Curriculum is what a child is taught in school—what they learn, how they learn it, and the materials teachers use to help them succeed.
The standards for Middle School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces beginning band students to the instruments that are part of the band. Students will identify the instruments of the band, explore which instruments are of interest to them and which ones will fit them well. Students that select an instrument that they are well suited for are more likely to be successful with curriculum requirements.
Standards: MIB.14 a
This unit introduces beginning band students to the importance of quality practice strategies and consistency. Students will set goals and monitor their progress in addition to describing various practice strategies. Students who implement quality practice routines are more likely to be successful with curriculum requirements.
Standards: MIB.2 a
This unit introduces beginning band students to the parts of their chosen instrument, how to assemble and disassemble it, and how to maintain and care for it. Students will learn how to safely assemble and disassemble their instruments to reduce instances of damaged instruments and the loss of learning that comes from the repair process. Students will learn to maintain and care for their instruments to ensure that instrument quality is maintained and so that student health is not at risk.
Standards: MIB.14 b, c
This unit teaches band students how to sit or stand with correct body posture while playing and where to place hands when playing individual instruments. Students will identify the connection between hand position, posture, instrument position and posture and its impact on technique, facility and tone production.
Standards: MIB.14 d
This unit focuses on note reading within the larger context of music literacy. Q1 introduces vocabulary, musical symbols, and their instrument’s first 3 notes. It is important to distinguish between identifying, reading, and performing; each skill is a different level of scaffolding.
Standards: MIB.12 a, c
This unit focuses on developing rhythmic ability, in both reading and performing. Q1 introduces vocabulary, basic musical symbols and reading those rhythms.
Standards: MIB.12 d, e
Quarter 1 will encompass articulation, dynamics and phrasing at a very basic level. When musicians are learning their first notes, they’re applying these skills in their performance examples. We should expect students to articulate correctly to separate notes, play at least one measure in one breath and play at a tone-appropriate volume. Students will not directly identify many of these notation markings in the first quarter but will be referred to in practice.
Standards: MIB.12 a, f; MIB.15 d
This unit focuses on beginning percussion technique and rudiments for percussion students.
Standards: MIB.15 a, f
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MIB.2 a, b; MIB.5 a-c; MIB.7; MIB.12 f, g; MIB.16 b, d, e, f, g; MIB.3 a-c; MIB.4 a- c
This unit introduces beginning band students to a “characteristic tone” for their primary instrument. Tone, or quality of sound, is the most important concept for a musician to master. Poor tone will affect all other areas of a performance.
Standards: MIB.14 e; MIB.15 b, c, d; MIB.16 a, c
Learning to sight-read music of varying styles and levels of difficulty is an integral part of the band classroom. This unit plan aims to build a strong foundation in sight-reading, fostering students' musical literacy and performance skills.
Standards: MIB.12 h
Students will learn about careers in music, including the music industry. Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the band, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through band participation.
MIB.9
This unit introduces the first 3-5 notes that are appropriate for each instrument. Some method books / school of thought that prefer to start with D / C / B-flat and some choose to start with F / E-flat / D.
Standards: MIB.15 a
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
The standards for Middle School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces intermediate band students to additional instruments that are part of the band. Students will identify the instruments of the band, explore if they are interested in trying out a new or different instrument and which ones will fit them well. Students that select an instrument that they are well suited for are more likely to be successful with curriculum requirements.
Standards: MIB.14 a
This unit introduces beginning band students to the importance of quality practice strategies and consistency. Students will set goals and monitor their progress in addition to describing various practice strategies. Students that implement quality practice routines are more likely to be successful with curriculum requirements.
Standards: MII.2 c
This unit reinforces knowledge of parts of their chosen instrument, how to assemble and disassemble it, and how to maintain and care for it as well as maintenance and care for their instruments. This will ensure that instrument quality is maintained and so that student health is not at risk and instrument stays in functioning order.
Standards: MII.14 a
This unit reviews with band students how to sit or stand with correct body posture while playing and where to place hands when playing individual instruments. Students will identify the connection between hand position, posture, instrument position and posture and its impact on technique, facility and tone production.
Standards: MII.14 b
This unit focuses on note reading review within the larger context of music literacy. Q1 will review identifying, reading, and performing the first octave learned within the first year of study.
Standards: MII.12 a, c
This unit focuses on developing rhythmic ability, in both reading and performing. Q1 reviews vocabulary, basic musical symbols and reading those rhythms learned within the first year of study.
Standards: MIB.12 d, e (The beginning standard typically takes two years to address within a PWCS schedule)
This unit will encompass articulation, dynamics and phrasing learned in the first year of study. We should expect students to articulate correctly to separate notes in varying styles, play at least one measure in one breath and play at a tone-appropriate volume. Students should be working to make these stylistic nuances regular playing habits.
Standards: MII.12 a, g; MII.15 b, c
This unit focuses on beginning percussion technique and rudiments for percussion students.
Standards: MIB.15 a, f; MII.15 b, e
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MII.2 a, b; MII.3 a-c; MII.4 a-d; MII.5 a-c; MII.7; MII.12 g; MII.16 b, e, f, g
This unit reviews a “characteristic tone” for each primary instrument. Tone, or quality of sound, is the most important concept for a musician to master. Poor tone will affect all other areas of a performance. Goals are the same for the second level of study, but with increasing accuracy and frequency.
Standards MII.14 c; MII.15 a-c; MII.16 a, c
Learning to sight-read music of varying styles and levels of difficulty is an integral part of the band classroom. This unit plan aims to build a strong foundation in sight-reading, fostering students' musical literacy and performance skills.
Standards: MII.12 h
Students will learn about careers in music, including the music industry. Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the band, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through band participation.
Standards: MII.9
This unit introduces the 3 new notes that are needed to learn F-stretches. F-Stretches are a best-practice fundamental warmup activity that should be incorporated into every class. Some directors choose to follow the same concept but on B-flat stretches. Both accomplish the same goal of training the aural skills necessary to play intervals in tune.
Standards: MII.13 a
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MII.1 a-c; MII.2 a, b; MII.12 b
The standards for Middle School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces band students to additional instruments that are part of the band. Students will identify the instruments of the band, explore if they are interested in trying out a new or different instrument and which ones will fit them well. Students that select an instrument that they are well suited for are more likely to be successful with curriculum requirements.
Standards: MIAD.14 a
This unit introduces band students to the importance of quality practice strategies and consistency. Students will set goals and monitor their progress in addition to describing various practice strategies. Students that implement quality practice routines are more likely to be successful with curriculum requirements.
Standards: MIAD.2 c
This unit reinforces knowledge of parts of their chosen instrument, how to assemble and disassemble it, and how to maintain and care for it as well as maintenance and care for their instruments. This will ensure that instrument quality is maintained and so that student health is not at risk and instrument stays in functioning order.
Standards: MIAD.14 a
This unit reviews how students should sit or stand with correct body posture while playing and where to place hands when playing individual instruments. Students will identify the connection between hand position, posture, instrument position and posture and its impact on technique, facility and tone production.
Standards: MIAD.14 b
This unit focuses on note reading review within the larger context of music literacy. Q1 will review identifying, reading, and performing the first 1.5 octaves learned within the first two years of study.
Standards: MIAD.12 a, c
This unit focuses on developing rhythmic ability, in both reading and performing. Q1 reviews vocabulary, basic musical symbols and reading those rhythms learned within the first two years of study.
Standards: MIB.12 d, e
Quarter 1 will review articulations from the first two years of study. We should expect students to articulate in varying styles, play at least four measures in one breath and perform at a tone-appropriate volume.
Standards: MIAD.12 a, g; MIAD.15 c
This unit focuses on percussion technique and rudiments for percussion students. Students focus on timpani and prepare for all-district and all-county audition requirements.
Standards: MII.15 b, e; MIAD.15 b, e
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MIAD.2 a, b; MIAD.3 a-c; MIAD.4 a-c; MIAD.5 a-c; MIAD.7; MIAD.12 a, f, g, h; MIAD.16 c-g
This unit reviews a “characteristic tone” for each primary instrument. Tone, or quality of sound, is the most important concept for a musician to master. Poor tone will affect all other areas of a performance. Students should be matching pitch (playing ‘in tune’) with characteristic tone with increasing accuracy and frequency. Students will also begin to learn to tune their instrument using an electronic tuner.
Standards: MIAD.14 c; MIAD.15 a, b; MIAD.16 a, b
This unit focuses on developing students’ musical communication skills through targeted preparation and participation in various musical auditions. The audition process includes a variety of scales, a prepared etude, and sight-reading. Corresponding method book excerpts and concert music that utilizes these scales should be part of daily study with direct correlation the skill being put into practice.
Standards: MIAD.5 a; MIAD.12 i
Students will learn about careers in music, including the music industry. Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the band, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through band participation.
Standards: MIAD.9
This unit reviews scales learned in the second year of study including 1 octave chromatic scale, concert B-flat, concert A-flat and concert F major scales. Corresponding method book excerpts and concert music that utilizes these scales should be part of daily study with direct correlation the skill being put into practice. Music is written in different ‘keys;’ each key uses a different tonal center that utilizes a different scale as its infrastructure.
Standards: MIAD.13 a
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MIAD.1 a-c; MII.2 a, b
The standards for Middle School Choral Music, Beginning Level enable students to obtain musical knowledge and skills in the choral setting. Students begin to develop choral skills, including singing in unison and two-part harmony, with emphasis on vocal production and technique. They learn to read, write, and notate music using basic music theory concepts and perform music from a variety of music styles, composers, cultural influences, and historical periods. Students identify the steps of a creative process and apply emerging music skills to create and notate original work. Students examine career options in music and identify the relationship of choral music to other fine arts. Opportunities are provided for students to participate in local and district music events as appropriate to level, ability, and interest.
This unit introduces the basic concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: MCB.14 a-g
In this unit, students will begin to learn how to read a choral octavo. They will learn how to follow their voice part and identify parts of the staff. By the end of the unit students should feel comfortable navigating an octavo for whatever literature you are working on in class. Students should also begin learning to mark their scores. This can be as simple as highlighting their line and can scaffold up to marking dynamics, tempos, tricky spots, etc.
Standards: MCB.12 a-e
This unit will be introducing the concept of Sight Reading to students. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. Students will learn to sing on solfege syllables and should be comfortable reading solfege “Do, Re, Mi, Fa, Sol” as well as echoing all solfege syllables.
Standards: MCB.12 a-e; MCB.13 a-d
Students will be preparing concert music to perform at Fall, Winter, and Spring Concerts.
Standards: MCB.3 a-d; MCB.4 a, b; MCB.5 a-c
Students will be learning the basics of reading rhythms and understanding tempo. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. This Unit should be worked through alongside of the solfege and sight-reading unit. By the end of the unit, students should be familiar with quarter notes/rests, paired eighth notes, half note/rest, whole note/rest, and dotted half notes.
Standards: MCB.15 a-f
In this unit, students will learn the skills that help bring the music off the page. Students will be learning about dynamics and phrasing, how to identify them in their music, and how to respond to conducting gestures that show this information.
Standards: MCB.15 a-f
This unit will introduce students to the idea of creating their own music using concepts they are already familiar with. By this time in the school year, students should be familiar with rhythmic sight reading. They can now start creating their own examples to further their understanding of the topic.
Standards: MCB.1 a-c; MCB.2 a, b; MCB.16
In this unit, students will start to explore other facets of music through the study of famous composers, both past and current, classical and more modern. They will get to research the composers, finding out more about their life, their music, and other parts of theirr careers that made them the large influences on music that they are today. This unit can be completed twice. Once in the second quarter with some past (more classical) composers, and once closer to the end of the year with some more modern composers.
Standards: MCB.6 a, b; MCB.7; MCB.11
Students will be preparing for District Assessment. It is recommended to hold a Pre-Assessment concert to prepare them for the event.
Standards: MCB.5 a-c; MCB.14 a, d, e, f; MCB.15 a-f
Students will be learning how to properly listen to music through the lens of giving appropriate and constructive feedback. This skill will help students start to listen more closely not only to other performances, but their own as well and start to use these skills to improve their own performances.
Standards: MCB.3 a-d; MCB.4 a, b
The standards for Middle School Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques, ensemble etiquette, and basic music theory concepts. Opportunities are provided for students to explore choral music as a means of expression and communication. Students apply steps of a creative process to refine ideas and skills in a variety of contexts in choral music. They explore and perform music from a variety of musical styles, composers, cultural influences, and historical periods. Students compare and contrast career options in music and examine the relationship of choral music to the other fine arts. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces the concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: MCI.14 a-i
In this unit, students will continue to learn how to read a choral octavo. They will learn how to follow their voice part and identify parts of the staff. By the end of the unit students should feel comfortable navigating an octavo for whatever literature you are working on in class. Students should also begin learning to mark their scores. This can be as simple as highlighting their line and can scaffold up to marking dynamics, tempos, tricky spots, etc.
Standards: MCI.12 a-f
This unit will be introducing the concept of Sight Reading to students. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 to 3 weeks. Students will learn to sing on solfege syllables and should be comfortable reading solfege “Do, Re, Mi, Fa, Sol, La as well as echoing all solfege syllables.
Standards: MCI.12 a-f; MCI.13 a-d
Students will be preparing concert music to perform at Fall, Winter, and Spring Concerts.
Standards: MCI.3 a-c; MCI.4 a, b; MCI.5 a-c
Students will be learning the basics of reading rhythms and understanding tempo. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. This Unit should be worked through alongside of the solfege and sight-reading unit. By the end of the unit, students should be familiar with flagged vs. paired 8th notes, 16th notes, and 8th rests. Remember to take time to review some of the concepts from last year.
Standards MCI.15 a, b
In this unit, students will learn the skills that help bring the music off the page. Students will be learning about dynamics and phrasing, how to identify them in their music, and how to respond to conducting gestures that show this information. Be sure to review concepts from the previous year before moving to new concepts.
Standards: MCI.15 a-f
This unit will introduce students to the idea of creating their own music using concepts they are already familiar with. By this time in the school year, students should be familiar with rhythmic sight reading. They can now start creating their own examples to further their understanding of the topic.
Standards: MCI.1 a-c; MCI.2 a-c; MCI.16
In this unit, students will start to explore other facets of music through the study of famous composers, both past and current, classical and more modern. They will get to research the composers, finding out more about their life, their music, and other parts of their careers that made them the large influences on music that they are today. This unit can be completed twice. Once in the second quarter with some past (more classical) composers, and once closer to the end of the year with some more modern composers.
Standards: MCI.6 a, b; MCI.7; MCI.11
Students will be preparing for District Assessment. It is recommended to hold a Pre-Assessment concert to prepare them for the event.
Standards: MCI.5 a-c; MCI.14 a, d, e, f, g, h
Students will be learning how to properly listen to music through the lens of giving appropriate and constructive feedback. This skill will help students start to listen more closely not only to other performances, but their own as well and start to use these skills to improve their own performances.
Standards: MCI.3 a-c; MCI.4 a, b
The standards for Middle School Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and develop sight-reading skills, they expand their performance abilities and creativity. Through the collaborative environment of the choral setting, students demonstrate teamwork and display leadership skills. Students apply steps of a creative process to identify and examine inquiry-based questions related to choral music. They explore and perform music from a variety of musical styles, composers, cultural influences, and historical periods. Students investigate connections between music skills and college, career, and workplace skills and analyze cross-disciplinary connections with music. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This unit reinforces the concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: MCAD.14 a-i
In this unit, students will continue to learn how to read a choral octavo. They will learn how to follow their voice part and identify parts of the staff. By the end of the unit students should feel comfortable navigating an octavo for whatever literature you are working on in class. Students should also begin learning to mark their scores. This can be as simple as highlighting their line and can scaffold up to marking dynamics, tempos, tricky spots, etc.
Standards: MCAD.12 a-g
This unit will continue teaching the concept of Sight Reading to students. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 to 3 weeks. Students will learn to sing on solfege syllables and should be comfortable reading solfege ( full major scale, low ti, arpeggio skips) as well as echoing all solfege syllables.
Standards: MCAD.12 a-g; MCAD.13 a-f
Students will be preparing concert music to perform at Fall, Winter, and Spring Concerts.
Standards: MCAD.3 a-d; MCAD.4 a, b; MCAD.5 a-c
Students will continue reading more advanced rhythms and understanding tempo. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. This Unit should be worked through alongside of the solfege and sight-reading unit. By the end of the unit, students should be familiar with flagged vs. paired 8th notes, 16th notes, and 8th rests and triplets. Remember to take time to review some of the concepts from last year.
Standards: MCAD.15 a, b
In this unit, students will learn the skills that help bring the music off the page. Students will be learning about dynamics and phrasing, how to identify them in their music, and how to respond to conducting gestures that show this information. Be sure to review concepts from the previous year before moving to new concepts.
Standards: MCAD.15 a-f
This unit will introduce students to the idea of creating their own music using concepts they are already familiar with. By this time in the school year, students should be familiar with rhythmic sight reading. They can now start creating their own examples to further their understanding of the topic.
Standards: MCAD.1 a-c; MCAD.2 a-c; MCAD.16 a, b
In this unit, students will start to explore other facets of music through the study of famous composers, both past and current, classical and more modern. They will get to research the composers, finding out more about their life, their music, and other parts of their careers that made them the large influences on music that they are today. This unit can be completed twice. Once in the second quarter with some past (more classical) composers, and once closer to the end of the year with some more modern composers.
Standards: MCAD.6 a, b; MCAD.7; MCAD.11
Students will be preparing for District Assessment. It is recommended to hold a Pre-Assessment concert to prepare them for the event.
Standards: MCAD.5 a-c
Students will be learning how to properly listen to music through the lens of giving appropriate and constructive feedback. This skill will help students start to listen more closely not only to other performances, but their own as well and start to use these skills to improve their own performances.
Standards: MCAD.3 a-d; MCAD.4 a, b
The standards for Middle School Orchestra, Beginning Level enable students to begin receiving instruction on a string instrument of their choice with guidance from the music teacher. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start the first week of Orchestra Classes. Once students have made their instrument choice, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: MIB.14 a-c
This unit introduces beginning orchestra students to tuning their instruments. Students will identify important parts of the instrument used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning. With practice, students will gain independence and confidence with this technique.
Standards: MIB.14 e
This unit focuses on proper instrumental techniques in MIB.14 and MIB.15, to include proper playing position and placing fingers correctly on the fingerboard. In Quarter 1, the focus is on posture and playing position, and the introduction of notes on the D string. Quarter 2 will add notes on the A string (vln/va/c) and G string (bass), but will continue to focus on posture. Quarter 3 can add G string and a continuous review of posture. Quarter 4 should include an introduction to notes on the G, C & E strings, if not already introduced.
Standards: MIB.14 d; MIB.15 a
This unit introduces, refines, and builds upon right hand technique. Students learn proper pizzicato technique and bow hold. The students place the bow on the string, create and maintain a straight bow stroke to improve their tone quality. Finally, students build on their right-hand skills to produce acceptable, tension-free, tone quality and to demonstrate basic articulations – staccato, legato, and two-note slurs.
MIB.15 c; MIB.15 e
This unit addresses practice and goal setting for the beginning Strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
MIB.2 c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, music terminology and quarter notes and rests are the focus. In Q2, additional music terminology will be added. In Q3, the remainder of the rhythms are added, except for dotted quarter, which will be introduced in Q4.
MIB.12 a-h
This unit focuses on Note Reading for music literacy. Q1 introduces vocabulary, musical symbols, open string notes on the staff, and D string notes. Q2 adds notes on the A string for vln/va/c and G string notes for bass. Q3 introduces naturals and Q4 adds notes on the other strings.
Standards: MIB.12 a-h
This unit focuses on EI.16 - musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performing ensembles.
Standards: MIB.16 a-g
This unit introduces the D, G, and C Major scales and explores half steps and whole steps. It also introduces the concept of minor scales.
Standards: MIB.13 a-c
This unit explains concerts in Orchestra. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. They must learn how to use aural skills to provide a quality performance. As they grow into intermediate level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature.
Standards: MIB.5 a-c; MIB.7
Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the orchestra, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through orchestra participation.
Standards: MIB.9
The unit explores careers in music at an introductory level. Higher level curriculums will go more in-depth into the topic.
Standards: MIB.9
Students will identify, examine, and apply steps of a creative process. They will apply these skills and begin to compose and improvise music at a beginning level.
Standards: MIB.1 a-c; MIB a-b
This unit covers the eighth and tenth Standards of Learning – intellectual property, culture, and technology. Students will learn about copyright and intellectual property, and they will apply it to music as a musician and as a consumer. Students will also learn about and identify ways in which culture and technology influence the development of music and musical styles.
Standards: MIB.8; MIB.10
The standards for Middle School Orchestra, Intermediate Level enable students to continue to develop basic musicianship and music literacy. Students examine inquiry-based questions related to music as part of a creative process. Students increase individual technical skills while developing their understanding of the collaborative skills required to create and refine music for ensemble performance. Music literacy skills are emphasized as students read, notate, sight-read, and perform music. Students respond to, describe, interpret, and evaluate music as performers and listeners, and experience music from a variety of cultural influences, styles, composers, and historical periods. Students compare and contrast career options in music and examine the relationship of instrumental music to the other fine arts. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This Unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start the first week of Orchestra Classes. Once students have their instrument, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: MII.14 a
This unit introduces beginning orchestra students to tuning their instruments. Students will identify important parts of the instrument used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning. With practice, students will gain independence and confidence with this technique.
Standards: MII.14 c
This Unit focuses on proper instrumental techniques in MII.14 and MII.15, to include proper playing position and placing fingers correctly on the fingerboard. In Q1, the focus is on posture and playing position and the review of finger patterns on all open strings. This should also focus on adjusting intonation and matching the ensemble. Q2 will add new left-hand patterns of low 1 (violin/viola), backward extension (cello), and ½ position (bass). Q3 can add high 3 (violin/viola) and 4th finger extension (cello). Q4 should include review of all strings, finger patterns, intonation adjustments, and continuous review of posture throughout the entire school year.
Standards: MII.14 b; MII.15 a
This Unit focuses on proper instrumental techniques in MII.15, to include proper bow hold, placement, articulation, and tone. In Q1, the focus will be on reviewing legato, staccato, 2 note slurs, hooked bowing, and accents. Q1 will also focus on creating good tone and maintaining a proper bow hold. Q2 will focus on introducing new bowings- multiple note slurs, slurred staccato, and sforzando. Q3 and Q4 should use music that uses these skills. Throughout the year, there should be review and refinement of the bow hold and these skills.
Standards: MII.15 b, d
This unit addresses practice and goal setting for the continuing Strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
Standards: MII.2 c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, review of quarter, half, whole, eighth, dotted quarter, and dotted half notes and rests will be done with reading of the music and playing of the instrument. Q1 will also introduce sixteenth notes and dotted eighth notes. Q2 will introduce the concept of cut time (2/2 meter). In Q3, syncopation, 6/8 meter, and triplet eighth notes will be introduced. Q4 should review all new concepts that were learned throughout the year.
Standards: MII.12 a-e
This unit focuses on Note Reading for music literacy. Q1 will review note reading of all strings, especially of C and E string reading, and it will review sharp vs. Natural note reading. Students should also learn how to read key signatures for C, G, and D Major. In Q2, students will learn about flats and learn to read in subsequent key signatures. In Q4, students should learn how to read minor a, e, g and d minor key signatures.
Standards: MII.12 a, c, f, g, h
This unit focuses on MII.16 - musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performing ensembles.
Standards: MII.16 a-g
This unit focuses on scales, which is one of the most important and fundamental skills of learning an instrument. Q1 will introduce 2 octave G Major for violins and 2 octave C major for cellos and violas (basses will repeat their 1 octave). Q2 will introduce and review Bb and F Major. Q3 will introduce A major and will introduce minor scales (a, e, g, and d).
Standards: MII.13 a, b
This unit explains concerts in Middle School Orchestra. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. They must learn how to use aural skills to provide a quality performance. As they grow into intermediate level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature.
Standards: MII.5 a-c; MII.7
In this unit students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the orchestra, and make choices that align with their interests and goals. This unit aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through orchestra participation.
Standards: MII.9
This unit explores careers in music and can be connected to 7th grade curriculum in “Career Investigations.”
Standards: MII.9
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MII.1 a-c; MII.2 a, b
This unit covers the eighth and tenth Standards of Learning – intellectual property, culture, and technology. Students will learn about copyright and intellectual property, and they will apply it to music as a musician and as a consumer. Students will also learn about and identify ways in which culture and technology influence the development of music and musical styles.
Standards: MII.8; MII.10
The standards for Middle School Orchestra, Advanced Level enable students to advance technical and expressive skills. Students develop individual solutions to creative challenges through independent research, investigation, and inquiry of music ideas and concepts. Students extend their knowledge of instrument-specific techniques while expanding their vocabulary of scales, arpeggios, and rudiments in more complex rhythmic patterns. Ensemble skills become more developed as students participate and collaborate with others to create and recreate music. Music literacy and performance skills are emphasized through performing and sight-reading progressively challenging literature. Students investigate connections between music skills and college, career, and workplace skills and investigate current and emerging technology in music. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This Unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start the first week of Orchestra Classes. Once students have their instrument, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: MIAD.14 a
This unit introduces advanced orchestra students to tuning their instruments. Students will identify important parts of the instrument
used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning so that they do not need a device to tune. With practice, students will gain independence and confidence with this technique. They will learn to use their fine tuners and pegs.
Standards: MIAD.14 c
This unit focuses on proper instrumental techniques in MIAD.14 and MIAD.15, to include proper playing position and placing fingers correctly on the fingerboard. In Q1, the focus is on posture and playing position and the review of finger patterns. This should also focus on adjusting intonation and matching the ensemble. Q1 will also introduce the concept of shifting to 3rd position for violin and violas and 4th position for cellos. Q2 and Q3 will continue to review and build upon the skill of shifting. Q4 should include review of all strings, finger patterns, intonation adjustments, and continuous review of posture throughout the entire school year .
Standards: MIAD.14 b; MIAD.15 a
This unit focuses on proper instrumental techniques in MIAD.15, to include proper bow hold, placement, articulation, and tone. In Q1, the focus will be on reviewing legato, staccato, slurs, slurred staccato, and types of accents. Q1 will also focus on creating good tone and maintaining a proper bow hold. Q2 will introducing new bowings- brush stroke and tremolo. Q3 and Q4 should use music that uses these skills. Throughout the year, there should be review and refinement of the bow hold and these skills.
Standards: MIAD.15b; MIAD.5 d
This unit addresses practice and goal setting for the continuing Strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
Standards: MIAD.2 c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, review of rhythms taught in their intermediate course. Q3 will introduce the rhythm of quarter note triplets. It will also introduce compound and asymmetrical meters. Q4 will continue review of meters and rhythms.
MIAD.12 a, d, e, g, h, i
This unit focuses on Note Reading for music literacy. Q1 will introduce the concept of shifting and reading notes higher on the E string for violins (up to D6), A string for viola and cello (up to G5- Violas/up to G4 cellos), and higher notes on the G string for bass (up to F4). Throughout the school year, these concepts should be reviewed, along with the flats, sharps, and naturals.
Standards: MIAD.12 a, c, f, g, h
This unit focuses on MIAD.16 - musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performances.
Standards: MIAD.16 a-g
This unit focuses on scales, which is one of the most important and fundamental skills of learning an instrument. Q1 will review 1 octave G, D, C, F, Bb Major scales and a, e, g, and d minor scales. Q1 will introduce 2 octave G ,C, D major scales that involve shifting into III position for violins and violas and IV position for cellos. Q2 will introduce b minor scales. Continued review is need of these scales in Q3 and Q4.
Standards: MIAD.13 b
This unit explains concerts in Middle School Orchestra. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. Not only that, but it is also a requirement to take at least one ensemble to District Assessment. They must learn how to use aural skills to provide a quality performance. As they grow into advanced level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature.
MIAD.5 a-c; MIAD.7
Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the orchestra, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through orchestra participation.
Standards: MIAD.9
This unit explores careers in music and can be connected with high school course requests to help with college preparedness.
Standards: MIAD.9
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MIAD.1 a-c; MIAD.2 a, b
This unit covers the eighth and tenth Standards of Learning – intellectual property, culture, and technology. Students will learn about copyright and intellectual property, and they will apply it to music as a musician and as a consumer. Students will also learn about and identify ways in which culture and technology influence the development of music and musical styles.
Standards: MIAD.8; MIAD.10
The secondary theatre arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The standards for grade six visual arts emphasize exploration of creative processes. Using elements of art (e.g., color, form, line, shape, space, texture, value) and principles of design (e.g., balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) allows students to investigate a variety of ideas, media, and processes for creating art. Through critical analysis, historical and cultural studies, and evaluation, students determine how artists convey meaning visually.
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a unique drawing following the teacher guidelines in the lessons created.
Standards: 6.2 a; 6.3 c; 6.11; 6.12 a, b, c, d, e; 6.13; 6.14; 6.15
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a unique painting following the teacher guidelines in the lessons created.
Standards: 6.1; 6.2 a; 6.3 a, b, c, d, e; 6.11; 6.12 a, b, c, d, e; 6.15
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create 2D collage pieces.
Standards: 6.1; 6.2 a, b
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a ceramic or 3-Dimensional sculptural piece.
Standards: 6.1; 6.2 a; 6.3 a, b, c, d, e; 6.9; 6.11; 6.12 a, b, c, d, e; 6.15; 6.16; 6.17
This unit continues the exploration of textiles for sixth-grade visual art classes. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying weaving and stitchery through the lens of various cultures.
Standards: 6.3 b; 6.6 b; 6.11; 6.12 c
In this unit, sixth grade visual arts students will continue to develop skills in Printmaking. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. They will explore different printmaking techniques, such as block printing, intaglio, or etching.
Standards: 6.2 a; 6.3 b; 6.15
The standards for grade seven visual arts continue the exploration, analysis, and investigation of the creative process. Students apply elements of art and principles of design to solve art-making challenges using various processes. They develop critical thinking skills and expand their vocabulary as they explore the meaning of works of art through the evaluation of subject matter, themes, and symbols. Students develop an increased awareness of their relationship to art and investigate visual arts careers.
Students will build on the topics covered in 6th grade, learning the principles of design as they express meaning through art.
Standards: 7.2 a; 7.6 b; 7.9; 7.13
Students will build on the topics covered in 6th grade, learning the elements of art and principles of design as they express meaning through art.
Standards: 7.1; 7.2; 7.3; 7.11; 7.12 a, b, c, d, e; 7.13; 7.15
Students will build on the topics covered in 6th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create 2D collage pieces.
Standards: 7.1; 7.2 a, b
Students will build on the topics covered in 6th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a ceramic or 3-dimensional sculptural piece
Standards: 7.1; 7.2 a, b; 7.3 a, c, d; 7.11; 7.12 a, b, c, d, e; 7.13; 7.15; 7.16
This unit continues the exploration of textiles for seventh-grade visual art classes. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying weaving and stitchery through the lens of various historical and contemporary cultures.
Standards: 7.3 c; 7.6 a; 7.11
In this unit, seventh grade visual arts students will continue to develop skills in Printmaking. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. They will explore different printmaking techniques, such as mono-prints, block printing, intaglio, or etching, to investigate student-generated themes.
Standards: 7.2 a; 7.3 a; 7.15
The standards for grade eight visual arts focus on the application and synthesis of previously learned concepts and more complex technical skills. Students make conscious choices of media, processes, and techniques for expressive and creative purposes in original works of art. They develop critical thinking skills in the analysis and critique of the work of self and others. Students make connections between art experiences and other fields of knowledge in order to develop solutions to real-world problems.
Students will build on the topics covered in 7th grade, learning the principles of design as they express meaning through art.
Standards: 8.1 a; 8.2 a; 8.6 a, b, c, d
Students will build on the topics covered in 7th grade, learning the elements of art and principles of design as they express meaning through art
Standards: 8.1 a, b; 8.2 a, b; 8.3 a, b, c, d, e, f; 8.11; 8.12 a, b, c, d, e; 8.13; 8.14; 8.15
Students will build on the topics covered in 7th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create 2D collage pieces.
Standards: 8.1 a, b; 8.2 a, b
Students will build on the topics covered in 7th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a ceramic or 3-dimensional sculptural piece.
Standards: 8.1 a; 8.2 a; 8.6 a, b, c, d; 8.15, 8.16; 8.17
This unit continues the exploration of textiles for eighth-grade visual art classes. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying weaving and stitchery through the lens of personal and social experience.
Standards: 8.3 c; 8.6 a; 8.11
In this unit, seventh grade visual arts students will continue to develop skills in Printmaking. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. They will explore different printmaking techniques, such as mono-prints, block printing, intaglio, or etching, with an emphasis on delving further into a previously investigated theme.
Standards: 8.2 b; 8.3 a; 8.15
The standards for High School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit covers introducing and developing preparatory instrumental basics and playing procedures. This unit begins with instrument selection and basic instrument care. This should include learning about parts of the instrument. In this unit, students will also learn practice techniques, including setting goals and how to practice efficiently, and proper rehearsal etiquette.
Standards: HIB.14 a-d; HIB.2 c; HIB.5 b
This unit focuses on tone and tone production for instrumental beginners. Q1 – Winds: introduce proper embouchure, vowel shape, and air support. Percussion: demonstrate proper stick grip to include proper formation of fulcrum and hand placement. Demonstrate full stroke on snare drum and piston stroke on mallet instrument. Identify examples of characteristic tone on instruments studied. Q2 – Winds: describe, practice, and apply proper embouchure, vowel shape, and air support as it relates to characteristic tone production. Percussion: describe, practice, and apply proper stick grip to include proper formation of fulcrum and hand placement. Practice and apply full stroke on snare drum and piston stroke on mallet instrument at a variety of heights. Continue to identify examples of characteristic tone. Q3 and Q4 – Continue to review elements of characteristic tone through expanding ranges and registers.
Standards: HIB.15 a, c, d; HIB.16 a, b
This unit focuses on rhythm, pulse, and counting systems. Q1 – Introduce desired counting system with basic rhythms. Introduce whole notes, half notes, quarter notes and rests and 4/4 and common time meters. Q2 – Continue reinforcing counting system as relates to literature studied. Introduce eighth notes, dotted half notes, dotted quarter notes, and rests and 3/4 and 2/4 meters. Review rhythmic concepts as needed. Q3 and Q4 – Continue reinforcing counting system as relates to literature studied. Review rhythmic concepts as needed. Introduce syncopated rhythms (Q3). Introduce 6/8 meter (Q4).
Standards: HIB.12 a, d, e; HIB.16 e, f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – Introduce basic elements of note reading, including clefs, staves, notes, and rests, and first 5 notes in concert Bb plus required pitches for first half of chromatic scale. Demonstrate proper fingerings, slide positions, and mallet placement to correctly finger and play pitches. Brass players develop aural skills to match partials. Q2 – Introduce lower half of one octave F chromatic scale (A down to F). Add upper half of concert Bb scale (G, Ab, A, Bb). Clarinets will experience playing in upper register. Identify “accurate” intonation through examples. Introduce the concept of large intonation adjustments (tuning slides, mouthpiece/barrel adjustments). Q3 – Introduce concert C, D, Eb, E, and F above concert Bb. Refine large intonation adjustments through a variety of strategies. Begin to identify small intonation adjustment strategies (embouchure, tongue position). Introduce pitch matching and adjusting with drones. Review concepts of note identification on the musical staff and application on instrument. Q4 – Continue to refine pitch matching and intonation skills through various strategies dictated by literature studied. Refine and expand reading literacy through literature studied.
Standards: HIB.12 a, c; HIB.13 a, b; HIB.15 b; HIB.16 c
This unit will focus on proper instrumental technique. Q1 – Introduce proper posture and position. Introduce tongue articulations. Percussion practice full stroke and piston stroke. Q2 – Introduce staccato and slurs. Reinforce proper posture and position. Q3 and Q4 – Introduce or review instrumental techniques required as dictated by literature being studied. Reinforce proper posture and position.
Standards: HIB.12 h, i; HIB.14 d; HIB.15 d, f
This unit will focus on scales. Q1 – Introduce first half of chromatic scale. Q2 – Identify key signatures applicable to literature being studied. 1 octave chromatic, concert F and Bb major scales. Q3 and Q4 – Identify key signatures applicable to literature being studied. 1 octave concert Eb and Ab major scales (Q3). 1 octave concert C and G major scales (Q4).
Standards: HIB.13 a-c
This unit will focus on the elements required for musicianship. Q2 – Define and demonstrate dynamics as an individual. Define and demonstrate articulation styles. Q3 – Understand, identify, and demonstrate all dynamic and articulation markings in literature being studied. Q4 – Understand, identify, and demonstrate all dynamic and articulation markings in literature being studied as a means of expression
Standards: HIB.12 a, g, h; HIB.16 d, e, g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q3 – Understand and demonstrate matching dynamics and playing style as an ensemble. Q4 – Continue to refine ensemble skills through blend, matching dynamics, and styles. Introduce or review balance within an ensemble.
Standards: HIB.16 b, d, e
Q1, Q2, and Q4 will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIB.2 a-c; HIB.5 a, b, d; HIB.6 a, b; HIB.7; HIB.15 a, b, c, e
This unit will cover critical thinking skills along with personal student reflection.
Standards: HIB.3 a-e; HIB.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, in Q3 or Q4 a composition project may be offered.
Standards: HIB.1 a-c; HIB.12 b, f
The standards for High School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrating proper rehearsal etiquette.
Standards:HII.14 a-e; HII.2 b; HII.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, introduce diaphragmatic breathing. Identify characteristic tone. Establish appropriate embouchure and voicing. Display and demonstrate proper matched stick/mallet grip and proper striking area on instrument. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HII.15 b, c; HII.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review counting systems with basic rhythms as well as introduce or review 16th notes and corresponding rests. Simple meters (2/4, ¾, 4/4) will be reviewed as well as expanding understanding through 5/4 and 6/4. Q2 – introduce dotted 8th notes in conjunction with 16th note patterns and corresponding rests. Cut time introduced. Q3 – introduce quarter note triplets. Review 6/8 meter while adding 3/8 and 5/8. Q4 – introduce half note triplets.
Standards: HII.12 a, d, e; HII.16 d, e
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – introduce or review tuning with a tuner. Identify accurate intonation through examples. Identify strategies for making large and small adjustments for intonation. Introduce or review concepts of note reading. Q2 – refine intonation adjustments through a variety of strategies. Introduce pitch matching and adjusting with drones. Refine and expand reading literacy through literature studied. Q3 – continue to refine pitch matching and intonation skills through a variety of tonalities as dictated by literature studied. Expand understanding of pitch and intonation tendencies for individual instruments. Refine and expand reading literacy through literature being studied. Q4 – continue to refine pitch matching and intonation skills through a variety of tonalities as dictated by the literature being studied. Expand understanding of pitch and intonation tendencies for individual instruments. Refine and expand reading literacy through literature studied.
HII.12 a, c; HII.13 a; HII.14 c; HII.15 a; HII.16 b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Introduce instrumental techniques as dictated by the literature being studied. Q2, Q3, Q4 – introduce or review instrumental techniques as dictated by the literature being studied.
Standards: HII.12 h, i; HII.14 d, e; HII.15 c, e
This unit will focus on scales. Q1 – understand key signature identification basics (order of sharps and flats). Review C, F, Bb, Eb, Ab and G major scales (MS All-District scales); chromatic scale. Q2 – Identify key signatures applicable to the literature being studied. Introduce Db, D, and A major scales. Review other scales as needed. Q3 – Identify key signatures applicable to the literature being studied. Introduce E and B major scales. Review other scales as needed. Q4 – Identify key signatures applicable to the literature being studied. Introduce minor scales up to 3 flats and 1 sharp. Review scales as needed.
Standards: HII.13 a, b
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an individual. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic and articulation markings in literature being studied with a focus on expression, such as phrasing, in Q3 and Q4.
Standards: HII.12 a, g, h; HII.16 c, d, f
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q2 – understand and demonstrate matching dynamics and playing style as an ensemble. Introduce or review blend within an ensemble. Q3 – continue to refine ensemble skills through blend, matching dynamics, and styles. Introduce or review balance within an ensemble. Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance within an ensemble.
Standards: HII.16 a, c, d
Students have the opportunity to audition for a variety of ensembles throughout the year. September – Regional Orchestra auditions (winds and percussion), November – All County auditions, December – All District, February – All Virginia (pending eligibility), ensemble placement auditions (determined school by school).
Standards: HII.13 a, b; HII.15 a, b, c, e
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HII.2 a, b; HII.5 a, b, d; HII.6 a-c; HII.7; HII.15 a, b, c, e; HII.16 a-f
This unit will explore aspects of the District Assessment Performance process.
Standards: HII.2 a, b; HII.5 a-c; HII.6 a-c; HII.7; HII.15 a, b, c, e; HII.16 a-f
This unit will cover critical thinking skills along with personal student reflection.
Standards: HII.3 a-d; HII.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HII.1 a-c; HII.12 b, f
The standards for High School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrating proper rehearsal etiquette.
Standards: HIAD.14 a-d; HIAD.2 b; HIAD.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review diaphragmatic breathing, wind support, and characteristic tone. Develop appropriate embouchure and continue to refine voicing and vowel shapes. Continue to refine proper matched stick/mallet grip and proper striking area on instrument as well as the four basic stroke types. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAD.15 b, d; HIAD.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAD.12 a, d; HIAD.16 e-g
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process. Demonstrate accurate intonation. Review the concepts of intonation adjustments and intonation tendencies of the instrument. Review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine intonation adjustments through a variety of strategies. Review pitch matching and adjusting within the ensemble. Refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble. Continue to refine reading literacy through literature studied.
Standards: HIAD.12 a, c; HIAD.13 a; HIAD.14 b; HIAD.15 a; HIAD.16 b, c
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied.
Standards: HIAD.12 g; HIAD.14.d; HIAD.15 c
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats). Review flat major scales. Review chromatic scale. Q2 – Review sharp major scales and chromatic scale. Identify key signatures applicable to the literature being studied. Q3 – Introduce minor scales. Review major scales as needed. Continue to refine chromatic scale. Identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied. Review or introduce remaining scales not covered during the year.
Standards: HIAD.13 a-c
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing, in Q3 and Q4.
HIAD.12 a, f; HIAD.15 c; HIAD.16 d, e, h
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Introduce or review the roles of conducting gestures (Q3). Demonstrate conducting gestures (Q4).
Standards: HIAD.16 a, d, e f
Students have the opportunity to audition for a variety of ensembles throughout the year. September – Regional Orchestra auditions (winds and percussion), November – All County auditions, December – All District, February – All Virginia (pending eligibility), ensemble placement auditions (determined school by school).
Standards: HIAD.13 a-c; HIAD.15 a-d
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIAD.2 a, b; HIAD.5 a-c; HIAD.6 a-c; HIAD.7; HIAD.15 a-d; HIAD.16 a-h
This unit will explore aspects of the District Assessment Performance process.
Standards: HIAD.2 a, b; HIAD.5 a-c; HIAD.6 a-c; HIAD.7; HIAD.15 a-d; HIAD.16 a-h
This unit will cover critical thinking skills along with personal student reflection using the District Assessment Rubric.
HIAD.3 a-c; HIAD.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
HIAD.1 a-e; HIAD.12 b, e
The standards for High School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HIAR.14 a-d; HIAR.2 b; HIAR.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review diaphragmatic breathing, wind support, and characteristic tone. Develop appropriate embouchure and continue to refine voicing and vowel shapes. Continue to refine proper matched stick/mallet grip and proper striking area on instrument as well as the four basic stroke types. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAR.15 b, d; HIAR.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAR.12 a, d; HIAR.16 d-f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process. Demonstrate accurate intonation. Review the concepts of intonation adjustments and intonation tendencies of the instrument. Review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine intonation adjustments through a variety of strategies. Review pitch matching and adjusting within the ensemble. Refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble. Continue to refine reading literacy through literature studied.
Standards: HIAR.12 a, c; HIAR.13 a; HIAR.14 b; HIAR.15 a; HIAR.16 b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied.
Standards: HIAR.12 h; HIAR.14 d, e; HIAR.15 d
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats). Review flat major scales. Review chromatic scale. Q2 – Review sharp major scales and chromatic scale. Identify key signatures applicable to the literature being studied. Q3 – Introduce minor scales. Review major scales as needed. Continue to refine chromatic scale. Identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied. Review or introduce remaining scales not covered during the year. Add tonic arpeggios.
Standards: HIAR.13 a-c
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing, in Q3 and Q4.
Standards: HIAR.12 a, e, f; HIAR.15 c; HIAR.16 c, d, g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Introduce or review the roles of conducting gestures (Q3). Demonstrate conducting gestures (Q4).
Standards: HIAR.16 a, c, d, e
Students have the opportunity to audition for a variety of ensembles throughout the year. September – Regional Orchestra auditions (winds and percussion), November – All County auditions, December – All District, February – All Virginia (pending eligibility), ensemble placement auditions (determined school by school).
Standards: HIAR.13 a-c,; HIAR.15 a-d
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIAR.2 a, b; HIAR.5 a-c; HIAR.6 a-c; HIAR.7; HIAR.15 a-d; HIAD.16 a-h
This unit will explore aspects of the District Assessment Performance process.
Standards: HIAR.2 a, b; HIAR.5 a-c; HIAR.6 a-c; HIAR.7; HIAR.15 a-d; HIAD.16 a-h
This unit will cover critical thinking skills along with personal student reflection using the District Assessment Rubric.
Standards: HIAR.3 a, b; HIAR.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HIAR.1 a-d; HIAR.12 b, g
The standards for High School Choral Music, Beginning Level enable students to obtain musical knowledge and skills in a choral setting. Students learn to read, write, and notate music using basic music theory concepts and perform music from a variety of music styles, composers, cultural influences, and historical periods. They begin to develop choral skills, including singing in unison and two-part harmony, with emphasis on vocal production techniques and ensemble performance. Students apply emerging music skills to create and notate original work. Students explore choral music as a means of expression and communication and examine opportunities for engaging in music beyond the classroom. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills and develop an understanding of appropriate etiquette as a performer and as an audience member. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces the basic concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: HCB.14 a, b, c, d
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCB.12 b, f, i
This unit focuses on the part of music literacy that involves reading and vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, is the essential foundation for music literacy.
Standards: HCB.12 e; HCB.13 a, b
This unit is a year-long endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCB.14 h
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May). Q1 – Fall Concert; Q2 – Winter Concert; Q3 – Pre-Assessment and State Music Performance Assessment; Q4 – Spring Concert
Standards: HCB.3 a, b, c, d, e; HBC.4 a, b, c; HCB.5 a, b, c
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCB.15 a
This unit is a year-long endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCB.14 h
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May). Q1 – Fall Concert; Q2 – Winter Concert; Q3 – Pre-Assessment and State Music Performance Assessment; Q4 – Spring Concert
Standards: HCB.3 a, b, c, d, e; HBC.4 a, b, c; HCB.5 a, b, c
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCB.3 a-e; HCB.4 a-c; MCB.5 a-c
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCB.3 a-d; HCB.4 a-c
This unit is a year-long endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCB.14 h
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCB.3 a, b, c, d, e; HBC.4 a, b, c; HCB.5 a, b, c
The standards for High School Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques and ensemble participation, and perform music from a variety of music styles, composers, cultural influences, and historical periods. Students continue to develop and refine personal choral music ideas. Students explore choral music as a means of expression and communication. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills and develop an understanding of appropriate etiquette as a performer and as an audience member. Students compare and contrast career options in music and make cross-curricular connections to explore how music works together with other disciplines to develop innovative solutions to problems. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit reinforces the basic concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: HCI.14 a, b, c, e
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCI.12 b, f
This unit focuses on the part of music literacy that involves reading a vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, are the essential foundation for music literacy.
Standards: HCI.12 d; HCI.13 a, d
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCI.14 i
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May). Q1 – Fall Concert; Q2 – Winter Concert; Q3 – Pre-Assessment and State Music Performance Assessment *See Unit 7; Q4 – Spring Concert
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCI.15 a
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCI.14 i
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCI.3 a-d; HCI.4 a, b; HCI.5 a-c
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCI.3 a-d; HCI.4 a, b; HCI.5 a-c
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCI.3 a-d; HCI.4 a, b
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCI.14 i
The standards for High School Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and sight-read music, they expand their performance abilities and creativity. Students continue to use a creative process to develop, compose, and refine personal choral music ideas, and to document research, inquiry, and analysis of a focused choral music topic of personal interest. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Students research career options in music and the variety of careers that involve skills learned in music. They investigate cross-disciplinary connections to identify how music works with other disciplines to develop innovative solutions to inquiry-based problems. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This unit reinforces concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year as they navigate more advanced repertoire with a higher vocal demand.
Standards: HCAD.14 a, c, e, h
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCAD.12 b, f
This unit focuses on the part of music literacy that involves reading a vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, are the essential foundation for music literacy.
Standards: HCAD.12 d; HCAD.13 a, c
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level. Students who are interested in pursuing music at the collegiate level should begin researching and preparing for college/university auditions.
Standards: HCAD.14 j
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAD.3 a-d; HCAD.4 a, b; HCAD.5 a-d
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCAD.15 a
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAD.3 a-d; HCAD.4 a, b; HCAD.5 a-d
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCAD.3 a-d; HCAD.4 a, b
The standards for High School Choral Music, Artist Level enable students to refine advanced technical and expressive skills in individual and ensemble performance. Through a mature level of musicianship, students demonstrate musical elements of greater complexity and perform music from a variety of cultural influences, composers, historical periods, styles, and genres. In-depth experience in solo and/or ensemble singing and the use of foreign languages assist in preparing the student for future musical and vocal development. Students use critical thinking skills to critique personal performance as well as the performance of others. The understanding of a creative process is realized as students document growth, skill development, and learning in the development of an individual musical repertoire that includes documentation of a creative process as well as final products. Students communicate the role of music in a variety of contexts using critique, interpretation, and evaluation, and explore the innovations of the art form for the next generation. Increasing awareness of the interrelation among music, the other fine arts, and other disciplines is emphasized. Students investigate career pathways in music and analyze how music works together with other disciplines to develop innovative solutions to problems. Opportunities are provided for students to participate in local, district, regional, state, and national events.
This unit reinforces concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year as they navigate more advanced repertoire with a higher vocal demand.
Standards: HCAR.14 a, b, c, h
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCAR.12 b, g
This unit focuses on the part of music literacy that involves reading a vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, are the essential foundation for music literacy.
Standards: HCAR.12 d; HCAR.13 a, b
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level. Students who are interested in pursuing music at the collegiate level should begin researching and preparing for college/university auditions.
Standards: HCAR.14 i
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAR.3 a, b; HCAR.4 a, b; HCAR.5 a, b, c, d
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCAR.15 a
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAR.3 a, b; HCAR.4 a, b; HCAR.5 a-d
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCAR.3 a, b; HCAR.4 a, b
The Secondary Dance program is an elective opportunity available to students in grades 9-12 at select high schools in PWCS (view the list of schools in the PWCS High School Course Catalog).
In PWCS, secondary dance instruction provides students with a rigorous program that emphasizes creativity, technical skills, and artistic expression. Students engage in the creative process through choreography, improvisation, and performance, while developing proficiency in movement vocabulary, alignment, and safe practices across multiple dance styles. Instruction explores the elements of dance (body, action, space, time, and energy) and integrates analysis of cultural and historical contexts to deepen understanding of dance as a global art form. Students also investigate connections between dance, technology, and other disciplines, applying critical thinking and collaborative skills in both individual and ensemble settings. This comprehensive approach prepares students for lifelong engagement with the arts, fostering creativity, cultural awareness, and the skills essential for success in college, career, and community life.
This unit covers introducing and developing preparatory instrumental basics and playing procedures. This unit begins with instrument selection and basic instrument care. This should include learning about parts of the instrument and the parts that students should not touch or adjust yet. In this unit, students will also learn practice techniques, including setting goals and how to practice efficiently, and proper rehearsal etiquette.
Standards: HIB.14 a-d; HIB.2 c; HIB.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1 focuses on forming a proper bow hold and pizzicato technique while performing with characteristic beginning tone and timbre. Q2 focuses on developing a more mature characteristic tone through the exploration of bow placement, weight, angle, and speed. Q3 and Q4 should study literature that uses these skills. Throughout the year, there should be review and refinement of the bow hold and these skills.
Standards: HIB.15 a, c, e; HIB.16 a, b
This unit focuses on rhythm, pulse, and counting systems. In Q1, the focus is on establishing understanding of steady beat and pulse and basic rhythmic values (whole, half, quarter) with a consistent counting system in 4/4 and common time. In Q2, introduce additional rhythmic values (8th, dotted half, dotted quarter) as well as additional meters (3/4 and 2/4). Q3, introduce syncopations. Q4, introduce new meter (6/8). Q3 and Q4, continue to reinforce counting and counting systems.
Standards: HIB.12, a, d, e; HIB.16 e, f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – Introduce basic elements of note reading and notes on the D string. Students will use tapes, tuners, and aural skills to place fingers in tune while maintaining proper left hand and arm position. Q2 - Introduce notes on the A string (G string III position for bass). Identify accurate intonation through examples and introduce the concept of left-hand intonation adjustments. Q3 - Introduce C-natural, F-natural, B-flat, and G string notes (A and E strings for bass). Refine left-hand intonation adjustments through a variety of strategies. Introduce pitch matching and adjusting with drones. Q4 - Introduce C string (va/vc) and E string (vln) notes. Continue to refine pitch matching, intonation, and reading literacy through the literature being studied.
Standards: HIB.12 a, c; HIB.13 a, b; HIB.15 b; HIB.16 c
This unit will focus on proper instrumental technique. Q1 – introduce proper posture, position, left hand position, and bow hold. Introduce legato and détaché bow strokes. Q2 - Introduce staccato and two-note slurs. Reinforce proper posture and position. Q3, Q4 - Introduce or review instrumental techniques required as dictated by literature being studied. Reinforce proper posture and position.
Standards: HIB.12 h, i; HIB.14 d; HIB.15 e
This unit will focus on scales. Q2 - 1 octave D and G Major scales. Identify key signatures applicable to literature being studied. Q3 - 1 octave C Major and D harmonic minor scales. Identify key signatures applicable to literature being studied. Q4 - 1 octave F Major scale. Identify key signatures applicable to literature being studied.
Standards: HIB.13 a, b, d
This unit will focus on the elements required for musicianship. Q1 – introduce basic dynamics. Q2 Understand, identify, and demonstrate all dynamic markings and basic articulation markings in literature being studied. Q3, and Q4 – understand, identify, and demonstrate all dynamic and articulation markings in literature being studied with a focus on expression.
Standards: HIB 12 a, g, h; HIB.16 d, e, g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q2 – Introduce matching dynamics as an ensemble. Q3 – Introduce blend and balance within an ensemble. Refine ensemble skills through blend, balance, and matching dynamics and articulations. Q4 – Continue to refine ensemble skills through blend, matching dynamics, styles, and balance within an ensemble.
HIB.16 b, d, e
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIB.3 a-e; HIB.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, a composition project may be offered at the end of the year.
Standards: HIB.1 a-c; HIB.12 b, f;
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HII.14 a-d; HII.2 b; HII.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review proper bow placement, weight, angle, speed, and usage. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HII.15 b, d; HII.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review counting systems with basic rhythms as well as introduce or review 16th notes and corresponding rests. Simple meters (2/4, ¾, 4/4) will be reviewed as well as expanding understanding through 5/4 and 6/4. Q2 – introduce dotted 8th notes in conjunction with 16th note patterns and corresponding rests. Cut time introduced. Q3 – introduce quarter note triplets. Review 6/8 meter while adding 3/8 and 5/8. Q4 – introduce half note triplets.
Standards: HII.12 a, d, e; HII.16 d, e
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – introduce or review tuning with a tuner. Identify accurate intonation through examples and introduce the concept of left-hand intonation adjustments. Introduce or review concepts of note reading. Q2 – introduce pitch matching and adjusting with drones. Q3 – introduce a variety of finger patterns. Refine and expand reading literacy through literature being studied. Q4 – continue to refine pitch matching, intonation, and reading literacy through the literature being studied.
Standards: HII.12 a, c; HII.13 a; HII.14 c; HII.15 a; HII.16 b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Introduce instrumental techniques as dictated by the literature being studied. Q2, Q3, Q4 – introduce or review instrumental techniques as dictated by the literature being studied. Introduce additional articulations, rudimentary vibrato technique, and shifting to III/IV positions.
Standards: HII.12 h, i; HII.14 d; HII.15 d
This unit will focus on scales. Q1 – understand key signature identification basics (order of sharps and flats). Review 2 octave C, G, and D major scales and A minor scale. Q2 – introduce 2 octave A major, and E and B minor scales. Identify key signatures applicable to the literature being studied. Q3 – Introduce 2 octave F, Bb, and Eb major scales. Identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied. Review scales as needed.
Standards: HII.13 a, c
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an individual. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic and articulation markings in literature being studied with a focus on expression, such as phrasing.
Standards: HII.12 a, g, h; HII.16 c, d, f
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q2 – understand and demonstrate matching dynamics and playing style as an ensemble. Introduce or review blend within an ensemble. Introduce the roles of conducting gestures. Q3 – continue to refine ensemble skills through blend, matching dynamics, and styles. Introduce or review balance within an ensemble. Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance within an ensemble.
Standards: HII.16 a, c, d
Students have the opportunity to audition for a variety of ensembles throughout the year.
Standards: HII.13 a, c; HII.15 a, b, d
This unit will explore aspects of the District Assessment Performance process.
Standards: HII.2 a, b; HII.5 a-c; HII.6 a-c; HII.7; HII.15 a, b; HII.16 a-f
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HII.3 a-d; HII.4 a-b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HII.1 a-c; HII.12 b, f
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HII.2 a, b; HII.5 a-c; HII.6 a-c; HII.7; HII.15 a, b, d; HII.16 a-f
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HIAD.14 a-d; HIAD.2 b; HIAD.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review proper bow placement, weight, angle, speed, and usage. Expand students’ understanding and ability to describe tone and tone production. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAD.15 b, d; HIAD.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAD.12 a, d; HIAD.16 e-g
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process; demonstrate accurate intonation; review the concept of left-hand intonation adjustments; review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine left-hand intonation adjustments through a variety of strategies, review pitch matching and adjusting within the ensemble; refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble; continue to refine reading literacy through literature studied.
Standards: HIAD.12 a, c; HIAD.13 a; HIAD.14 b; HIAD.15 a; HIAD.16 b, c
This unit will focus on proper instrumental technique. Q1 – review proper posture and position; review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied; redefine articulation and vibrato, and introduce shifting to upper positions.
Standards: HIAD.12 g; HIAD.14 d; HIAD.15 c
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats); review 2-octave C, G, and D major scales, and A and E minor scales. Q2 – Review 2-octave A, F, Bb, and Eb major and B minor scales; identify key signatures applicable to the literature being studied. Q3 – Introduce 2-octave E, B, and F# major and D minor scales; identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied; introduce remaining scales not covered during the year.
Standards: HIAD.13 a, b
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing.
Standards: HIAD.12 a, f; HIAD.15 c; HIAD.16 d, e, h
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Q3- introduce or review the roles of conducting gestures. Q4 - demonstrate conducting gestures.
Standards: HIAD.16 a, d, e, f
Students have the opportunity to audition for a variety of ensembles throughout the year.
Standards: HIAD.13 a, b; HIAD.15 a-d
This unit will explore aspects of the District Assessment Performance process.
Standards: HIAD.2 a, b; HIAD.5 a-c; HIAD.6 a-c; HIAD.7; HIAD.15 a-d; HIAD.16 a-h
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIAD.3 a-c; HIAD.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HIAD.1 a-e; HIAD.12 b, e
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HIAR.14 a-d; HIAR.2 d; HIAR.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review proper bow placement, weight, angle, speed, and usage. Expand students’ understanding and ability to describe tone and tone production. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAR.15 b, d; HIAR.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAR.12 a, d; HIAR.16 d-f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process; demonstrate accurate intonation; review the concept of left-hand intonation adjustments; review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine left-hand intonation adjustments through a variety of strategies; review pitch matching and adjusting within the ensemble, refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble; continue to refine reading literacy through literature studied.
Standards: HIAR.12 a, c; HIAR.13 a; HIAR.14 b; HIAR.15 a; HIAR.16 b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied; rdefine articulation, vibrato, and shifting technique.
Standards: HIAR.12 h; HIAR.14 d; HIAR.15 d
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats); review previously learned 2-octave scales and tonic arpeggios. Q2 – Introduce 2-octave C-sharp, F-sharp, B, and E Major scales and D-sharp, G-sharp, C-sharp, and F-sharp minor scales and tonic arpeggios; identify key signatures applicable to the literature being studied. Q3 – Introduce A-flat, D-flat, and G-flat Major scales and C, F, and B-flat minor scales; identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied.
Standards: HIAR.13 a, b
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble; demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing and various tempos.
Standards: HIAR.12 a, e, f; HIAR.15 c; HIAR.16 c, d, g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Introduce or review the roles of conducting gestures (Q3). Demonstrate conducting gestures (Q4).
Standards: HIAR.16 a, c, d, e
Students have the opportunity to audition for a variety of ensembles throughout the year.
Standards: HIAR.13 a, b; HIAR.15 a-d
This unit will explore aspects of the District Assessment Performance process.
Standards: HIAR.2 a-b; HIAR.5 a-c; HIAR.6 a-c; HIAR.7; HIAR.15 a-d; HIAR.16 a-g
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIAR.3 a, b; HIAR.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HIAR.1 a-d; HIAR.12 b, g
The PWCS secondary photography program is designed to provide our students with a solid foundation in both the technical and artistic aspects of photography. The curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for photography and other lens-based art forms, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators – key habits of mind for our students to create a thriving future for themselves and their community.
This unit aims to introduce photography as an art form and help students acclimate to the classroom culture. Students will create and implement a file management system and digital portfolio. The students will also review the Elements of Art and Principles of Design.
Standards: AII.6 b, c; AII.7; AII.2 b
In this unit, students will learn the basic rules of composition and the concept of Abstract Art as they apply to photography. Students will also review how to talk about art and the critique process.
Standards: AII.4; AII.13
In this unit, students will gain a foundational understanding of photography by exploring its historical development and mastering the fundamental concept of the exposure triangle. Students will continue to study the history of photography throughout the years.
Standards: AII.5; AII.15
In this unit, students will gain insight into photography career paths while developing commercially valuable skills.
Standards: AII.9; AII.10; AII.16
In this unit, students will gain a foundation in portrait photography by learning basic posing techniques and exploring the impact of lighting on creating compelling portraits.
Standards: AII.1 a; AII.3 b, c; AII.11
In this unit, students will explore the art of capturing candid yet intentional photographs. They will learn how to combine observational skills and composition techniques to create compelling images of the world around us.
Standards: AII.14
In this unit students will gain a deeper understanding of color theory and psychology and develop skills in working with limited color palettes through practical challenges. Students will also select and prepare work for the Arts Festival.
Standards: AII.2 c; AII.12
In this unit, students will explore various sequencing methods to create photographs that visually narrate a story, capture movement, or evoke a specific emotion.
Standards: AII.3
The PWCS secondary photography program is designed to provide our students with a solid foundation in both the technical and artistic aspects of photography. The curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for photography and other lens-based art forms, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators – key habits of mind for our students to create a thriving future for themselves and their community.
This unit aims to help students acclimate to the classroom culture, activate prior knowledge, create and implement a file management system and their digital portfolios.
Standards: AIII.1; AIII.2 c
In this unit, students will review the basic rules of composition from photo 1 and be introduced to the Advanced Rules of Composition. Students will also review and continue practicing talking about and critiquing art and photography
Standards: AIII.2 a, b; AIII.14
In this unit students will gain a foundational understanding of photography by exploring its historical development and mastering the fundamental concept of the exposure triangle. Students will continue to study the history of photography throughout the years.
Standards: AII.5; AII.15
In this unit, students will gain insight into photography career paths while developing commercially valuable skills.
Standards: AII.9; AII.10; AII.16
In this unit, students will gain a foundation in portrait photography by learning basic posing techniques and exploring the impact of lighting on creating compelling portraits.
Standards: AII.1 a; AII.3 b, c; AII.11
In this unit, students will explore the art of capturing candid yet intentional photographs. They will learn how to combine observational skills and composition techniques to create compelling images of the world around us.
Standards: AII.14
In this unit, students will explore the influence of cinema on photography and create photo series that evoke a narrative flow. Building heavily on content from the second semester of Photography 1, this unit synthesizes everything students have learned so far, enabling them to produce cinematic style photographs that tell compelling stories.
Standards: AIII.6; AIII.10; AIII.12
In this unit, students will explore the power of photojournalism to amplify their voices and advocate for causes they care about. They will learn to combine impactful text with their images to create visually compelling tools for advocacy, enhancing their ability to communicate powerful messages through photography.
Standards: AIII.3; AIII.7
The secondary theatre arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
In PWCS, the secondary visual arts education builds upon a solid foundation of artistic skills and habits of mind developed in our K-5 program. Students will continue to develop their skills in a multitude of artistic mediums and materials such as drawing, painting, ceramics, and printmaking. They will delve deeper into the history, cultural context, and techniques of visual art. Our curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for art, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators—key habits of mind for our students to create a thriving future for themselves and their community.
The standards for Art I emphasize the development of skills needed to create, discuss, and understand original works of art. Students use creative processes to communicate ideas and personal life experiences. They create and maintain portfolios documenting their development of ideas and artwork. Students explore the cultural and historical perspectives that influence the development of artwork in a variety of time periods and places. They identify and explore technological developments and new media in the visual arts.
This introductory unit starts the year by formulating a definition of art and going over collaboration and classroom procedures, such as safety, in the art room. The definition of art is determined using a personal, historical, and social context. It is also determined by the arts’ relationships to other arts and non-arts fields of knowledge. The students learn and participate in the steps of a systematic art critique: describe, analyze, interpret, and evaluate. Students are also introduced to art terms like elements of art, principles of design, subject matter, composition, and media that will be used throughout the school year.
Standards: AI.1; AI.3 a, b, c, d; AI.4, AI.5; AI.6 d; AI.11
Now that students understand what is art, they next learn the creative process in this unit. Students maintain a sketchbook or process journal throughout the year, and this unit introduces them to how to use it. During the creative process, students follow ethical behaviors and explore technological developments.
Standards: AI.2 a, b, c, d, e, f, g, h, i; AI.8; AI.10;
In this unit, students will go further into the creative process to communicate personal ideas, select media, and apply knowledge of the Elements of Art and Principles of Design. Students will also go further into evaluating work using their critical thinking and communication skills to analyze communication in art, purpose in art, and meaning in art. Their collage/mixed media work of art will include the illusion of space and show increasing skills of media on a two-dimensional surface.
Standards: AI.1 a; AI.3 b, c, d; AI.13; AI.15; AI.16
In this Drawing unit, the students will further apply their knowledge and understanding of the creative process, critique, Elements of Art, and Principles of Design. In this unit, students create the illusion of space and learn observational skills when creating art. Students will also explore a variety of drawing media.
Standards: AI.2 a, b, c, d, e, f, g; AI.3 a; AI.12; AI.13; AI.14; AI.15; AI.16
This painting unit follows the drawing unit and focuses on historical and cultural influences, such as art movements and subject matter that represent ideas about personal, cultural, or social concepts. Studies learn about diverse artists, historical and contemporary art movements, and analyze art in relation to events, places, cultures, and historical periods. The elements of art, especially the illusion of space and color, along with the principles of design, are foundational to communicating meaning in paintings. Once students have explored painting media and practiced painting techniques, they create their own original artwork in response to styles in art history.
Standards: AI.1 b; AI.6 a-c; AI.12; AI.13; AI.15; AI.16; AI.17
A career in art now goes beyond becoming an artist and includes many different media, fields of study, technology, and design applications. Careers also include fields of study outside of art that overlap with the visual arts. This unit helps students start to explore their career options and real-world problem-solving if they would like to pursue a career in the visual arts. This unit's timing is during the school year when students are doing course selections for the next school year. This timing allows students to apply career exploration knowledge to their decision-making for future classes. If your school has events such as an electives fair, rising freshmen night, or specialty program night during this unit, then standard AI.7, engaging the school community through visual arts, can be met. In addition to the creative process, most art careers now use technology, so exploring technological developments as they pertain to art careers will be helpful to students future planning.
Standards: AI.2 a-i; AI.7; AI.9; AI.10; AI.11
The Ceramics & Sculpture Unit introduces students to three-dimensional media such as clay, papier-mâché, wire, recycled / reused / found objects, cardboard, wood, fibers, paper, metal, plaster, glass, books, stone, and plastic. Students can learn techniques such as carving, modeling, constructing, assembling, or even casting that are specific to sculpture and ceramics. Sculpture has a unique history, so students will respond to the history, culture, and artists of the past and present when creating their art. The process of creating something three-dimensional often starts as two-dimensional, so students will use their sketchbook or process journal to apply the steps of the creative process for this unit. Safety, communication, and collaboration will be important for media and tools that require special attention and care. Sculptures can be displayed in schools, professional buildings, and throughout the community, so this unit provides an opportunity for students to connect with the school community.
Standards: AI.2 a-i; AI.5; AI.6 a-d; AI.7; AI.15; AI.16; AI.17
In PWCS, the secondary visual arts education builds upon a solid foundation of artistic skills and habits of mind developed in our K-5 program. Students will continue to develop their skills in a multitude of artistic mediums and materials such as drawing, painting, ceramics, and printmaking. They will delve deeper into the history, cultural context, and techniques of visual art. Our curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for art, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators—key habits of mind for our students to create a thriving future for themselves and their community.
The standards for Visual Arts 2 help students extend and refine the ability to investigate and respond to the visual arts. Students examine the importance of process, content, concepts, and skills involved in the development of original works of art and design. Students continue to maintain process portfolios and select work for exhibition.
This introductory unit starts the year by expanding or changing the student’s definition of art from Art 1. To expand or change their definition, students will learn about the historical and cultural influences of art, such as social, political, economic, and cultural factors. They will view art from personal, cultural, and historical perspectives. Art inspired by other fields of knowledge will be explored to add to their definition of art. They will also define art by applying knowledge of ethics in art. Students take on greater responsibility with shared art materials
Standards: AII.4; AII.5; AII.6 b, c; AII.8; AII.11
This is the second unit in Art 2 following What is Art? Students have already learned the Creative Process in Art 1, so this knowledge of the creative process is expanded in Art 2 to develop a personal style and point of view in artwork. In Art I, students learned how to photograph and digitally store their artworks. In this Art 2 unit, students use technology to create a digital portfolio to present their work. Students use critique to edit and refine their work. While students work through the creative process in their sketchbooks and select work for their portfolio, they will apply and justify their ethical choices in art making.
Standards: AII.1 a, b; AII.2 a, b, c; AII.3 b, c; AII.8; AII.10
In Art 1, students learned the Elements of Art and were introduced to the Principles of Design, so this unit will focus more on the Principles of Design and reinforce the Elements of Art. Students learn various collage and mixed media processes and techniques, and develop proficiency in that media. Once these skills are learned, the students can select their own materials, media (traditional and nontraditional), and processes to create art that shows their personal interest and communication of ideas, and most importantly, addresses community needs. Students will learn how art is beneficial to the community.
Standards: AII.1 a; AII.7; AII.12; AII.15; AII.16
This drawing unit expands on drawing media and skills from Art 1 while having students develop and communicate their personal style and point of view in their artwork. New critique skills help students find connections between multiple works of art in a series or sequence and students discover other artists’ points of view or style when they draw a subject. Elements of Art and Principles of Design are still being used to communicate meaning. Perspective techniques and ways to create the illusion of space are more complex, giving students more options to create space in their drawings. Students are challenged to balance the technical aspects of observational drawing with their own artistic style. Drawing media is expanded to include higher level media and nontraditional media.
Standards: AII.1 b; AII.3 a, b; AII.12; AII.13; AII.14; AII.15; AII.16; AII.17
The focus of this painting unit is for the student to use historical and cultural knowledge of art, along with painting skills and perspective techniques, to create their own unique personalized painting. In this unit, students apply creative thinking skills just like they did during the Art 1 Painting Unit, but they transition from painting a variety of subject matter to communicating their own personal style and point of view. Students expand their critique process to include identifying common characteristics in paintings that are a series or sequence, and evaluate a wider range of work to include their own and professional works. In Art 1, students learned about paintings from diverse artists and art movements. Now students will learn about diverse artists and art from both the past and the present. As they learn about artists and artworks, they will also interpret a subject that the artist has painted in an original style or point of view. In addition to the social, cultural, and historical context of art learned in Art 1, Art 2 students will also learn about political and economic influences. Students continue to use the elements of art and principles of design to communicate meaning, but now more effectively. Students will learn additional painting media and techniques such as acrylic and gouache to add onto their Art 1 skill set that already includes tempera, watercolor, and possibly basic acrylic painting skills. More advanced techniques to create the illusion of space will be used such as atmospheric perspective and multi-point perspective. The culmination of the unit will be a unique, personalized painting that uses all the knowledge gained about personal style/point of view, diversity in painting, social/political/economic/cultural factors that influence art, and various ways to show a subject matter. This painting will demonstrate a high level of skill with paint media and show depth using newly learned or refined perspective techniques.
Standards: AII.1 b; AII.3 a-c; AII.6 a, b; AII.12; AII.13; AII.15; AII.17
Students will begin this unit by creating a short digital portfolio that exhibits their work from this year. This will give them experience with selecting their best work and refining or editing it if necessary. Students will also begin to understand how including parts of their creative process can be valuable to a portfolio. Following that, students will start researching art-related skills that relate to postsecondary education, career opportunities, and community needs. Students can engage with the community in various ways during this unit, depending on what fits best for your school. Lastly, students will choose a postsecondary educational program to research and present the information to the class, so students gain a wide variety of ideas to consider for their course selections and their future.
Standards: AII.2 a-c; AII.7; AII.9; AII.10
This unit builds on the Art 1 Sculpture/Ceramics unit but focuses more on developing higher-level skills and exploring more three-dimensional media, both traditional and nontraditional. Students connect their own sculptures to diverse artists and artworks from history and now. Media options can include clay, papier-mâché, wire, recycled / reused / found objects, cardboard, wood, fibers, paper, metal, plaster, glass, books, stone, and plastic. Techniques specific to sculpture and ceramics can include carving (balsa wood/basswood, foam, stone), modeling (clay, papier-mâché), constructing (cardboard, metal, wood, wire, paper), assembling (readymade parts, wire), or even casting. Nontraditional media can include fiber arts, glass, art materials for kinetic sculptures, art installations, or any material that can become a sculpture. Students also make connections between sculpture and other fields of knowledge. As students research community needs, they can plan how sculptures can be displayed in schools, professional buildings, and throughout the community, and support a specific need in the community.
Standards: AII.6 a; AII.7; AII.11; AII.15; AII.16
In PWCS, the secondary visual arts education builds upon a solid foundation of artistic skills and habits of mind developed in our K-5 program. Students will continue to develop their skills in a multitude of artistic mediums and materials such as drawing, painting, ceramics, and printmaking. They will delve deeper into the history, cultural context, and techniques of visual art. Our curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for art, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators—key habits of mind for our students to create a thriving future for themselves and their community.
In PWCS, the secondary visual arts education builds upon a solid foundation of artistic skills and habits of mind developed in our K-5 program. Students will continue to develop their skills in a multitude of artistic mediums and materials such as drawing, painting, ceramics, and printmaking. They will delve deeper into the history, cultural context, and techniques of visual art. Our curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for art, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators—key habits of mind for our students to create a thriving future for themselves and their community.