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Syllabus: Course Description

This document outlines the syllabus for a general music class. The course will focus on teaching students about rhythm, melody, harmony, form, and timbre through techniques like Orff and Kodaly. Students will engage with music through movement, song, dance, and games. The class will address National Music Standards centered around creating, performing, responding to, and connecting with music. The syllabus also details expectations for student behavior, classroom rules, and consequences and rewards systems.

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51 views

Syllabus: Course Description

This document outlines the syllabus for a general music class. The course will focus on teaching students about rhythm, melody, harmony, form, and timbre through techniques like Orff and Kodaly. Students will engage with music through movement, song, dance, and games. The class will address National Music Standards centered around creating, performing, responding to, and connecting with music. The syllabus also details expectations for student behavior, classroom rules, and consequences and rewards systems.

Uploaded by

api-445798954
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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SYLLABUS

Jordan Ballenger
General Music
PRE IHE PLE

INSTRUCTIONAL GOALS

Course Description: Music class will focus on the primary objectives of learning rhythm, melody,
harmony, form, and timbre through a variety of teaching techniques, including principles of Orff and
Kodaly. Students will engage in an active curriculum that addresses the primary objectives through a
variety of movement, song, dance, and games.

Learning Targets: Students will focus on the goals of the National Standards for Music Education.
These standards emphasize conceptual understanding in areas that reflect the actual processes in which
musicians engage. They cultivate a student’s artistic ability to create, perform, respond to music, as well
as connect through music to their selves and their societies.

 Creating
o Imagine – How do musicians generate creative ideas?
o Plan & Make – How do musicians make creative decisions?
o Evaluate & Refine – How do musicians improve the quality of their creative work?
o Present – When is creative work ready to share?
 Performing
o Select – How do performers select repertoire?
o Analyze – How does understanding the structure and context of musical works inform
performance?
o Interpret – How do performers interpret musical works?
o Rehearse, Evaluate & Refine – How do musicians improve the quality of their
performance?
o Present – When is a performance judged ready to present?
 Responding
o Select – How do individuals choose music to experience?
o Analyze – How does understanding the structure and context of music inform a response?
o Interpret – How do we discern musical creators’ and performers’ expressive intent?
o Evaluate – How do we judge the quality of musical work(s) and performance(s)?
 Connecting
o How do musicians make meaningful connections to creating, performing, and responding?
o How do the other arts, other disciplines, contexts, and daily life inform creating, performing,
and responding to music?
POLICIES AND PROCEDURES

General Expectations: To develop a positive culture within the classroom, all students will:
1. Give your very best
2. Contribute positively to class and fellow musicians
3. Show respect to fellow musicians, instruments, equipment, and music
4. Work to improve yourself and the class
5. Treat others as you would like them to treat you

Classroom Rules: To cultivate good student citizenship, all students will:


1. Follow directions the first time
2. Raise hand and wait to be called on before speaking
3. Keep hands, feet, objects, and negative remarks to yourself
4. Participate in all class activities

Consequences: Students must follow the rules and expectations. The classroom rules and
expectations cultivate proper student citizenship and develop a positive culture within the class. Negative
actions will result in different levels of consequences, depending on the frequency and severity of the
infraction. The following levels of consequences are possible:

1. Verbal warning (a short conversation about classroom behavior)


2. Written warning (student will write about their behavior and how it affects the classroom)
3. Loss of privilege and a phone call/email home to the parent(s)
4. Sent to the office and a phone call/email home to the parent(s)
5. Student will be sent to the office with a referral, and a meeting will be scheduled with the student,
parents, principal, teacher, and the counselor
Severe behavior: Sent to office, parents called immediately

Rewards: When students follow the rules and expectations, class can be a rewarding and positive
experience for all involved.  The following are some different rewards that can be expected:

1. Thank you!
2. Self-pride and an increased knowledge base
3. Interesting, rewarding, and inviting classes
4. Musical and intellectual growth
5. Excellent performances

Contact Information:

Jordan Ballenger
District Band Director
Priest River Lamanna High School
596 Highway 57
Priest River, ID 83856
[email protected]
BallengersBands.weebly.com
208-448-1211 Ext. 7164

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