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.
Seventh grade course overview.
Drumming…. Rhythm, form and timbre. Students will explore music through playing in a drum ensemble. We’ll explore the musical capabilities of various drums and practice most of the elements of music through this medium.
Ukeleles. We will use the ukeleles to study melody and harmony and to explore original composition opportunities. Students will learn basic chords and melodies and learn to play many different types of music. The students will learn to read tablature for the ukelele while learning to strum, pick and solo.
Cultural Literacy….. We will study music through the ages. Beginning in January we will use our new ukelele skills to play music written over 500 years ago. We will learn about how music evolved through the centuries to become what it is today. Students will listen to and play representative examples of Western music and learn how it reflected the culture of the time.
Tone Poems.... Students will compose original music. In the 19th Century composers were famous for telling stories with their music. Students will use ukelele, piano keyboards and percussion to create musical compositions of favorite folktales. The students will use computer music programs and computer video to create music in small collaborative teams.
Grading. Only a small amount of written work is required in music class. Students will be graded on classwork and projects. Each student will be assessed at the end of each class on how well they learned the new material and performed in class. Opportunities will arise for the students to assess their own personal growth. Please see the classwork grading rubric on the reverse side of this page.
If you have questions or concerns, the best way to reach me is through email at [email protected]
Classroom Grading Rubric
5 Advanced - Advanced and complete understanding of and competence in core skills, concepts and processes in the task. Student's response demonstrates ability to take the task to a more advanced level. The response contains clear and convincing evidence of advanced performance. Evidence of advanced performance could include ability to apply knowledge to new situations, purpose creative solutions to the problem, and/or complete the task at a level that clearly exceeds the standard.
4 Proficient- Complete understanding of and competence in the core skills, concepts and processes in the task. The response contains sufficient evidence of competence in and comprehension of core elements in the task. The student's response may contain some minor inconsistencies, flaws or errors, but they do not detract from overall evidence of achievement of the core elements in the task.
3 Limited- Partial understanding of and competence in one or more of the core skills, concepts and processes required by the task. The response contains inconsistent evidence of the student's competence in and comprehension of the core elements in the task. The student's response may contain inconsistencies, flaws or errors that limit the achievement of the core elements.
2 Progressing- Limited understanding of and competence in several of the core skills, concepts and processes required by the task. The response contains insufficient evidence of the student's competence in and comprehension of the core elements in the task. While the response may contain some of the attributes of an appropriate response, there are substantial inconsistencies, flaws or errors that suggest the need for considerable new learning before the student has achieved the standard.
1 - There is no evidence that the student demonstrates the comprehension or skills to complete the task.
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.
Seventh grade course overview.
Drumming…. Rhythm, form and timbre. Students will explore music through playing in a drum ensemble. We’ll explore the musical capabilities of various drums and practice most of the elements of music through this medium.
Ukeleles. We will use the ukeleles to study melody and harmony and to explore original composition opportunities. Students will learn basic chords and melodies and learn to play many different types of music. The students will learn to read tablature for the ukelele while learning to strum, pick and solo.
Cultural Literacy….. We will study music through the ages. Beginning in January we will use our new ukelele skills to play music written over 500 years ago. We will learn about how music evolved through the centuries to become what it is today. Students will listen to and play representative examples of Western music and learn how it reflected the culture of the time.
Tone Poems.... Students will compose original music. In the 19th Century composers were famous for telling stories with their music. Students will use ukelele, piano keyboards and percussion to create musical compositions of favorite folktales. The students will use computer music programs and computer video to create music in small collaborative teams.
Grading. Only a small amount of written work is required in music class. Students will be graded on classwork and projects. Each student will be assessed at the end of each class on how well they learned the new material and performed in class. Opportunities will arise for the students to assess their own personal growth. Please see the classwork grading rubric on the reverse side of this page.
If you have questions or concerns, the best way to reach me is through email at [email protected]
Classroom Grading Rubric
5 Advanced - Advanced and complete understanding of and competence in core skills, concepts and processes in the task. Student's response demonstrates ability to take the task to a more advanced level. The response contains clear and convincing evidence of advanced performance. Evidence of advanced performance could include ability to apply knowledge to new situations, purpose creative solutions to the problem, and/or complete the task at a level that clearly exceeds the standard.
4 Proficient- Complete understanding of and competence in the core skills, concepts and processes in the task. The response contains sufficient evidence of competence in and comprehension of core elements in the task. The student's response may contain some minor inconsistencies, flaws or errors, but they do not detract from overall evidence of achievement of the core elements in the task.
3 Limited- Partial understanding of and competence in one or more of the core skills, concepts and processes required by the task. The response contains inconsistent evidence of the student's competence in and comprehension of the core elements in the task. The student's response may contain inconsistencies, flaws or errors that limit the achievement of the core elements.
2 Progressing- Limited understanding of and competence in several of the core skills, concepts and processes required by the task. The response contains insufficient evidence of the student's competence in and comprehension of the core elements in the task. While the response may contain some of the attributes of an appropriate response, there are substantial inconsistencies, flaws or errors that suggest the need for considerable new learning before the student has achieved the standard.
1 - There is no evidence that the student demonstrates the comprehension or skills to complete the task.