Instrumental Music Curriculum

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Instrumental Music Curriculum

• Curriculum Committee
• Nora Morrison
• Elizabeth Thompson

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Mission Statement

• We believe an education in the arts is an
  essential grounding for success in the
  twenty-first century. Music education requires
  the development of creativity, intuition,
  reasoning skills and resiliency. Music education
  helps students develop life skills such as
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

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Course Goals

• Learn to play an instrument of their choice
• Develop an understanding, appreciation and
  enjoyment of music
• Experience music performance as an enriching and
  rewarding experience
• Develop a set of aesthetic values
• Adjust to social situations and develop poise

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Course Goals

• Foster an acceptable outlet for emotional and
  creative feelings
• Increase musical skills
• Develop a wholesome use of leisure time
• Develop the ability to work effectively for and
  with others in a group activity
• Understanding the importance of responsibility
  and commitment

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Course Goals

• Develop a well-balanced personality through
  wholesome group experience
• Gain personal satisfaction through
  self-expression
• Contribute to the school and community with music
  
• Come to an understanding that they are an
  integral part of the whole

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Course Goals

• Encourage the development of intellectual and
  social risk-taking in a safe environment
• Understanding their role in the ensemble, which
  may include changing or recreating their roles

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• Evaluation Assessment Statement
• Each student is expected to develop at his or her
• own rate and shall, therefore, be evaluated in
  terms of
• person growth. In grades three through eight,
  student
• evaluation will be based on one or more of the
  following
• Teacher observations
• Teacher made quizzes or tests
• Performance at rehearsals, lessons, or concerts
• Home practice
• Class participation

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Organizational Structure

• 3rd Grade Start recorders
• Begin process of learning ensemble etiquette
• 4th Grade Begin Instrumental Lessons and Band
• Learn assembly of instruments
• Learn basic characteristics of instruments
• Continue learning rehearsal skills and
  techniques 5th - 6th
  Grades Continue lessons and Band
• Refine rehearsal techniques
• Expand knowledge of literature
• 7th - 8th Grade Continue lessons and Band
• Expand literature base
• Start community outreach experience

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Highlights to Guide

• Aligned curriculum guide with revised NJCCCS
• Include recorder program as part of instrumental
  music program
• Focus adjusted so as to prepare students for the
  demands of the 21st century workforce

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Technology Resources

• Use of music publication software (Sibelius)
• Continued use of recorded music for in class
  demonstration
• Student use of home internet to explore music and
  composers covered in class
• Use of digital tuners

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General Music CurriculumCurriculum
CommitteeAngela MarconeDanielle Genna-Maresca
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Mission Statement

• We believe that the fundamental purpose of
  teaching music in the schools is to develop in
  each student, as fully as possible, the ability
  to perform, create, understand, and appreciate
  music and drama. Instruction in music should lead
  to specific skills and knowledge.

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Course Goals
It is our fervent desire that all students leave
Watchung Borough Public Schools with the
following

• Goal 1
• Requisite knowledge to be able to understand and
  appreciate the musical expressions of others in a
  wide variety of cultures and genres
• Goal 2
• Give students the necessary analysis, vocabulary,
  and notational skills to create their own music
  should they desire to do so
• Both goals taken together will produce students
  who are musically literate, aesthetically aware,
  and have the necessary critical thinking skills
  for a lifetime of musical appreciation.

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Evaluation and Assessment
Each student is expected to develop at his or her
own rate and shall, therefore, be evaluated in
terms of personal growth. K-4 Evaluation is
determined primarily through teacher
observation. 5-8 Teacher observations remain
an important part of a students evaluation.
Additional assessments include formal and/or
alternative assessments, written assessment
through testing, performance activities and
one-on-one demonstration of skills acquired.
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Organizational Structure
K-4

• Students will discover the elements of music
  through a study of specified topics relative to
  the New Jersey Standards for Visual and
  Performing Arts.
• Topics include elements of music, vocal choral
  performance, instrumental exploration
  performance, aesthetic development through
  movement, dance, improvisation composition,
  exploration of musical cultures through
  listening, visual aides, storytelling.

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Organizational Structure
5-8
The Middle School Music Curriculum Units of
Study includes 5 main threads music history,
music theory, keyboarding, guitar, and musical
elements. (Musical elements are broken down into
topics such as timbre, rhythm, beat, melody,
harmony, dynamics, composition, and
improvisation.)
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Critical Changes

• The elementary format and structure were
  revised to conform with curriculum guidelines.
• The NJ Visual and Performing Arts Standards
  have been revised and reflect a new approach to
  content including a revision of the wording and
  grade level measurements.
• The guide was revised to comply with current
  curriculum format approaches.
• The guide was aligned with revised NJCCCS.

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Critical Changes

• To maintain consistency towards the Watchung
  requirements, Scope and Sequence Indicators were
  placed in the guideline chart indicating the
  grade level in which a skill was Introduced,
  Reinforced, or if Proficiency can be achieved.
• The elementary data was restructured to be
  consistent with the middle school data.
• Assessment criteria was placed at the end of each
  themed section.
• The grade level summaries were revised to include
  statements similar to the Ubd (Understanding by
  Design) approach to curriculum writing.
• The resource and materials page was revised to
  include websites and links used to gather data
  for instruction.

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Resources
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Websites and Technology Resources

• www.dsokids.com
• www.essentialsofmusic.com
• www.infoplease.com
• www.about/inventors.com
• www.fiftiesweb.com
• www.history-of-rock.com
• www.musicplanet.com
• www.allaboutjazz.com
• www.berklee.edu/careers/resources.html
• www.kenfoster.com/Articles/Careers.htm
• www.thinkquest.org
• www.menc.org

• www.pbs.org
• www.allmusic.com
• www.billboard.com
• www.bluesforpeace.com
• www.classical.net
• www.medieval.org
• www.baroquemusic.org
• www.zippyweb.com
• www.exploritorium.com
• www.musiceducationmadness.com
• www.naxos.com
• www.classicsforkids.com

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