PERFORMING ARTS

CURRICULUM AUDIT CONSIDERATIONS

In constructing the Performing Arts Pacing and Unit Guides, we had to adjust the forms to our
unique delivery of education.

1. With the exception of improvisation, which is done specifically in Jazz groups, all the
concepts are taught in all our musical groups at different times, at different levels. For
instance, we start with rhythm in the beginning groups and continue at a deeper level in
advanced groups.
2. The introduction of a Unit is presented as the music demands. All concepts are
covered within a year. Therefore, the pacing guides are not differentiated by unit or
class.
3. Beginning groups will perform at the basic level, Intermediate groups will perform the
intermediate level and Advanced groups at the advanced level.
4. Audits are applied to all music classes with appropriately leveled content as follows:
a. Basic level courses include: Plainsmen, Overland Singers, Choralaires, Concert
Orchestra, Concert Band and Piano (for 95% of Piano Students. The other 5%
will fall under intermediate or advanced, differentiated on skill level).
b. Intermediate level courses include: Trebelaires, Concert Orchestra and Concert
Band
c. Advanced level courses include: Cecilian Singers, Nine Mile Jazz, Advanced
Wind Ensemble, Overland Symphony and Jazz Band

Date Targets
(source: common in-
class rubric)
As Perform accurately and
Literature expressively
Dictates
Perform accurately and
expressively at the first
reading (sight-reading)
Participate appropriately
as an ensemble member
Improvise a stylistically
appropriate solo over
given harmonic
progression (Jazz Choir
and Band)
*Formative Assessment - What we do on a daily/weekly basis to know that students have learned.
*Benchmark Assessment - A test given at an appropriate time in the curriculum to progress monitor mastery of the material
Rev 7/30/13
Music Content Pacing Guide
Formative Assessment*
Students sing, play or
speak and are evaluated
on musical accuracy
Students sing, play or
speak and are evaluated
on musical accuracy at
first reading
Students sing, play or
speak and are evaluated
on adjusting according to
blend of ensemble and
executing changes in
conductors gestures
Students play or sing and
are evaluated on
appropriate harmonic and
non-harmonic tones, style,
thematic development,
and cohesion
Benchmark Student Self-Assessment
Assessment* (Future work)
Part Tests and Concerts Students sing, play or
speak and, individually or
in groups, evaluate
themselves on musical
accuracy
Part Tests and Sight- Students sing, play or
Reading sections of speak and, individually or
festival and contest in groups, evaluate
performances themselves on musical
accuracy at first reading
Concerts Students interpret and
perform a variety of
conducting gestures and
self-correct based on
ensemble
Willingness to engage in Students understand and
solo work discuss appropriate
soloistic concerns when
improvising over a given
harmonic progression
1

Date Targets
(source: common in-
class rubric)
As Interpretation of musical
Literature elements and ideas
Dictates
Evaluation of music using
critical, informed analysis
Practice appropriate
behavior during cultural
activities
Students evaluate self- and
outside-performances in
both written and verbal
form
*Formative Assessment - What we do on a daily/weekly basis to know that students have learned.
*Benchmark Assessment - A test given at an appropriate time in the curriculum to progress monitor mastery of the material
Rev 7/30/13
Music Content Pacing Guide
Formative Assessment*
Students are evaluated on
their ability to describe
the uses of the elements of
music with appropriate
vocabulary
Students evaluate self- and
outside-performances in
both written and verbal
form
Students demonstrate
respect for the musical
preferences of others
Students evaluate self- and
outside-performances in
both written and verbal
form
Benchmark
Assessment*
Summaries of differences
in genre due to differences
in musical elements, both
in written and verbal form
Students evaluate
personal concert
performances using
appropriate musical
vocabulary
Students demonstrate
appropriate audience
behavior during concerts
and understand
appropriate responses to
different musical events
Students evaluate self- and
outside-performances in
both written and verbal
form
Student Self-Assessment
(Future work)
Students discuss musical
elements with little to no
guidance
Students compare
personal performance to
professional performance
on a regular basis
Students demonstrate
respect and appropriate
audience behavior based
on cultural style of outside
of school performances
Students evaluate self- and
outside-performances in
both written and verbal
form
2
Content Area: Music

Unit Concept(s): Perform accurately and expressively

Suggested Length: Year

Standard: 1. Expression of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Perform accurately and expressively Students perform accurately and expressively in part tests and concerts

Process Learning Goals Evidence Outcomes

Students sing, play or speak and, individually or in groups, and Students sing, play or speak accurately
evaluate themselves on musical accuracy

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies on repertoire but may include such vocabulary as relates
relates to meter, time, key, tempo, and symbols. to expressive indications, tone quality, intonation, etc.

Content
Basic:
1. Incorporate basic musical symbols, tempo
indications, expressive indications, and
technical indications, while maintaining
consistent tone quality, intonation, balance,
blend, diction (vocal), and phrasing
2. Demonstrate basic techniques
3. Explain how self-evaluation has
strengthened the performance during the
course of preparation
5. Demonstrate the processes of
development from rehearsal to performance
Intermediate (includes Basic plus):
1. Incorporate intermediate musical
symbols, tempo indications, expressive
indications, and technical indications
2. Demonstrate intermediate techniques
3. Interpret nontraditional notation
symbols
4. Select appropriate literature for
performance (for solo or small ensemble)
5. Demonstrate the processes of
development from rehearsal to
performance, exhibiting appropriate
interpersonal and expressive skills
Advanced (includes Intermediate plus):
1. Incorporate all musical symbols,
tempo indications, expressive
indications, and technical indications
2. Demonstrate advanced techniques
3. Describe and defend interpretive
judgments
4. Demonstrate the processes of
development from rehearsal to
performance, exhibiting appropriate
interpersonal and expressive skills, both
individually and within ensembles
Content Area: Music

Unit Concept(s): Perform accurately and expressively at the first reading (sight-reading)

Suggested Length: Year

Standards: 1. Expression of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Perform accurately and expressively at the first reading (sight- Students perform accurately and expressively at the first reading
reading) (sight-reading) in part tests and the sight-reading sections of
festival and contest performances

Process Learning Goals Evidence Outcomes

Students sing, play or speak and, individually or in groups, and Students sing, play or speak accurately at first reading
evaluate themselves on musical accuracy at the first reading

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies based on repertoire but may include such vocabulary as
relates to meter, time, key, tempo, and symbols. expressive indications, tone quality, intonation, etc.

Content
Basic: Intermediate (includes Basic plus): Advanced (includes Intermediate plus):
1. Sight-read step-wise melodies, 1. Sight-read up to jumps of a fifth, 1. Sight-read up to jumps of an octave,
observing basic musical symbols, tempo observing intermediate musical symbols, observing all musical symbols, tempo
indications, expressive indications, and tempo indications, expressive indications, indications, expressive indications, and
technical indications, while maintaining and technical indications technical indications
consistent tone quality, intonation, 2. Interpret nontraditional notation
balance, blend, and phrasing symbols
2. Perform music with appropriate
technique and level of expression at an
appropriate level of difficulty in sight
reading and prepared performance
Content Area: Music

Unit Concept(s): Interpretation of musical elements and ideas

Suggested Length: Year

Standards: 1. Expression of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Interpretation of musical elements and ideas Students summarize differences in genre due to differences in
musical elements, both in written and verbal form

Process Learning Goals Evidence Outcomes

Students discuss musical elements with little to no guidance Students describe the uses of the elements of music with
appropriate vocabulary

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies on repertoire but may include such vocabulary as relates
relates to the uses of elements of music. to expressive devices.

Content
Basic:
1. Identify basic musical elements in
written form
2. Describe the uses of elements of
music and expressive devices with
appropriate musical vocabulary
3. Demonstrate basic melodic and rhythmic
aural skills through identification,
transcription, and repetition
Intermediate (includes Basic plus):
1. Identify intermediate musical elements
in written form
2. Demonstrate melodic and rhythmic
aural skills through identification,
transcription, and repetition
Advanced (includes Intermediate plus):
1. Identify all musical elements in written
form
3. Demonstrate harmonic aural skills
through identification, transcription, and
repetition
Content Area: Music

Unit Concept(s): Practice appropriate behavior during cultural activities

Suggested Length: Year

Standards: : 4. Aesthetic Valuation of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Practice appropriate behavior during cultural activities Students demonstrate appropriate audience behavior during
concerts and understand appropriate responses to different
musical events

Process Learning Goals Evidence Outcomes

Students demonstrate respect and appropriate audience Students demonstrate respect for the musical preferences of
behavior based on cultural style of outside of school others
performances

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies based on repertoire but may include such vocabulary as
relates to cultural genres. relates to decorum.

Content
All Levels:
1. Know the place of each of the
participants in the performance
environment and practice appropriate
audience participation
2. Recognize the place and importance of
music in life
3. Demonstrate respect for the music
preferences of others
4. Articulate and demonstrate
appropriate audience behavior in
various kinds of musical performance
and music-related events
Content Area: Music

Unit Concept(s): Participate appropriately as an ensemble member

Suggested Length: Year

Standards: 1. Expression of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Participate appropriately as an ensemble member Students perform appropriately in concerts

Process Learning Goals Evidence Outcomes

Students sing, play or speak and are evaluated on adjusting Students adjust according to blend of ensemble and execute
according to blend of ensemble and executing changes in changes in conductors gestures
conductors gestures

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies based on repertoire but may include such vocabulary as
relates to tempo, dynamics and expression. relates to audiation, meter, expressive symbols

Content
Basic:
1. Broadly adjust tempo, dynamics, and
expression, according to the conductor
2. Broadly adjust tempo, dynamics, and
expression according to other members of
the ensemble
Intermediate (Includes Basic plus);
1. Refine the adjustment of tempo,
dynamics, and expression, according to
the conductor
2. Refine the adjustment of tempo,
dynamics, and expression according to
other members of the ensemble
Advanced (Includes Intermediate plus);
1. Subtly adjust tempo, dynamics, and
expression, according to the conductor
2. Subtly adjust tempo, dynamics, and
expression according to other members of
the ensemble
Content Area: Music

Unit Concept(s): Evaluation of music using critical, informed analysis

Suggested Length: Year

Standards: 3. Theory of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Evaluation of music using critical, informed analysis Students evaluate personal concert performances using
appropriate musical vocabulary

Process Learning Goals Evidence Outcomes

Students compare personal performance to professional Students evaluate self- and outside-performances in both
performance on a regular basis written and verbal form

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies based on repertoire but may include such vocabulary as
relates to note values, chord structure, classical, specific relates to melody, harmony, rhythm, style, genre,
instrument or voice, major, minor, crescendo, decrescendo, ABA voicing/orchestration, mood, tonality, expression and form.
form.

Content
Basic: Intermediate (includes Basic plus):
1. Identify basic elements of written 1. Identify intermediate elements of
examples of music using appropriate written examples of music using
musical vocabulary appropriate musical vocabulary
1. Apply general criteria from similar or
exemplary models in evaluating music of
compositions, arrangements, and
improvisations including melody,
harmony and rhythm.
Advanced (includes Intermediate plus):
1. Identify advanced elements of written
examples of music using appropriate
musical vocabulary
1. Apply specific criteria from similar or
exemplary models in evaluating music of
compositions, arrangements, and
improvisations including style, genre,
voicing/orchestration, mood, tonality,
expression and form
Content Area: Music

Unit Concept(s): Students evaluate self- and outside-performances in both written and verbal form

Suggested Length: Year

Standard: 4. Aesthetic Valuation of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Students evaluate self- and outside-performances in both Students evaluate self- and outside-performances in both
written and verbal form written and verbal form

Process Learning Goals Evidence Outcomes

Students evaluate self- and outside-performances in both Students evaluate self- and outside-performances in both
written and verbal form written and verbal form

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies based on repertoire but may include such vocabulary as
relates to rhythm, pitch, style, genre, articulation, relates to intonation, phrasing, and interpretation
instrumentation, and form

Content
Basic: Intermediate (includes Basic plus): Advanced (includes Intermediate plus):
1. Demonstrate respect for the music 1. Develop criteria for making informed 1. Make and defend informed aesthetic
preferences of others aesthetic (personal) judgments about (personal) judgments based on the
music criteria developed
Content Area: Music

Unit Concept(s): Improvise a stylistically appropriate solo over given harmonic progression (Jazz Choir and Band)

Suggested Length: Quarter-Trimester

Standard: 2. Creation of Music

Common Core Informative

Content Learning Goals Evidence Outcomes

Improvise a stylistically appropriate solo over given harmonic Students display a willingness to engage in solo work
progression (Jazz Choir and Band)

Process Learning Goals Evidence Outcomes

Students understand and discuss appropriate soloistic concerns Students improvise appropriate harmonic and non-harmonic
when improvising over a given harmonic progression tones, style, thematic development, and cohesion

Academic Vocabulary Related Vocabulary

Varies based on repertoire but may include such vocabulary as Varies based on repertoire but may include such vocabulary as
relates to harmonic progression, chord symbols, scales, and relates to theme, motive, and development.
arpeggios

Content
Basic:
1. Play and/or sing individually or in
ensembles, employing appropriate
harmonic tones in relationship to chords
2. Play cohesive musical ideas according
to length of given solo
Intermediate(includes Basic plus):
1. Play in a few rhythmically appropriate
styles (latin, swing, ballad)
2. Play extended cohesive musical ideas,
not fragments, paced and shaped
appropriately according to length of given
solo
3. Vary musical material when
reapproaching same harmonic
progressions
Advanced (includes Intermediate plus):
1. Play and/or sing individually or in
ensembles, employing appropriate non-
harmonic tones in relationship to chords
2. Play in all rhythmically appropriate
styles (latin, bebop, swing, ballad, fusion)
3. Play extended cohesive musical ideas,
not fragments, creating well developed
themes according to length of given
solo