Intermediate Music 1 Pacing Guide

All Year
interpret unfamiliar English terms using a home language dictionary or online translator. (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
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 solfeggio syllables
perform rhythmic and melodic patterns accurately by reading traditional notation and interpreting music symbols. (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations. (ELD.K12.ELL.SI.1BAC )
communicate with a peer tutor/buddy for clarification on concepts presented in class. (ELD.K12.ELL.SI.1BAC )
All Year
imitate musical elements modeled by the teacher and peers. (ELD.K12.ELL.SI.1BAC )
  • performance techniques: characteristic tone, balance, blend, mallet technique, intonation
  • expressive characteristics: e.g. dynamics, tempo, phrasing
All Year
perform music in class to demonstrate comprehension and synthesis of skills. (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • performance techniques: proper posture, diction, following a conductor, intonation
recognize, count, and notate simple rhythms. (ELD.K12.ELL.SI.1BAC )
differentiate between English terminology and musical terminology. (ELD.K12.ELL.SI.1BAC )
  • Italian and/or italicized words
First Quarter
share opinions and ideas (LAFS.3.SL.1.1BAC )
  • Collaborate
  • Respect
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (LAFS.3.SL.1.3BAC )
understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
  • Instrument procedures
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, 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 music vocabulary that will aid in describing a musical excerpt. (MU.3.C.1.1BAC )
create a checklist or listening map to aid in listening to new musical works. (MU.3.C.1.1BAC )
discuss ways in which listening instills a deeper understanding of musical works. (MU.3.C.1.1BAC )
explore simple rhythmic patterns in duple and triple meter. (MU.3.S.3.4E R)
identify beamed eighth, quarter, half, and whole notes and quarter, half, and whole rests using traditional notation. (MU.3.S.3.4E R)
sight-read simple rhythmic patterns in duple and triple meter. (MU.3.S.3.4E R)
listen to rhythmic patterns and match to written notation in both duple and triple meter. (MU.3.S.3.4E R)
Understand the importance of safety rules and procedures in all physical activities. (PE.3.C.2.2BAC )
  • Safety
  • Rules
  • Procedures
Second Quarter
perform folk dances using associated traditional music (DA.3.H.1.1BAC )
identify folk dances and the culture in which come from. (DA.3.H.1.1BAC )
compare and contrast folk dances (DA.3.H.1.1BAC )
analyze text. (LAFS.3.SL.1.2BAC )
  • Main idea
  • Theme
demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • time signatures appropriate to course and literature
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
demonstrate precision in execution of pitch accuracy and intonation regarding tonality. (MAFS.K12.MP.6.1BAC )
  • using age-appropriate melodic sequences
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
  • standard conducting patterns
  • expressive conducting gesture
actively listen to live and recorded samples of string, woodwind, brass, keyboard, and percussion instruments. (MU.3.C.1.3E R)
identify instruments visually and aurally. (MU.3.C.1.3E R)
classify instruments by family. (MU.3.C.1.3E R)
actively listen to samples of unison and two-part singing. (MU.3.C.1.4I R)
sing unison songs, rounds, ostinati, and other songs with simple counter-melody, with and without accompaniment, using accurate pitch and rhythm. (MU.3.C.1.4I R)
determine, upon hearing, whether a song is unison or two-part. (MU.3.C.1.4I R)
explore aspects of another culture through visual aids, guest speakers, recorded or live music, and ethnic instruments, e.g. dundun, congas, maracas, dulcimer. (MU.3.H.1.1I R)
discuss ways that instruments are different in other cultures. (MU.3.H.1.1I R)
compare and contrast instruments from various cultures. (MU.3.H.1.1I R)
explore instruments and singing styles from a variety of cultures. (MU.3.H.1.3I R)
classify instruments by sound source, e.g., woods, adult/child voices, membranes. (MU.3.H.1.3I R)
compare and contrast timbres of different cultures, e.g., America, Hispanic, Asian, European, American Indian. (MU.3.H.1.3I R)
identify important composers who influence various genres of American music, e.g., Gershwin, Armstrong, Guthrie. (MU.3.H.2.1NTK R)
discuss historical events that influenced the compositions. (MU.3.H.2.1NTK R)
identify ways that music reflects society. (MU.3.H.2.1NTK R)
echo simple melodic and rhythmic patterns and phrases. (MU.3.S.1.1BAC C)
sing age-appropriate pieces with proper technique. (MU.3.S.1.1BAC C)
play age-appropriate pieces with proper technique. (MU.3.S.1.1BAC C)
experience playing a variety of rhythms, ostinati, and simple melodies. (MU.3.S.1.1BAC C)
discuss musical elements that can be manipulated. (MU.3.S.1.1BAC C)
improvise short rhythmic and melodic answers to musical questions over an ostinato. (MU.3.S.1.1BAC C)
demonstrate the use of healthy singing techniques. (MU.3.S.3.1E P)
echo simple melodic patterns or phrases of the selected piece of music accurately while maintaining the tonal center. (MU.3.S.3.1E P)
sing unison songs, rounds, and ostinati, with and without accompaniments, using accurate pitch, accurate rhythm, and appropriate tone quality. (MU.3.S.3.1E P)
play classroom instruments with a characteristic instrument tone using appropriate performance techniques. (MU.3.S.3.2E P)
echo phrases of simple melodies on classroom instruments. (MU.3.S.3.2E P)
play simple unison songs with and without accompaniment, with accurate pitch, accurate rhythm, and appropriate tone quality. (MU.3.S.3.2E P)
perform rhythmic, melodic, and harmonic instrumental accompaniments. (MU.3.S.3.2E P)
echo simple melodic patterns using do, re, mi, fa, so, la with appropriate hand signs. (MU.3.S.3.3E P)
sing melodic patterns accurately while maintaining the tonal center. (MU.3.S.3.3E P)
identify do, re, mi, fa, sol using visual notation. (MU.3.S.3.3E P)
sing simple do, re, mi, fa, sol patterns at sight with appropriate hand signs. (MU.3.S.3.3E P)
echo simple rhythmic and melodic patterns. (MU.3.S.3.5I R)
identify notes and rests using visual representation. (MU.3.S.3.5I R)
read and perform simple rhythmic and melodic patterns using traditional notation. (MU.3.S.3.5I R)
notate simple rhythmic and melodic patterns using traditional notation, i.e., one to two measures, up to eight notes, on the syllable "loo". (MU.3.S.3.5I R)
Third Quarter
utilize pattern recognition to memorize music. (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, key centers, harmonic structure, voicing, and instrumentation.
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 )
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
use purposeful movement to interpret selected pieces of music. (MU.3.C.1.2BAC )
dramatize or make a visual representation of one’s interpretation of the selected piece. (MU.3.C.1.2BAC )
compare and contrast one’s own interpretation with other students’ interpretations. (MU.3.C.1.2BAC )
describe musical characteristics of the selection that enhance lyrics and/or communicate an idea or emotion. (MU.3.C.3.1BAC )
describe why some musical characteristics are effective in conveying a composer’s ideas. (MU.3.C.3.1BAC )
identify and respect differing values and tastes in music. (MU.3.C.3.1BAC )
identify common vocabulary and elements within and among dance, theatre, music, and the visual arts. (MU.3.H.3.1I R)
actively listen to various pieces and analyze the form, patterns, and melodic line, using correct music vocabulary. (MU.3.H.3.1I R)
describe ways in which the subject matter of other disciplines is related to music, e.g., division and fractions in music and mathematics, sound waves, frequency, lyrics and language arts, and vibrations in music and science. (MU.3.H.3.1I R)
explore basic elements of music through body percussion, movement, and playing instruments, i.e. rhythm, melody, harmony, form, timbre. (MU.3.O.1.1E R)
describe expressive characteristics using appropriate vocabulary. (MU.3.O.1.1E R)
sing or play age-appropriate songs with proper technique. (MU.3.O.1.2E R)
explore form through purposeful movement. (MU.3.O.1.2E R)
analyze the structure of a piece. (MU.3.O.1.2E R)
describe form using traditional or nontraditional notation. (MU.3.O.1.2E R)
explore changes in tempo and dynamics in a selected piece of music through purposeful movement. (MU.3.O.3.1I R)
identify musical vocabulary in pieces of music. (MU.3.O.3.1I R)
describe how expressive qualities are used to convey feelings, images, moods, and events through music. (MU.3.O.3.1I R)
discuss strategies for memorizing music. (MU.3.S.2.1E R)
analyze elements of the piece, including form, rhythm, and melody, to recognize patterns and sequences that will aid in memorization. (MU.3.S.2.1E R)
create a mental or visual image of the form of the selected piece, e.g., listening map, sequence. (MU.3.S.2.1E R)
perform a piece from memory. (MU.3.S.2.1E R)
Perform one dance accurately and with good technique. (PE.3.M.1.10BAC )
  • Dance configurations
Fourth Quarter
listen to or read a story, poem or lyrics of a song. (LAFS.3.RI.1.1BAC )
answer questions about the story or poem that can be answered by retelling or comprehension of the story. (LAFS.3.RI.1.1BAC )
discuss sounds that can help illustrate the story. (LAFS.3.RI.1.1BAC )
describe musical characteristics of the story or poem that enhance lyrics and/or communicate an idea or emotion. (LAFS.3.RI.1.1BAC )
discuss qualities that comprise a quality performance. (MU.3.C.2.1BAC )
assess a performance using teacher-established criteria. (MU.3.C.2.1BAC )
listen to or read a story or poem. (MU.3.F.1.1BAC )
identify sounds that can help illustrate the story. (MU.3.F.1.1BAC )
create sounds, melodic or rhythmic patterns, movements, and found sounds to integrate into the story. (MU.3.F.1.1BAC )
perform a piece with student created sound carpets (MU.3.F.1.1BAC )
identify the roles and importance of musicians in various settings and cultures. (MU.3.F.2.1NTK R)
describe various uses of music in daily experiences, e.g., cartoons, TV shows. (MU.3.F.2.1NTK R)
identify events and celebrations that traditionally involve “live” music. (MU.3.F.2.2NTK R)
discuss everyday opportunities for music-making. (MU.3.F.2.2NTK R)
devise ways to create more opportunities for individual and group music-making, e.g. play party at recess, singing with family on a road trip, adding music to a homeroom presentation. (MU.3.F.2.2NTK R)
demonstrate interpersonal skills to facilitate a musical presentation. (MU.3.F.3.1BAC )
value others’ thoughts, opinions, and ideas. (MU.3.F.3.1BAC )
share tasks and responsibilities. (MU.3.F.3.1BAC )
create, rehearse, and perform a musical selection. (MU.3.F.3.1BAC )
identify significant composers from various genres of music, i.e. Prokofiev, Saint Saëns, Bach. (MU.3.H.1.2NTK R)
discuss historical information that influenced the composer. (MU.3.H.1.2NTK R)
identify one or more major works of a selected composer, i.e. Peter and the Wolf, Danse Macabre, Musette. (MU.3.H.1.2NTK R)
sing or play simple rhythmic and/or melodic patterns. (MU.3.O.2.1BAC C)
notate patterns using traditional notation. (MU.3.O.2.1BAC C)
create new phrases by rearranging melodic and/or rhythmic patterns. (MU.3.O.2.1BAC C)
explore ways to alter endings. (MU.3.S.1.2BAC C)
describe how altering an ending can change the mood or emotion of a piece. (MU.3.S.1.2BAC C)
perform a familiar piece with a student-created alternate ending. (MU.3.S.1.2BAC C)
compare and contrast the original and altered endings. (MU.3.S.1.2BAC C)
explore instruments and singing styles from a variety of cultures. (VA.3.H.1.3BAC )
identify songs or a piece of music that are distinctly representative of a culture. (VA.3.H.1.3BAC )
perform a song or piece of music from that culture. (VA.3.H.1.3BAC )
discuss how a culture’s ideas are reflected in their music, art, and dance. (VA.3.H.1.3BAC )
identify commonalities in music, art, and dance from different cultures. (VA.3.H.1.3BAC )