Sixth Grade – Eighth Grade: Section 2

SECTION 2: Other Relevant Criteria

Click on the highlighted link for each occurence to go to the resource that meets that criteria (KLP01-05, for example).

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 SECTION 2: Other Relevant CriteriaOccurrence 1Occurrence 2Occurrence 3
Materials aligned with standards provide sequential, cumulative instruction and practice opportunities for a full range of foundational skills. (Specify or cite how the following instructional recommendations occur within this curriculum.)
1Disciplinary Literacy: Students have multiple opportunities to engage with authentic sources that represent the language and style that is used and produced by performers/artists/technicians in each of the five arts disciplines; dance, media arts, music, theatre, and visual arts. Examples could include vocabulary/term journals for each discipline (i.e. arabesque, ballad, scenery, portrait, digital art) photographs of famous/historical performers/artists, cultural and historical context. [Frequency of engagement with authentic sources should increase in higher grade levels and courses.] (Grades Pre K-12)Authentic Examples
There are 100s of examples of authentic world music in Quaver

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Famous Performers
There are a number of examples of famous performers both in photographs and as video in Quaver.

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Vocabulary and Terms
There are many vocabulary screens throughout 6-8th Grade

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2Disciplinary Literacy: Students regularly engage in speaking/writing and performing cultural art phenomena (i.e., stories of performers, write skits, address local cultural arts.)Speaking Writing and Performing

Students in 6-8 have the opportunity to create their own musical

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Performing Cultural Art Phenomena
Our choral resources contain challenging art pieces from around the globe

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Writing Skits
Students can create skits electronically using QSkits a Quaver App

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3Disciplinary Literacy: Materials provide a coherent sequence of authentic sources that use vocabulary and knowledge over the course of study in each of the five arts disciplines; dance, media arts, musice, theatre, and visual arts. Vocabulary is addressed as needed in the materials but not taught in isolation of deeper learning. Vocabulary from all five disciplines are included.Vocabulary of Samba

Brazil, Dominican Republic and Cuba are studied in 7th Grade

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Vocabulary and Knowledge

The Salsa

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Authentic Sources

Students learn the authentic musical elements of the Salsa


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4Disciplinary Literacy: Materials address the necessity of using the five arts disciplines (dance, media arts, music, theatre, and visual arts) across the curriculum.Visual Arts and Craft

Students combine art, and 3-D art with music

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Media Projects

In 7th Grade students create cell phone ring tones, using musical tools for multimedia purposes

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Combining Music, Dance, Theater

Students can use QDancer to make dance routines, combining Music, Theater, Dance, Lighting, Staging.

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5Learning Progressions: The overall organization of the materials and the
development of content skills and practices are coherent and support student mastery of the standards. The progression of learning is coordinated over time, clear and organized to prevent student misunderstanding.
Grade Organization

All 6th - 8th Grade learning is project based. Building upon and using the skills learned in K-5

6th Grade Curriculum Map




Project Organization

Each Project has project book, that organizes the project. This project lasts 6 sessions.

Music Fundamentals Project




Progression of Learning

Projects progress so that 8th Grade has the most challenging projects, including the Giant Jam

Giant Jam




6Learning Progressions: Students apply critical thinking skills to convey meaning to the presentation of artistic work.Critical Thinking Screens

There are many critical thinking screens within Quaver

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Applying Critical Thinking to Performing

Application of critical thinking to a performance.

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Customized Critical Thinking Screens

Quaver allows the teacher to make their own customized Critical Thinking Screens

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7Learning Progressions: Students have the opportunity to revisit their learning around the National Core Arts Standards (NCAS).Revisiting Past Learning

In every welcome screen students have the opportunity to revisit past learning.

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Revisiting Rhythmic Learning

Each project builds on skills previously learned. The Keyboard project takes rhythms and translates them onto the keyboard

Keyboard Project Book




Revisiting Learning Through Scope and Sequenced Projects

Projects build on one another allowing for scaffolded learning

8th Grade Curriculum Map



8Learning Progressions: Materials are coherent, sequenced within and across units to build students’ depth of knowledge.
Coherent Across Units
Our projects build on the learning at each grade level

7th Grade Curriculum Map

Materials Sequenced Within Units/Projects

Units are carefully constructed to build a sequence of leveled learning

Asian Percussion Project

Coherent Across Units
Our projects build on the learning at each grade level

NM-6-8-17 - Pop Opera Project Goals

9Learning Progressions: Materials are based on learning goals: 1) goals for learning are integrated as three-dimensional learning; 2) the nature of the arts, theory and applications . Learning Goals
Each project contains learning goals

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Three Dimensional Learning (Cross Curricular)

Each grade level allows students to learn through the paradigm of three-dimensional learning: What students know, what students think, what students do.


7th Grade Cross Curriculum Map
Nature of the Arts

Projects help students understand different styles and how music is expressed through them.

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10Learning Progressions: Materials should interpret intent and meaning in artistic work to focus student on learning goals.Interpreting Intent and Meaning

Listening maps help students to understand the intent and meaning of a piece of music.

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Intent in Artistic Works

Analysis of artistic works help students to focus on learning goals

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Interpreting Intent and Meaning

There are 30 episode videos all about music and musical elements. This episode describes the Impressionist period.

NM-6-8-22 - (Time to watch) 5:12secs - 7:17secs

11Learning Progressions: Materials are based on criteria to evaluate artistic work with grade-level appropriate learning goals.Grade Level Appropriate Goals

All Quaver projects have learning goals and rubrics

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Rubrics, Criteria + Learning Goals

Rubrics helping to focus students on learning goals

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Rubrics and Goals

Rubrics are also in printed form in project boos for students to reference throughout the project.

Busking Project Book (Pages 3 and 4)

12Usability: Materials provide pictorials, graphics and illustrations that represent diversity of cultures, race, color, creed, national origin, age, gender, language and disability.Race/ Diversity

Focus on Bill Withers and Lean on Me

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Language/ Culture
Focusing on Indian culture and music

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Gender/Language
/Culture/National Origin


Focusing on the music and language of China

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13Usability: Materials help students build an understanding of standard operating procedures and include safety guidelines, procedures, and equipment, i.e. stage equipment in theaters.Instrumental Rules
Students engage in discussion about safety and rules for the Ukulele project

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Teamwork Procedures + Rules
Students engage in discussion about procedures, principles and safety of working in a team

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Teamwork Procedures + Rules
Students engage in discussion about procedures, principles and safety of working in a stage crew or performance

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14Usability: The total amount of content is viable for a school year and grade level appropriate.
6th Grade, Viable + Appropriate

The 6th Grade Curriculum includes a full year of content organized into 6, 6-lesson projects, equalling over 400 individual activities, project books, and assessments.



6th Grade Bulletin Board
7th Grade, Viable + Appropriate

The 7th Grade Curriculum includes a full year of content organized into 4, 10-lesson projects, equalling over 400 individual activities, project books, and assessments.



7th Grade Bulletin Board
8th Grade, Viable + Appropriate

The 8th Grade Curriculum includes a full year of content organized into 4, 10-lesson projects, equalling over 400 individual activities, project books, and assessments.


8th Grade Bulletin Board
15Usability: Materials provide a variety of global/cultural perspectives used within the lesson content to account for various cultural/background experiences.Latin America
Cultural, and global content for lessons on Dominican Republic

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Africa
Cultural, and global content for lessons focusing on West Africa. This is not the only screen like this in the project

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Japan
Cultural perspectives including religion, famous people, dance and art.

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16Usability: Materials include teacher guidance for the mindful use of embedded technology to support and enhance student learning.Teacher Guidance
This paper helps teachers in using technology in the music classroom

Best Practices in Using an Online Curriculum
Technology to Enhance and Support
This paper gives ideas through technology to support student growth and help classroom management through incentives


Teacher Student Bond
Question Writing Guides
This paper guides the teacher in writing effective online questions that can be used for assessments

Pdf/15
Writing Assessment Questions
17Equity: Materials are authentic to the regulation of the five arts disciplines diverse in text type (graphs, data tables, articles, etc.) and free of bias regarding issues such as race, gender, religion, environment, business, industry, political orientation, careers and career choices.Diverse Text Type
Material is presented in multiple ways, including book style, graphs, writing guides and tables

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Free of Bias
Our resources seek to represent different nationalities, races, ages, and cultures as fairly as possible, as seen in the examples of nationalities present in our curriculum resources.



Nationalities

Religious Freedom of Bias
Material is presented in multiple ways, including book style, graphs, writing guides and tables

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18Equity: References to history and culture include New Mexico's history and culture. References to artwork include New Mexico artists and thier produced artwork.New Mexico State Song
This song shows iconography from famous animals and birds in New Mexico

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History and Culture
Students can read the history and culture surrounding the state song.

NM-K-5-58
History and Culture
Students can explore more of the History and Culture of New Mexico

NM-K-5-59
19Technology: Materials integrate technology in ways that engage students, are user-friendly, and support student learning.Intergration of Technology

This screen allows students to create groove patterns in a 6/8 meter

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Engaging Students
These venue books are engaging, user friendly, and support student learning

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Support Student Learning
This screen can be used for all kinds of melodic work, dictation, and composition.

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20Scaffolding and Support: There are separate teacher support materials including: arts disciplines, background knowledge, support in three-dimensional learning, learning progressions, common student misconceptions and suggestions to address them, guidance targeting speaking/reading/writing in an arts curriculum (i.e. conversation guides, sample scripts, rubrics, exemplar student responses, history of discipline.)Support in Learning Progressions, and Background Knowledge

Guides in Kodaly Pedagogy its process and background


Kodaly Paper
Support in Learning Progressions, and Background Knowledge

Guides in Orff Pedagogy its process and background

Orff Paper
Support in Learning Progressions, and Background Knowledge, History of Discipline

There are 5 major rhythmic counting systems all represented in Quaver. This paper lays out their history


Rhythm Syllables
21Scaffolding and Support: Students have opportunity to share their knowledge and experiences in relation to the topic at the beginning of an instructional unit.Sharing Knowledge
The first screen of a lesson is always an opportunity to share knowledge of the subject of the project

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Knowledge and Experience
This screen can be used for all kinds of melodic work, dictation, and composition.

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Sharing Knowledge
The first screen of a lesson is always an opportunity to share knowledge of the subject of the project, in this case the Science of Sound.

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22Scaffolding and Support: Materials emphasize revisiting student ideas when new information is presented or acquired.Revisiting Ideas
This screen allows students to 'add a dot' to previously learned rhythmic patterns

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Revisiting Ideas
This screen shows students how to layer their ostinato patterns into a larger piece of music.

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New Information
This screen introduces the idea of the 12 Bar Blues, and has students use past learning to write a blues song.

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23Scaffolding and Support: Appropriate suggestions and materials are provided for differentiated instruction supporting varying student needs (including students who are gifted and talented as well as those with learning difficulties) at the unit and lesson level (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties to meet standards, etc.).Differentiated Examples
This project gives four examples that are differentiated for students

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Alternative Teaching Approaches
Quaver materials support differentiated learning through offering a number of additional
screens after the end of lesson screen.



Differentiation Options
Differentiated Instruction
Quaver supports varying students needs

Multiple Learning Styles
24Scaffolding and Support: The materials provide instructional strategies, resources, and language development support for English language learners (sheltered instruction.)Lyrics Pages

All of our lyrics pages have been developed using literacy specialists. The highlighting supports ELL students

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Subtitle Support

Our videos have embedded English and Spanish closed captioning to support ELL students

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Instructional Strategies

Our guide on supporting ELL students was developed using teacher experts in the field


Best Practice for Teaching English Language Learners
25Assessment: Scoring guidelines and rubrics align to performance expectations, and incorporate criteria that are specific, observable, and measurable.Performance Expectations
Each rubric is designed to meet the level of performance expectation for that grade level.

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Specific Criteria
Each rubric is designed to meet the specific criteria for that project.

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Observable and Measurable
Each rubric is design has to be observable and measurable.

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26Assessment: Multiple types of formative and summative assessments (performance-based tasks, questions, research, investigations, projects, etc.) are embedded into content materials and assess the learning targets.Assessment / Diagnostic Pre Assessment
In 6th grade (usually the start of Middle School) Students are given a diagnostic pre-assessment to check for understanding

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Assessement/Summative
There are summative assessments at the end of every unit of study

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Assessement/Performance Based

This African Drumming Project has a performance-based assessment at the end based on the rubric studied throughout the project

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27Assessment: Materials embed student assessments that are accompanied by student work exemplars and score identification of concepts and skills to support further instruction and differentiation, remediation or acceleration. Score Identification

Ear IQChords automatically differentiates as it is played. The quicker the student answers the more complex the game becomes and the more chords are added.

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Support Remediation

This screen gives feedback to the user on what was correct and incorrect allowing them to 'remedy' their mistakes

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Built-in Assessment

This game allows students to help each other and remediate their beat keeping, and also accelerates learning by providing more challenging pieces of music.

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