ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: General Music
GRADE LEVEL: Grade 8
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
A. MIE KEYBOARD LAB
 Written Assessment  Materials
I. PERFORMING
1. Review Lessons
with rubric
Orff instruments
A. MIE KEYBOARD LAB
a. Introductory
 Playing Assessment Rhythm instruments
 Keyboard Functions –Review skills for basic
Keyboard Lab
Melodic
instruments
with rubric
operation of midi keyboard
Lesson
Multicultural instruments
 Individual and
 Posture and Playing Position – Review
b.
Steady Beat
MIE
Keyboard
Lab
Group Performance
correct playing position and posture for
c. Quarter Note and
Worksheets
Rubric
keyboard playing
Rest
Study
Guides
 Create Your Own
 Basic Music Concepts – Reinforce basic
d.
Musical Alphabet
Music Alive Magazine
Quiz
concepts of music reading; specifically in
2. MIDI Keyboard Lessons
 Performance Rubric Visual Aids
pitch, and rhythm
a. Dorian Mode
Transparencies
 MIDI Keyboard
 Solo and Ensemble Playing – Play alone and
b. ABA Form
Compact Discs
Quiz
together as a class
c. Sharps and Flats
Assessment
Tools
 Class Discussion
d. Question and Answer
 Improvising – Create rhythmic and melodic
 Resources
 Cooperative
e. D Major Pentachord
accompaniments to songs
Musical scores
Learning
B. RHYTHM INSTRUMENTS
 Song Repertoire – Perform music from
Textbooks
Assignments and
1. Body percussion
diverse genres and cultures; perform music
Curriculum
Guide
Project
2. Mallet technique
from various historical periods
Compact Discs
 Oral Presentation
3. Playing pitched and nonAssessments
 Individual
pitched percussion
B. RHYTHM INSTRUMENTS
Silver Burdett 2003, “Making
Feedback
instruments
Music” (Grade Level Eight)
 Playing Technique – Review of correct
 Peer Feedback
4.
Early Music Unit
Jazz at Lincoln Center 2002, “Jazz
playing position and technique
 Teacher
C. ORFF INSTRUMENTS
for Young People Curriculum”
 Basic Music Concepts – Reinforce basic
Observation
AND MELODY BELLS
Yamaha 1993, “Music in
concepts of music reading, specifically in

Journal
Writing
1. Renaissance Unit
Education”
pitch, and rhythm

Student
Self
2. Baroque Unit
 Technology
 Solo and Ensemble Playing – Play alone and
Assessment
3. Classical Unit
Encore
together as a class
4. Romantic Unit
Finale
 Improvising – Create rhythmic and melodic
5. Jazz Unit (improvisation)
MIE Yamaha Keyboard Lab
accompaniments to songs
D. HANDCHIMES AND
Notepad
 Song Repertoire – Perform music from
HANDBELLS
Internet Research
diverse genres and cultures; perform music
General Music Grade 8
Page 1
-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
representative of various musical periods
1. Renaissance Unit
2. Classical Unit
 C. ORFF INSTRUMENTS / MELODY
3. Romantic Unit
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 various musical periods
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 various musical periods
General Music Grade 8
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
 Special groups
 Limit scope of content
 Social Studies
Agreement
Native American songs and
 Interdisciplinary
 Repetition
dances
connections
 Peer tutors or teacher aides when
 Peer coaching
African songs, drumming, and
necessary
 Media (video, distance
 After school help
spirituals
learning)
 Extended time
 Cooperative learning
American Historical Connections
 Preferential seating
 Supplemental songs,
 Language Arts
materials, games
 Simplify task when necessary
Songs in foreign languages

Student lead activities
 Adaptive assessment (oral quiz vs.
Music Journal Writing
(leadership
written)
Reading and analyzing articles,
opportunities)
 Teacher availability before/activity
magazines, and reading aloud
school
 Mathematics
 Visual cues and reminders
Rhythms and numerical values
 Use of technology devices for
Time Signatures
assistance with assignments
 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
General Music Grade 8
Page 3
-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
different historical periods
 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 8
Page 4
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 Eight)
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
Instructional Strategies






-4-
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)
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
Assessment
Instructional Strategies
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
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 8
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
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 8
Enrichment Strategies





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Page 6
Remediation Strategies





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
-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
Assessment
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 8











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 Eight)
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 7
-7-
Instructional Strategies






Compose and perform
various patterns (all
units)
Improvising melodic
and rhythmic patterns
(all units)
Programmatic Unit
(creating)
Rhythm Unit
(composing)
Early Musical
Instrument Project
“Original” Gregorian
(Springtonian) Chant
Project
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
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 8



Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
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 8
Page 9
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 Eight)
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
-9-
Instructional Strategies




Rhythmic and melodic
notation (all units)
Reading MIE, hand-chimes,
melody bell, and Orff music
(all units)
Early Musical Instrument
Project
“Original” Gregorian
(Springtonian) Chant
Project
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 8
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 8



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











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
C. CURRICULA
Make connections across subject
areas (i.e. social studies, language
arts)
General Music Grade 8
Page 12
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 Eight)
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
Instructional Strategies
- 12 -
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 8



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