Maine Motif Issue 3, Vol. II (Spring 2018) | Page 31

“I keep these learning target
for a unit of study, about 8
weeks/classes. These are for
general music classes.”
-Danielle Sullivan, RSU 19
Content Area:
Music Education Graduation Standard: A. Disciplinary Literacy – Music: Students
show literacy in the discipline by understanding and
demonstrating concepts, skills, terminology, and processes.
Course 6th Grade Band
Domain Music Difficulty
Power Standard MLR A1 ​ Students accurately perform music in easy keys, meter, and
rhythms with limited ranges, both instrumentally and vocally, while
modeling proper posture and technique, alone or with others.
I can... accurately perform music demonstrating understanding of key
signatures.
Learning Goals that support this standard:
accurately perform music demonstrating understanding of time
signatures (meters).
accurately perform music demonstrating understanding of rhythms.
accurately perform music demonstrating understanding of
fingerings/notes within a limited instrumental range.
accurately perform instrumental music demonstrating and modeling
proper posture (sitting and/or standing).
accurately perform music demonstrating understanding of proper
technique alone or with others.
Taxonomy Level This is an evolutionary process that should cover all taxonomy levels.
The taxonomy level begins at remembering and goes through
understanding, applying, analyzing, evaluating and creating. The stage
at which student finishes, will determine the taxonomy level and the
overall accomplishments within each level.
Formative
Assessments A pre-test recording of a piece of concert literature will be chosen by
the director. The student will sightread the piece of music after
discussing the above concepts and elements.
 “This is the first page of a Google Doc that is in
the rough draft stage. This is a template that we
are expected to use in our district.  I thought I
would share it in case there is anything you can
use. We are expected to fill out a template for
each and every standard we cover, for each and
every ensemble/class that we teach. I share these
with students on a need to know basis via
projecting them on the wall in a simplified
format, one or two at a time. In addition, I also
include the HOLs for the day. This is just in the
beginning stages and will continue to be a work
in progress over the course of the summer,
providing the State doesn't vote to do away with
PBE.”
-Mari-Jo Hedman, MSAD 20
Rough draft of "I can..." statements template from
Fort Fairfield