Performing Arts
- Overview
- Guiding Document
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Grade 6
- Grade 7
- Grade 8
- High School
Overview
Music Philosophy
Music education offers a unique learning opportunity to explore individual creativity, artistic expression and in-depth understanding of past and present cultures in our diverse world. Music is invaluable to human culture. It is a part of people's daily lives around the world. It allows people to connect with each other and with themselves to discover deeper meanings of human emotions and interactions. An education in Madison, rich in musical experiences through learning, gives our students opportunities to grow emotionally, mentally, and physically while also providing a support system of peers. Music Education provides necessary life skills such as self-discipline, self-expression, responsibility, patience, and teamwork. This comprehensive music education program will enable students to develop their musical abilities through self-discipline and focus, leading to increased confidence in learning across the entire curriculum. We believe that this will develop the lifelong learning abilities and aesthetic skills necessary to contribute to a more cultured, educated society.
DELIVERY METHOD/VALUES
We believe that all students should have a comprehensive, balanced, and progressive curriculum of in-school instruction in music education. Through a planned, sequential curriculum, Madison Public Schools will educate each student, with the guidance of the National Core Music Standards, enabling students to engage in the Four Artistic Processes - creating, performing, responding, and connecting.
PK-12 Stage One: Performing Arts PK-12 Long-term Transfer Goal(s)
Long-term aims of the PK-12 program: An overall end result of a student’s education in Madison.
Students will be able to independently use their learning to:
- Create works of art to personally engage in the artistic process and/or communicate meaning
- Develop and refine techniques and skills through purposeful practice and application to become more fluent
- Make appropriate choices as a responsible, respectful participant within a communal artistic experience
- Capture the feeling or emotional response which an artistic piece elicits Engage in critique to inform next steps or deepen examination of an artistic work Examine a topic or genre to better understand a piece of art or artist in relation to time and place
Capacities
Guiding Document
Kindergarten
Kindergarten Performing Arts
Becoming a Vocal Star
Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to address the Four Artistic Processes of the National Core Arts Standards; creating, performing, responding and connecting. Students will study rhythm, melody and harmony, form and style, and vocal, instrumental and ensemble skill development to receive a comprehensive musical learning experience.
In Kindergarten, students develop an awareness of the elements of music through playful song experiences and creative movement. The sequence begins with opposites and contrasts with kindergarteners, who can identify characteristics and differences more easily when there is a contrast, such as high/low, fast/slow, loud/soft, long/short. In Unit 1, students will discover self awareness through their singing voice, body awareness and steady beat. Through exploration, students will discover and describe the four voices - singing, speaking, whispering, and shouting.
Profile of a Graduate Capacities: Self-Awareness
I Got Rhythm!
Rhythm is built on the experiential understanding of a steady beat. Before students learn to label the beat, they need to learn to experience it. In Unit 2, students will discover and demonstrate the steady beat 3 different ways: aurally, physically, and visually. Through movement, body percussion, instrument playing, chants/poems, and responding to recorded music, kindergarten students will understand the foundational framework of a steady beat, which will prepare them for Grade 1, where they discover the difference between beat and rhythm.
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I Like To Move It, Move It!
Movement is a key component of musical development, because it promotes active bodily involvement that stimulates young children to make connections between sound, movement, and intention. Throughout this unit students will study ways to move their bodies using locomotor and non-locomotor movement. Our young musicians will experience movement with recordings and teacher guidance. Students will move their bodies expressively to connect with the style and mood of the music.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
Grade 1
Performing Arts Grade 1
Pitch Exploration: Follow My Lead
Singing is the foundation of children’s musical development. Just as children develop language by hearing and imitating speech patterns, they learn to match pitch and sing in tune by hearing and imitating musical patterns. Students will continue to develop their singing voice. They will also continue to develop their high/light singing tone. Students will practice and echo various vocal patterns, including the melodic pitches Sol and Mi.
Profile of a Graduate Capacities: Collective Intelligence
Rhythm & Movement: All Together Now!
The purpose of rhythm recognition exercises is to develop a sense of beat and its subdivisions. Over time this makes it possible to hear and memorize long and complex rhythm patterns. You can then use this ability to reproduce rhythms you hear by clapping your hands, tapping your foot, or playing an instrument. In this unit, students will demonstrate the steady beat concepts learned in Kindergarten, through movement, body percussion, instrument playing, chants/poems, and responding to recorded music. They will further their learning with the concept of rhythm. Students will learn to distinguish between beat and rhythm.
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All Ears - Listening
In this unit, students will study classical pieces of music that tell a story (program music) using instruments of the orchestra. Our young musicians will examine how the sounds of each instrument relate to the piece of music, Carnival of the Animals. Students will study the characteristics of the four families of instruments in the orchestra: strings, woodwind, brass, percussion.
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Grade 2
Performing Arts Grade 2
Singing With Extended Range and Repertoire
In this unit, students will continue to refine their singing voices through expanded repertoire and vocal range. Our young musicians will learn breathing exercises, proper posture, and they will be able to match pitches on the solfege syllables do, re, mi, sol, and la. At the conclusion of the unit, students will successfully sing an 8-measure song, showing proper vocal technique and pitch matching.
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Reading/Writing Music Notation
In Unit 2, students will explore standard notation for the first time. They will experience the pulse of longer and shorter sounds, identify the note names and rhythmic values of quarter notes (and rests), eighth note pairs, and half notes(rests). Students will be able to read and decode rhythms, as well as notate them. This unit will culminate with our young musicians reading, decoding and creating 4 beat rhythmic patterns.
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Listening (Program Music)
In this final unit for Grade 2, students will listen to and discuss major orchestral works that are used to convey a story through composer's choices of instrumentation. Our young musicians will discuss and describe attributes of the instruments in each of the 4 families and how they sound.
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Grade 3
Performing Arts Grade 3
Recorder
In this first unit, students will engage in music practice and performance utilizing the recorder. The recorder allows students to experience playing in a group, developing skills in listening and cooperation. Ensemble playing also encourages students to appreciate and value teamwork and collaboration in music-making. Learning to play the recorder helps students develop a foundation in music theory. They learn to read sheet music, understand basic musical notation, and become familiar with concepts such as rhythm, pitch, dynamics, and phrasing. These fundamental skills can be transferred both to vocal development and to other musical instruments.
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Advancing Music Literacy/Notation
In this unit, students will identify pitch notation on the treble staff to include notes ranging from E1-F2. Students will demonstrate an understanding of lines versus spaces on the staff. Our young musicians will connect rhythmic notation and pitch notation skills to read short musical excerpts.
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Introduction to Part Singing/Harmony
In this unit students will experience part singing and creating harmony through rounds/canons, partner songs, and vocal ostinati. Students develop confidence and harmony through group singing and vocal development. Our young musicians will listen to and perform a variety of repertoire from different cultures and genres.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
Grade 4
Performing Arts Grade 4
Launch
Instrument Choice for Strings & Band In this launch, students will be introduced to the instrument options that they will have as Grade 5 students, beginning their journey in Madison's band and string program. This launch will include video demonstrations, live demonstrations, and hands-on opportunities to help the students choose if they want to play an instrument, and which instrument they would like to study.
Profile of a Graduate Capacities: Inquiry
Let's Sing Together!
In this unit, students will continue to discover the power and connection of singing with other people. Students will expand their basic vocal technique and deepen their understanding of pitch, solfege, rhythm, and standard musical notation through a variety of musical repertoire. Vocal exercises will include continued practice in solfege. Learning experiences typically include various activities using their body and voice, and consistent practice in the classroom ensemble environment.
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Let's Explore Rhythm!
In this unit, students create and play music together using percussion instruments and proper drumming technique. To extend earlier K-3 experiences of rhythm as a foundation of all music, students will understand and perform rhythmic patterns while keeping a steady beat. Learning experiences will typically include games and activities to develop ensemble skills and exposure to varied musical genres.
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Let's Play Ukulele!
In this unit, students will learn how to strum and practice simple chords by playing the ukulele. Students will apply their ukulele skills to accompany a varied repertoire of songs. Learning experiences will typically include informal strum sessions and basic ensemble skills.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
Let's Compose a Musical Story!
In this unit, students will learn how to create and play a musical story. Students will collaborate to write and perform their own musical compositions using their knowledge of rhythmic patterns and standard notation, as well as appropriate musical elements, such as dynamics, tempo, and timbre. Learning experiences typically include both listening and responding to famous musical compositions, as well as practicing writing musical notation for classroom instruments.
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Grade 5
Performing Arts Grade 5
General Music
Our National Anthem
In this unit, students will study the history behind our National Anthem and gain a deeper understanding of Francis Scott Key’s lyrics. In addition to singing the Star-Spangled Banner, they will also present an ensemble performance of this song played on the tone chimes.
Profile of a Graduate Capacities: Inquiry, Collective Intelligence
Xylos - Let's Get Started!
This is the first of 4 units in which students experience a hands-on approach to music literacy through participation in a xylo* ensemble. From day one, they begin playing the xylos by way of an introduction to the upper bars, which are patterned in twos and threes much like the black keys of a piano. They then proceed to gather the musical tools needed to read the notes of the upper bars and transfer this knowledge to the corresponding bars on the xylos. Students are also engaged in rhythm activities that stress the steady beat of music—a key element to developing a cohesive ensemble. Learning experiences typically include singing, movement, listen-sing-play and read/sing-play sequences, and games such as Tremolo Fun, Mozart's Musical Card Game, and Around the World in Notes.
* In these 4 units, the term “xylos” is used generically to refer to both xylophones and marimbas. This course may also include the use of electronic keyboards to provide additional playing stations. Students without piano background may play the keyboards by simply using their pointer fingers similar to how they use mallets on the xylos.
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Xylos - Improvise on the Fabulous Five
In this unit, student musicians create their own spur-of-the-moment, melodic improvisations on the tune Mo' Better Blues by Branford Marsalis. Learning experiences include preparatory games, such as Feel the Beat/Pass the Beat; multiple opportunities to experiment creating their own improvised solos and glean ideas through hearing solos modeled by their teacher and fellow classmates, as well as listening to improvisations on recordings by professional jazz artists.
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Xylos - Playing on the Lower Bars
In this unit, student musicians are introduced to the lower bars (the naturals) by way of their relationship to adjacent upper bars. Students will read from standard music notation and locate the notes on their xylos to perform two familiar songs. The first song is the iconic 60's anthem, We Will Rock You! which is their first venture into playing exclusively on the lower bars. The second is The Sesame Street Song (comp and bass line only), a widely-known jazz tune which uses a combination of lower and upper bars. Learning experiences typically include the continuation of note and beat games from prior units, and the addition of percussion instruments on which everyone is welcome to take a turn!
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Xylos - Preparing and Presenting a Performance
In this unit, student musicians will engage in preparing a presentation for their parents, including taking ownership of several organizational aspects involved in producing a successful performance. Students will experience the process of rehearsal as they refine their individual part and improve the cohesiveness of their ensemble. Learning experiences typically include a sequence of playing through a song, followed by class analysis and discussion to arrive at suggestions for improvement, and then following through on those suggestions; also recording one or more rehearsals for the students to watch and evaluate themselves individually and as a group. This unit will culminate in an informal class presentation for parents.
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Intro to Band
Let's Get Started: The Basics of Playing Your Instrument
In our Let's Get Started unit students will get acquainted with the parts of their instruments, basic care and maintenance, holding position, tone production, and the letter names and fingerings of their first notes. The learning process will begin by developing proper embouchure (flute, clarinet, saxophone, trumpet, trombone, baritone horn) or stick technique (percussion). Embouchure is a musician's mouth position on their instrument, and proper embouchure enables a full musical tone. This unit will culminate with students reading proper notation while playing their first beginner song.
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The Foundational Five
Unit 2 focuses on note and rhythm reading while continuing to encourage the development of strong foundation skills. Students are introduced to the clef sign for their instrument (treble or bass clef) and its respective lines and spaces on the musical staff. They are also re-introduced to the concepts of beat, meter, and note values in order to gather all the tools they need to play simple songs. These tunes include both familiar and unfamiliar melodies designed to hold student interest and build confidence in their ever-expanding knowledge and skill base. Our young musicians will demonstrate their grasp of solid foundational playing skills.
Profile of a Graduate Capacities: Design
Performing an Ensemble
In Unit 3, students are engaged in learning concert repertoire that further develops their technical skills, note reading, and rhythm counting. Our young musicians begin playing together as an ensemble, with varied parts playing together. Through this group experience, they learn conductor cues, rehearsal strategies, and how to develop balance and blend as a member of an ensemble. An important benchmark is observed at the end of the unit when students are challenged to apply what they have learned in a formal concert setting.
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Intro to Strings
Let's Get Started: The Basics of Playing Your Instrument
In our Let's Get Started unit, students will get acquainted with the parts of their instruments, letter names of each string, basic care and maintenance, holding position, left hand shape, plucking strings (pizzicato), proper bow hold, bow placement, tone production, and the letter names and fingerings of their first three notes. The learning process will begin by developing the separate functions of the right and left hand in relation to string technique. This unit will culminate with students coordinating hands together (bowing and fingerings) to play their first beginner song.
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The Foundational Five
Unit 2 focuses on note and rhythm reading while continuing to encourage the development of strong foundation skills. Students are introduced to the clef sign for their instrument (treble, alto, or bass clef) and its respective lines and spaces on the musical staff. They are also re-introduced to the concepts of beat, meter, and note values in order to gather all the tools they need to play simple songs. These tunes include both familiar and unfamiliar melodies designed to hold student interest and build confidence in their ever-expanding knowledge and skill base. Our young musicians will demonstrate their grasp of solid foundational playing skills.
Profile of a Graduate Capacities: Design
Performing as an Ensemble
In Unit 3, students are engaged in learning concert repertoire that further develops their technical skills, note reading, and rhythm counting. Our young musicians begin playing together as an ensemble, with varied parts playing together. Through this group experience, they learn conductor cues, rehearsal strategies, and how to develop balance and blend as a member of an ensemble. An important benchmark is observed at the end of the unit when students are challenged to apply what they have learned in a formal concert setting.
Profile of a Graduate Capacities: Collective Intelligence
Grade 6
Performing Arts Grade 6
Band Foundations
Instrumental Development
Being part of a musical ensemble teaches students true-life skills that extend far beyond their school years. Just as students are taught about posture as an individual, they need to learn what it means to be part of the team. These skills can begin to develop in their first year. This unit will introduce students to their instrument, including the parts of the instrument, proper care of their instrument, and how to produce a sound.
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Musical Literacy
This unit focuses on the foundations of musical literacy, including staff and rhythmic notation, the piano keyboard, and the associated terminology. In this unit, students build the connection between musical literacy and how it relates to playing an instrument.
Profile of a Graduate Capacities: Inquiry, Analyzing
Terminology & Expression
In Unit 3, our young musicians start to focus on playing music expressively through their instrument. Music is more than just a collection of notes and rhythms. Music communicates feeling and emotion. This unit focuses on the integration of the expressive elements of a musical selection as it relates to playing their instrument.
Profile of a Graduate Capacities: Inquiry, Analyzing
Ensemble Skills
By identifying each specific ensemble skill, teaching them to students and reinforcing them, students will more effectively connect to and perform their music. They will have a deeper understanding of what it means to be a musician in an ensemble and to experience the expressive elements that sometimes elude them. This unit focuses on ensemble skill development. Students will learn how they contribute individually and collectively toward the success of the ensemble.
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Chorus Foundations
Vocal Development
This unit will introduce students to their voice - how to sing with proper breathing, sound quality, and technique. Students will learn and utilize basic vocal warmups and exercises that focus on scale development through solfege syllables. Concepts pertaining to rhythm, notation and pitch matching will also be reinforced in this first unit through various interactive group exercises.
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Musical Literacy
In this unit, students build the connection between the printed page and basic musical expression as it pertains to vocal performance. Musicians will be able to follow a vocal score, recognizing the musical elements that are important to create a successful performance. Students will work to develop skills that focus on singing as an ensemble, such as balance, blend, phrasing and group collaboration.
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Terminology and Expression
This final unit focuses on ensemble skill development, with a focus on the integration of musical expression. Students will learn how their individual contribution comes together toward the success of the group, providing them with a deeper awareness of the concepts that are integral to the success of a collaborative vocal performance.
Profile of a Graduate Capacities: Design, Collective Intelligence
Orchestra Foundations
Instrumental Development
Being part of a musical ensemble teaches students true-life skills that extend far beyond their school years. Just as students are taught about posture as an individual, they need to learn what it means to be part of the team. These skills can begin to develop in their first year. This unit will introduce students to their instrument, including the parts of the instrument, proper care of their instrument, and how to produce a sound.
Profile of a Graduate Capacities: Decision Making
Musical Literacy
This unit focuses on the foundations of musical literacy, including staff and rhythmic notation, the piano keyboard, and the associated terminology. In this unit, students build the connection between musical literacy and how it relates to playing an instrument.
Profile of a Graduate Capacities: Inquiry, Analyzing
Terminology and Expression
In Unit 3, our young musicians start to focus on playing music expressively through their instrument. Music is more than just a collection of notes and rhythms. Music communicates feeling and emotion. This unit focuses on the integration of the expressive elements of a musical selection as it relates to playing their instrument.
Profile of a Graduate Capacities: Inquiry, Analyzing
Ensemble Skills
By identifying each specific ensemble skill, teaching them to students and reinforcing them, students will more effectively connect to and perform their music. They will have a deeper understanding of what it means to be a musician in an ensemble and to experience the expressive elements that sometimes elude them. This unit focuses on ensemble skill development. Students will learn how they contribute individually and collectively toward the success of the ensemble.
Profile of a Graduate Capacities: Design, Collective Intelligence, Product Creation
Theatre Arts
Movement, Voice & Technical Acting Skills
Welcome to the Polson Theatre Program! All the world's a stage, and Polson theatre students are its players! In this first unit of Theatre Arts, students will explore the foundations, in order to become a successful performer. They will examine the ins and outs of classic fairy tale characters, bringing a modern twist to their stories. These young actors will accomplish this through warm-ups, activities and exercises pertaining to body awareness and vocal control. Unit 1 will culminate in a shared class performance.
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Intro to the Rehearsal Process & Character Development
Showtime! In Unit 2, students will be introduced to the basic rehearsal process, culminating in a fully realized performance. Students will start with a chosen script, analyzing and developing the characters within the text. Our young actors will use the rehearsal process to explore what makes each character unique. They will rehearse as an ensemble, offering peer and teacher feedback, as well as critique on company members' performances. Finally, these actors will get a chance to share their work by performing for a live audience.
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Intro to the Playoffs
Ready, set, ACT! It's competition time! In this final unit, students will compete in the 10 minute PlayOff. They will rehearse and perform a teacher-directed 10 minute play for their peers. If they make the final round, they compete against other grade levels and finalists before a panel of judges. May the best performance win!
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Grade 7
Performing Arts Grade 7
Acting Skills
Character Study
Welcome to Acting Skills! In this first unit, students will take a character from script to stage, using various character analysis techniques, which they will apply to their performance. Our young actors will develop effective physical and vocal traits of characters, envisioning and describing a scripted or improvised character’s inner thoughts and objectives.
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The Rehearsal Process & Scene Study
In this unit, students will continue their understanding of the rehearsal process through scene study. Actors will use several analysis techniques to understand how to perform a scene. This unit will culminate in a shared theatrical performance.
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The Playoffs
Ready, set, ACT! It's competition time! In this final unit, students will compete in the 10 minute PlayOff. They will rehearse and perform a teacher and student led 10 minute play for their peers. If they make the final round, they compete against other grade levels and finalists before a panel of judges. May the best performance win!
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
Introduction to Musical Theatre
The Exploration of the Musical
C’mon along and listen to the lullaby of Polson Musical Theatre! In this first unit, students will learn about a musical that they have never seen before. Through research, observation and group work, students will present information and perform a short sequence for the class.
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The Ensemble
One singular sensation....How about a whole group of sensational performers? Throughout this unit, students will explore the importance that the ensemble plays in every musical production. Students will learn various pieces from a wide variety of musicals. This unit will culminate with a live performance.
Profile of a Graduate Capacities: Design
The Playoff
Ready, set, ACT! It's competition time! In this final unit, students will compete in the 10 minute PlayOff. They will rehearse and perform a teacher and student led 10 minute play for their peers. If they make the final round, they compete against other grade levels and finalists before a panel of judges. May the best performance win!
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
Performing Arts Grades 7 & 8
Grades 7 & 8 Band Ensemble
Musical Literacy
Welcome to 7/8 Band! Being a part of an ensemble teaches responsibility and teamwork. Band also provides a nurturing environment which can help students build confidence — an important trait that is useful throughout life.
In the first 7/8 band unit, students will continue to develop their musicianship through playing their instrument, and applying the elements of staff and rhythmic notation that were taught in Grade 6. Through a progressive curriculum, our Polson musicians will learn and apply more complex concepts to those learned in the foundational curriculum.
Profile of a Graduate Capacities: Inquiry, Analyzing
Musical Terminology & Expression
In Unit 2, students will be building musicianship through the integration of the expressive elements in music. Band students will go beyond the notes on the page, and continue to build their tone, add stylistic elements to their performances, and play using a composer's intent.
Profile of a Graduate Capacities: Inquiry, Analyzing
Ensemble Skills
In this final unit, students will investigate the process of preparing and performing music, as these musicians expand their ensemble skill development, influencing their personal musical growth. Students will use evaluative tools to identify and react to musical and expressive elements, as they contribute individually and collectively toward the success of the ensemble. This unit will culminate with small group performances, showcasing their growth as ensemble musicians.
Profile of a Graduate Capacities: Design, Collective Intelligence, Self-Awareness
Grades 7 & 8 Digital Music
Time
Music technology has been shown to increase student motivation through a self-learning skillset that presents exciting content that is relevant to the technology of today's music industry. Digital music is an elective open to all 7th and 8th grade students, and no prior music experience is necessary! In this course, students will learn how to compose music digitally, through a non-traditional lens, using Soundtrap, a Digital Audio Workstation (DAW) software program.
Unit 1 will focus on Time in Music. Students will understand how to maintain a steady beat, subdivide a beat, internalize rhythms written in beat map notation, and play the rhythms. Students will understand the eighth note, eighth note triplet, and sixteenth note subdivisions. Students will understand the basic musical concepts learned and mastered with purposeful practice.
Profile of a Graduate Capacities: Inquiry, Design
Drum Grooves
Unit 2 will focus on creating beats using digital drum sounds. Students will understand how to compose and play drum patterns, as well as record them on the DAW (Digital Audio Workstation). This unit requires students to use three-way finger independence. Students will understand the musical concepts learned and mastered with purposeful practice. This unit will culminate with the students creating a recording of the grooves and drum fill they composed.
Profile of a Graduate Capacities: Analyzing, Product Creation
Bass Lines
Unit 3 will focus on the link between the drum groove and the bass. Students will understand the different relationships between the kick drum and the bass, as well as how to visualize music through the understanding of the keyboard. They will experiment with writing chord progressions, and, through this work, students will learn to create and play highly dynamic bass lines. Students will understand the musical concepts learned and mastered with purposeful practice. At the end of this unit, students will write a drum groove and a bass line with octave jumps and leading tones.
Profile of a Graduate Capacities: Design, Product Creation
Chords and Melody, Putting it All Together
Unit 4 will focus on chordal parts and melody. Students will understand the role chords play in a musical composition. They will write and record compositions using drum grooves, bass lines, and multiple chordal parts. Students will understand the musical concepts learned and mastered with purposeful practice. This is the final unit for this course, and will culminate in a project that utilizes all of the skills and concepts taught in Digital Music.
Profile of a Graduate Capacities: Analyzing, Design
Grades 7 & 8 Orchestra Ensemble
Musical Literacy
Welcome to 7/8 Orchestra! Being a part of an ensemble teaches responsibility and teamwork. Orchestra also provides a nurturing environment which can help students build confidence — an important trait that is useful throughout life.
In this first 7/8 orchestra unit, students will continue to develop their musicianship through playing their instrument, and applying the elements of staff and rhythmic notation that were taught in Grade 6. Through a progressive curriculum, our Polson musicians will learn and apply more complex concepts to those learned in the foundational curriculum.
Profile of a Graduate Capacities: Inquiry, Analyzing
Musical Terminology & Expression
In Unit 2, students will be building musicianship through the integration of the expressive elements in music. Orchestra students will go beyond the notes on the page, and continue to build their tone, add stylistic elements to their performances, and play using a composer's intent.
Profile of a Graduate Capacities: Inquiry, Analyzing
Ensemble Skills
In this final unit, students will investigate the process of preparing and performing music, as these musicians expand their ensemble skill development, influencing their personal musical growth. Students will use evaluative tools to identify and react to musical and expressive elements, as they contribute individually and collectively toward the success of the ensemble. This unit will culminate with small group performances, showcasing their growth as ensemble musicians.
Profile of a Graduate Capacities: Design, Collective Intelligence, Self-Awareness
Grade 8
Performing Arts Grades 7 & 8
Grades 7 & 8 Band Ensemble
Musical Literacy
Welcome to 7/8 Band! Being a part of an ensemble teaches responsibility and teamwork. Band also provides a nurturing environment which can help students build confidence — an important trait that is useful throughout life.
In the first 7/8 band unit, students will continue to develop their musicianship through playing their instrument, and applying the elements of staff and rhythmic notation that were taught in Grade 6. Through a progressive curriculum, our Polson musicians will learn and apply more complex concepts to those learned in the foundational curriculum.
Profile of a Graduate Capacities: Inquiry, Analyzing
Musical Terminology & Expression
In Unit 2, students will be building musicianship through the integration of the expressive elements in music. Band students will go beyond the notes on the page, and continue to build their tone, add stylistic elements to their performances, and play using a composer's intent.
Profile of a Graduate Capacities: Inquiry, Analyzing
Ensemble Skills
In this final unit, students will investigate the process of preparing and performing music, as these musicians expand their ensemble skill development, influencing their personal musical growth. Students will use evaluative tools to identify and react to musical and expressive elements, as they contribute individually and collectively toward the success of the ensemble. This unit will culminate with small group performances, showcasing their growth as ensemble musicians.
Profile of a Graduate Capacities: Design, Collective Intelligence, Self-Awareness
Grades 7 & 8 Digital Music
Time
Music technology has been shown to increase student motivation through a self-learning skillset that presents exciting content that is relevant to the technology of today's music industry. Digital music is an elective open to all 7th and 8th grade students, and no prior music experience is necessary! In this course, students will learn how to compose music digitally, through a non-traditional lens, using Soundtrap, a Digital Audio Workstation (DAW) software program.
Unit 1 will focus on Time in Music. Students will understand how to maintain a steady beat, subdivide a beat, internalize rhythms written in beat map notation, and play the rhythms. Students will understand the eighth note, eighth note triplet, and sixteenth note subdivisions. Students will understand the basic musical concepts learned and mastered with purposeful practice.
Profile of a Graduate Capacities: Inquiry, Design
Drum Grooves
Unit 2 will focus on creating beats using digital drum sounds. Students will understand how to compose and play drum patterns, as well as record them on the DAW (Digital Audio Workstation). This unit requires students to use three-way finger independence. Students will understand the musical concepts learned and mastered with purposeful practice. This unit will culminate with the students creating a recording of the grooves and drum fill they composed.
Profile of a Graduate Capacities: Analyzing, Product Creation
Bass Lines
Unit 3 will focus on the link between the drum groove and the bass. Students will understand the different relationships between the kick drum and the bass, as well as how to visualize music through the understanding of the keyboard. They will experiment with writing chord progressions, and, through this work, students will learn to create and play highly dynamic bass lines. Students will understand the musical concepts learned and mastered with purposeful practice. At the end of this unit, students will write a drum groove and a bass line with octave jumps and leading tones.
Profile of a Graduate Capacities: Design, Product Creation
Chords and Melody, Putting it All Together
Unit 4 will focus on chordal parts and melody. Students will understand the role chords play in a musical composition. They will write and record compositions using drum grooves, bass lines, and multiple chordal parts. Students will understand the musical concepts learned and mastered with purposeful practice. This is the final unit for this course, and will culminate in a project that utilizes all of the skills and concepts taught in Digital Music.
Profile of a Graduate Capacities: Analyzing, Design
Grades 7 & 8 Orchestra Ensemble
Musical Literacy
Welcome to 7/8 Orchestra! Being a part of an ensemble teaches responsibility and teamwork. Orchestra also provides a nurturing environment which can help students build confidence — an important trait that is useful throughout life.
In this first 7/8 orchestra unit, students will continue to develop their musicianship through playing their instrument, and applying the elements of staff and rhythmic notation that were taught in Grade 6. Through a progressive curriculum, our Polson musicians will learn and apply more complex concepts to those learned in the foundational curriculum.
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Musical Terminology & Expression
In Unit 2, students will be building musicianship through the integration of the expressive elements in music. Orchestra students will go beyond the notes on the page, and continue to build their tone, add stylistic elements to their performances, and play using a composer's intent.
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Ensemble Skills
In this final unit, students will investigate the process of preparing and performing music, as these musicians expand their ensemble skill development, influencing their personal musical growth. Students will use evaluative tools to identify and react to musical and expressive elements, as they contribute individually and collectively toward the success of the ensemble. This unit will culminate with small group performances, showcasing their growth as ensemble musicians.
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High School
Performing Arts Grades 9 & 10
Grades 9 & 10 Chorus
Singing Vocal Parts Independently
Welcome to Chorus! Chorus teaches students the importance and necessity of unity and teamwork. Together they experience the satisfaction of achieving excellence over time through hard work and discipline. In this first unit, students will explore their own vocal range and learn to sing their vocal part independently against other parts.
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Enhancing Choral Sound
In Unit 2, students explore ways that sight singing, basic theory, dynamics, balance, blend and vocal technique can enhance the ensemble sound. Chorus members will continue to develop proper vocal technique and strengthen their voice daily through a repetition of warm-ups and daily exercises. Through small, mixed-group performances, vocalists will demonstrate their understanding of these ensemble concepts and skills.
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Rehearse, Evaluate and Refine
In this final unit, students will analyze, evaluate and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Vocalists will continue to develop their skills through next-level understandings that focus on critical listening skills, self evaluation, an expanded range of solfege notes and rhythms, and an understanding of live performance through engagement in final preparations for their spring concert performance.
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Grades 9 & 10 Concert Band
Marching Band
This first unit introduces and re-introduces marching band to the high school band students. Marching Band at DHHS comprises the curriculum for Trimester 1 and this unit includes aspects of playing, marching, and performing, both at the same time.
This unit also focuses on reviewing skills learned in middle school, including but not limited to rhythmic literacy, musical expression, and composer intent. Freshmen and sophomores work together to build their skills as an ensemble.
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Developing a Concert Band Sound
This unit focuses on the concepts that were taught and applied during marching band, but with an emphasis on developing a concert band sound. Students will refine their tone, blend, and balance to better suit the concert band sound and the repertoire we will be rehearsing.
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Rehearse, Evaluate and Refine
Students will begin to consider a higher-level of musical interpretation, including balance, blend, and dynamic contrast to create more expressive music as an ensemble. In Unit 3, students will analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
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Grades 9 & 10 String Ensemble
Review of Fundamental SKills
This first unit focuses on reviewing skills learned in middle school, including but not limited to rhythmic literacy, musical expression, and composer intent. In this unit, freshman and sophomores work together to build their skills as an ensemble.
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Building an Ensemble
In Unit 2, String Orchestra students will utilize their previously learned knowledge in the areas of music theory, bowing techniques, etc. to learn developmentally appropriate new concert repertoire. One of the great joys of listening to music is hearing the subtle shades of dynamics in a piece. Dynamics in music refers to the relative loudness and softness of sounds indicated in a musical score. The interpretation of each dynamic marking in a piece of music is dependent on the musicians in the ensemble. Students will begin to consider a higher-level of musical interpretation, including balance, blend, and dynamic contrast to create more expressive music as an ensemble.
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Rehearse, Evaluate, Refine, Perform
Our ability to reflect the expressiveness and meaning of musical works in performance is enhanced by deep understanding of the structure, context, purpose and intent of the works themselves. In Unit 3, students will analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
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Grades 9 - 12
- Grades 9-12 Chamber Orchestra
- Grades 9-12 Intro to Music Technology
- Grades 9-12 Jazz Band
- Grades 9-12 Piano & Digital Audio
- Grades 9-12 Show Band (VIBE)
- Grades 9-12 Show Choir (VIBE)
- Grades 9-12 Waes Haeil
Grades 9-12 Chamber Orchestra
Working as a Small Ensemble
This unit focuses on students using their sight reading skills to select repertoire for their three performances. In this unit, these highly skilled student musicians will work cohesively to begin learning new concert repertoire. They build on their prior practice habits to be able to learn longer works.
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Building As A Small Ensemble
In this unit, students will utilize their experience to regularly incorporate balance and blend in their daily rehearsals. They will work on phrasing independently and as an ensemble and decide which option is appropriate. Students will continue to develop their independent practice habits to meet the needs of the repertoire.
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Rehearse, Evaluate, Refine, Perform
In this final unit, students analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. This unit allows each student to build on their independence, as well as understand how their part fits with the rest of the ensemble. Musicians can utilize each other’s strengths to cooperatively learn their parts.
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Grades 9-12 Intro to Music Technology
Navigating the DAW Software
This course is a one trimester elective designed to provide Daniel Hand High School students with a comprehensive understanding of music production and technology using the popular digital audio workstation (DAW) software, GarageBand. This hands-on course is tailored for students of all levels and aims to empower students with the skills and knowledge necessary to create, record, edit, and produce their own music compositions. In this first unit, students will learn how to navigate the basics of the GarageBand software and create their own beats and loops.
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Basic Musical Skills
In this unit, students will learn how to create rhythms using a MIDI controller. Students will also learn basic piano skills. Both of these elements will allow them to create original compositions. This unit will culminate with a small original project that will utilize the skills learned.
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Adding Digital Audio to the Mix
In this final unit, students will learn and apply advanced level editing skills to their work in GarageBand. Students will learn how to use an audio interface and record their voice using a live microphone. They will apply all of the knowledge and skills they have learned throughout the trimester to a final project.
By the end of this course, students will have a solid foundation in music production, enabling them to confidently explore further studies in music technology or apply their skills creatively in various musical endeavors.
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Grades 9-12 Jazz Band
Introduction to Jazz Band
This first unit focuses on developing the jazz band sound, including but not limited to rhythmic literacy, musical expression, and composer intent. In this unit, highly skilled student musicians in grades 9-12 in this auditioned ensemble work together to build their jazz skills. Because this is the first in-school experience students will have with the jazz idiom, they will be introduced to the rhythms, styles, and articulations that are unique to this music.
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Developing the Jazz Band Sound
This unit will focus on expanding students’ knowledge gained in Unit 1, further developing the foundational elements of jazz that they are incorporating into their playing. Elements of improvisation will be introduced, using simple chord progressions and scales, including the blues scale.
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Rehearse, Evaluate and Refine
In this final unit, students will analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Jazz Band musicians will perform in concert performances that will allow them to perform varying genres of jazz that they have learned and reinforced, using appropriate style, tone, technique, and improvisation.
Throughout the year students have performed varying genres of jazz to demonstrate their understanding of style, tone, technique, and improv. Genres may include: Swing, Blues, Ballad, Latin, Samba, Salsa, Bossa Nova, Second Line Beat, Rock, Funk, Shuffle, & Jazz Waltz.
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Grades 9-12 Piano & Digital Audio
Getting to Know the Keyboard and Digital Software
In this first unit, students will learn the basics of piano, as well as the digital music software. Learning experiences will include finger recognition and keyboard patterns, note names, and basic rhythms. In addition, students will learn how to navigate the DAW platform and create original drum beats, using the digital software program, GarageBand.
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Performing and Recording from Notation
In this unit, students will explore standard notation. Now that they are familiar with the structure of the piano keyboard, students will link playing the piano to standard notation on the musical staff. The formal book will be introduced, and students will learn how to read music and play simultaneously. Learning experiences will include expanding their knowledge of original composition and applying their keyboard and DAW skillset to standard notation.
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The Fundamentals of Composing and Expanded Keyboard Fluency
In this unit, students will begin to compose original melodies and chord progressions, as well as expand their knowledge and range of the keyboard. In addition, students will explore the sound palette of the DAW software in order to make informed choices regarding their compositions.
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Final Composition and Performance
In this final unit, students will create and perform an original composition. Students will use the DAW software to create their accompaniment, and perform their piece live for the class.
The culminating performance includes all the elements of piano performance and digital audio techniques that were taught in this one trimester course.
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Grades 9-12 Show Band (VIBE)
Rehearsing, Evaluating, and Refining Band Arrangements
In this first unit, students will learn, rehearse, evaluate, and refine a varied repertoire of band arrangements in preparation for performance of the years competition show. Students in Show Band support the Show Choir, as instrumentalists that accompany the group throughout their entire performance season, from rehearsals to competitions.
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Accompanying the Choir
By the end of Unit 2, the Show Band will be able to perform their show while accompanying the choir at the same time. This unit will take the individual aspects of our show (vocals, choreography, band) and put them together to create a cohesive production. Students will make relationships between music and the other arts, other disciplines, varied contexts, and daily life.
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Performance
It's officially competition time! Students will present their show before audience members and judges in competitions across the region. Students will learn to evoke expressive qualities of the music in prepared performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.
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Grades 9-12 Show Choir (VIBE)
Rehearsing, Evaluating, and Refining Vocals and Choreography
Daniel Hand High School’s VIBE Show Choir is a competitive and nationally ranked song and dance choir that travels the Northeast and beyond to compete against some of the best Show Choirs in the nation. In this first unit, students will learn, rehearse, evaluate, and refine a varied repertoire of vocal arrangements and choreography in preparation for performance of the years competition show.
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Connecting Vocals, Music, The Band, Dance, and Costumes
This unit will take the individual aspects of our show (vocals, choreography, band, costuming) and put them together to create a cohesive production. Students will make relationships between music and the other arts, other disciplines, varied contexts, and daily life.
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Conveying Meaning Through Presentation
Students in Show Choir compete in multiple show choir festivals across New England where they also watch groups from other schools perform. In addition to performing their show for an authentic audience, students get critiqued by professional choral and dance judges.
Performers will present their show before audience members and judges in competitions across the region. Students will learn to evoke expressive qualities of the music in prepared performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.
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Grades 9-12 Waes Haeil
Rehearse, Refine, Perform and Critique Advanced Chamber Style Vocal Music
This highly selective vocal ensemble will rehearse and perform advanced classical literature from the 16th century to the present. The one trimester class will challenge students and expose them to a wide variety of both new and familiar music. Students practice and perform music in various languages and from various cultures. This course will culminate in a live performance in May.
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Grades 11 & 12
Grades 11 & 12 Concert Choir
Singing Advanced Vocal Parts Independently
In this first unit, students will explore advanced choral literature and learn to sing their vocal part independently against other parts, continuing to develop vocally, both as an individual and an ensemble member.
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Further Enhancing the Choral Sound
Through advanced choral literature in a variety of styles and genres, in this unit, students will further explore ways that basic theory, dissonant writing, dynamics, balance, blend and vocal technique can enhance the ensemble sound.
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Rehearse, Evaluate and Refine
In this final unit, students will analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Our musicians will learn to listen critically in order to identify areas that need refinement within their performances. Students will demonstrate the worth of personal critique through self assessment of their spring concert, which is the culminating performance of the year.
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Grades 11 & 12 Orchestra
Meeting as an Ensemble
This first unit focuses on the continuation of concepts that were reviewed and developed in the previous year. Students will use their developing sight reading skills in the selection of concert repertoire for their three performances. In this unit, juniors and seniors will work cohesively to begin learning new concert repertoire.
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Working as an Ensemble
In Unit 2, students utilize their previously learned knowledge in the areas of music theory, bowing techniques, etc. to learn developmentally appropriate new concert repertoire. They will incorporate balance, blend, and dynamic contrast to create more expressive music as an ensemble with minimal teacher reminders.
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Rehearse, Evaluate, Refine, Perform
In this final unit, students analyze, evaluate, and refine their performance over time, through openness to new ideas, persistence, and the application of appropriate criteria. Students will also practice creating phrasing in their concert repertoire.
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Grades 11 & 12 Symphonic Band
Marching Band
This unit focuses on reviewing skills learned in Concert Band, including but not limited to rhythmic literacy, musical expression, and composer intent. In this unit, juniors and seniors work together to build their skills as an ensemble.
Marching Band at DHHS comprises the curriculum for trimester 1 and this unit includes aspects of playing, marching, and performing both at the same time.
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Developing the Symphonic Band Sound
Unit 2 focuses on the concepts applied during marching band, but with an emphasis on developing a more mature indoor concert band sound. Students will further refine their tone, blend, and balance to better suit the concert band sound and the repertoire we will be rehearsing. Warm ups and repertoire used in this unit will be more advanced than those played in Concert Band.
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Rehearse, Evaluate and Refine
In this third unit, students will continue to refine their tone, blend, balance, and intonation in greater detail to better suit the more advanced repertoire we will be rehearsing. Students will analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Musicians will be able to independently recognize and perform expressive qualities such as dynamics, phrasing and articulation in their music. After successful completion of their spring concert, this unit ends with the entire DHHS Tiger Band marching in the Memorial Day parade.
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