M/J Keyboard 1 Pacing Guide

Time-Period Currently Unspecified
identify correct fingerings for selected scales (MU.68.S.3.2E P)
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 as it relates to keyboard literature (LAFS.68.RST.2.4BAC )
  • music notation
identify domain specific vocabulary (LAFS.68.RST.2.4BAC )
  • domain specific vocabulary
All Year
identify musical characteristics of a specific style or time period. (LAFS.68.WHST.3.7BAC )
actively listen to exemplars of representative composers. (LAFS.68.WHST.3.7BAC )
match definitive composers' work to their historical time periods. (LAFS.68.WHST.3.7BAC )
All Year
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
explore and discuss 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
identify rhythmic and melodic patterns to assist in memorization (MAFS.K12.MP.7.1BAC )
reorganize performance practices according to given rhythmic hierarchies (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
  • patterns such as form, time signatures, phrasing, sequencing, hemiola, key centers, harmonic structure, voicing, modulation, and instrumentation.
identify active listening techniques when listening to music. (MU.68.C.1.1BAC )
identify elements in various pieces such as form, tonality, style period, genre, or instrumentation. (MU.68.C.1.1BAC )
  • musical elements: form, tonality, style period, genre, instrumentation, articulation
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)
develop and categorize a listening library of various literature and repertoire that represents various styles, genres and cultures (MU.68.H.2.3BAC )
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 disciplines
All Year
recognize that music is ever present in our lives (MU.68.H.3.2BAC )
identify the expressive elements in a piece of music and explore the techniques used to execute them on the keyboard (MU.68.O.3.2E O)
  • musical effect: MU.68.C.2.1
  • expressive markings
First Semester
identify symbols used in note and rhythm reading (MAFS.K12.MP.6.1BAC )
recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch (MAFS.K12.MP.7.1BAC )
identify rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
  • simple, compound and mixed meters
  • function of top and bottom numbers in time signatures
follow a listening map to identify elements of music, e.g. form, melody, harmony, and dynamics. (MU.68.C.1.1BAC )
identify domain specific vocabulary to describe expressive elements in a piece of music. (MU.68.C.1.2I R)
  • domain specific vocabulary
compare and contrast musical elements heard on a recording with markings on the music (MU.68.C.1.2I R)
  • interpret
identify characteristics that create a quality performance. (MU.68.C.2.1BAC )
  • performance techniques
  • phrasing
  • indentify
discuss and evaluate a personal performance based on teacher or student-created criteria or rubrics. (MU.68.C.2.1BAC )
  • criteria
  • rubric
  • evaluate
use purposeful practice based on evaluation to improve one’s performance. (MU.68.C.2.1BAC )
  • practice strategies
identify, describe, and track specific improvements made through rehearsal and practice. (MU.68.C.2.2I R)
  • Practice strategies
recognize and discuss the legal and illegal methods of acquiring music on the internet (e.g, pirated music vs. licensed music). (MU.68.F.3.2NTK R)
  • file sharing sites
  • legal and illegal downloading of music
explore and discuss sound production on a acoustic piano (MU.68.H.3.1BAC )
First Quarter
discuss where music used in everyday life, e.g., morning announcements, quiet time, graduation, honor society inductions, weddings, birthday parties, etc. (MU.68.H.3.2BAC )
describe how events would be dramatically altered in the absence of music, e.g., theatre and dance, movies, sporting events, video games, commercial advertising, social gatherings, civic and religious ceremonies, and plays. (MU.68.H.3.2BAC )
identify form, tonality, and expressive elements, (MU.68.O.1.1I R)
  • form: MU.68.C.1.1
  • tonality: MU.68.C.1.1
  • musical effect: MU.68.C.2.2
apply knowledge of expressive elements to a variety of musical selections. (MU.68.O.3.2E O)
  • musical effect: MU.68.C.2.1
  • timbre
  • tonality: MU.68.C.1.1
identify proper playing position. (MU.68.S.3.2E P)
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.3.5E R)
  • 4/4 time
  • quarter notes/rests and sets of eighth notes
notate the correct rhythm of examples performed by the teacher. (MU.68.S.3.5E R)
  • 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
compare and contrast choices made by different performers on a select piece. (MU.68.O.1.1I R)
  • tone quality: MU.68.C.2.2
  • technical preparation: MU.68.C.2.2
interpret and follow the gestures of a conductor to execute expressive elements correctly (MU.68.O.3.2E O)
  • conductor gestures
sight-read method book lines or excerpts from literature being studied in class, using appropriate expressive, phrase, or articulation markings. (MU.68.S.2.2BAC )
identify expressive elements and apply them to performance. (MU.68.S.3.1E P)
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
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
discuss the composer’s intent based on historical context, title of piece, rhythmic patterns, and expressive characteristics. (MU.68.C.1.2I R)
  • predict
  • historical context
  • cultural background
discuss how portable or mobile recording devices can aid in tracking progress (MU.68.C.2.1BAC )
critique one’s own performance and the performance of others using criteria and/or rubrics generated through large group discussion. (MU.68.C.2.2I R)
  • domain specific vocabulary that will be used in criteria and/or rubrics including but not limited to: articulation, blend, balance, correct notes and rhythms, technique, tone quality, and expression.
  • criteria/rubrics
create an original version of a familiar song by manipulating one or more of the musical elements (MU.68.F.1.1BAC )
  • rhythm
  • melody
  • form
  • harmony
experiment with movement and visuals - (e.g. media, props, costumes) when creating a composition (MU.68.F.1.1BAC )
  • kinesthetic movement
  • digital medium
  • lyrics
compare and contrast digital and traditional methods of composing (MU.68.F.1.1BAC )
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.3.2NTK R)
  • copyright
  • public domain
analyze how television, cinema, and theatre use the emotional qualities of music to enhance the presentation of drama, action, or other visual images. (MU.68.H.3.1BAC )
  • similarities between music and other fine arts
identify the various uses of music in commercial applications and discuss the impact music has on these mediums, e.g., sales and advertising communication, background music in restaurants, malls, etc. (MU.68.H.3.1BAC )
  • how and where students encounter music outside the classroom
Third Quarter
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 )
  • form, meter, rhythm, tonality, expressive qualities, meter
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 )
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 timeline that connects music style periods, definitive composers, and the style characteristics present in the style period, connecting MU.68.C.1.3, MU.68.C.3.1, MU.68.O.3.1, and MU.68.H.1.2. (MU.68.H.1.5I R)
  • time line
  • Baroque, Classical, Romantic, and 20th Century style period dates, major historical events, composers, definitive works, and compositional characteristics (synthesize MU.68.C.1.3, MU.C.3.1, MU.68.O.3.1, and MU.68.H.1.2)
improvise melodies over given, performed ostinato 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 )