Intermediate Music 2 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.4.SL.1.1BAC )
Identify the reasons and evidence a speaker provides to support particular points. (LAFS.4.SL.1.3BAC )
understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
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 )
discuss strategies for active listening, e.g., ignore environmental distractions, focus on the music, connect the song to a personal experience. (MU.4.C.1.1BAC )
use music vocabulary that will aid in describing a musical excerpt, e.g. listen for form, tempo, dynamics, melodic line, patterns. (MU.4.C.1.1BAC )
create a visual or dramatic representation of one’s listening experience, e.g., listening map, picture, story. (MU.4.C.1.1BAC )
identify and respect differing interpretations of the music. (MU.4.C.1.1BAC )
identify behaviors that lead to success in the classroom. (MU.4.F.3.1BAC )
discuss ways that behaviors lead to success outside the classroom, e.g., trust, dependability, cooperation, leadership roles. (MU.4.F.3.1BAC )
Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk. (PE.4.C.2.2BAC )
  • Safety
  • Rules
  • Procedures
explore sound production in a variety of instruments. (SC.4.P.10.3BAC )
discuss vibration. (SC.4.P.10.3BAC )
explain how fast or slow an object vibrates affects its sound. (SC.4.P.10.3BAC )
Second Quarter
identify keywords. (LAFS.4.SL.1.2BAC )
summarize portions of text. (LAFS.4.SL.1.2BAC )
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 examples of various instruments. (MU.4.C.1.3E R)
discuss instruments and families, e.g., brass, woodwind, percussion, etc. (MU.4.C.1.3E R)
identify and classify instruments by family. (MU.4.C.1.3E R)
actively listen to examples of primary voice parts. (MU.4.C.1.4E R)
classify voice parts by soprano, alto, tenor, and bass. (MU.4.C.1.4E R)
describe characteristics of the four voice parts, e.g., timbre, range. (MU.4.C.1.4E R)
compare/contrast the timbres and ranges of aural examples. (MU.4.C.1.4E R)
sing or play with expression and style appropriate to the music performed. (MU.4.C.2.1I R)
sing or play instruments with others, blending vocal/instrumental timbres, matching dynamic levels, tempo, and pitch, and responding to the cues of a conductor. (MU.4.C.2.1I R)
demonstrate healthy singing techniques. (MU.4.C.2.1I R)
demonstrate proper playing technique on instruments. (MU.4.C.2.1I R)
identify and discuss elements that contribute to a successful performance. (MU.4.C.2.1I R)
actively listen to a teacher-selected piece and identify elements unique to the culture. (MU.4.H.1.1I R)
explore aspects of a culture through visual aids, guest speakers, or ethnic instruments. (MU.4.H.1.1I R)
perform songs reflecting the style of various cultures. (MU.4.H.1.1I R)
compare and contrast cultural tradition from various countries. (MU.4.H.1.1I R)
actively listen to music from other cultures. (MU.4.H.1.3I R)
identify characteristics of music from one’s own and various cultures, such as style and instruments. (MU.4.H.1.3I R)
compare and contrast music from one’s own culture and another. (MU.4.H.1.3I R)
identify various forms of media. (MU.4.H.2.2I R)
explore various media by which one can experience music. (MU.4.H.2.2I R)
compare and contrast how different generations listen to music. (MU.4.H.2.2I R)
echo simple melodic and rhythmic patterns and phrases. (MU.4.S.1.1BAC C)
sing or play age-appropriate pieces while maintaining tonal center with proper technique, e.g., posture, breath support. (MU.4.S.1.1BAC C)
discuss musical elements that can be manipulated. (MU.4.S.1.1BAC C)
improvise short rhythmic and melodic “answer phrases” in the same style as given “question phrases”. (MU.4.S.1.1BAC C)
improvise rhythmic and melodic patterns and create simple variations on familiar melodies. (MU.4.S.1.1BAC C)
sing songs, matching pitch, in an appropriate range (D-F1, F or G pentatonic). (MU.4.S.3.1E P)
sing unison songs, quodlibet, ostinati, and other songs with two independently moving lines, with and without accompaniment, using accurate pitch and rhythm. (MU.4.S.3.1E P)
demonstrate healthy singing techniques. (MU.4.S.3.1E P)
play classroom instruments with a characteristic instrument tone using appropriate performance techniques, e.g., breath support, posture, hand position. (MU.4.S.3.2E P)
perform rhythmic, melodic, and harmonic instrumental accompaniments. (MU.4.S.3.2E P)
perform an age-appropriate round, canon, or layered ostinati with two independently moving lines on a melodic instrument with tonal and rhythmic accuracy. (MU.4.S.3.2E P)
explore an extended pentatonic scale with instruments and voice, e.g. high do, lo so, low la. (MU.4.S.3.3BAC )
identify the notes in a pentatonic scale using traditional notation. (MU.4.S.3.3BAC )
sight-read short patterns and melodies based on the extended pentatonic scale. (MU.4.S.3.3BAC )
echo sing melodic phrases. (MU.4.S.3.4E P)
echo short rhythmic and melodic patterns on pitched and unpitched instruments. (MU.4.S.3.4E P)
echo rhythmic or melodic instrumental accompaniments played by a teacher or peer. (MU.4.S.3.4E P)
echo short rhythmic phrases. (MU.4.S.3.5I R)
echo short melodic phrases based on a pentatonic scale. (MU.4.S.3.5I R)
write notation for rhythms that have been performed by someone else. (MU.4.S.3.5I R)
write notation for melodic patterns presented aurally, using steps and repeated tones within a pentatonic scale, i.e., three to five notes on the syllable "loo". (MU.4.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 )
actively listen to and analyze a composition to identify movement of melodic line and repeated and contrasting patterns. (MU.4.C.1.2E R)
describe expressive elements of the piece, such as dynamics, tempo, etc. (MU.4.C.1.2E R)
identify vocal and instrumental, e.g., brass, woodwind, percussion, strings. (MU.4.C.1.2E R)
identify musical characteristics of a selection that enhance lyrics and/or communicate an idea or emotion. (MU.4.C.3.1BAC )
describe specific elements in the music that appeal to one’s senses or emotions, e.g., fast tempo makes me excited, lullaby reminds me of grandma, etc. (MU.4.C.3.1BAC )
identify and respect differing values and tastes in music. (MU.4.C.3.1BAC )
identify important composers who influenced various periods in music. (MU.4.H.1.2NTK R)
describe the roles and importance of musicians and composers in various settings and cultures. (MU.4.H.1.2NTK R)
discuss historical events relevant to a time period. (MU.4.H.1.2NTK R)
discuss important events and compositions in the life of a composer. (MU.4.H.1.2NTK R)
explain how a composer influenced a specific time period or genre of music, e.g., Beethoven-symphony, Strauss-waltz, Sousa-march, Tchaikovsky-ballet. (MU.4.H.1.2NTK R)
identify and describe elements within and among dance, theatre, music, and the visual arts. (MU.4.H.3.1I R)
describe ways in which the subject matter of other disciplines is related to music. (MU.4.H.3.1I R)
identify skills used in music that apply to other academic areas, e.g. decoding, chunking, keywords in literature and lyrics, sound waves, vibrations, patterns (rhythmic, numeric), fractions, and frequency in science and music. (MU.4.H.3.1I R)
actively participate in choral reading exercises to reinforce fluent reading. (MU.4.H.3.1I R)
classify selected exemplary works from various historical periods by genre, style, and composer. (MU.4.O.1.1I R)
actively listen to selected pieces and identify characteristic musical elements. (MU.4.O.1.1I R)
compare and contrast musical elements of selected pieces, e.g., rhythm, melody, timbre, form, harmony, meter, dynamics, tempo. (MU.4.O.1.1I R)
explain how the use of specific musical elements is characteristic of music from various styles. (MU.4.O.1.1I R)
actively listen to selected piece and identify expressive elements. (MU.4.O.3.1I R)
perform songs using expressive elements. (MU.4.O.3.1I R)
discuss the meaning of a song’s lyrics. (MU.4.O.3.1I R)
identify the mood and/or emotion of a piece. (MU.4.O.3.1I R)
describe how expressive elements convey a composer’s intent regarding mood and/or emotion. (MU.4.O.3.1I R)
identify expressive elements of music. (MU.4.O.3.2E P)
examine a selected piece and choose expressive elements appropriate to the style of music. (MU.4.O.3.2E P)
sing or play classroom and ethnic instruments with expression and style. (MU.4.O.3.2E P)
describe choices using appropriate vocabulary. (MU.4.O.3.2E P)
sing or play age-appropriate songs with proper technique. (MU.4.S.1.3BAC C)
recognize patterns and analyze form of a selected piece. (MU.4.S.1.3BAC C)
arrange a selected piece for performance by altering form. (MU.4.S.1.3BAC C)
analyze elements of the piece, including chord structure and form, to recognize patterns and sequences that will aid in memorization. (MU.4.S.2.1E P)
interpret music symbols and terms in repertoire that refer to dynamics, tempo, articulation, and expression when performing. (MU.4.S.2.1E P)
discuss strategies for memorizing music, e.g., listening map. (MU.4.S.2.1E P)
perform a selected piece from memory. (MU.4.S.2.1E P)
Perform two or more dances accurately. (PE.4.M.1.10BAC )
  • Folk dance
  • Dance configurations
Fourth Quarter
explore and perform folk dances found in a variety of cultures. (DA.4.H.3.3BAC )
identify skills used in music that apply to dance. (DA.4.H.3.3BAC )
describe how music and dance are inter-related, e.g., dance represents musical line, phrasing, theme (DA.4.H.3.3BAC )
actively listen to a selected work and identify characters, setting, and main idea e.g, programmatic work. (LAFS.4.RL.1.3BAC )
discuss characters, setting or events in a poem, story, or song. (LAFS.4.RL.1.3BAC )
identify how expressive elements and lyrics affect the overall meaning of the work. (LAFS.4.RL.1.3BAC )
create a rubric for evaluation based on teacher-established criteria. (MU.4.C.2.2BAC )
evaluate one’s own or others’ performances using teacher-established criteria. (MU.4.C.2.2BAC )
describe what was successful and what should be changed, and adjust performance accordingly. (MU.4.C.2.2BAC )
echo short melodic and/or rhythmic patterns and phrases. (MU.4.F.1.1BAC C)
add or alter lyrics of a selected piece. (MU.4.F.1.1BAC C)
perform a piece with varying expression, e.g., dynamics, timbre, tempo, movement. (MU.4.F.1.1BAC C)
create a new arrangement of a piece by selecting one or more elements to alter. (MU.4.F.1.1BAC C)
discuss career paths relevant to musicians, e.g., sound engineer, composer, entertainment lawyer, theatre musician, conductor, performer, teacher. (MU.4.F.2.1NTK R)
describe the impact selected musicians have on their community and/or around the world, e.g., benefit concerts, foundations, scholarship. (MU.4.F.2.1NTK R)
discuss importance of attaining music legally. (MU.4.F.3.2NTK R)
discuss ways to purchase songs or media safely and legally. (MU.4.F.3.2NTK R)
listen to and perform teacher-selected pieces from Florida. (MU.4.H.2.1BAC )
identify music that represents the history and diverse cultures of Florida. (MU.4.H.2.1BAC )
describe diverse styles of music found in Florida using appropriate vocabulary. (MU.4.H.2.1BAC )
actively listen to an example of theme and variations. (MU.4.O.2.1BAC C)
discuss elements of the theme that changed. (MU.4.O.2.1BAC C)
learn selected melody by rote. (MU.4.O.2.1BAC C)
explore given melody and experiment with variable elements, including altered rhythm and/or melody. (MU.4.O.2.1BAC C)
perform a variation. (MU.4.O.2.1BAC C)
echo simple melodic patterns. (MU.4.S.1.2BAC C)
explore melodic patterns, such as sequence and repetition, with voice or instruments using proper technique. (MU.4.S.1.2BAC C)
create short vocal and instrumental works containing contrasting musical ideas using traditional and nontraditional sound sources, e.g., boomwhackers. (MU.4.S.1.2BAC C)