Curriculum Project

Beginning Instrumental Methods Curriculum Project
Thomas Graham, Lenny Grasso, Megan Hendrix, J.P. Riley and Matt Showerman
Outcome: Students will compose in varied styles.

o Unit 1: NCAS 1
Objectives: Students will listen to a melodic model of a folk song and
learn the notes and rhythms by ear
Assessment: Individual playing test on the assigned folk song
(recorded in a practice room during class time).
o Unit 2: SOL MIB.16, 10, 11; NCAS 4, 6
Objectives: In groups, students will listen to varied recordings of the folk
song and imitate the style. Students will perform variations on the folk
song by changing the notes and rhythms, but will remain in style.
Assessment: Students will identify characteristics of the style
through in an in-class writing assignment to be turned in. Students
will play individual variations for the group.
o Unit 3: SOL MIB.12.3, 10, 11, 18; NCAS 4, 6
Objectives: In groups, students will listen to a recording of the folk song in
a different style. Students will imitate the style. Students will perform
variations on the folk song in the new style.
Assessment: Students will identify characteristics of the new style
in a group discussion. Students will perform individual variations
for the group.
o Unit 4: SOL MIB.15, 10, 11; NCAS 1, 2
Objectives: Students will echo 3 and 4 note motives demonstrated by the
teacher in contrasting styles (lyrical, dance-like, etc.). Students will
improvise 3 and 4 note motives in in call and response with the teacher.
Students will improvise 3 and 4 note motives on their own. Students will
improvise 3 and 4 notes motives in call and response in small groups.
Assessment: Teacher will listen to specific areas of the class.
Teacher will provide feedback based on individual performance.
Teacher assesses individuals through the individual improvisation.
o Unit 5: SOL MIB.16, 18, 10, 11; NCAS 1, 2, 3, 5, 6
Objectives: Students will develop 3 or 4 motives to create and record a 30
second piece for their primary instrument in a style of their choice.
Assessment: Teacher will listen to recordings and assess whether
or not the objectives were met through a predetermined rubric.
Outcome: Students will connect the music to which they listen to
the music they create.
o Unit 1: MIB.20; NCAS 7, 8, 10, 11
Objectives: In small groups, students will listen to three or four popular
songs of their choice. Groups will meet with the teacher and discuss the
practicality of each song and decide which song they want to learn.
Students will decide what instruments they will play for the performance.
Assessment: Teacher will complete a rubric based on whether or

not the students select a song and whether or not they choose
instruments on which to perform.
Unit 2: MIB.10, 11, 12; NCAS 4, 5
Objectives: Students will study the recording and each student will learn
the primary melody and bass line for the song.
Assessment: Students will record the melody and bass line in pairs.
Each student will be required to perform the melody and bass line
one time. Teacher will assess the recordings using on a likert scale
assessing note accuracy.
Unit 3: MIB.21; NCAS 10, 11
Objectives: Students will study the lyrics of their respective songs. In their
groups, students will discuss what their song means to them.
Assessment: The students will be asked to summarize their song
using only one word. Teacher will facilitate a discussion in which
each students word will be recorded.
Unit 4: MIB.1, 10, 11, 12; NCAS 4, 5
Objectives: Students will study the full texture of the song and learn the
rest of the accompaniment figures. The students will make musical
decisions regarding which instruments will perform which parts for the
final performance.
Assessment: Students will submit a list that outlines which
instrument will play each part of the song.
Unit 5: MIB.10, 11, 12, 19.2; NCAS 5, 6, 9
Objectives: Students will record their performances in private practice
rooms with their groups. Students will discuss with their groups what it
means to perform a popular song in a more traditional musical setting.
Assessment: Students will evaluate themselves with the rubric that
the teacher is going to use for the final performance recording.
Unit 6: MIB.10, 11, 12, 19.2; NCAS 4, 5, 6
Objectives: Students will perform a cover of a popular song learned
entirely by ear for the class and record it.
Assessment: The teacher will assess the performance using the
rubric provided to the students in the previous unit.
Outcome: Students will respond to music to which they listen/
(perform) through writing.
Unit 1: MIB.21; NCAS 10
Objectives: Students will construct a written response to a piece of music
of their choice.
Assessment: Students will record their responses in journal format,
given the prompt Why did you choose this song? What are some
examples of things you liked about it? followed by in-journal
responses from the teacher throughout the entire process.
Unit 2: MIB.9, 21; NCAS 7, 8, 10
Objectives: Students will be able to describe a familiar piece of music
using musical vocabulary (tempo, dynamics, etc.)
Assessment: Students will edit their previous journal entry, adding

musical vocabulary
Unit 3: MIB.9, 21; NCAS 7, 8, 11
Objectives: Students will respond to an assigned piece of music from
another culture (gamelan traditional Chinese folk music, or Bulgarian pop
music are possible options)
Assessment: Students will respond in journal format, incorporating
musical vocabulary, similar to Unit 2
Unit 4: MIB.9, 21; NCAS 7, 8, 11
Objectives: Students will respond in a similar manner to music from a
different assigned culture using more frequent/complex musical
vocabulary.
Assessment: Students will respond in journal format, incorporating
commentary on form and texture
Unit 5: MIB.9, 21; NCAS 4, 5, 6, 7, 8, 10, 11
Objectives: Students will give a presentation on a piece of music that they
choose, incorporating discussion of form, texture, dynamics, and other
concepts depending on the level of understanding demonstrated through
previous journal entries.
Assessment: Students will follow a predetermined rubric including
parameters such as length of presentation, quantity of terms used,
and quality and complexity of discussion compared to previous
journal entries.

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Beginning Instrumental Methods Curriculum Project

Outcome: Students will compose in varied styles.

Assessment: Teacher will complete a rubric based on whether or

Assessment: Students will edit their previous journal entry, adding

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