M/J Keyboard 2 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 )
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
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
identify and perform music notation as related to class literature. (LAFS.68.RST.2.4BAC )
  • music notation, including notation symbols specific to piano keyboard
identify and interpret music symbols, key terms, and other music specific words and phrases. (LAFS.68.RST.2.4BAC )
  • note/rest values: whole, dotted half, half, quarter, dotted quarter, eighth notes, sets of sixteenth notes, whole/half, quarter/eighth note ties, triplets, and combinations of eighth, dotted eighth, and sixteenth notes
  • 2/4, 3/4, and 4/4 time
  • 2/2, and 6/8 time
  • chromatic scale
  • flat, sharp, and natural symbols/functions
  • letter names of pitches on the staff
  • major key signatures
  • dynamic markings
  • expressive markings
All Year
identify 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 )
  • historical context
All Year
prepare a varied repertoire with 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
share and apply feedback from the teacher and peers in rehearsal through verbal, visual, and audible means. (LAFS.7.SL.1.1BAC )
demonstrate a musical idea as a model for peers. (LAFS.7.SL.1.1BAC )
attentively listen to a guest speaker/lecturer/clinician, comprehend the information presented, ask relevant questions to further understanding, and discuss the soundness and relevance of the information presented. (LAFS.7.SL.1.3BAC )
  • fundamental components of critical thinking and listening
  • details which may influence a speaker's point of view or validate their expertise (e.g., experience, background, accomplishments, prejudices, etc.)
  • develop meaningful questions based on information provided
engage in a discussion with peers about a topic pertinent to the course using domain-specific vocabulary. (LAFS.7.SL.2.4BAC )
  • domain specific vocabulary
identify specific tools to help solve specific problems (MAFS.K12.MP.5.1BAC )
  • e.g. metronome to correct tempo, electronic tuner to tune strings
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
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.
use rhythmic relationships to understand time signatures (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
analyze rhythmic and melodic patterns to assist in practice and performance (MAFS.K12.MP.7.1BAC )
describe and employ active listening techniques when listening to music. (MU.68.C.1.1BAC )
identify and discuss 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
follow a listening maps to identify major musical components such as form, melody, harmony, and dynamics. (MU.68.C.1.1BAC )
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
Use domain specific vocabulary to describe expressive elements of a performance (MU.68.C.1.2I R)
All Year
identify and describe the stylistic elements and characteristics of varied musical styles performed in class (MU.68.C.1.3BAC )
  • certain stylistic elements that define a march, ballad, overture, dance, etc. (e.g., tempo and articulation)
All Year
access and use self-recording as a tool to critique performance and track progress (MU.68.C.2.1BAC )
  • how to access and use audio recording technology/resources
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
All Year
analyze and discuss specific improvements made through rehearsal and practice. (MU.68.C.2.2I R)
  • technical preparation
  • Practice strategies - e.g. hands alone, spot practicing
  • Analyze
All Year
participate in concert experiences as a listener and a performer in the community. (MU.68.F.2.2NTK R)
  • appropriate audience and performance behavior for a variety of musical programs.
match definitive composers’ works to their historical style periods. (MU.68.H.1.2NTK R)
  • dates, and definitive composers and works from the Baroque, Classical, Romantic, and 20th Century style periods (see MU.68.C.1.3)
identify significant historical events of musical periods being studied through repertoire in class, e.g., religion, literature, wars, revolutions, governments/rulers, etc. (MU.68.H.2.1BAC )
identify musical works that have reflected and/or influenced major historical events. (MU.68.H.2.1BAC )
identify ceremonies where music is used (MU.68.H.2.1BAC )
identify and classify literature by historic and stylistic periods (MU.68.H.2.3I R)
All Year
identify and classify contemporary American music by genres (MU.68.H.2.3I R)
identify and classify music by their cultures (MU.68.H.2.3I R)
All Year
identify cross-curricular connections throughout academic subject areas. (MU.68.H.3.1NTK R)
  • cross-curricular connections with other academic subjects
explain the historical connections of music to particular events or time periods. (social studies: history) (MU.68.H.3.1NTK R)
  • roles of music in societies and cultures
discuss, using correct musical vocabulary, preferences in aural examples and class repertoire with regard to changes in dynamic levels, tempi, and articulations. (MU.68.O.1.1I R)
All Year
perform music integrating expressive musical qualities indicated in the music. (MU.68.O.3.2E O)
  • musical effect: MU.68.C.2.1
  • expressive markings
All Year
apply knowledge of expressive elements to a variety of musical selections. (MU.68.O.3.2E O)
  • musical effect: MU.68.C.2.1
  • expressive markings
  • timbre
  • tonality: MU.68.C.1.1
improvise melodies over given, performed ostinati, using pentatonic or diatonic scales (MU.68.S.1.1BAC )
  • pentatonic scales, diatonic scales
apply concepts of proper playing technique to newly introduced material. (MU.68.S.2.2BAC )
identify and perform, as contained in class method book: all dynamic levels, phrasings, tempo markings, fingerings,pedaling, and articulations. (MU.68.S.3.1E P)
  • dynamics
  • articulations
  • phrasing
  • tempi
evaluate a piece of music identifying dynamics, phrasings, tempo markings, fingerings,pedaling, and articulations. (MU.68.S.3.1E P)
  • dynamics
  • articulations
  • phrasing
  • tempi
use proper fingerings for all notes within the piece (MU.68.S.3.2E P)
  • fingering
All Year
Use proper pedaling technique if applicable (MU.68.S.3.2E P)
  • pedaling
use proper hand position on the keys (MU.68.S.3.2E P)
  • hand position
use proper playing posture while playing (MU.68.S.3.2E P)
  • posture
All Year
understand and demonstrate dynamic markings for the music being studied. (MU.68.S.3.3E O)
  • the difference between loud and soft dynamics (e.g., f, mf, mp, p, crescendo, decrescendo, etc.).
All Year
Recognize repeated melodic and rhythmic patterns (MU.68.S.3.3E O)
  • Melodic and rhythmic patterns
First Semester
Identify and classify various instrumental and vocal ensembles and discuss timbre, blend, and performance styles (MU.68.C.1.3BAC )
  • classify
  • performance styles
evaluate critique from teacher/peers to improve skills and performance (MU.68.C.2.3BAC )
  • how to count rhythms using a counting system (e.g., 1&2&3&4&).
create an original version of a familiar song by manipulating one or more of the musical elements (MU.68.F.1.1BAC )
  • musical elements e.g. rhythm, meter, form, melody, phrasing, harmony, accompaniment, voicing
employ digital and traditional methods of composing (MU.68.F.1.1BAC )
play a one octave major scale using correct scale fingerings in the keys of C,G,D,F (MU.68.S.1.4BAC )
  • major scale
  • key signatures
  • fingering
identify intervals numerically, given both visually and aurally. (MU.68.S.1.4BAC )
  • intervals (numerically)
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.3.4E R)
notate simple melodic examples consisting of limited intervals. (MU.68.S.3.5E R)
  • octaves, 5th's (below) or the second above.
  • a major chord (do-mi-sol).
First Quarter
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
develop personal criteria to define a quality musical performance (MU.68.C.2.1BAC )
  • criteria - e.g. note accuracy, rhythmic accuracy, dynamics, and articulation
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)
visually and aurally identify major and minor tonalities in studied repertoire. (MU.68.O.2.2BAC )
  • relative minor scale
  • major scale
discuss and identify strategies for learning a new piece (MU.68.S.2.2BAC )
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.
notate the correct rhythm for a two- to four-measure phrase that has been performed by someone else using whole notes, dotted half notes, half notes/rests, dotted quarter notes, quarter notes/rests, sets of eighth notes, and sets of sixteenth notes. (MU.68.S.3.5E R)
Second Quarter
define “copyright” and discuss proper usage of applicable materials, media, and performances. (MU.68.F.3.2NTK R)
  • copyright
discuss the financial and social implications of copyright infringement. (MU.68.F.3.2NTK R)
define and recognize the characteristics which identify historic and stylistic periods (MU.68.H.1.5I R)
  • musical characteristics of the historical periods.
track the development of instruments from ancient to modern, e.g., harpsichord to piano, etc. (MU.68.H.2.2BAC )
  • instruments: early through modern
discuss various ways in which rhythm and meter are mathematical. (mathematics) (MU.68.H.3.1NTK R)
  • mathematical nature of note values and meter
compare musical phrases with sentence structure (language arts) (MU.68.H.3.1NTK R)
  • phrase as it relates to language arts and music
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
identify major and minor tonalities in given aural examples. (MU.68.O.2.2BAC )
  • similarities and differences in major and minor modes
improvise rhythmic and melodic patterns and create variations on familiar melodies. (MU.68.S.1.1BAC )
  • rhythmic patterns
  • melodic patterns
Second Semester
watch a video of a performance observing technique, execution and expression used by the artist and discuss how it relates to the style of the composer and if it reflects the composer's intent. (LAFS.7.SL.1.2BAC )
  • technique
  • composer
  • style
interpret and predict the composers intent based on the title, composer, instrumentation, composer notes, and compositional elements (MU.68.C.1.2I R)
partner with teacher or peers to diagnose deficiencies and suggest strategies for improvement (MU.68.C.2.1BAC )
  • various methods and techniques of practice
  • personal learning styles
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 )
experiment with movement and visuals to enhance the composition - (e.g. media, props, costumes) (MU.68.F.1.1BAC )
discuss the musical elements in these composers’ works that connect them to their style period. (MU.68.H.1.2NTK R)
  • style characteristics of definitive works from the Baroque, Classical, Romantic, and 20th Century style periods
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)
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 )
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 )
recognize and explain the variances between recordings (e.g., expressive elements, major/minor key, tempo, blend, balance, tone quality, and instrumentation) after listening to two interpretations of a piece being studied in class. (MU.68.O.1.1I R)
perform selected major and minor scales. (MU.68.O.2.2BAC )
  • pattern differences between major and minor scales (e.g., WWHWWWH, etc.).
Play a one octave minor scale in the keys of Am,Em, Dm natural and harmonic with correct fingering (MU.68.S.1.4BAC )
  • minor scale
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.3.3E O)
Third Quarter
discuss various ways sound is produced, how sound travels, (science: acoustics) (MU.68.H.3.1NTK R)
  • acoustic sound
  • electronic sound
Fourth Quarter
discuss the economic impact of concerts on the local economy, e.g., increased revenue at hotels and restaurants, income for parking attendants, ticket sales, souvenirs, etc. (MU.68.F.2.2NTK R)
  • economic impact
  • revenue
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
arrange a short musical piece by utilizing one or more of the following: changing the time signature, rhythms, manipulating the form and/or melody, changing the tonality, adding harmony, and /or pedaling. (MU.68.S.1.3BAC )
  • form
  • major and minor tonalities
  • transposition
  • pedaling
  • melody
  • harmony
  • rhythm
  • meter
Create a melody over a I- IV-V blues progression with left hand chords in the bass, with our without rhythmic accompaniment. (MU.68.S.1.6BAC )
  • blues progression