M/J Guitar 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 )
  • performance and written assessments
maintain proper decorum at all times during class and when attending concerts. (DA.68.S.2.1BAC )
  • concert etiquette
  • performance etiquette
observe proper rehearsal etiquette as defined by the director. (DA.68.S.2.1BAC )
  • rehearsal 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
perform and compose pieces from music notation, tablature, chord charts and symbols of varying styles as it relates to guitar literature (LAFS.68.RST.2.4BAC )
  • traditional music notation
  • tablature
  • chord charts
use domain specific vocabulary (LAFS.68.RST.2.4BAC )
  • domain specific vocabulary
understand and play in the correct meter with appropriate strumming patterns and finger picking patterns (LAFS.68.RST.2.4BAC )
  • time signatures
  • finger picking styles
  • strumming patterns
All Year
recognize that understanding key terms and vocabulary will improve a musician's ability to perform a piece with the composer's intent and compose and perform original compositions (LAFS.68.RST.2.4BAC )
All Year
recognize that the skills needed to identify musical symbols parallel the skills needed in literary works, math equations, science queries, historical events and in society (LAFS.68.RST.2.4BAC )
  • musical symbols - e.g. fermata, repeat sign, clef
  • literary symbols - e.g. punctuation, metaphors
  • math symbols - e.g. % # + =
  • science symbols - e.g. H2O,
  • historical symbols - e.g. flags,
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
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • a knowledge of the basic tools to perform various jobs (e.g., metronome, tuner, notation software, digital recorder, pencil, reference materials, media resources, maintenance accessories, ear protection, keyboard instruments, microphone, amplifier)
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
  • domain specific vocabulary
utilize pattern recognition to read proficiently through unfamiliar musical passages (e.g., scale patterns, arpeggios, intervalic sequences) (MAFS.K12.MP.7.1BAC )
identify and discuss music theoretical structures (e.g., scales, arpeggios, rhythms, form) (MAFS.K12.MP.7.1BAC )
  • basic music theory elements in the areas of pitch, rhythm and form
All Year
identify the use of chord symbology and apply it while performing literature from the guitar method book or age-appropriate literature (MAFS.K12.MP.7.1BAC )
  • Use of basic barre chords using the E and A chord family
  • the I-IV-V7 patterns for keys that involve barre chords
All Year
describe and employ active listening techniques when listening to music. (MU.68.C.1.1BAC )
given teacher criteria, 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
create and follow a listening map. (MU.68.C.1.1BAC )
  • listening map
identify domain specific vocabulary to describe expressive elements in a piece of music. (MU.68.C.1.2I R)
  • domain specific vocabulary
predict 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
  • employing active listening strategies helps to understand the composer's intent
compare and contrast musical elements heard on a recording with markings on the music (MU.68.C.1.2I R)
  • interpret
All Year
Identify and understand various styles of guitar literature (MU.68.C.1.2I R)
  • various styles of guitar literature based on harmonies, rhythms and techniques
All Year
monitor personal practice through practice logs and/or recordings that identify specific music goals and address error correction strategies (MU.68.C.2.1I R)
  • various practice strategies
  • music goals-e.g. note accuracy, steady tempo, hand position, sitting posture, fingering, characteristic tone
All Year
explain successful practice and performance strategies (MU.68.C.2.2I R)
  • how to identify progress and apply various stragegies
All Year
develop a list of criteria that sets apart exemplary works (MU.68.C.3.1NTK R)
  • genres from the 20th and 21st centuries, e.g. folk, jazz, rock, and art music
participate in concert experiences as a listener and a performer. (MU.68.F.2.2NTK R)
  • appropriate audience and performance behavior for a variety of musical programs, concerts and venues.
  • an understanding of the various concert venues/genres (e.g., rock, classical, opera, restaurant, clubs, church)
All Year
discuss the impact of music as a global pheomenon (MU.68.F.3.1BAC )
  • the role of music in various societies
All Year
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 the origin of various folk tunes performed in class, and describe the style characteristics that connect the music to its origin. (MU.68.H.1.4I R)
  • folk music
  • musical elements that define style such as rhythm, tonality, melodic line, instrumentation, etc.
identify composers and their music through the different style periods that used folk melodies of different origins as the basis for their compositions. (MU.68.H.1.4I R)
  • use of folk music idiom in major compositions
organize the various styles into cultural genres of music (e.g., African, European, traditional folk, South American, Caribbean, etc.) (MU.68.H.1.4I R)
explore 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 )
  • historical events - e.g. world wars, revolutions
explore musical works that have reflected and/or influenced major historical events and discuss qualities that reflect those events (MU.68.H.2.1BAC )
  • compositions reflecting events -e.g. 1812 Overture, Star Spangled Banner
classify literature from the method book and/or appropriate level band literature by the historic and stylistic periods in Western and non-Western music. (MU.68.H.2.3I R)
  • musical elements that define the historical and stylistic periods being studied in class (e.g. form, instrumentation, dynamics)
  • various periods of music history (e.g. Medieval, Renaissance, Baroque, Classical, Romantic, 20th Century, and 21st Century)
  • historical and biographical information about representative musical works and composers as they appear in a chosen method book
demonstrate various period and stylistic techniques appropriate to literature studied in the guitar method book (MU.68.H.2.3I R)
compare and contrast, using domain specific vocabulary, preferences in aural examples of class repertoire with regard to changes in dynamic levels, tempi, and articulation of two different performances (MU.68.O.1.1I R)
  • vocabulary as it applies to expression and performing ability (e.g., tempo, dynamics, articulations)
discuss how a composer uses musical devices to create an expressive impact in the pieces played or heard by students. (MU.68.O.3.1I R)
  • 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
identify the expressive elements in a piece of music and explore the techniques used to execute them on the guitar (MU.68.O.3.2E O)
All Year
perform music of various musical styles, observing the expressive elements inherent or indicated in each style (MU.68.O.3.2E O)
  • contrasting styles of music introduced in the method book or age-appropriate literature
identify and read a melody using traditional music notation (MU.68.S.1.5BAC )
  • how to read standard music notation in treble clef
identify and read a chord progression using alphanumeric chord symbology (MU.68.S.1.5BAC )
  • how to interpret first position alphanumeric chord symbols
perform, from memory, an individual melody with rhythmic and melodic accuracy. (MU.68.S.2.1BAC )
utilize memory strategies to aid in the memorization of an entire piece (MU.68.S.2.1BAC )
  • memorization strategies
perform age-appropriate repertoire from the method book and appropriate guitar literature (MU.68.S.3.1E P)
rehearse and perform guitar literature exhibiting proper technique, phrasing, dynamics, tone quality, blend, and balance (MU.68.S.3.1E P)
  • correct posture (e.g. feet flat on floor, sit up straight)
  • proper hand position on instrument
  • how to identify musical elements such as key signature, time signature, rhythm, dynamics, tempo, and articulation markings
  • musical phrasing (e.g. 4 bar phrases vs. 8 bar phrases, appropriate places to breathe)
All Year
demonstrate proper left hand technique (MU.68.S.3.2E P)
  • Left hand technique with proper thumb position and curved fingers
All Year
demonstrate proper right hand technique when strumming or picking (MU.68.S.3.2E P)
  • Proper right hand technique with pick control
  • PIMA and associated finger picking techniques
produce a clear sustained tone with correct intonation, using various techniques to affect timbre when necessary (MU.68.S.3.2E P)
  • how to analyze sound production (e.g., fingers firm to fretboard, curved fingers not touching other strings)
display focused, on-task behavior in all classroom activities. (MU.68.S.3.6BAC )
  • rehearsal procedures and rules
  • rehearsal conduct
develop and demonstrate appropriate rehearsal behaviors necessary for growth and development of musicianship. (MU.68.S.3.6BAC )
  • musicianship
All Year
discuss and identify rehearsal strategies and purposeful practice (MU.68.S.3.6BAC )
  • purposeful practice
  • rehearsal strategies
All Year
critique the effectiveness of a given rehearsal and identify specific improvements (MU.68.S.3.6BAC )
  • strategies for assessing tone, correct pitch and rhythms, balance, blend, articulation, and expression
First Semester
research and identify musical characteristics of a specific style or time period. (LAFS.68.WHST.3.7BAC )
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.7.SL.2.4BAC )
  • theme and variations, listening map, form, texture, dynamic markings, expressive markings, melody, counter-melody
identify the parts of the guitar (MAFS.K12.MP.5.1BAC )
demonstrate precision in the execution of melodic, harmonic and rhythmic accuracy (attack, duration, release) (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • staff reading skills
research exemplary guitarists and employ performance and practice techniques (MU.68.C.2.1I R)
  • exemplary guitarists
  • idiomatic performance techniques (e.g., PIMA, bar chords, hammer/pull)
  • practice techniques
self-evaluate and adjust practice strategies to improve one's performance (MU.68.C.2.2I R)
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, balance, correct notes and rhythms, technique, tone quality, and expression.
understand the use of the guitar and its relationship to American social and cultural life (MU.68.H.3.1NTK R)
discuss the application of music in various media and art mediums (e.g., movies, dance, theater, commercial applications) (MU.68.H.3.1NTK R)
  • musical elements that are used to help convey ideas, feelings, or motives
play a short piece from a chord chart and utilize varied strumming or fingerpicking patterns as a means to manipulate rhythm (MU.68.S.1.3BAC C)
  • basic strumming patterns
  • read and interpret chord symbols on a chord chart
play a short piece from a chord chart and utilize varied strumming patterns as a means to manipulate rhythm (MU.68.S.1.3BAC C)
  • basic strumming patterns
  • read and interpret chord symbols on a chord chart
identify intervals numerically, given both visually and aurally. (MU.68.S.1.4BAC )
  • recognition of unison, major and minor seconds, and major and minor thirds
perform a two to four measure phrase in a call and response exercise using a limited number of pitches given by the teacher (MU.68.S.1.4BAC )
  • a one octave range in the keys of D and G
play a short melody from traditional notation with a chordal accompaniment from the teacher or other students (MU.68.S.1.5BAC )
sing a simple folk song while playing a chordal accompaniment on the guitar in selected keys (MU.68.S.1.5BAC )
compare a peer’s performance of a two to four measure rhythmic exercise with the written line and analyze their rhythmic accuracy (MU.68.S.3.4E R)
  • how many beats are in whole, half, quarter, eighth notes and rests
compare a peer’s performance of a two to four measure melodic exercise with the written line and analyze their pitch accuracy (MU.68.S.3.4E R)
  • an aural and written understanding of unison, major/minor seconds and major/minor third intervals
First Quarter
explore how collaboration, teamwork, and reflection in the music class develops skills for success in today's society (MU.68.F.3.1BAC )
describe how music skills correlate with dedication to mastering a task, problem-solving, self-discipline, dependability, ability to organize, cultural awareness, and mutual respect. (MU.68.F.3.1BAC )
  • an understanding of performance techniques, personal practice and collaborative skills
identify and discuss successful people that have studied music (MU.68.F.3.1BAC )
  • successful people with a musical background
identify file sharing and streaming sites that are safe and legal from which they can acquire or listen music (MU.68.F.3.2NTK R)
  • how to access legal file sharing and music streaming sites
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.3.1I R)
play selected scales (first position keys of C, G, D, A, E) by memory with the correct left and right hand fingerings (MU.68.S.2.1BAC )
  • first position scales (C, G, D, A, E)
sight-read level-appropriate literature using appropriate expressive elements, phrasing, and articulation (MU.68.S.2.2BAC )
  • how to identify musical elements such as key signature, time signature, rhythm patterns, dynamics, tempo, and articulation markings
  • musical phrasing (e.g. 4 bar phrases versus 8 bar phrases, appropriate places to breathe)
Second Quarter
using an audio recording, evaluate a personal performance based on teacher- or student-created criteria. (MU.68.C.2.1I R)
  • methods of error detection skills
  • practice goals
  • how to access audio recording technology/resources
explore “copyright” and discuss how infringement effects the author or composer (MU.68.F.3.2NTK R)
  • a synopsis of the laws governing copyright protections
discuss the financial and social implications of copyright infringement in a global market (MU.68.F.3.2NTK R)
  • economic factors within the music business
Second Semester
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 )
research and identify guitarists from various genres and compare their technique (LAFS.68.WHST.3.7BAC )
compare two performances of a piece being studied in class. Discuss, in small and large groups, choices made by each performing group, analyze the purpose and motives of their choices, and decide how those choices could influence students' own performance of that piece. (LAFS.7.SL.1.1BAC )
  • music vocabulary
  • expressive markings and qualities
  • blend and balance
  • accurate notes and rhythms
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 )
  • proper finger and strumming techniques
  • various traditional guitar styles (e.g., classical, rock, popular world cultures)
compare two performances of a piece being studied in class (presented in diverse formats), discuss choices made by each performing group, and decide how those choices could influence students' own performance of that piece (LAFS.7.SL.1.2BAC )
  • expressive qualities, accurate notes and rhythms, blend and balance, other factors which contribute to effective performances
demonstrate precision in the execution of expressive elements such as 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
compare two recordings or performance by the same student or ensemble to identify the effects of rehearsal or practice. (MU.68.C.2.2I R)
identify musical examples that are exemplars by comparing and contrasting stylistic elements related to the genre (MU.68.C.3.1NTK R)
  • genre specific exemplars
define the roles of all of the participants needed to put on a performance event (MU.68.F.2.2NTK R)
  • an understanding of the various aspects of concert production (e.g., lighting, stage set, advertisement)
analyze 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)
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
apply an understanding of basic acoustics, electronics, and physics as it relates to the development of the guitar and sound production (MU.68.H.3.1NTK R)
  • an understanding of sound production and the physics of frequency and amplitude
explore and discuss the ways music is easily accessible and how it is used to enhance everyday activities and special events announcements, quiet time, graduation, honor society inductions, weddings, birthday parties, etc. (MU.68.H.3.2BAC )
  • examples of music in mass media
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 )
  • music for various occasions
create an eight measure variation on a melody from music being rehearsed in class by altering the pitches, rhythm, and/or voicing (MU.68.S.1.3BAC C)
  • how to describe musical elements such as form, rhythm, and voicing
play with correct fingerings, moving fluently from chord to chord using first position and barre chords in the E and A chord family (MU.68.S.3.2E P)
  • proper chord fingerings
  • how to produce major, minor, dominant 7th and major 7th barre chords in the E and A chord family
Fourth Quarter
articulate compositional techniques particular to different style periods including Baroque, Classical, Romantic, and 20th century. (MU.68.C.3.1NTK R)
  • compositional techniques which define different periods of music being studied.