M/J Music Theory 1 Pacing Guide

All Year
demonstrate focused attention in class by high achievement on daily formative assessments and periodic summative assessments. (DA.68.S.2.1BAC )
maintain proper decorum at all times during class and when attending concerts. (DA.68.S.2.1BAC )
  • concert etiquette
  • performance etiquette
observe classroom rules. (DA.68.S.2.1BAC )
  • procedure for entering and exiting the classroom
  • evacuation plan
  • document collection/distribution
  • classroom supply requirements (e.g. journals, pencils, box of tissues)
  • restroom privileges
All Year
interpret unfamiliar English terms using their home language dictionary or an online translator (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
  • how to differentiate between English terminology and musical terminology (e.g., music terminology usually in Italian and usually italicized)
All Year
perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers (ELD.K12.ELL.SI.1BAC )
  • procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
  • Curwen hand signs and solfegio syllables
  • intervallic relationships
All Year
perform rhythmic and melodic patterns accurately by visually interpreting musical symbols (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use fingering charts and other classroom visual aids to accurately interpret and perform musical symbols and abbreviations (ELD.K12.ELL.SI.1BAC )
  • where to find fingering charts in the method book
All Year
communicate withe a peer tutor/buddy for clarification on concepts presented in class (ELD.K12.ELL.SI.1BAC )
  • section leader for students' vocal/instrumental section
imitate sound concepts modeled by the teacher and peers (ELD.K12.ELL.SI.1BAC )
  • how to produce a characteristic tone
recognize, count and notate simple rhythms and rests (ELD.K12.ELL.SI.1BAC )
  • procedure for deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
rehearse and perform music in class with their peers to demonstrate comprehension and synthesis of skills (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • where to locate the rehearsal plan/lesson objectives
  • how to follow the director
  • proper posture and hand position
  • correct fingerings
  • how to take a proper breath while playing and/or singing
All Year
share and apply feedback from the teacher and peers in rehearsal through verbal, visual, and audible means. (LAFS.6.SL.1.1BAC )
attentively listen to a guest speaker or lecturer, comprehend the information presented, ask relevant questions to further understanding, and discuss the soundness and relevance of the information presented. (LAFS.6.SL.1.3BAC )
  • fundamental components of critical thinking and listening
engage in a discussion with peers about a topic pertinent to the course using domain-specific vocabulary. (LAFS.6.SL.2.4BAC )
  • music vocabulary
identify, write, and perform music notation and symbols (LAFS.68.RST.2.4BAC )
  • music notation
identify domain specific vocabulary (LAFS.68.RST.2.4BAC )
  • domain specific vocabulary
compose short pieces paying attention to technical, stylistic, and expressive elements as indicated in the music. (LAFS.68.WHST.3.9BAC )
  • notes and rest values
  • dynamic and expressive markings
  • articulation markings
  • musical styles/genres: MU.68.C.1.4
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, tuner, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, ear protection, keyboard instruments, microphone, amplifier
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
  • domain specific vocabulary
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
  • expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
describe and employ active listening techniques when listening to music. (MU.68.C.1.1BAC )
  • active listening techniques
develop a list of criteria that sets apart exemplary works (MU.68.C.3.1BAC )
  • genres from the 20th and 21st centuries, e.g. folk, jazz, rock, and art music
All Year
identify and discuss intellectual property (MU.68.F.3.2BAC )
  • intellectual property
All Year
compare and contrast the identifying musical characteristics of contemporary American genres (MU.68.H.2.3BAC )
compare and contrast the identifying musical characteristics of music of other cultures (MU.68.H.2.3BAC )
compare and contrast two songs being studied and place them in a specific genre, style, and/or time period. (MU.68.H.2.3BAC )
identify and classify the styles, forms, and periods of current repertoire. (MU.68.H.2.3BAC )
  • style periods (MU.68.H.1.1 and MU.68.C.1.3)
  • genres (MU.68.H.1.4)
  • forms (MU.68.C.1.1, MU.68.S.1.3, MU.68.H.3.1)
explain the historical connection of music studied in class with particular events or time periods when applicable. (MU.68.H.3.1BAC )
identify the emotions expressed in music and find examples of how these emotions are expressed in the other arts. (MU.68.H.3.1BAC )
  • similarities between music and other fine arts
discuss how a composer uses musical devices to create an expressive impact in the pieces played or heard by students. (MU.68.O.3.1BAC )
  • musical communication of thought, idea, mood, and/or image
  • instrumentation/voicing, tempo markings, expression markings, articulation markings, phrasing, scales, timbre, rhythm, orchestration, or lyrics
All Year
Recognize repeated melodic and rhythmic patterns (MU.68.S.3.3BAC )
  • melodic and rhythmic patterns
All Year
analyze and discuss where differences occur. (MU.68.S.3.4BAC )
detect errors in written notation while listening to vocal or instrumental performances (MU.68.S.3.4BAC )
First Semester
identify domain specific vocabulary to describe expressive elements in a piece of music. (MU.68.C.1.2I R)
  • domain specific vocabulary
identify intervals numerically, given both visually and aurally. (MU.68.S.1.4BAC )
  • intervals (numerically)
First Quarter
follow a listening map. (MU.68.C.1.1BAC )
  • listening map
recognize and discuss the legal and illegal methods of acquiring music on the internet (e.g, pirated music vs. licensed music). (MU.68.F.3.2BAC )
  • legal and illegal downloads
list examples of music used in everyday life, e.g., morning announcements, quiet time, graduation, honor society inductions, weddings, birthday parties, etc. (MU.68.H.3.2BAC )
list examples of music used in everyday life, e.g., morning announcements, quiet time, graduation, honor society inductions, weddings, birthday parties, etc. (MU.68.H.3.2BAC )
visually and aurally identify major and minor tonalities in studied repertoire. (MU.68.O.2.2BAC )
  • relative minor scale
  • major scale
describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image (MU.68.O.3.1BAC )
notate the correct rhythm for a two to four measure phrase that has been performed by someone else using quarter notes/rests and eighth notes in 4/4 time (MU.68.S.3.5BAC )
  • 4/4 time
  • quarter notes/rests and sets of eighth notes
notate the correct rhythm of examples performed by the teacher. (MU.68.S.3.5BAC )
  • how many beats are in whole, half, quarter, eighth notes, dotted half notes, dotted quarter notes, 16th notes, quarter rests, and half rests.
Second Quarter
aurally identify major and minor tonalities. (MU.68.C.1.1BAC )
  • tonality: major, minor
create a listening map or checklist for use with studied repertoire in small student groups or individually. (MU.68.C.1.1BAC )
  • listening map
  • checklist
interpret and discuss ideas regarding compositional intent of the composer. (MU.68.C.1.2I R)
  • interpret
track the development of instruments from ancient to modern, e.g., harpsichord to piano, etc. (MU.68.H.2.2BAC )
  • instruments: early through modern
identify major and minor tonalities in given aural examples. (MU.68.O.2.2BAC )
  • similarities and differences in major and minor modes
analyze and discuss the choices a composer makes to communicate a specific message. (MU.68.O.3.1BAC )
Second Semester
analyze and interpret two contrasting compositions written in class (LAFS.6.SL.1.2BAC )
  • domain specific vocabulary
  • expressive markings and qualities
  • blend and balance
  • accurate notes and rhythms
discuss the choices made by each composer and analyze the purpose and motive for their writing (LAFS.6.SL.1.2BAC )
create and share a listening map to dissect a recording of music. With each listening opportunity, students will analyze form, texture, instruments of the ensemble, and expressive and dynamic nuances in increasing detail. (LAFS.6.SL.2.4BAC )
  • theme
  • variations
  • listening map
  • form: binary, ternary, rondo, variational, sonata
  • texture: monophony, homophony, polyphony
  • dynamic markings
  • expressive markings
  • melody
  • counter melody
explain the process of harmonizing a melody (LAFS.68.WHST.1.2BAC )
explain improvisation through chords and figured bass (LAFS.68.WHST.1.2BAC )
develop criteria/rubric to be used as a guidline to create an original composition/improvisation successfully. (MU.68.C.2.3BAC )
  • composition
  • improvisation
  • melody
  • rhythm
  • texture: MU.68.C.1.1
  • tonality: MU.68.C.1.1
  • form: MU.68.C.1.1
discuss with teacher/peers what worked and what could be improved on (MU.68.C.2.3BAC )
Identify musical examples that are exemplars by comparing and contrasting stylistic elements related to the genre (MU.68.C.3.1BAC )
  • genre specific exemplars
identify cross-curricular connections throughout academic subject areas. (MU.68.H.3.1BAC )
  • cross-curricular connections with other academic subjects
echo a short 2 measure phrase played by the teacher or peer (MU.68.S.1.4BAC )
identify and discuss sight reading strategies ( e.g. patterns, key signature, time signature, mapping the music) (MU.68.S.3.3BAC )
  • sight reading strategies
compare a peer’s performance of a two to four measure rhythmic exercise with the written line (from a method book or from music being rehearsed in class). Analyze for correct rhythms. (MU.68.S.3.4BAC )
Third Quarter
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
  • time signatures
explain when it is appropriate to copy sheet music and when it is not (e.g.music that is in the public domain may be freely copied). (MU.68.F.3.2BAC )
  • copyright
analyze the structure, e.g., form, chord progression, of a familiar song. (MU.68.S.1.3BAC )
  • form: repeat sign, D.C. al fine, introduction, coda, rondo, theme and variations, melody,
identify musical elements one can manipulate. (MU.68.S.1.3BAC )
  • meter, rhythm, tonality, expressive qualities,
change meter and/or note values. (MU.68.S.1.3BAC )
  • time signatures, note values
add harmony to a given melody. (MU.68.S.1.3BAC )
identify and explore mixing/editing software (MU.68.S.1.8BAC )
  • mixing/editing software
explore mixing/editing apps for mobile devices (MU.68.S.1.8BAC )
  • mixing/editing apps
  • mobile devices
Fourth Quarter
correctly identify note names and/or counts for a sample melody on the board and clearly present their findings to the class referencing the key signature and time signature to support their claims (LAFS.6.SL.2.4BAC )
  • key signatures
  • time signatures
  • rhythm counts
  • note names
create a melodic line with simple harmonies from a figured bass (MAFS.K12.MP.7.1BAC )
  • melodic line
  • figured bass
compare and contrast ideas by eliminating expressive musical elements such as dynamics or articulations, and then play the music again, exaggerating the same elements, to hypothesize on the composer’s intent. (MU.68.C.1.2I R)
  • compare and contrast
discuss and compare how composers use musical devices (such as melodic line, harmonic interest and rhythm, emotional content and form) to create quality music based on literature being studied in class and/or recordings. (MU.68.C.3.1BAC )
  • Indentify contemporary, jazz, pop/rock, chant, spiritual, folk, opera, and some world music styles.
create an original version of a familiar song by manipulating one or more of the musical elements (MU.68.F.1.1BAC )
  • manipulating musical elements
identify and explore digital and acoustic methods of composing (MU.68.F.1.1BAC )
  • digital
  • acoustic
experiment with movement and visuals - (e.g. media, props, costumes) when creating a composition (MU.68.F.1.1BAC )
  • multimedia
  • props
  • costumes
list the professions that may be involved in the path music takes from the composer to the listener, for both live and recorded music. (MU.68.F.2.1BAC )
  • music professions
  • music production
  • music distribution
Research the process of music creation to consumption, focusing on the life of a specific composer such as Herbie Hancock, Scott Joplin, or Mozart. (MU.68.F.2.1BAC )
  • music publishing
identify the steps a composition goes through from conception to consumer. (MU.68.F.3.3BAC )
  • music marketing
discuss the elements of production, e.g., idea, development, editing, copyright, selling, revising, testing, presenting. (MU.68.F.3.3BAC )
  • composer's writing process
analyze and describe how the elements of production could be used in an everyday work place. (MU.68.F.3.3BAC )
  • workplace strategies
track the development of compositional devices from ancient to modern, e.g., neumatic notation to modern notation (Finale, Sibelius, Garage Band, etc.) (MU.68.H.2.2BAC )
  • compositional devices: early through modern
improvise melodies over given, performed ostinati or harmonic progression. (MU.68.S.1.1BAC )
improvise rhythmic and melodic patterns and create variations on familiar melodies. (MU.68.S.1.1BAC )
improvise a simple melody over a given blues/rock progression. (MU.68.S.1.1BAC )
create a melody over a simple diatonic harmonic progression (MU.68.S.1.6BAC )
  • diatonic
become familiar with domain specific vocabulary (e.g.-frequency, equalization) (MU.68.S.1.8BAC )
  • domain specific vocabulary
demonstrate basic editing/mixing techniques with software and/or digital devices (MU.68.S.1.8BAC )
  • digital devices