ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: General Music
GRADE LEVEL: Grade 7
CREATION DATE: March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: 9.1 A, B, C, D, E, G, H; 9.2 A, B, C, D, F, G, H, K. L; 9.3 A, B, D; 9.4 National Standards: 2, 7, 8, 9. SEE ADDENDUM I, Reference of
NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
I. PERFORMING
A. MIE KEYBOARD LAB
 Keyboard Functions –Review skills for
basic operation of midi keyboard
 Posture and Playing Position – Review
correct playing position and posture for
keyboard playing
 Basic Music Concepts – Reinforce basic
concepts of music reading; specifically in
pitch, and rhythm
 Solo and Ensemble Playing – Play alone
and together as a class
 Improvising – Create rhythmic and melodic
accompaniments to songs
 Song Repertoire – Perform music from
diverse genres and cultures
B. RHYTHM INSTRUMENTS
 Playing Technique – Review of correct
playing position and technique
 Basic Music Concepts – Reinforce basic
concepts of music reading, specifically in
pitch, and rhythm
 Solo and Ensemble Playing – Play alone
and together as a class
 Improvising – Create rhythmic and melodic
accompaniments to songs
 Song Repertoire – Perform music from
diverse genres and cultures; perform music
representative of American history
General Music Grade 7














Written Assessment
with rubric
Playing Assessment
with rubric
Individual and Group
Performance Rubric
Create Your Own
Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and
Project
Oral Presentation
Individual Feedback
Peer Feedback
Teacher Observation
Journal Writing
Student Self
Assessment
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2003, “Making
Music” (Grade Level Seven)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Page 1
A. MIE KEYBOARD LAB
1. Review Lessons
a. Introductory
Keyboard Lab
Lesson
b. Steady Beat
c. Quarter Note and
Rest
d. Musical Alphabet
2. MIDI Keyboard Lessons
a. Call and Response
b. Legato and Staccato
c. G Pentachord
d. Strong and Weak
Beats
e. Half Note and Rest
f. Duple Meter
g. C Pentachord
h. Eighth Note and Rest
i. Dynamics
B. RHYTHM INSTRUMENTS
1. Body percussion
2. Mallet technique
3. Playing pitched and nonpitched percussion
instruments
4. Sousa Unit
5. Tchaikovsky Unit
C. ORFF INSTRUMENTS
AND MELODY BELLS
1. Beethoven Unit
-1-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: 9.1 A, B, C, D, E, G, H; 9.2 A, B, C, D, F, G, H, K. L; 9.3 A, B, D; 9.4 National Standards: 2, 7, 8, 9. SEE ADDENDUM I, Reference of
NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Notepad
Internet Research
C. ORFF INSTRUMENTS / MELODY
BELLS
 Playing Technique –Review of correct
playing position and mallet technique
 Basic Music Concepts – Reinforce basic
concepts of music reading, specifically in
pitch, and rhythm
 Solo and Ensemble Playing – Play alone
and together as a class
 Improvising – Create rhythmic and melodic
accompaniments to songs
 Song Repertoire – Perform music from
diverse genres and cultures; perform music
representative of American history
2. Bach Unit
3. Foster Unit
4. Jazz Unit (improvisation)
D. HANDCHIMES AND
HANDBELLS
1. Beethoven Unit
2. Bach Unit
C. HANDCHIMES AND HANDBELLS
 Playing Technique –Review correct ringing
technique and special care for instruments
 Basic Music Concepts – Reinforce basic
concepts of music reading; specifically in
pitch, and rhythm
 Ensemble Playing – Play alone and
together as a class
 Song Repertoire – Perform music from
diverse genres and cultures; perform music
representative of American history
General Music Grade 7
Page 2
-2-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection









Adaptations as per IEP or Service
Agreement
Peer tutors or teacher aides when
necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs.
written)
Teacher availability before/activity
school
Visual cues and reminders
Use of technology devices for
assistance with assignments
General Music Grade 7





Special groups
Interdisciplinary
connections
Media (video, distance
learning)
Supplemental songs,
materials, games
Student lead activities
(leadership
opportunities)
Page 3





Limit scope of content
Repetition
Peer coaching
After school help
Cooperative learning
 Social Studies
Native American songs and
dances
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre
 Art
The use art to express feelings
about music
Music’s relation to fine arts
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting
Ethnic and Cultural Heritage
Principles
-3-
March, 2004
Essential Question, Concept or Theme: II. Listening Critically
PA Standards: : 9.1 A, B, C, D, E, I; 9.2 A, B, C, E, H, J; 9.3 A, B, C, D; National Standards: 6, 7, 8. SEE ADDENDUM I, Reference of
NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
II. LISTENING CRITICALLY
A. PROFESSIONAL
RECORDINGS
 Identify and analyze – Basic
music form, instrumentation,
tempo, meter, and style/genre
 Respond – Write expressively
about lyrics or discuss qualities
of music as mentioned above
 Identify - Music of diverse
cultures and styles; music of
America both regionally and
historically
 Timbre - Recognize various
vocal and instrumental timbres
 Demonstrate - Appropriate
audience behavior
Assessment













Written Assessment with rubric
Playing Assessment with rubric
Individual and Group
Performance with rubric
Create Your Own Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self Assessment
B. PEER PERFORMANCES
 Identify and analyze – Basic
music form, instrumentation,
tempo, meter, and style/genre
 Respond – Write expressively
or discuss qualities of music as
mentioned above
 Critique – Critical listening for
melodic, rhythmic, or
expressive errors
 Demonstrate - Appropriate
audience behavior
General Music Grade 7
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
Instructional Strategies






 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2003, “Making
Music” (Grade Level Seven)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
Songs that Communicate
Project
Analyzing basic form – for
example: AB, ABA, rondo
(all units)
Programmatic Music Unit
Guided listening
Timbre, Instrument
identification
Recognize and demonstrate
understanding of tempo,
rhythm, dynamics, texture,
harmony, melody, and
phrase structure (all units)
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Notepad
Page 4
-4-
March, 2004
Essential Question, Concept or Theme: II. Listening Critically
PA Standards: : 9.1 A, B, C, D, E, I; 9.2 A, B, C, E, H, J; 9.3 A, B, C, D; National Standards: 6, 7, 8. SEE ADDENDUM I, Reference of
NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Internet Research
Assessment
C. SELF REFLECTION
 Identify and analyze – Basic
music form, instrumentation,
tempo, meter, and style/genre
 Respond – Write expressively
or discuss qualities of music as
mentioned above
 Critique – Critical listening for
melodic, rhythmic, or
expressive, or errors
Instructional Strategies
D. RESPONDING TO
LISTENING THROUGH
MOVEMENT
 Stationary movement - Review
and refine using alternating
patterns (stamp, patsch, clap,
snap) and bilateral movements
which reflect the listening
 Basic loco-motor movement –
Perform patterns as in circle,
line, and folk dances
 Creative movements - Create
motion that demonstrate the
musical concepts of
time/space/energy
General Music Grade 7
Page 5
-5-
March, 2004
Essential Question, Concept or Theme: II. Listening Critically
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection









Adaptations as per IEP or
Service Agreement
Peer tutors or teacher aides
when necessary
Extended time
Preferential seating
Simplify task when
necessary
Adaptive assessment (oral
quiz vs. written)
Teacher availability
before/activity school
Visual cues and reminders
Use of technology devices
for assistance with
assignments
General Music Grade 7





Special groups
Interdisciplinary
connections
Media (video, distance
learning)
Supplemental songs,
materials, games
Student lead activities
(leadership opportunities)





Page 6
Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative
learning
 Social Studies
Native American songs and dances
African songs, drumming, and spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles, magazines, and
reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre
 Art
The use of art to express feelings about music
Music’s relation to fine arts
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and Cultural
Heritage Principles
-6-
March, 2004
Essential Question, Concept or Theme: III. Creating and Composing
PA Standards: 9.1 A, B, C, J, K; National Standards: 2, 3, 4, 5. SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See
ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
III. CREATING AND
COMPOSING

A. IMPROVISE



Spontaneously create
intermediate level melodies
based on the pentatonic scale
Spontaneously create
rhythmic patterns, based on an
ostinato, meter, or appropriate
to style within a piece of
music






B. COMPOSE


Create intermediate melodies
and ostinati based on the
pentatonic scale
Create intermediate level
rhythmic patterns, based on an
ostinato, meter, or appropriate
to style within a piece of
music
General Music Grade 7
Aligned Materials/
Resources/Technology
Written Assessment
 Materials
with rubric
Orff instruments
Rhythm instruments
Playing Assessment
Melodic instruments
with rubric
Multicultural instruments
Individual and Group
Performance with rubric MIE Keyboard Lab
Worksheets
Create Your Own Quiz
Study Guides
Performance Rubric
Music Alive Magazine
MIDI Keyboard Quiz
Visual Aids
Class Discussion
Transparencies
Cooperative Learning
Assignments and Project Compact Discs
Assessment Tools
Oral Presentation
 Resources
Individual Feedback
Musical scores
Teacher Observation
Textbooks
Journal Writing
Curriculum Guide
Student Self Assessment Compact Discs
Assessments
Silver Burdett 2003, “Making Music” (Grade
Level Seven)
Jazz at Lincoln Center 2002, “Jazz for Young
People Curriculum”
Yamaha 1993, “Music in Education”
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Assessment





Page 7
-7-
Instructional Strategies




Compose and perform
various patterns (all
units)
Improvising melodic
and rhythmic patterns
(all units)
Programmatic Unit
(creating)
Rhythm Unit
(composing)
March, 2004
Essential Question, Concept or Theme: III. Creating and Composing
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Adaptations/Inclusion Techniques









Adaptations as per IEP or
Service Agreement
Peer tutors or teacher aides
when necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral
quiz vs. written)
Teacher availability
before/activity school
Visual cues and reminders
Use of technology devices for
assistance with assignments
General Music Grade 7
Enrichment Strategies





Special groups
Interdisciplinary
connections
Media (video, distance
learning)
Supplemental songs,
materials, games
Student lead activities
(leadership
opportunities)
Remediation Strategies





Page 8
Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative learning
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles, magazines,
and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre
 Art
The use of art to express feelings about music
Music’s relation to fine arts
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic and
Cultural Heritage Principles
-8-
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: 9.1 A, B, C; National Standard: 5. SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM
II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
I. READING AND NOTATING
A. RHYTHM
 Read, notate and perform – Develop
skills in specific rhythm patterns in 2 /
4, 3 / 4, 4 / 4, and 6 / 8, time (whole
notes/rests, half notes/rests, quarter
note/rests, dotted half notes/rests,
quarter notes/rests, dotted quarter
notes/rests, eighth notes and rests,
dotted quarter notes/rests, and
sixteenth notes/rests)
 Notate –Review dictation from teacher
examples and listening examples in
the scope of the above ability level
 Troubleshoot – Review or correct
measures looking for missing beats or
excessive beats
Assessment













Written Assessment with
rubric
Playing Assessment with
rubric
Individual and Group
Performance with rubric
Create Your Own Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self Assessment
B. MELODIC
 Pitches - Read and identify pitches on
the treble and bass clefs
 Ledger Lines - Read and identify
pitches using ledger lines above and
below the treble and bass clefs
 Key Signatures - Read and identify
notes altered in a key signature
 Dictation - Notate introduce basic
dictation from teacher examples and
listening examples
C. EXPRESSIVE MARKS
 Dynamic Markings – Identify and
General Music Grade 7
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
Instructional Strategies


Rhythmic and melodic
notation (all units)
Reading MIE, hand-chimes,
melody bell, and Orff music
(all units
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2003, “Making Music”
(Grade Level Seven)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in Education”
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Page 9
-9-
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: 9.1 A, B, C; National Standard: 5. SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM
II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills


Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
demonstrate understanding of the
following; pp-p-mp-mf-f-ff
Tempo Markings – Identify and
demonstrate understanding of the
following: allegro, moderato adagio
Articulation – Identify and
demonstrate understanding of the
following: legato and staccato
D. FORM
 Repetition and Contrast - Recognize
and detail similarities or contrasts in a
musical selection
 Standard Forms - Identify section
forms including AB, ABA, AABA,
and Rondo
 Call and Response - Perform call /
response and question / answer
phrases melodically in a pentachord
and rhythmically
 Pop Form –Review vocabulary
including intro, verse, chorus, bridge,
and coda and identify these sections in
a pop song
General Music Grade 7
Page 10
- 10 -
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS









Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Adaptations as per IEP or Service
Agreement
Peer tutors or teacher aides when necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Teacher availability before/activity school
Visual cues and reminders
Use of technology devices for assistance
with assignments



General Music Grade 7



Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Page 11




Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative learning
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre
 Art
Music’s relation to fine arts
The use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic
and Cultural Heritage Principles
- 11 -
March, 2004
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
PA Standards: 9.1 D; 9.2 A, B, C, D, E, F, G, H, I, J, K, L; 9.3 C; 9.4 A, D. SEE ADDENDUM I, Reference of NATIONAL STANDARDS for
grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
Assessment
MAKING HISTORICAL AND
CULTURAL CONNECTIONS

A. READING



Analyze articles, magazines,
texts, and program notes and
apply to music content area
Use research materials to
define musical compositions
by historical period and
cultural background
B. VIEWING


Analyzing videos and/or live
guest performances and
applying to music content area
Place performance according
to historical period and/or
cultural background
C. CURRICULA
Make connections across subject
areas (i.e. social studies,
language arts)
General Music Grade 7











Written Assessment with
rubric
Playing Assessment with
rubric
Individual and Group
Performance with rubric
Create Your Own Quiz
Performance Rubric
MIDI Keyboard Quiz
Class Discussion
Cooperative Learning
Assignments and Project
Oral Presentation
Individual Feedback
Teacher Observation
Journal Writing
Student Self Assessment
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2003, “Making Music” (Grade
Level Seven)
Jazz at Lincoln Center 2002, “Jazz for Young
People Curriculum”
Yamaha 1993, “Music in Education”
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Page 12
- 12 -
Instructional Strategies
March, 2004
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
PA Standards: SEE ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5 – 8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS









Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Adaptations as per IEP or Service
Agreement
Peer tutors or teacher aides when necessary
Extended time
Preferential seating
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Teacher availability before/activity school
Visual cues and reminders
Use of technology devices for assistance
with assignments



General Music Grade 7



Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Page 13




Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative learning
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Music Journal Writing
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre
 Art
Music’s relation to fine arts
The use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
 REACH
Incorporation of Respecting Ethnic
and Cultural Heritage Principles
- 13 -
March, 2004