BHS Music Resource guide

Brighton High School Instructional Guide 2024-2025

High School Music

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Using the Instructional Guide

A rigorous education in the arts is incredibly important. In addition to developing the next generation of performers and artists, the arts can build skills of creativity, collaboration, analysis, synthesis, and problem-solving that will help students succeed in any endeavors they pursue. This instructional guide offers guidance to educators as they plan engaging and impactful learning experiences in their classes by providing a number of supports including standards, topic guides, and additional resources.

STANDARDS

The Fine Arts Standards for the state of Utah are broken up into four strands . These strands, Create , Perform/Present , Respond , and Connect touch on all areas of how students can plan, make, share, and think about art. Each strand is important in student development. The list of all standards for this level is included under the Resource heading. The Course at a Glance heading includes the standards broken down and unpacked into possible learning intentions and success criteria to provide examples of how the standards might be used to help focus on a number of specific skills as students complete complex projects in the arts.

COURSE AT A GLANCE

The Course at a Glance section can help educators think in terms of skills and projects for their classes. Since the standards include skills that can be developed and assessed in a number of different ways, teachers have the freedom to build unit and year-long maps that best serve the needs of the class and the students. The Course at a Glance section does not dictate a specific progression, but can help educators consider how a range of projects can touch on all standards and bring rigor and variety to the course.

Additionally, the Course at a Glance section will help teachers see how standards can be incorporated into learning intentions and success criteria. The section also breaks standards down into key skills , concepts , and vocabulary . Each topic in this section includes links to lesson plans and supports tied to that topic.

RESOURCES

Throughout the guide are links to resources to help with planning , instruction , and assessment . It is important to utilize trusted and approved resources to enhance the learning experiences of students. By employing district-approved resources into instruction, teachers can ensure compliance with educational standards and foster a safe and robust learning environment. The Resources heading includes a complete list of standards, selected effective practice strategies, information on disciplinary literacy for the arts, and suggestions for supporting rigor in the arts classroom. Use this section to help improve educational practices or begin an exploration of new ideas or strategies.

WHAT’S NEW

This year’s guide contains new resources for teachers and revisions. Among these additions, some key expansions include:

● Complete list of state standards ● Questions stems to help increase OTRs in the arts classroom ● Support document for Disciplinary Literacy for the arts

COURSE AT A GLANCE

Instrumental - Level 1

Tone Quality

Music Reading & Literacy

Technique

Musicality & Interpretation

Intonation & Balance/Blend

Performance & Rehearsal Considerations

Topic

Standards: Create, Perform Respond, Connect

Create 1, 2, 3, 5, 6, Perform 2, 3, 5, 8, Respond 1, 2, 3, 5; Connect 1, 3, 4

Create 1, 6; Perform 1, 3, 4, 7, 8; Respond 1, 5; Connect 2

Perform 3, 6; Respond 1, 3, 4

Create 2, 3, 4, 5; Perform 4, 5; Respond 3,

Perform 3, 5, 7, 8; Respond 4

Perform 3, 4, 6, 8

Highly expressive performance with

Outstanding accuracy. Correct pulse/meter/notes used throughout the performance. Demonstration of aural skills. Demonstrate ability to refne/improvise phrases or musical ideas.

appropriate style, tempo, phrasing and contrasting dynamics. Demonstrates a connection to the music and its signifcance. Identify and describe expressive musical elements that contribute to a quality performance. Consider a selection of music to determine the culture and purpose behind its creation.

Appropriate literature that is challenging yet accessible. Performer is responsive to the conductor and follows cues. Performers are professional in their appearance, poise and decorum as well as being an appropriate audience member.

Accurate intonation in all ranges and registers. Pitch adjustments are made consistently. Tone qualities are matched and dynamics appropriately observed within the section as well as ensemble. Identify

Habitually correct posture, breathing, support, balanced onsets and releases. Identify and describe the technical and musical skills that contribute to a quality performance.

Open, resonant, stylistically appropriate tone in all registers and ranges. Ability to identify different tone qualities. Self-assess to improve technique.

Performance Expectations

WISR Connection(s)

Inquiry, Speaking, Viewing, Listening, Writing

Writing, Inquiry, Speaking, Listening, Reading, Viewing

Writing, Inquiry, Speaking, Listening

Listening, Speaking

Inquiry, Speaking, Listening

Speaking, Listening

Consistency Control of Ranges Posture Articulations/Bowing Precision/Timing Diaphragmatic Breathing

Phrasing Interpretation Responsiveness Connection Contrast Dynamics Style

Note Reading Rhythms Steady Pulse/Beat Tempo Terms & Symbols

Literature choices Responsiveness to Conductor Appearance Professionalism

Clarity Openness Resonance Warmth Sound Production

Prioritized Vocabulary and Concepts

Matching Tone Ensemble Awareness Pitch Accuracy Adjustments

Dynamics Dictation

Accessing the District-Wide Standards-Based Rubric

Topic 1: Tone Quality Level 1: Instrumental Music

Level 1 STANDARDS:

● Standard L1.MI.CR.3: Develop aural skills. ● Standard L1.MI.CR.5: Evaluate and refne musical ideas, applying teacher-provided criteria and, with guidance, using selected elements of music. ● Standard L1.MI.CR.6: Identify and rehearse skills and concepts that need greater unifcation for performance. ● Standard L1.MI.P.1: With guidance, select appropriate music for a short solo or ensemble performance, with consideration to student ability, preparation and target audience, and explain why the piece was chosen. ● Standard L1.MI.P.4: Produce an appropriate tone over a moderate range of the instrument, using correct posture and physical connection to the instrument. ● Standard L1.MI.R.5: Use self-assessment to judge and improve the quality of musical performance.

PERFORMANCE EXPECTATIONS:

-Open, resonant, stylistically appropriate tone in all registers and ranges. -Ability to identify different tone qualities. -Self-assess to improve technique.

WISR CONNECTIONS:

Speaking, Listening

CONCEPTS:

PRIORITIZED VOCABULARY:

SKILLS:

Posture (sitting and/or standing) Breathing/Bow hold/Stick grip Tone quality Register Tone production

Open/Resonance/Clarity/Warmth Tone/Sound production Pizzicato/Arco (Strings only) Embouchure (Winds)/Bow hold (Strings)/Stick Grip (Perc) Posture & Register

Posture maintenance Breathing/Bow hold/Stick grip/ Basic tone production (mouth piece/headjoint or pizzicato) Advanced tone production (Arco, full instrument/all register)

LEARNING INTENTION AND SUCCESS CRITERIA EXAMPLE:

Learning Intention: I am learning to play my instrument with the correct tone quality. Success Criteria : I know I’ll have it when, ● I can sit or stand appropriately to play my instrument.

● I can demonstrate correct breathing to produce a good tone on my instrument. (Winds only.) ● I can produce a good tone in all registers using only my mouthpiece/headjoint. (Winds only.) ● I can demonstrate an appropriate bow hold for my instrument. (Strings only.) ● I can produce a good tone in all registers using both pizzicato and arco techniques. (Strings only.)

● I can demonstrate appropriate stick/mallet grip for my assigned instruments. (Percussion only.) ● I can produce a good tone in all registers for my assigned instruments. (Percussion only.) LEARNING PROGRESSION EXAMPLE: (Example is a beginning winds class.)

● Sit/stand appropriately ● Breathe appropriately ● Tone production in a single register using only mouthpiece/headjoint ● Tone production in a single register using entire instrument ● Tone production in multiple registers using only mouthpiece/headjoint

● Tone production in multiple registers using entire instrument ● Tone production in all registers using only mouthpiece/headjoint ● Tone production in all registers using entire instrument ● Independently self assess and maintain good tone production as other technical concepts are introduced/developed ● Independently create appropriate tone production during the rehearsal of new repertoire. EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES Article: Yamaha - Improve Students’ Tone NAfME Article: Developing Tone Quality, Intonation, Concert Repertoire, and Classroom Management

through Unison Playing in Performing Ensembles Rubric: UHSAA Large Ensemble Festival Rubric

Topic 2: Music Reading & Literacy Level 1: Instrumental Music

Level 1 STANDARDS:

● Standard L1.MI.CR.2: Improvise/generate and respond, with guidance, to simple melodic ideas and phrases. ● Standard L1.MI.CR.3: Develop aural skills. ● Standard L1.MI.CR.4: With guidance, develop, organize, and notate rhythmic and melodic ideas and phrases with increasing complexity. ● Standard L1.MI.CR.5: Evaluate and refne musical ideas, applying teacher-provided criteria and, with guidance, using selected elements of music. ● Standard L1.MI.P.4: Produce an appropriate tone over a moderate range of the instrument, using correct posture and physical connection to the instrument. ● Standard L1.MI.P.5: Demonstrate fuency in the following technical performance skills: ○ Basic major scales ○ Chromatic scale with limited range ○ Articulation ○ Dynamics ○ Rhythmic accuracy ○ Note accuracy ○ Ensemble listening ○ Tuning ○ Targeted practice techniques ○ Balance/Blend ○ Rudimentary ear training ● Standard L1.MI.R.3: Identify and describe, with guidance, the musical and structural elements that contribute to a quality musical work.

PERFORMANCE EXPECTATIONS:

-Outstanding accuracy. -Correct pulse/meter/notes used throughout the performance. -Demonstration of aural skills. -Demonstrate ability to refne/improvise phrases or musical ideas.

WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing

CONCEPTS:

PRIORITIZED VOCABULARY:

SKILLS:

Rhythm Pulse/Beat Staff Music Symbols Correct fnger and hand

Dynamics: Forte, piano, crescendo, diminuendo Rhythm Note & Rest Values: whole, half, quarter, eighth, sixteenth

Feel the pulse/steady beat. Correctly count rhythmic symbols in standard notation. Identify and defne all relevant parts of students' selected staff.

positions for musical notes Articulation Dynamics

Tempo: ritardando, rallentando, a tempo, allegro, largo, andante, moderato Parts of a Staff: grand staff, ledger lines, treble clef, bass clef, time signature, key signature Intonation Pitch

Sight read

LEARNING INTENTION AND SUCCESS CRITERIA EXAMPLE:

Learning Intention: I am learning to read & perform music and correctly identify & defne musical terms and symbols. Success Criteria : I know I’ll have it when, ● I can read level 1 music in standard notation with little to no help from the teacher. LEARNING PROGRESSION EXAMPLE: ● Develop a sense of beat and be able to identify and perform a steady pulse. ● Learn/memorize music symbols that represent durations of beats. ● Apply beats to a specifc sequence of musical symbols. ● Names of notes & their relationship to each other. ● How to play the specifc note (Fingerings) for a particular instrument. ● Identify and interpret specifc musical symbols and terms. ● Create an authentic and expressive performance by independently interpreting music notation and applying expression markings.

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

Article: Developing Music Literacy in Beginning Band Rubric: UHSAA Rubric (Instrumental Solo) Website: MusicTheory.net

Topic 3: Technique Level 1: Instrumental Music

Level 1 STANDARDS:

● Standard L1.MI.P.3: With guidance, make appropriate interpretive musical decisions as a soloist/ensemble. ● Standard L1.MI.P.5: Demonstrate fuency in the following technical performance skills: ○ Basic major scales ○ Chromatic scale with limited range ○ Articulation ○ Dynamics ○ Rhythmic accuracy ○ Note accuracy ○ Ensemble listening ○ Tuning ○ Targeted practice techniques ○ Balance/blend ○ Rudimentary ear training ● Standard L1.MI.P.7: Demonstrate productive rehearsal habits, both as an individual and as an ensemble member. ● Standard L1.MI.P.8: Watch and respond appropriately to the conductor and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style, tempo, balance and blend to express ideas and emotions. ● Standard L1.MI.R.4: Identify and describe, with guidance, the technical and musical skills evident in a quality performance.

PERFORMANCE EXPECTATIONS:

-Habitually correct posture, breathing, support, balanced onsets and releases. -Identify and describe the technical and musical skills that contribute to a quality performance.

WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing

CONCEPTS:

PRIORITIZED VOCABULARY:

SKILLS:

Entrances and Releases Articulation Style Tonguing Bowing Coordination

Consistency of Action Pitch Range Posture Articulations/Bowing Precision, Timing Diaphragmatic Breathing Stroke Type in Percussion

Consistent Muscle Control Control of Ranges Ready and Playing Posture Articulations/Bowing in Legato, Staccato, Marcato Precision/Timing Diaphragmatic Breathing

LEARNING INTENTION AND SUCCESS CRITERIA EXAMPLE:

Learning Intention: I am learning to play my instrument with the techniques that make sound easy to accomplish and beautiful to others. Success Criteria : I know I’ll have it when, ● The physical techniques I employ are consistent in all musical contexts. ● My entrances and releases of pitches are appropriate and beautiful in a variety of styles and musical contexts. ● I can demonstrate smooth transitions in producing a good tone on my instrument. (Winds only.) ● I can coordinate my fngers and tonguing in a wide range of rhythmic and stylistic settings. (Winds only.) ● I can maintain an appropriate bow hold for my instrument when playing in a variety of styles and ranges. (Strings only.) ● I can produce a good tone in all registers using both pizzicato and arco techniques. (Strings only.) ● I can demonstrate appropriate stick/mallet stroke types in solo and ensemble performances for my assigned instruments. (Percussion only.) ● Any mechanical techniques for what I have learned are consistent in a range of tempi and clear throughout (Percussion only.) ● Follow conductor’s directions, applying them to the repertoire (marking in, demonstrating the requested style suggestions) ● Determine one’s own technical markings and/or mechanical mistakes; use and apply them for repertoire in rehearsal and performance ● Discuss the merits of various technical approaches ● Practice any mechanical execution in Cognitive, Associative, and Autonomous scaffolds EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES NAfME Article: Elements of Alexander Technique: Discovering a Natural Approach to String Playing NAfME Article: Teaching Breath Support - Band Directors Talk Shop Rubric: UHSAA Large Instrumental Ensemble Rubric LEARNING PROGRESSION EXAMPLE:

Topic 4: Musicality & Interpretation Level 1: Instrumental Music

Level 1 STANDARDS:

● Standard L1.MI.CR.1: Listen to a variety of musical styles and ideas. ● Standard L1.MI.CR.2: Improvise/generate and respond, with guidance, to simple melodic ideas and phrases. ● Standard L1.MI.CR.3: Develop aural skills. ● Standard L1.MI.CR.5: Evaluate and refne musical ideas, applying teacher-provided criteria and, with guidance, using selected elements of music. ● Standard L1.MI.CR.6: Identify and rehearse skills and concepts that need greater unifcation for performance. ● Standard L1.MI.P.2: With guidance, discuss various elements of a musical work. ● Standard L1.MI.P.3: With guidance, make appropriate interpretive musical decisions as a soloist/ensemble. ● Standard L1.MI.P.5: Demonstrate fuency in the following technical performance skills: a. Basic major scales b. Chromatic scale with limited range c. Articulation d. Dynamics e. Rhythmic accuracy f. Note accuracy g. Ensemble listening h. Tuning i. Targeted practice techniques j. Balance/blend k. Rudimentary ear training ● Standard L1.MI.P.8: Watch and respond appropriately to the conductor and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style, tempo, balance and blend to express ideas and emotions. ● Standard L1.MI.R.1: Respond to a musical performance by identifying the musical elements within a piece and in a given context, discuss their effect on both listener and performer, and exhibit appropriate performance demeanor and audience concert etiquette. ● Standard L1.MI.R.2: Consider, with guidance, how the use of musical elements helps predict the composer’s possible intent. ● Standard L1.MI.R.3: Identify and describe, with guidance, the musical and structural elements that contribute to a quality musical work. ● Standard L1.MI.R.5: Use self-assessment to judge and improve the quality of musical performance. ● Standard L1.MI.CO.1: Examine how music relates to personal development and enjoyment of life. ● Standard L1.MI.CO.3: Experience how music connects us to history, culture, heritage, community and to other academic subjects. ● Standard L1.MI.CO.4: Demonstrate and understand, with limited guidance, how musical works are infuenced by the composer’s heritage and experiences.

PERFORMANCE EXPECTATIONS:

- Highly expressive performance with appropriate style, tempo, phrasing and contrasting dynamics. - Demonstrates a connection to the music and its signifcance. - Identify and describe expressive musical elements that contribute to a quality performance.

-Consider a selection of music to determine the culture and purpose behind its creation.

WISR CONNECTIONS:

Inquiry, Speaking, Listening, Writing

CONCEPTS:

PRIORITIZED VOCABULARY:

SKILLS:

Interpretation Phrasing Style Musicianship Emphasis

Phrasing Dynamics Style Tempo Balance Blend Contrast Melody/harmony/harmonic rhythm Register Tone Tempo Emphasis/metric emphasis Accent/agogic accent/weight Interpretation

Make appropriate interpretive musical decisions as a soloist/ensemble. Utilize appropriate phrasing, dynamics, style, balance and blend to express ideas and emotions. Identify and defne the skills necessary and mechanisms available for making musical decisions: phrasing, dynamics, style, balance, blend, contrast, melody, harmony, register, tone, tempo, emphasis, etc.

LEARNING INTENTION AND SUCCESS CRITERIA EXAMPLE:

Learning Intention: I am learning to play my instrument with beauty and an individual interpretation in mind that others can clearly understand/appreciate. Success Criteria : I know I’ll have it when, ● I know how to approach a variety of musical works in solo and ensemble settings with a baseline expressive approach. ● I can explain defnitions of interpretive/expressive terminology: phrasing, dynamics, style, balance, blend, contrast, melody, harmony, register, tone, tempo, emphasis, etc. ● I can give a convincing musical performance. LEARNING PROGRESSION EXAMPLE: ● Follow conductor’s directions, applying them to the repertoire (marking in, demonstrating the requested style suggestions). ● Determine one’s own expressive/interpretive markings; use and apply them for repertoire. ● Discuss the merits of various expressive choices. ● Select, from options, a convincing musical interpretation. ● Independently utilize musical elements to create an expressive performance. EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

Article: The Art of Interpretation of Band Music Rubric: UHSAA Large Instrumental Ensemble Rubric Rubric: UHSAA Instrumental Solo Rubric

Topic 5: Intonation & Balance/Blend Level 1: Instrumental Music Level 1 STANDARDS: ● Standard L1.MI.P.3: With guidance, make appropriate interpretive musical decisions as a soloist/ensemble. ● Standard L1.MI.P.4: Produce an appropriate tone over a moderate range of the instrument, using correct posture and physical connection to the instrument. ● Standard L1.MI.P.6: Demonstrate notational literacy, including sight-reading. ● Standard L1.MI.P.8: Watch and respond appropriately to the conductor and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style, tempo, balance and blend to express ideas and emotions. PERFORMANCE EXPECTATIONS: -Accurate intonation in all ranges and registers. -Pitch adjustments are made consistently. -Tone qualities are matched and dynamics appropriately observed within the section as well as ensemble.

WISR CONNECTIONS:

Inquiry, Speaking, Listening, Writing CONCEPTS:

VOCABULARY:

SKILLS:

Likeness of tone qualities within section Likeness of tone qualities with similar sections, Awareness of ensemble style and dynamic approach Intonation within Section Intonation within Choir Intonation across Group

Balance Blend Section Instrument Choir Just Intonation Equal Temperament

Matching Tone Ensemble Awareness Pitch Accuracy Adjustments

LEARNING INTENTION AND SUCCESS CRITERIA EXAMPLE:

Learning Intention: I am learning to play my instrument with others in a way that my contributions are beautiful and one with my section or performing group. Success Criteria : I know I’ll have it when, ● I feel empowered to lead a group of musicians on a like instrument and can perform in unity with them in a variety of musical styles. ● I can explain frameworks of balance/blend terminology: phrasing, dynamics, style, balance, blend, contrast, melody, harmony, register, tone, tempo, emphasis, etc.

● I can give a convincing musical performance in group settings. LEARNING PROGRESSION EXAMPLE: ● Follow conductor’s directions, applying them to the repertoire (marking in, demonstrating the requested style suggestions). ● Determine one’s own balance/blend and/or ensemble dynamic markings; use and apply them for repertoire. ● Discuss the merits of various ensemble balance methods and apply them in rehearsal and performance. ● Evaluate and apply balance and blend to musical works. EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES NAfME Article: Developing Tone Quality, Intonation, Concert Repertoire, and Classroom Management through Unison Playing in Performing Ensembles Rubric: UHSAA Large Instrumental Ensemble Rubric

Topic 6: Performance & Rehearsal Considerations Level 1: Instrumental Music

Level 1 STANDARDS:

● Standard L1.MI.CR.1: Listen to a variety of musical styles and ideas. ● Standard L1.MI.CR.6: Identify and rehearse skills and concepts that need greater unifcation for performance. ● Standard L1.MI.P1: With guidance, select appropriate music for a short solo or ensemble performance, with consideration to student ability, preparation and target audience, and explain why the piece was chosen. ● Standard L1.MI.P.3: With guidance, make appropriate interpretive musical decisions as a soloist/ensemble. ● Standard L1.MI.P.4: Produce an appropriate tone over a moderate range of the instrument, using correct posture and physical connection to the instrument. ● Standard L1.MI.P.7: Demonstrate productive rehearsal habits, both as an individual and as an ensemble member. ● Standard L1.MI.P.8: Watch and respond appropriately to the conductor and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style,tempo, balance and blend to express ideas and emotions. ● Standard L1.MI.R.1: Respond to a musical performance by identifying the musical elements within a piece and in a given context, discuss their effect on both listener and performer, and exhibit appropriate performance demeanor and audience concert etiquette. ● Standard L1.MI.R.5: Use self-assessment to judge and improve the quality of musical performance. ● Standard L1.MI.CO.2: Self-assess and document personal growth as a musician.

PERFORMANCE EXPECTATIONS:

-Appropriate literature that is challenging yet accessible. -Performer is responsive to the conductor and follows cues. -Performers are professional in their appearance, poise and decorum as well as being an appropriate audience member.

WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing

CONCEPTS:

PRIORITIZED VOCABULARY:

SKILLS:

Intonation Balance Blend

Intonation Balance Blend

Playing in tune with others in a group. Blending and Balancing with

Rhythm Beat Tempo Articulation/Bowing Dynamics Style

Rhythm Beat

others in a group. Playing rhythms and tempos correctly either alone or with others in a group. Respectful and productive rehearsal habits individually and with others in a group.

Tempo Posture Articulation/Bowing Dynamics Phrasing Style

LEARNING INTENTION AND SUCCESS CRITERIA EXAMPLE:

Learning Intention: Success Criteria : I know I’ll have it when, ● I can successfully learn, rehearse, and perform selected musical pieces either by myself or with agroup.

LEARNING PROGRESSION EXAMPLE:

● Receive musical selection from teacher, or choose one individually. ● Individually practice and learn material contained in musical selection applying important performance concepts. ● Productively rehearse musical selection with others in a group. ● Perform the musical selection. ● Listen and analyze performance and identify areas that need improvement. ● Develop a plan to improve in those areas. EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES Article: American Band College, Middle School Band Rehearsal Article: Choosing Literature For Success at Contest: Every Concert Has a Purpose Journal: UMEA Journal Rubric: UHSAA Large Instrumental Ensemble Rubric Rubric: UHSAA Instrumental Solo Rubric

Utah Core Standards Secondary Instrumental Music - Level 1

CREATE

Students will conceptualize, generate and organize artistic ideas and work. They will complete and refine musical works (Standards L1.MI.CR.1-6) .

• Standard L1.MI.CR.1: Listen to a variety of musical styles and ideas.

• Standard L1.MI.CR.2: Improvise/generate and respond, with guidance, to simple melodic ideas and phrases.

• Standard L1.MI.CR.3: Develop aural skills.

• Standard L1.MI.CR.4: With guidance, develop, organize, and notate rhythmic and melodic ideas and phrases with increasing complexity. • Standard L1.MI.CR.5: Evaluate and refine musical ideas, applying teacher-provided criteria and, with guidance, using selected elements of music. • Standard L1.MI.CR.6: Identify and rehearse skills and concepts that need greater unification for performance.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work, and express meaning through the presentation of musical works (Standards L1.MI.P.1-8) . • Standard L1.MI.P.1: With guidance, select appropriate music for a short solo or ensemble performance, with consideration to student ability, preparation and target audience, and explain why the piece was chosen.

• Standard L1.MI.P.2: With guidance, discuss various elements of a musical work.

• Standard L1.MI.P.3: With guidance, make appropriate interpretive musical decisions as a soloist/ensemble. • Standard L1.MI.P.4: Produce an appropriate tone over a moderate range of the instrument, using correct posture and physical connection to the instrument.

• Standard L1.MI.P.5: Demonstrate fluency in the following technical performance skills:

a. Basic major scales

b. Chromatic scale with limited range

c. Articulation

d. Dynamics

e. Rhythmic accuracy

f. Note accuracy

g. Ensemble listening

h. Tuning

i. Targeted practice techniques

j. Balance/blend

k. Rudimentary ear training

• Standard L1.MI.P.6: Demonstrate notational literacy, including sight-reading.

• Standard L1.MI.P.7: Demonstrate productive rehearsal habits, both as an individual and as an ensemble member. • Standard L1.MI.P.8: Watch and respond appropriately to the conductor and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style, tempo, balance and blend to express ideas and emotions.

RESPOND

Students will perceive and analyze artistic work and process. They will interpret intent and meaning, and apply criteria to evaluate artistic work and process (Standards L1.MI.R.1-5) . • Standard L1.MI.R.1: Respond to a musical performance by identifying the musical elements within a piece and in a given context, discuss their effect on both listener and performer, and exhibit appropriate performance demeanor and audience concert etiquette. • Standard L1.MI.R.2: Consider, with guidance, how the use of musical elements helps predict the composer's possible intent. • Standard L1.MI.R.3: Identify and describe, with guidance, the musical and structural elements that contribute to a quality musical work. • Standard L1.MI.R.4: Identify and describe, with guidance, the technical and musical skills evident in a quality performance. • Standard L1.MI.R.5: Use self-assessment to judge and improve the quality of musical performance.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L1.MI.CO.1-4) .

• Standard L1.MI.CO.1: Examine how music relates to personal development and enjoyment of life.

• Standard L1.MI.CO.2: Self-assess and document personal growth as a musician.

• Standard L1.MI.CO.3: Experience how music connects us to history, culture, heritage, community, and to other academic subjects. • Standard L1.MI.CO.4: Examine, with guidance, how musical works are influenced by the composer's heritage and experiences.

Utah Core Standards Secondary Instrumental Music - Level 2

CREATE

Students will conceptualize, generate, and organize artistic ideas and work. They will complete and refine musical works (Standards L2.MI.CR.1-4) .

• Standard L2.MI.CR.1: Improvise/generate simple rhythmic and melodic ideas and phrases.

• Standard L2.MI.CR.2: Develop, organize and notate rhythmic and melodic ideas and phrases with increasing complexity while continuing to develop aural skills. • Standard L2.MI.CR.3: Refine musical ideas, apply student criteria, and use a variety of musical elements. • Standard L2.MI.CR.4: Identify and rehearse skills and concepts that need greater unification for performance.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of musical works (Standards (l2.MI.P.1-8) . • Standard L2.MI.P.1: Select, with limited guidance, appropriate music for a solo or ensemble performance, with consideration of student ability, preparation time and target audience, and explain why each piece was chosen. • Standard L2.MI.P.2: Discuss, with limited guidance, various elements of a musical work.

• Standard L2.MI.P.3: With limited guidance, make appropriate interpretive musical decisions as a soloist/ensemble. • Standard L2.MI.P.4: Produce an appropriate tone over an expanded range of the instrument, using correct posture and physical connection to the instrument.

• Standard L2.MI.P.5: Demonstrate fluency in the following technical performance skills:

a. Major scales in expanding ranges b. Minor scales c. Chromatic scales d. Articulation e. Dynamics f. Rhythmic accuracy g. Note accuracy h. Ensemble listening i. Tuning j. Targeted practice techniques k. Balance/blend l. Ear training

• Standard L2.MI.P.6: Demonstrate notational literacy, including sight-reading.

• Standard L2.MI.P.7: Demonstrate productive rehearsal habits, both as an individual and as an ensemble member. • Standard L2.MI.P.8: Watch and respond appropriately to the conductor and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style, tempo, balance and blend to express ideas and emotions.

RESPOND

Students will perceive and analyze artistic work and process. They will interpret intent and meaning, and apply criteria to evaluate artistic work and process (Standards L2.MI.R.1-6) . • Standard L2.MI.R.1: Respond to a musical performance by identifying the musical elements within a piece and in a given context, discuss their effect on both listener and performer, and exhibit appropriate performance demeanor and audience concert etiquette.

• Standard L2.MI.R.2: With limited guidance, identify and discuss musical elements embedded within a musical work to express possible meanings. • Standard L2.MI.R.3: Consider how the use of musical elements helps predict the composer's possible intent. • Standard L2.MI.R.4: With limited guidance, identify and describe the musical and structural elements that contribute to a quality musical work. • Standard L2.MI.R.5: Identify and describe, with limited guidance, the technical and musical skills evident in a quality performance. • Standard L2.MI.R.6: Use self-assessment to judge and improve the quality of one's own musical performance.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L2.MI.CO.1-4) .

• Standard L2.MI.CO.1: Examine how music relates to personal development and enjoyment of life.

• Standard L2.MI.CO.2: Self-assess and document personal growth as a musician.

• Standard L2.MI.CO.3: Experience how music connects us to history, culture, heritage, community, and other academic subjects. • Standard L2.MI.CO.4: Examine, with limited guidance, how musical works are influenced by the composer's heritage and experiences.

Utah Core Standards Secondary Instrumental Music - Level 3

CREATE

Students will conceptualize, generate and organize artistic ideas and work. They will complete and refine musical works (Standards L3.MI.CR.1-4) .

• Standard L3.MI.CR.1: Improve/generate rhythmic and melodic ideas and phrases.

• Standard L3.MI.CR.2: Develop aural skills, and develop, organize, and notate rhythmic and melodic ideas and phrases with increasing complexity while continuing to develop aural skills. • Standard L3.MI.CR.3: Evaluate and refine musical ideas, applying student criteria and using a variety of musical elements. • Standard L3.MI.CR.4: Identify and rehearse skills and concepts that need greater unification for performance.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of musical works (Standards L3.MI.P.1-7) . • Standard L3.MI.P.1: Select appropriate music for a solo or ensemble performance, with consideration to student ability, preparation time and target audience, and explain why each piece was chosen.

• Standard L3.MI.P.2: Discuss various elements of a musical work.

• Standard L3.MI.P.3: As a soloist/ensemble, make appropriate interpretive musical decisions.

• Standard L3.MI.P.4: Produce an appropriate tone over a moderate to extended range of the instrument, using correct posture and physical connection to the instrument.

• Standard L3.MI.P.5: Demonstrate fluency in the following technical performance skills:

a. Major/minor scales in extended ranges b. Chromatic scales c. Articulation d. Dynamics e. Rhythmic accuracy f. Note accuracy g. Ensemble listening h. Tuning i. Targeted practice techniques j. Balance/blend k. Ear training

• Standard L3.MI.P.6: Demonstrate notational literacy, including sight-reading.

• Standard L3.MI.P.7: Demonstrate productive rehearsal habits, both as an individual and as an ensemble member; watch and respond appropriately to the conductor; and perform with technical accuracy, utilizing appropriate phrasing, dynamics, style, tempo, balance and blend to express ideas and emotions.

RESPOND

Students will perceive and analyze artistic work and process. They will interpret intent and meaning, and apply criteria to evaluate artistic work and process (Standards L2.MI.R.1-6) . • Standard L3.MI.R.1: Respond to a musical performance by identifying the musical elements within a piece and in a given context, discuss their effect on both listener and performer, and exhibit appropriate performance demeanor and audience concert etiquette. • Standard L3.MI.R.2: Identify and discuss musical elements embedded within a musical work to express possible meanings. • Standard L3.MI.R.3: Consider how the use of musical elements helps predict the composer's possible intent.

• Standard L3.MI.R.4: Identify and describe the musical and structural elements that contribute to a quality musical work. • Standard L3.MI.R.5: Identify and describe, with limited guidance, the technical and musical skills evident in a quality performance. • Standard L3.MI.R.6: Use self-assessment to judge and improve the quality of own musical performance.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L3.MI.CO.1-4) .

• Standard L3.MI.CO.1: Examine how music relates to personal development and enjoyment of life.

• Standard L3.MI.CO.2: Self-assess and document personal growth as a musician.

• Standard L3.MI.CO.3: Experience how music connects us to history, culture, heritage, community and to other academic subjects. • Standard L3.MI.CO.4: Demonstrate an understanding of how musical works are influenced by the composer's heritage and experiences.

Band & Orchestra Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities) Actively engage ALL students in learning; students are active when they are saying, writing, or doing. Pace instruction to allow for frequent student responses. Call on a wide variety of students throughout each period.

What it looks like in Instrumental Music

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● Students are actively stretching, breathing, playing, fngering, verbalizing, or silent rehearsing with their instrument. ● Students count or tap rhythms out loud. ● Students sing their part. ● Choral response ● Cold calling ● Thumbs up/down ● Fist tofve ● Specifc verbal or written peer feedback ● Students are assigned appropriate levels of music dependent upon playing ability (ie: part 1, part 2, etc.) ● Listening/observational data is used to make immediate corrections. ● Groups rehearse specifc defcits as whole group, section (ie: futes), or individually as needed throughout the rehearsal (could be any period of time depending upon need). Instructional Agility: Rehearsals move at a quick pace, playing time is maximized, teacher makes constant corrections/feedback based on listening and observation. Examples of Feedback cycle: ● Whole group: Most of you missed the repeat sign. Where do we repeat to? (Choral response) That is right, measure 35. Let’s try that again. Good, you remembered to repeat! ● Section: Flutes, you played incorrect rhythms at measure 67 & 68. Can you tell me what was incorrect? Yes, hold the dotted notes longer. Let’s play that again. Good, that was correct! What could you do to make that even better next time? Yes, more crescendo! Let’s try that. Great! ● Individual: Sam, you missed the F#. How do you play F#? Second valve, that is right! Play that again. Good, you did it correctly. ● Observations and feedback should be immediate and can be left unrecorded. ● Target individuals or small groups of students to ensure meaningful feedback. Feedback can be verbal and/or written. Use daily outcomes/objectives to guide verbal feedback. ● Use rubrics with specifc criteria for written feedback. ● Provide positive reinforcement of individual strengths. ● Provide constructive comments about areas requiring further development. ● Provide whole group feedback that summarizes your observations. ● Provide opportunities for peer feedback. ● Provide opportunities for student self-assessment that can form the basis of discussion and feedback. Provide meaningful feedback: ● Examples: (Since playing an instrument is all about skill development, AAA is done throughout rehearsal) ● Teach skills through demonstration, explanations, examples on the board, teacher modeling ● Students practice whole group, sections, or individually ● Students apply skill to piece of music Strategies for observations: ● Base observations on learning outcomes.

OTRs

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Present information at various levels of diffculty. Use data to identify needs and create small groups to target specifc skills. Frequently analyze current data and move students within groups depending on their changing needs.

Scaffolded Instruction & Grouping

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Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations. Feedback cycle: ● Provide timely prompts that indicate when students have done something correctly or incorrectly.

Instructional Agility& Feedback Cycles

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Give students the opportunity to use the feedback to continue their learning process. End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement.

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Provide clear learning intentions for students daily. Share rubrics, exemplars, models prior to student work time. Assess to identify who needs further support.

Teacher Clarity& Assessment

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Formative Assessment should be focused on observing students as they learn and provide feedback to them to assist progress towards outcomes. Observe students with criteria in mind. Provide timely feedback. Summative Assessment: is comprehensive and records the extent to which students have met the outcomes for a period of work.

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Explicitly teach a skill to students by explaining, demonstrating, and modeling. Build the skill through practice and use, to gain automaticity. Provide students with multiple opportunities to apply the skill.

Instructional Hierarchy: AAA

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DOK 3: Students demonstrate more complex and abstract thinking in their musical performance. Students play in a group, responding to the cues of the conductor. They will use aural skills to blend, balance, and play in tune; apply pitch and rhythmic accuracy; express elements, articulation, and phrasing. Students begin to play independent parts in an ensemble. They can compose a simple melody in a given key and improvise over static harmony (e.g., play mallet instruments over a drone or improvise over a single chord). Students use music theory knowledge to analyze and perform musical elements. DOK 4: Students use complex reasoning that includes planning, investigating, and/or analyzing results. Student compose in two or more voices. When improving, students respond to chord changes and develop complex phrases. They rehearse and perform solos or small ensembles without a conductor in which they are required to make individual informed decisions about style, balance, and expressive elements.

Examples of DOK 3: (Students demonstrate more complex and abstract thinking in their musical performance). ● Students play in a group, responding to the cues of the conductor. In this situation, they will use aural skills to blend, balance, and play in tune; apply pitch and rhythmic accuracy; express elements, articulation and phrasing. ● Students play independent parts in an ensemble. ● Students can compose and improvise simple melodies and harmonies. ● Students can develop criteria to distinguish between quality and non-quality performance. ● Students can evaluate a recorded performance and provide supporting details for their assessment. Examples of DOK 4: (requires complex reasoning that includes planning, investigating, and/or analyzing results). ● Students compose in two or more voices, which requires the application of harmony, voice leading, and chord progressions. ● Students can improvise while responding to chord changes and develop complex phrases. ● Students rehearse and perform solos, with or without accompaniment or in a non-conducted ensemble, in which they are required to make individual informed decisions about style, blend, balance, and expressive elements.

DOK3&4

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Guitar Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities) Actively engage ALL students in learning; students are active when they are saying, writing, or doing. Pace instruction to allow for frequent student responses. Call on a wide variety of students throughout each period.

What it looks like in Guitar

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● Students are actively stretching, breathing, playing, fngering, verbalizing, or silent rehearsing with their instrument. ● Students count or tap rhythms out loud. ● Students sing their part. ● Choral response ● Cold calling ● Thumbs up/down ● Fist tofve ● Specifc verbal or written peer feedback Students are assigned appropriate levels of music dependent upon playing ability (ie: part 1, part 2, etc.) ●

OTRs

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Present information at various levels of diffculty. Use data to identify needs and create small groups to target specifc skills. Frequently analyze current data and move students within groups depending on their changing needs.

Scaffolded Instruction & Grouping

●

●

Listening/observational data is used to make immediate corrections.

● Groups rehearse specifc defcits as whole group, small group or individually as needed throughout the rehearsal (could be any period of time depending upon need). Instructional Agility: Rehearsals move at a quick pace, playing time is maximized, teacher makes constant corrections/feedback based on listening and observation. Examples of Feedback cycle: ● Whole group: Most of you missed the repeat sign. Where do we repeat to? (Choral response) That is right, measure 35. Let’s try that again. Good, you remembered to repeat! ● Section: Part 1, you played incorrect rhythms at measure 67 & 68. Can you tell me what was incorrect? Yes, hold the dotted notes longer. Let’s play that again. Good, that was correct! What could you do to make it even better next time? Yes, more crescendo! Let’s try that. Great! Much better. ● Individual: Sam, you missed the F#. How do you play F#? 1st string, second fret, that is right! Play that again. Good, you did it correctly ● Observations and feedback should be immediate and can be left unrecorded. ● Target individuals or small groups of students to ensure meaningful feedback. Feedback can be verbal and/or written. Use daily outcomes/objectives to guide verbal feedback. ● Use rubrics with specifc criteria for written feedback. ● Provide positive reinforcement of individual strengths. ● Provide constructive comments about areas requiring further development. ● Provide whole group feedback that summarizes your observations. ● Provide opportunities for peer feedback. ● Provide opportunities for student self-assessment that can form the basis of discussion and feedback. Provide meaningful feedback: ● Examples: (Since playing an instrument is all about skill development, AAA is done throughout rehearsal) ● Teach skills through demonstration, explanations, examples on the board, teacher modeling ● Students practice whole group, sections, or individually ● Students apply skill to piece of music Strategies for observations: ● Base observations on learning outcomes.

Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations. Feedback cycle: ● Provide timely prompts that indicate when students have done something correctly or incorrectly.

Instructional Agility& Feedback Cycles

●

Give students the opportunity to use the feedback to continue their learning process. End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement.

●

●

Provide clear learning intentions for students daily. Share rubrics, exemplars, models prior to student work time. Assess to identify who needs further support.

Teacher Clarity& Assessment

●

●

Formative Assessment should be focused on observing students as they learn and provide feedback to them to assist progress towards outcomes. Observe students with criteria in mind. Provide timely feedback. Summative Assessment: is comprehensive and records the extent to which students have met the outcomes for a period of work.

●

Explicitly teach a skill to students by explaining, demonstrating, and modeling. Build the skill through practice and use, to gain automaticity. Provide students with multiple opportunities to apply the skill.

Instructional Hierarchy: AAA

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