SUBJECT/COURSE
Grade 8 Instrumental Music
Month
May/June
Big Idea(s) _____The skills, techniques, elements, and
principles of music can be learned, studied, refined, and
practiced._
ESSENTIAL QUESTIONS
How does a warm-up prepare you to play an instrument?
Why are routines and etiquette important in instrumental music?
What is the value of self assessment to a musician?
How do performers express themselves through a musical
performance?
CONTENT (Learning Intentions)




Tone production, including expression, tonguing, breathing, and
embouchure (bowing, fingering, position)
Ensemble routine and rehearsal/performance etiquette
8-10 pitches appropriate to instrument with increased rhythmic
difficulty
Critical Analysis
2013 – 2014 Music Curriculum Map
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SKILLS (Learning Outcomes)


Perform with proper tone and expressive techniques
Perform with ensemble demonstrating rehearsal and performance
etiquette


Perform a piece with appropriate difficulty
Critique a musical performance
ASSESSMENT
Performance Rubric
ACTIVITIES
Perform a piece of music with appropriate difficulty alone
and with the ensemble. Write about the quality of the
performance and that of the group, focusing on musical
elements. Offer suggestions for improvement based on
your musical knowledge.
2013 – 2014 Music Curriculum Map
F