Area Standard Goals SEPTEMBER OCTOBER NOVEMBER DECEMBER/JANUARY FEBRUARY MARCH APRIL MAY

Describe
experiences Community
and Engagement
Events assessment. Winter Concert Event Spring Concert
MIB.1 The student will echo, read, and notate music, including
1. identifying, defining, and using basic standard notation for pitch, rhythm,
meter, articulation, dynamics, and other elements of music; and I can use aural skills to notate, dictate, sing, and otherwise perform
2. singing selected lines from music being studied. selected repertoire through methods that are not my primary instrument. Introduction Reinforcement Mastery
MIB.2 The student will echo, read, and perform rhythms and rhythmic I can identify and perform rhythmic values including whole notes, half
patterns, including whole notes, half notes, quarter notes, eighth notes, notes, quarter notes, eighth notes, dotted half notes, dottted quarter
dotted half notes, dotted quarter notes, and corresponding rests. notes, and the rests of the same values. Introduction Reinforcement Mastery
MIB.3 The student will identify and demonstrate half-step and whole-step I can demonstrate aural ability to identify and describe small intervals
patterns between two pitches, as well as perform each interval. Introduction Reinforcement Mastery
Music Theory/Literacy

MIB.4 The student will identify, read, and perform music in simple meters I can describe how many beats are in each meter, along with what notes
(2/4, 3/4, 4/4, C). get the beat. Then, I can apply this to performance, Introduction Reinforcement Mastery
I can identify different key signatures through my knowledge of scales
MIB.5 The student will identify and notate key signatures of scales and and notes contained in each scale, as well as draw the key signatures
literature being performed. represented by specific keys. Introduction Reinforcement Mastery
MIB.6 The student will read, notate, and perform scales, including
1. wind/mallet student—one-octave ascending and descending concert F, B-
flat, E-flat, and A-flat major scales and small chromatic patterns; and I can identify and produce a written F, Bb, Eb, or Ab scale as performed
on my primary instrument, as well as play it. Introduction Reinforcement Mastery
I can identify and describe a piece of music by its form and perform a
MIB.7 The student will identify and perform music written in binary form. piece written in binary form. Introduction Reinforcement Mastery
MIB.8 The student will use music composition as a means of expression by
1. composing a four-measure rhythmic-melodic variation; and
2. notating the composition in standard notation, using contemporary
technology I can use music-notating software to compose an original short melody. Introduction Reinforcement Mastery
MIB.9 The student will define and apply music terminology found in the I can identify and define music terminology in literature being studied
music literature being studied. and apply the terminology to the music. Introduction Reinforcement Mastery
MIB.10 The student will demonstrate preparatory instrumental basics and
playing procedures, including
1. identification and selection of an appropriate instrument;
2. identification of the parts of the instrument;
3. procedures for care of the instrument;
4. proper playing posture and instrument position; I can identify different instruments by its characteristics as well as
5. wind student—embouchure; different parts of each instrument. I can take care of my personal
6. percussion student—stick grip for snare drum and mallets; setup of instrument and develop the basic fundamentals on how to play my
timpani, mallet instruments, and auxiliary instruments instrument. Introduction Reinforcement Mastery
MIB.11 The student will demonstrate proper instrumental techniques,
including
1. finger/slide placement, using finger/slide patterns and fingerings/positions;

Parent-Teacher Conference & Thanksgiving

2. matching pitches and beginning to make adjustments to facilitate correct
intonation;
3. production of tones that are clear, free of tension, and sustained;
4. wind student—proper breathing techniques and embouchure; contrasting
articulations (tonguing, slurring, staccato, accent);
5. percussion student—stick control and performance of multiple bounce roll,

Spring Break
5-stroke roll, flam, flam tap, and single paradiddle, open-close-open, on
snare drum (from Percussive Arts Society [PAS] International Drum I can demonstrate proper playing techniques, such as proper hand
Rudiments); stick control with mallets, using appropriate grip. placement, production of tone, playing posture, and rudiments/basics. Introduction Reinforcement Mastery
MIB.12 The student will demonstrate ensemble skills at a beginning level,
including
1. balancing instrumental timbres;
Performing

2. making adjustments to facilitate correct intonation;

3. matching dynamic levels and playing style;
4. responding to conducting patterns and gestures; and
5. maintaining a steady beat at various tempos in the music literature being I can match intonation, volume, style, tempo, and tone with my trio
studied. (myself and two other students). Introduction Reinforcement Mastery
MIB.13 The student will read and interpret standard music notation while
performing music of varying styles and levels of difficulty, in accordance with I can read standard music notation and perform music of varying styles
VBODA Levels 1 and 2. and levels of difficulty. Introduction Mastery
MIB.14 The student will begin to use articulations, dynamic contrasts, and I can differentiate and express music through usage of articulations,
phrasing as means of expression dynamic contrasts, and phrasing. Introduction Reinforcement Mastery
MIB.15 The student will perform simple rhythmic and melodic examples in
call-and-response styles. I can sing, clap, and perform musical examples that I hear. Introduction Reinforcement Mastery
MIB.16 The student will create, through playing and writing, rhythmic
variations of four-measure selections taken from folk songs, exercises, or I can sing play and write rhythmic variations of selections from folk
etudes. songs, exercises and etudes. Introduction Reinforcement Mastery
MIB.17 The student will demonstrate musicianship and personal
engagement by
1. identifying the characteristic sound of the instrument being studied;
2. monitoring individual practice through the use of practice records or I can determine what a clear, full sound on my instrument sounds like. I
journals that identify specific musical goals; can record my progress and improvement on my instrument by setting
3. participating in school performances and local, district, or regional events, goals, monitoring my practice sessions, and structuring them to meet
as appropriate to level, ability, and interest; and said goals. I can be aware of the requirements for and participate in a
4. describing and demonstrating rehearsal and concert etiquette as a local festival or audition if I elect to. I can play effectively in an ensemble
performer (e.g., using critical aural skills, following conducting gestures, setting by listening to myself and others and by responding to verbal
maintaining attention in rest position). and non-verbal cues from the conductor. Introduction Reinforcement Mastery
MIB.18 The student will sight-read music of varying styles and levels of
difficulty, in accordance with VBODA Levels 0 and 1. I can sight read music of varying styles and difficulties. Introduction Reinforcement Mastery
MIB.19 The student will explore historical and cultural aspects of music by
Music History and Cultural

1. identifying the cultures, musical styles, composers, and historical periods

associated with the music literature being studied;
2. describing ways in which culture and technology influence the
development of instruments, instrumental music, and instrumental music
Context

styles;
3. describing the relationship of instrumental music to the other fine arts and
other fields of knowledge; I can demonstrate concert ettiquette as an active listener. I can describe
4. describing career options in music; and explore career options in music. I can relate instrumental music to
5. describing ethical standards as applied to the use of social media and other fine arts and fields of knowledge. I can identify different cultures,
copyrighted materials; and composers, musical styles and historical periods of music literature
6. demonstrating concert etiquette as an active listener being studied. Introduction Reinforcement Mastery
Analysis, Evaluation,

MIB.20 The student will analyze and evaluate music by

1. describing the importance of cultural influences and historical context for
and Critique

the interpretation of works of music;

2. describing and interpreting works of music, using inquiry skills and music
terminology;
3. describing accepted criteria used for evaluating works of music; I can critique and evaluate music and musical performances accurately.
4. describing performances of music, using music terminology; and I can analyze and evaluate music and musical performances by
5. describing accepted criteria used for critiquing musical performances of describing the importance of cultural and historical influences and by
self and others using music terminology. Introduction Reinforcement Mastery
MIB.21 The student will investigate aesthetic concepts related to music by
1. proposing a definition of music and supporting that definition;
Aesthetics

2. identifying reasons for preferences among works of music, using music

terminology;
3. identifying ways in which music evokes sensory, emotional, and
intellectual responses, including ways in which music can be persuasive;
and
4. describing aesthetic criteria used for determining the quality of a work of
music or importance of a musical style
I can describe what music is to me and provide reasoning for my
statements. I can use musical vocabulary to explain why certain pieces
of music do or do not appeal to me. I can explain why music makes me
feel the way it does in ways that makes sense to others. I can identify
guidelines for assessing the quality of piece. Introduction Reinforcement Mastery