Competencies

Beginning this school year (08-09) all High Schools in NH must have a competency system of grading in place as required by the NH Department of Education. Many, but not all, schools have completed their work on developing and writing competencies for their courses.

NHMEA is providing this page for music teachers to review, comment and ask questions of other teachers and schools about core competencies. Teachers are asked to post competencies from their school along with contact information (email or phone number). Suggestions and/or questions about competencies can then be addressed to specific teachers or to the general public.

Submit your competencies, questions or comments via e-mail by clicking here.

Allow a day or so for processing.

Index:

Campbell High School -- Phil Martin and Jill Deleault

One or two music classes are a little different, but for the most part this is what we use. We find it easier to have the same competencies for all our classes whenever possible, it makes it easier for our students to remember them.

Performance
Students will perform proficiently a varied repertoire of music, both alone and with others.

Notation
Students will read standard music notation and demonstrate competence in using that notation.

Evaluation
Students will analyze, describe, and evaluate music and music performances using correct terminology

Relation
Students will demonstrate an understanding of music in relation to history, culture, other arts, other disciplines, and careers.

Click to send Phil Martin an e-mail.

Visit the Campbell HS Music Department Website

RETURN TO TOP

Submit your competencies, questions or comments via e-mail by clicking here.

Pelham High School -- Jay Chandler

These were completed in June but are considered works in progress and may change as the year progresses, but they are a valid target.

PHS Band Competencies (below) ~ PHS Band Syllabus (download pdf)

PHS Chorus Competencies (below) ~ PHS Chorus Syllabus (download pdf)

Click to send Jay Chandler an e-mail.

Visit the Pelham HS Music Department Website.

RETURN TO TOP

PHS Band Competencies

Course Guide with Qualifiers

MUSICAL BASICS (20-24 days):
Students learn and review basic musical characteristics, theory, and methods.

(Competency 1) Students read and write using conventional and non-conventional notation, encompassing rhythm, pitch, and harmony.
Skill 1, 2

(Competency 2)Use technology as ways to create, perform, or respond.
Skill 2, 3, 4

Essential Question:

How can we read and write and then understand and interpret the music to perform?
How can we use technology to create and perform music?

Content:

Individual music, instruments, manuscript paper, computer software-Finale, keyboard, listening tracks, metronome, scores, ensembles, performances

Skills:
1.   Read, listen to, and write notation, for rhythm, pitch, harmony.
2.   Respond to notation.
3.   Use of technology to create music and arrangements.
4.   Use technology to record sounds and fragments.

Qualifiers:

Worksheets (skill 1, 2, 3, 4)
Scores (skill 1, 2, 3, 4)
Computer Work (skill 1, 2, 3, 4)

Assessment:

Dictation
Sight reading
Arranging
Recording Tracks

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PERFORMANCE (20-24 days):
Students practice and perform alone and in ensembles with accuracy and coordination.

(Competency 3) Students perform in an ensemble and alone using technique and methods, stressing accuracy.
Skill 1, 2, 3, 4, 5, 6

Essential Question:

How can we read and interpret the music to perform?
How can we play together in an ensemble with interpretation and feeling?
How can we constantly improve and refine our skills and abilities?
How can we prepare for an adjudicated performance?

Content:

Individual music, instruments, music and scores, metronome

Skills:
1.   Sight read music alone and in an ensemble.
2.   Practice and perform alone and in an ensemble.
3.   Perform using proper and appropriate musicianship.
4.   Use proper instrumental technique.
5.   Constant improvement of ability and technique.
6.   Demonstrated discipline in practicing.

Qualifiers:

Method Books (skill 1, 4, 5, 6)
Solo and Ensemble Music (skill 1, 2, 3, 4, 5, 6)
Technique Books (skill 1, 4, 5, 6)
Adjudicated performance (skill 1, 2, 3, 4, 5, 6)
Proof of Practice time (skill 1, 2, 3, 4, 5, 6)

Assessment:

Instrumental Exercises
Sight Reading Exercises
Band Literature
Practice Log
Adjudication

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ANALYZE MUSIC (22-26 days):
Students learn to analyze music in its totality: musical characteristics, historical significance, ensemble vs. solo instrument, connection to other disciplines.

(Competency 4) Analyze music using form, rhythm, pitch, harmony, orchestration, historical context, the composer's influence and significance.
Skill 1, 2, 3, 4, 5, 6

(Competency 5) Analyze and evaluate works of art from structural, historical, and cultural perspectives, including acquiring the ability to understand and evaluate works of art in various arts disciplines
Skill 5, 6, 7, 8, 9

(Competency 6) Relate various types of arts knowledge and skills within and across the arts and other disciplines
Skill 8, 9

Essential Question:

How can we read and interpret the music to perform?
How does music relate to the art period?
How does the piece relate to the historical context?
How was this piece intended to be played?
Does this music relate to perspectives in other academic disciplines?
What significance does the composer have in history?

Content:

Individual music, instruments, scores, keyboards, listening tracks, computer technology

Skills:
1.   Analyze music in pitch and harmony.
2.   Analyze music in rhythm.
3.   Analyze music in form and orchestration.
4.   Analyze music using both visual and listening skills.
5.   Analyze music historical context.
6.   Analyze music in defining the composer's significance and influence.
7.   Relate the music to other works, trends or styles of the composer.
8.   Relate the music to other art connections.
9.   Relate the music to other academic disciplines.

Qualifiers:

Score Study (skill 1, 2, 3, 4 )
Composer Research (skill 1, 2, 3, 4 )
Historical Research (skill 5, 6, 7, 8 )
Technology Research (skill 5, 6, 7, 8 )

Assessment:

Score Study
Project Analysis
Research Paper
Group Project

RETURN TO TOP

OBSERVE, REFLECT, and CRITIQUE PERFORMANCES
(20-24 days):
Students learn to be active listeners in hearing and observing performances of individuals and groups in a variety of venues.

(Competency 7) Observe, reflect, and critique performances using all applicable criteria: ensemble, musicianship, aesthetics of venue, context of performance, personal connections.
Skill 1, 2, 3, 4, 5, 8

(Competency 8) Recognize exemplary works of art from a variety of historical periods and cultures, as well as understand historical development within and among the arts disciplines
Skill 1, 5, 6, 7

(Competency 9) Become familiar with career opportunities in the arts or with the impact of the arts on everyday life
Skill 1, 8

Essential Question:

How can we learn to really listen and hear?
What are we listening for?
What qualifies as a good or bad performance?
How do aesthetics and ambience affect performance and listeners?
What career possibilities are available in musical fields?
What developments in art and music have made an impact?

Content:

Performances by students, concerts, media programs, web based programming, recorded tracks, field trips, guest speakers

Skills:
1.   Discuss, define and distinguish the three methods of listening: Passive, Reactive, and Active.
2.   Discuss criteria in analysis of music in performance: musicianship, context of performance.
3.   Discuss aesthetics of performance.
4.   Analyze composer's intent of the piece.
5.   Analyze music historical context.
6.   Discuss the Art History Periods and development and the work's place in these.
7.   Discuss the piece(s) place in development and history.
8.   Discuss career opportunities in the arts and music and the impact on everyday life.

Qualifiers:

Performance Critiques (skill 1, 2, 3, 4, 5 )
Concert Attendance (skill 1, 2, 3, 4, 5 )
Composer Research (skill 2, 3, 4, 5, 7 )
Historical Research (skill 4, 5, 6, 7 )
Technology Research (skill 1, 2, 3, 4, 5, 6, 7, 8 )

Assessment:

Performance Critique
Concert Attendance
Independent Analysis
Interview of Artist

RETURN TO TOP

PHS Chorus Competencies

Course Guide with Qualifiers

MUSICAL BASICS (20-24 days):
Students learn and review basic musical characteristics, theory, and methods.

(Competency 1) Students read and write using conventional and non-conventional notation, encompassing rhythm, pitch, and harmony.
Skill 1, 2

(Competency 2)Use proper sight singing in reading and singing.
Skill 2, 3, 4, 5

(Competency 3) Introduction to vowel production and diction.
Skill 4, 5

(Competency 4)Use technology as ways to create, perform, or respond.
Skill 1, 2, 4, 6, 7

Essential Question:

How can we read and write and then understand and interpret the music to perform?
How can we learn to sing music at sight?
How can we "hear" music at sight?
What defines good vowel production?
What is needed to produce good diction?
How can we use technology to create and perform music?

Content:

Individual music, scores and parts, sight singing books, language worksheets, computer software-Finale, keyboard, listening tracks, pitch pipe

Skills:
1.   Read, listen to, and write notation, for rhythm, pitch, harmony.
2.   Respond to notation.
3.   Sing at sight.
4.   Sing using proper vowel production and diction.
5.   Sing using good vocal production-breathing, pitch
6.   Use of technology to create music and arrangements.
7.   Use technology to record sounds and fragments.

Qualifiers:

Sight Singing Book (skill 1, 2, 3)
Worksheets (skill 1, 2, 3, 4, 5)
Vocal Exercises (skill 1, 2, 3, 4, 5)
Computer Work (skill 6, 7)

Assessment:

Dictation
Sight reading
Diction and Vowel Production
Recording Tracks

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PERFORMANCE (32-36 days):
Students practice and perform alone and in ensembles with accuracy and coordination.

(Competency 5) Students perform in an ensemble and alone using technique and methods, stressing accuracy.
Skill 1, 2, 3, 4, 5, 6, 7, 8

Essential Question:

How can we read and interpret the music to perform?
How can we combine good vocal technique and diction to produce the best sound?
How can we sing together in an ensemble with interpretation and feeling?
How can we prepare for an adjudication and polished tour?
How can we constantly improve and refine our skills and abilities?

Content:

Individual music, voices, music and scores, pitch pipe, choral risers, music folders, concert attire

Skills:
1.   Sight read music alone and in an ensemble.
2.   Practice and perform alone and in an ensemble.
3.   Perform using proper and appropriate vocal musicianship.
4.   Use of proper vowel production and diction.
5.   Use of proper breathing technique.
6.   Develop polish as an individual and ensemble.
7.   Constant improvement of ability and technique.
8.   Demonstrated discipline in practicing.

Qualifiers:

Method Books (skill 1, 3, 4, 5, 6)
Solo and Ensemble Music (skill 1, 2, 3, 4, 5, 6, 7)
Technique Books (skill 1, 2, 3, 4, 5, 6, 7)
Concert Performance (skill 2, 3, 4, 5, 6, 7, 8)
Proof of Practice time (skill 7, 8)

Assessment:

Instrumental Exercises
Sight Reading Exercises
Choral Literature
Practice Log
Concert Performance
Adjudication

RETURN TO TOP

ANALYZE MUSIC (10-14 days):
Students learn to analyze music in its totality: musical characteristics, historical significance, ensemble vs. solo instrument, connection to other disciplines.

(Competency 6) Analyze music using form, rhythm, pitch, harmony, orchestration, historical context, the composer's influence and significance.
Skill 1, 2, 3, 4, 5, 6

(Competency 7) Analyze and evaluate works of art from structural, historical, and cultural perspectives, including acquiring the ability to understand and evaluate works of art in various arts disciplines
Skill 5, 6, 7, 8, 9

(Competency 8) Relate various types of arts knowledge and skills within and across the arts and other disciplines
Skill 8, 9

Essential Question:

How can we read and interpret the music to perform?
How does music relate to the art period?
How does the piece relate to the historical context?
How was this piece intended to be played?
Does this music relate to perspectives in other academic disciplines?
What significance does the composer have in history?

Content:

Individual music, instruments, scores, keyboards, listening tracks, computer technology

Score Study (skill 1, 2, 3, 4 )
Composer Research (skill 1, 2, 3, 4 )
Historical Research (skill 5, 6, 7, 8 )
Technology Research (skill 5, 6, 7, 8 )

Assessment:

Score Study
Project Analysis
Research Paper
Group Project

RETURN TO TOP

OBSERVE, REFLECT, and CRITIQUE PERFORMANCES
(20-24 days):
Students learn to be active listeners in hearing and observing performances of individuals and groups in a variety of venues.

(Competency 9) Observe, reflect, and critique performances using all applicable criteria: ensemble, musicianship, aesthetics of venue, context of performance, personal connections.
Skill 1, 2, 3, 4, 5, 8

(Competency 10) Recognize exemplary works of art from a variety of historical periods and cultures, as well as understand historical development within and among the arts disciplines
Skill 1, 5, 6, 7

(Competency 11) Become familiar with career opportunities in the arts or with the impact of the arts on everyday life
Skill 1, 8

Essential Question:

How can we learn to really listen and hear?
What are we listening for?
What qualifies as a good or bad performance?
How do aesthetics and ambience affect performance and listeners?
What career possibilities are available in musical fields?
What developments in art and music have made an impact?

Content:

Performances by students, concerts, media programs, web based programming, recorded tracks, field trips, guest speakers

Performance Critiques (skill 1, 2, 3, 4, 5 )
Concert Attendance (skill 1, 2, 3, 4, 5 )
Composer Research (skill 2, 3, 4, 5, 7 )
Historical Research (skill 4, 5, 6, 7 )
Technology Research (skill 1, 2, 3, 4, 5, 6, 7, 8 )

Assessment:

Performance Critique
Concert Attendance
Independent Analysis
Interview of Artist

RETURN TO TOP

Alvirne High School -- Gerry Bastien

Here are the core competencies for the Alvirne Band, Stage Band and Fundamental Theory Class. We have separate documents that define Course Level Standards, Competency Statement, SMA (Student Mastery Assessment) and assessment tool. The Competency, Course Level Standard and examples of assessment are included in the course syllabus.

Download pdf files:

Concert Band ~ Stage Band ~ Fundamental Theory

Click to send Gerry Bastien an e-mail.

Visit the Alvirne HS Music Department Website.

RETURN TO TOP

Submit your competencies, questions or comments via e-mail by clicking here.


	HOME ABOUT OFFICERS POLICIES LINKS CALENDAR 2007-2008 2008-2009 2009-2010 FESTIVALS Oct. Mus. Fest Jazz All-State ALL-STATE Solo & Ens. Large Group Festival ES/MS Sharing MS Festivals RESOURCES Competencies CONTACT	Competencies Beginning this school year (08-09) all High Schools in NH must have a competency system of grading in place as required by the NH Department of Education. Many, but not all, schools have completed their work on developing and writing competencies for their courses. NHMEA is providing this page for music teachers to review, comment and ask questions of other teachers and schools about core competencies. Teachers are asked to post competencies from their school along with contact information (email or phone number). Suggestions and/or questions about competencies can then be addressed to specific teachers or to the general public. Submit your competencies, questions or comments via e-mail by clicking here. Allow a day or so for processing. Index: From Phil Martin and Jill Deleault -- Campbell High School (Litchfield) From Jay Chandler -- Pelham High School From Gerry Bastien -- Alvirne High School Campbell High School -- Phil Martin and Jill Deleault One or two music classes are a little different, but for the most part this is what we use. We find it easier to have the same competencies for all our classes whenever possible, it makes it easier for our students to remember them. Performance Students will perform proficiently a varied repertoire of music, both alone and with others. Notation Students will read standard music notation and demonstrate competence in using that notation. Evaluation Students will analyze, describe, and evaluate music and music performances using correct terminology Relation Students will demonstrate an understanding of music in relation to history, culture, other arts, other disciplines, and careers. Click to send Phil Martin an e-mail. Visit the Campbell HS Music Department Website RETURN TO TOP Submit your competencies, questions or comments via e-mail by clicking here. Pelham High School -- Jay Chandler These were completed in June but are considered works in progress and may change as the year progresses, but they are a valid target. PHS Band Competencies (below) ~ PHS Band Syllabus (download pdf) PHS Chorus Competencies (below) ~ PHS Chorus Syllabus (download pdf) Click to send Jay Chandler an e-mail. Visit the Pelham HS Music Department Website. RETURN TO TOP PHS Band Competencies Course Guide with Qualifiers MUSICAL BASICS (20-24 days): Students learn and review basic musical characteristics, theory, and methods. (Competency 1) Students read and write using conventional and non-conventional notation, encompassing rhythm, pitch, and harmony. Skill 1, 2 (Competency 2)Use technology as ways to create, perform, or respond. Skill 2, 3, 4 Essential Question: How can we read and write and then understand and interpret the music to perform? How can we use technology to create and perform music? Content: Individual music, instruments, manuscript paper, computer software-Finale, keyboard, listening tracks, metronome, scores, ensembles, performances Skills: 1. Read, listen to, and write notation, for rhythm, pitch, harmony. 2. Respond to notation. 3. Use of technology to create music and arrangements. 4. Use technology to record sounds and fragments. Qualifiers: Worksheets (skill 1, 2, 3, 4) Scores (skill 1, 2, 3, 4) Computer Work (skill 1, 2, 3, 4) Assessment: Dictation Sight reading Arranging Recording Tracks RETURN TO TOP PERFORMANCE (20-24 days): Students practice and perform alone and in ensembles with accuracy and coordination. (Competency 3) Students perform in an ensemble and alone using technique and methods, stressing accuracy. Skill 1, 2, 3, 4, 5, 6 Essential Question: How can we read and interpret the music to perform? How can we play together in an ensemble with interpretation and feeling? How can we constantly improve and refine our skills and abilities? How can we prepare for an adjudicated performance? Content: Individual music, instruments, music and scores, metronome Skills: 1. Sight read music alone and in an ensemble. 2. Practice and perform alone and in an ensemble. 3. Perform using proper and appropriate musicianship. 4. Use proper instrumental technique. 5. Constant improvement of ability and technique. 6. Demonstrated discipline in practicing. Qualifiers: Method Books (skill 1, 4, 5, 6) Solo and Ensemble Music (skill 1, 2, 3, 4, 5, 6) Technique Books (skill 1, 4, 5, 6) Adjudicated performance (skill 1, 2, 3, 4, 5, 6) Proof of Practice time (skill 1, 2, 3, 4, 5, 6) Assessment: Instrumental Exercises Sight Reading Exercises Band Literature Practice Log Adjudication RETURN TO TOP ANALYZE MUSIC (22-26 days): Students learn to analyze music in its totality: musical characteristics, historical significance, ensemble vs. solo instrument, connection to other disciplines. (Competency 4) Analyze music using form, rhythm, pitch, harmony, orchestration, historical context, the composer's influence and significance. Skill 1, 2, 3, 4, 5, 6 (Competency 5) Analyze and evaluate works of art from structural, historical, and cultural perspectives, including acquiring the ability to understand and evaluate works of art in various arts disciplines Skill 5, 6, 7, 8, 9 (Competency 6) Relate various types of arts knowledge and skills within and across the arts and other disciplines Skill 8, 9 Essential Question: How can we read and interpret the music to perform? How does music relate to the art period? How does the piece relate to the historical context? How was this piece intended to be played? Does this music relate to perspectives in other academic disciplines? What significance does the composer have in history? Content: Individual music, instruments, scores, keyboards, listening tracks, computer technology Skills: 1. Analyze music in pitch and harmony. 2. Analyze music in rhythm. 3. Analyze music in form and orchestration. 4. Analyze music using both visual and listening skills. 5. Analyze music historical context. 6. Analyze music in defining the composer's significance and influence. 7. Relate the music to other works, trends or styles of the composer. 8. Relate the music to other art connections. 9. Relate the music to other academic disciplines. Qualifiers: Score Study (skill 1, 2, 3, 4 ) Composer Research (skill 1, 2, 3, 4 ) Historical Research (skill 5, 6, 7, 8 ) Technology Research (skill 5, 6, 7, 8 ) Assessment: Score Study Project Analysis Research Paper Group Project RETURN TO TOP OBSERVE, REFLECT, and CRITIQUE PERFORMANCES (20-24 days): Students learn to be active listeners in hearing and observing performances of individuals and groups in a variety of venues. (Competency 7) Observe, reflect, and critique performances using all applicable criteria: ensemble, musicianship, aesthetics of venue, context of performance, personal connections. Skill 1, 2, 3, 4, 5, 8 (Competency 8) Recognize exemplary works of art from a variety of historical periods and cultures, as well as understand historical development within and among the arts disciplines Skill 1, 5, 6, 7 (Competency 9) Become familiar with career opportunities in the arts or with the impact of the arts on everyday life Skill 1, 8 Essential Question: How can we learn to really listen and hear? What are we listening for? What qualifies as a good or bad performance? How do aesthetics and ambience affect performance and listeners? What career possibilities are available in musical fields? What developments in art and music have made an impact? Content: Performances by students, concerts, media programs, web based programming, recorded tracks, field trips, guest speakers Skills: 1. Discuss, define and distinguish the three methods of listening: Passive, Reactive, and Active. 2. Discuss criteria in analysis of music in performance: musicianship, context of performance. 3. Discuss aesthetics of performance. 4. Analyze composer's intent of the piece. 5. Analyze music historical context. 6. Discuss the Art History Periods and development and the work's place in these. 7. Discuss the piece(s) place in development and history. 8. Discuss career opportunities in the arts and music and the impact on everyday life. Qualifiers: Performance Critiques (skill 1, 2, 3, 4, 5 ) Concert Attendance (skill 1, 2, 3, 4, 5 ) Composer Research (skill 2, 3, 4, 5, 7 ) Historical Research (skill 4, 5, 6, 7 ) Technology Research (skill 1, 2, 3, 4, 5, 6, 7, 8 ) Assessment: Performance Critique Concert Attendance Independent Analysis Interview of Artist RETURN TO TOP PHS Chorus Competencies Course Guide with Qualifiers MUSICAL BASICS (20-24 days): Students learn and review basic musical characteristics, theory, and methods. (Competency 1) Students read and write using conventional and non-conventional notation, encompassing rhythm, pitch, and harmony. Skill 1, 2 (Competency 2)Use proper sight singing in reading and singing. Skill 2, 3, 4, 5 (Competency 3) Introduction to vowel production and diction. Skill 4, 5 (Competency 4)Use technology as ways to create, perform, or respond. Skill 1, 2, 4, 6, 7 Essential Question: How can we read and write and then understand and interpret the music to perform? How can we learn to sing music at sight? How can we "hear" music at sight? What defines good vowel production? What is needed to produce good diction? How can we use technology to create and perform music? Content: Individual music, scores and parts, sight singing books, language worksheets, computer software-Finale, keyboard, listening tracks, pitch pipe Skills: 1. Read, listen to, and write notation, for rhythm, pitch, harmony. 2. Respond to notation. 3. Sing at sight. 4. Sing using proper vowel production and diction. 5. Sing using good vocal production-breathing, pitch 6. Use of technology to create music and arrangements. 7. Use technology to record sounds and fragments. Qualifiers: Sight Singing Book (skill 1, 2, 3) Worksheets (skill 1, 2, 3, 4, 5) Vocal Exercises (skill 1, 2, 3, 4, 5) Computer Work (skill 6, 7) Assessment: Dictation Sight reading Diction and Vowel Production Recording Tracks RETURN TO TOP PERFORMANCE (32-36 days): Students practice and perform alone and in ensembles with accuracy and coordination. (Competency 5) Students perform in an ensemble and alone using technique and methods, stressing accuracy. Skill 1, 2, 3, 4, 5, 6, 7, 8 Essential Question: How can we read and interpret the music to perform? How can we combine good vocal technique and diction to produce the best sound? How can we sing together in an ensemble with interpretation and feeling? How can we prepare for an adjudication and polished tour? How can we constantly improve and refine our skills and abilities? Content: Individual music, voices, music and scores, pitch pipe, choral risers, music folders, concert attire Skills: 1. Sight read music alone and in an ensemble. 2. Practice and perform alone and in an ensemble. 3. Perform using proper and appropriate vocal musicianship. 4. Use of proper vowel production and diction. 5. Use of proper breathing technique. 6. Develop polish as an individual and ensemble. 7. Constant improvement of ability and technique. 8. Demonstrated discipline in practicing. Qualifiers: Method Books (skill 1, 3, 4, 5, 6) Solo and Ensemble Music (skill 1, 2, 3, 4, 5, 6, 7) Technique Books (skill 1, 2, 3, 4, 5, 6, 7) Concert Performance (skill 2, 3, 4, 5, 6, 7, 8) Proof of Practice time (skill 7, 8) Assessment: Instrumental Exercises Sight Reading Exercises Choral Literature Practice Log Concert Performance Adjudication RETURN TO TOP ANALYZE MUSIC (10-14 days): Students learn to analyze music in its totality: musical characteristics, historical significance, ensemble vs. solo instrument, connection to other disciplines. (Competency 6) Analyze music using form, rhythm, pitch, harmony, orchestration, historical context, the composer's influence and significance. Skill 1, 2, 3, 4, 5, 6 (Competency 7) Analyze and evaluate works of art from structural, historical, and cultural perspectives, including acquiring the ability to understand and evaluate works of art in various arts disciplines Skill 5, 6, 7, 8, 9 (Competency 8) Relate various types of arts knowledge and skills within and across the arts and other disciplines Skill 8, 9 Essential Question: How can we read and interpret the music to perform? How does music relate to the art period? How does the piece relate to the historical context? How was this piece intended to be played? Does this music relate to perspectives in other academic disciplines? What significance does the composer have in history? Content: Individual music, instruments, scores, keyboards, listening tracks, computer technology Skills: 1. Analyze music in pitch and harmony. 2. Analyze music in rhythm. 3. Analyze music in form and orchestration. 4. Analyze music using both visual and listening skills. 5. Analyze music historical context. 6. Analyze music in defining the composer's significance and influence. 7. Relate the music to other works, trends or styles of the composer. 8. Relate the music to other art connections. 9. Relate the music to other academic disciplines. Qualifiers: Score Study (skill 1, 2, 3, 4 ) Composer Research (skill 1, 2, 3, 4 ) Historical Research (skill 5, 6, 7, 8 ) Technology Research (skill 5, 6, 7, 8 ) Assessment: Score Study Project Analysis Research Paper Group Project RETURN TO TOP OBSERVE, REFLECT, and CRITIQUE PERFORMANCES (20-24 days): Students learn to be active listeners in hearing and observing performances of individuals and groups in a variety of venues. (Competency 9) Observe, reflect, and critique performances using all applicable criteria: ensemble, musicianship, aesthetics of venue, context of performance, personal connections. Skill 1, 2, 3, 4, 5, 8 (Competency 10) Recognize exemplary works of art from a variety of historical periods and cultures, as well as understand historical development within and among the arts disciplines Skill 1, 5, 6, 7 (Competency 11) Become familiar with career opportunities in the arts or with the impact of the arts on everyday life Skill 1, 8 Essential Question: How can we learn to really listen and hear? What are we listening for? What qualifies as a good or bad performance? How do aesthetics and ambience affect performance and listeners? What career possibilities are available in musical fields? What developments in art and music have made an impact? Content: Performances by students, concerts, media programs, web based programming, recorded tracks, field trips, guest speakers Skills: 1. Discuss, define and distinguish the three methods of listening: Passive, Reactive, and Active. 2. Discuss criteria in analysis of music in performance: musicianship, context of performance. 3. Discuss aesthetics of performance. 4. Analyze composer's intent of the piece. 5. Analyze music historical context. 6. Discuss the Art History Periods and development and the work's place in these. 7. Discuss the piece(s) place in development and history. 8. Discuss career opportunities in the arts and music and the impact on everyday life. Qualifiers: Performance Critiques (skill 1, 2, 3, 4, 5 ) Concert Attendance (skill 1, 2, 3, 4, 5 ) Composer Research (skill 2, 3, 4, 5, 7 ) Historical Research (skill 4, 5, 6, 7 ) Technology Research (skill 1, 2, 3, 4, 5, 6, 7, 8 ) Assessment: Performance Critique Concert Attendance Independent Analysis Interview of Artist RETURN TO TOP Alvirne High School -- Gerry Bastien Here are the core competencies for the Alvirne Band, Stage Band and Fundamental Theory Class. We have separate documents that define Course Level Standards, Competency Statement, SMA (Student Mastery Assessment) and assessment tool. The Competency, Course Level Standard and examples of assessment are included in the course syllabus. Download pdf files: Concert Band ~ Stage Band ~ Fundamental Theory Click to send Gerry Bastien an e-mail. Visit the Alvirne HS Music Department Website. RETURN TO TOP Submit your competencies, questions or comments via e-mail by clicking here.