Instructional Map

Knowledge and Skills

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Instructional Menu

ASSESSMENT NOTES
The following assessment information provides teachers with suggestions for collecting student artifacts to be used in their own Portfolios of Student Growth in the Arts (PSGA). Video/Audio Recording (V/A) Use video or audio recorder (from stand-alone devices or smart phone apps) to capture and evaluate student understanding and measure growth. NOTE: Begin recording at the start of each grading period to capture where students are prior to the specific lesson, unit, or activity for which they will be assessed. EXAMPLES - Visual/Aural Observation - Sight-Reading Test - SInging and Instrumental Performance - Peer Group/Self Assessment - Class Discussion/Small Group Critique Written Pre- and Post-Assessment (P/P-A) Administer a written assessment (existing or teacher-developed) prior to introduction of new content (pre-assessment). Give students the same or similar assessment at middle or end of lesson, unit, or activity to evaluate understanding and measure growth (post-assessment). All pre-and post-assessment documents (written work such as reflection, narrative, essay/report) can be scanned or photographed for use in artifact portfolios. Alternatively, pre- and postscores can be recorded on a separate document such as a text document or spreadsheet. EXAMPLES - Selected Response (Matching, Multiple Choice, T/F) - Score Notation Test - Musical Form Test Rubrics Completed rubrics can be scanned or photographed for use in artifact portfolios. Alternatively, completed rubrics can be recorded on a separate document such as a text document or spreadsheet. EXAMPLES - Performance Rubric - Scoring Rubric

1 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills First Nine Weeks Perform: Play, Sing, Read, and Move A. The student will be able to sing simple songs.

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Instructional Menu

Demonstrate the ability to sing alone selected musical examples. (1.1) Demonstrate the ability to sing in an ensemble selected musical examples. (1.2)

ITP Lessons 1-8 Visual/Aural Observation SOM Concepts, Unit 1, Lessons 1-4 (audio recording, peer evaluation/self assessment) (V/A) Teacher-generated sight reading charts, unison and two-part exercises

B. The student will be able to sing and Demonstrate the ability to sing in an ensemble selected musical examples. (1.2) play a simple phrase.
Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Demonstrate the ability to perform an appropriate instrumental part in an ensemble. (2.2)

Scoring Rubric (P/P-A) Self Assessment (P/P-A) Selected Response (Matching, Multiple Choice, T/F) (P/P-A)

SOM Concepts, Unit 2 The Practice Room - online sight reading resource (http://thepracticeroom.net/practice -now-for-free/)

C. The student will be able to locate their own part and other parts on a score. D. The student will be able to perform simple rhythm patterns in an ensemble setting, in unison and multiple parts, maintaining a steady beat.

Demonstrate skills in interpreting notated musical examples that include rhythm, melody, harmony, and symbols of musical expression. (5.1)

RubiStar rubric creator

(http://rubistar.4teachers.org/)

Demonstrate the ability to perform an appropriate instrumental part in an ensemble. (2.2) Demonstrate skills in interpreting notated musical examples that include rhythm, melody, harmony, and symbols of musical expression. (5.1)

Practice Sight Reading.com online sight reading resource (www.practicesightreading.com) theoria.com - theory tutorials and activities
http://www.teoria.com/index.html The Practice Room.net - online sight reading/sight singing resource http://thepracticeroom.net/

Respond: Listen/Evaluate A. The student will be able to verbally identify musical components of a score using appropriate music vocabulary.
Demonstrate skills in interpreting notated musical examples that include rhythm, melody, harmony, and symbols of musical expression. (5.1)

Short Answer and Sentence Completion (P/P-A)

ITP Lessons 1-8 SOM Concepts, Unit 2

Listen to a varied repertoire of music representing diverse genres and Class Discussion/Group (V/A, P/P-A) cultures. (6.1) Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. (6.2) Describe listening examples using music vocabulary. (6.3)

Critique ITP Lesson 6 Music Theory.net

http://www.musictheory.net/lessons

Student- and teacher-generated /15 evaluation documents and journal writing (critical thinking)

2 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills A. The student will be able to verbally identify musical components of a score using appropriate music vocabulary.

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Instructional Menu RubiStar rubric creator
(http://rubistar.4teachers.org/)

(P/P-A) Demonstrate skills in interpreting notated musical examples that include rhythm, melody, harmony, and symbols of musical expression. (5.1)
Listen to a varied repertoire of music representing diverse genres and cultures. (6.1) Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. (6.2) Describe listening examples using music vocabulary. (6.3)

theoria.com - theory tutorials and activities

http://www.teoria.com/index.html

B. The student will be able to establish criteria for evaluating music and justify personal preferences, verbally and non-verbally.

Evaluate the quality and effectiveness of works of music. (7.1) Explore the relationship between music and other art disciplines. (8.1) Explore the relationship between music and other academic disciplines (language arts). (8.2) Explore the use of technology in todays music. (8.3)

Create: Arrange, Compose, Improvise, and Notate Improvise a simple melody. (3.1) A. The student will be able to Demonstrate the ability to perform appropriate instrumental musical improvise simple phrases on a examples alone. (2.1) classroom instrument. B. The student will be able to compose and perform simple rhythmic and melodic phrases using standard notation and symbols of musical expression.
Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Compose simple pieces of music. (4.1) Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Demonstrate the ability to perform an appropriate instrumental part in an ensemble. (2.2)

On-Demand Performance (V/A, P/P-A) Scoring Rubric (P/PA) Visual/Aural Observation (audio recording, video recording, peer evaluation/self assessment) (V/A)

ITP Lessons 1 and 5 SOM Concepts, Unit 1, Lesson 6 Music Theory.net

http://www.musictheory.net/lessons /15

MuseScore.org http://musescore.org/ RubiStar rubric creator

3 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills C. The student will be able to identify and notate (transcribe), from given recorded works and live performances, simple rhythmic and melodic phrases using standard notation and symbols of musical expression.

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Instructional Menu
(http://rubistar.4teachers.org/) Aviary Roc - online music creator http://www.aviary.com/online/music -creator/

Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. (6.2)

Connect: Relate and Apply A. The student will be able to identify parts of classroom instruments and demonstrate procedures for handling them. B. The student will be able to demonstrate proper audience behavior when attending concerts for other arts performances at the school or in the community.
Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Explore the relationship between music and other art disciplines. (8.1)

Small Group Response (V/A, P/P-A) Scoring Rubric (P/P-A)

ITP Lessons 1-3 SOM Concepts, Unit 1, Lesson 1 ITP Lesson 5 SOM Teacher to incorporate into Concepts, Unit 4, Lesson 7 ITP To be incorporated into lesson 4 by teacher

Explore the relationship between music and other academic disciplines. (8.2) Visual Observation (V/A, P/P-A) Explore the characteristics of music genres and styles within their historical and cultural settings. (9.1) Examine the role of music in world (peer evaluation/self assessment) cultures. (9.3)

Formative, Structured Experienced (V/A, P/P-A)

RubiStar rubric creator Class Discussion/ Group Critique (http://rubistar.4teachers.org/) C. The student will be able to locate Compare the function music serves, roles of musicians, and conditions under which music is typically performed in several world cultures. (9.3) (V/A, P/P-A) opportunities for additional musical Explore the relationship between music and other art disciplines. (8.1) experiences in the school and community, and make intelligent choices about how they would like to include music in their lives in the immediate and distant future.

Second Nine Weeks Perform: Play, Sing, and Read, and Move

4 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills A. The student will be able to play a song on a classroom instrument by reading notation in the treble clef.

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Checklist/Rating Form (P/P-A) Peer Group Assessment (V/A, P/P-A) Instructional Menu
ITP Lessons 2-8 SOM Music Reading, Unit 1 SOM Performance, Themes 1, 2 ITP Lessons 1-8 SOM Concepts, Unit 3

Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Demonstrate skills in interpreting notated musical examples that include rhythm, melody, and symbols of musical expression. (5.1)

B. The student will be able to Demonstrate the ability to perform an appropriate instrumental part in Small Group Response successfully perform in an ensemble an ensemble. (2.2) (V/A, P/P-A) setting. Demonstrate skills in interpreting notated musical examples that
include rhythm, melody, and symbols of musical expression. (5.1)

C. The student will be able to move to Distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures. (9.1) music in a variety of styles and Analyze aural examples of a varied repertoire of music representing meters.
diverse genres and cultures. (6.2) Explore the relationship between music and other art disciplines. (8.1)

Visual/Aural Observation reading resource (audio recording, video recording, (http://thepracticeroom.net/practicepeer evaluation/self assessment) now-for-free/) (V/A) Scoring Rubric (P/P-A)
RubiStar rubric creator (http://rubistar.4teachers.org/) Practice Sight Reading.com online sight reading resource (www.practicesightreading.com) theoria.com - theory tutorials and activities http://www.teoria.com/index.html

The Practice Room - online sight

Respond: Listen/Evaluate A. The student will be able to visually Demonstrate skills in interpreting notated musical examples that Rhythm and Notation Test Written and ITP Lessons 1-8 and aurally identify tonal and rhythmic include rhythm, melody, harmony, and symbols of musical expression. Aural (V/A, P/P-A) (5.1) SOM Music Reading, Units 1, 2 patterns in simple songs and musical Analyze aural examples of a varied repertoire of music representing excerpts. Critical Listening as Evidenced by Written ITP Lesson 6 diverse genres and cultures. (6.2) Describe listening examples using music vocabulary. (6.3) SOM Concepts, Unit 5 Reflection (P/P-A)

5 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Instructional Menu RubiStar rubric creator
(http://rubistar.4teachers.org/)

A. The student will be able to visually Demonstrate skills in interpreting notated musical examples that and aurally identify tonal and rhythmic include rhythm, melody, harmony, and symbols of musical expression. Small Group Response (5.1) (V/A, P/P-A) patterns in simple songs and musical Analyze aural examples of a varied repertoire of music representing excerpts. diverse genres and cultures. (6.2) Peer Group Assessment Describe listening examples using music vocabulary. (6.3) (V/A, P/P-A) B. The student will be able to analyze Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. (6.2) a listening example with regard to Scoring Rubric (P/P-A) phrase, meter, and a variety of forms Describe listening examples using music vocabulary. (6.3) and structures.

Practice Sight Reading.com online sight reading resource (www.practicesightreading.com) theoria.com - theory tutorials and activities
http://www.teoria.com/index.html

Create: Arrange, Compose, Improvise, and Notate A. The student will be able to group Compose simple pieces of music within specified guidelines. (4.1) notes and rests into measures in a Demonstrate skills in interpreting notated musical examples that variety of time signatures. include rhythm, melody, and symbols of musical expression. (5.1)
Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Compose simple pieces of music. (4.1) Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Demonstrate the ability to perform an appropriate instrumental part in an ensemble. (2.2)

Time Signatures Test (P/P-A) Checklist/Rating Form (P/P-A) Scoring Rubric (P/P-A)

ITP Lessons 1-8 SOM Music Reading, Unit 5 Music Theory.net

http://www.musictheory.net/lessons /15

B. The student will be able to compose and perform simple rhythmic and melodic phrases using standard notation and symbols of musical expression in a variety of musical forms.

Visual/Aural Observation MuseScore.org (audio recording, video recording, http://musescore.org/ peer evaluation/self assessment) (V/A) RubiStar rubric creator
(http://rubistar.4teachers.org/)

Small Group Response (V/A, P/P-A)

Aviary Roc - online music creator

6 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills A. The student will be able to group notes and rests into measures in a variety of time signatures.

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Peer Group Assessment (V/A, P/P-A) Instructional Menu
http://www.aviary.com/online/music -creator/

Compose simple pieces of music within specified guidelines. (4.1) Demonstrate skills in interpreting notated musical examples that include rhythm, melody, and symbols of musical expression. (5.1) Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Compose simple pieces of music. (4.1) Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Demonstrate the ability to perform an appropriate instrumental part in an ensemble. (2.2) Compose simple pieces of music. (4.1) Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. (5.2) Demonstrate the ability to perform appropriate instrumental musical examples alone. (2.1) Demonstrate the ability to perform an appropriate instrumental part in an ensemble. (2.2) Explore the relationship between music and other academic disciplines. (8.2)

B. The student will be able to compose and perform simple rhythmic and melodic phrases using standard notation and symbols of musical expression in a variety of musical forms. C. The student will be able to compose and perform simple songs with lyrics (spoken, chanted, or sung) using standard notation and symbols of musical expression in a variety of musical forms.

Connect: Relate and Apply A. The student will be able to compare and contrast a variety of listening examples with regard to instrumentation, style, and cultural context.

Distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures. (9.1) Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. (6.2) Describe listening examples using music vocabulary. (6.3) Examine the role of music in world cultures. (9.3)

Critical Listening as Evidenced by ITP Lessons 1-8 Written Reflection (P/P-A) SOM Music Reading, Unit 5 Short Answer/Sentence Completion (P/P-A) Audio/Video Recording (V/A) Portfolio/Project (V/A, P/P-A) SOM Concepts, Units 1-6 RubiStar rubric creator
(http://rubistar.4teachers.org/)

B. The student will be able to describe Demonstrate an understanding of the role of technology in creating, how to apply technology to process producing and listening to music. (8.3) music.

7 of 8 Memphis City Schools

Instructional Map
Knowledge and Skills

Middle School General Music Level I (Grade 6)

Outcomes (CLE, CFU, SPI) Assessments Instructional Menu

C. The student will be able to discuss Compare the function music serves, roles of musicians, and conditions the requirements for a career in music under which music is typically performed in several world cultures. (9.3) Small Group Response Explore the relationship between music and other academic (V/A, P/P-A) and complete appropriate research disciplines. (8.2) regarding a career in music. Peer Group Assessment (V/A, P/P-A) Scoring Rubric (P/P-A)

8 of 8 Memphis City Schools