MILWAUKEE HIGH SCHOOL OF THE ARTS

MUSIC DEPARTMENT


BEGINNING PIANO







COURSE PHILOSOPHY

Every student deserves the opportunity to improve their piano skills. The MHSA Piano classes allow
this idea to become a reality. Students do not need to have prior experience in instrumental training to
achieve success in this course. Each student is given individual attention on a daily basis, and is encouraged
to always do their very best. This is a performance-based class in which students receive a participation grade
every day, and upon completion of a song. As the students progress through the year, they are
introduced to various composers, different techniques, and numerous songs. Students are given a
completion goal each marking period. The daily lessons are a reflection of this goal. Through projects and
research, the students learn about the various composers that had an influential impact on piano music, as
well as the various musical careers that are available.









Milwaukee High School of the Arts
Curriculum Map

Musical Keyboarding


Relevant
Standards
1


Enduring
Understandings

Essential Questions
Assessments
Diagnostic
(before)
Formative
(during)
Summative
(after)
1.1.A1-2; 1.2.B1-
2; 1.3.B1-2;
1.4.B1
Utilizing music terminology and
reading music is imperative to
musical keyboarding.
How does music terminology effect piano playing?

Why is reading music imperative to piano playing?
Student Survey

Oral Questions

Class
Discussion
Written
Assignments

Student-
based
performance
rubric
Daily practice
sessions

Written
Assignments
Student
Research
Performance
Rubric (see A-1)

Mid-Term Exam

Final Exam
1.2.B1-2, 1.3.B2,
1.4.B1
A pianist must use proper
playing technique to ensure
student well-being.

Proper hand positioning will
ensure correct playing technique.

Having good posture will ensure
proper playing technique.
The amount of pressure placed
on a key by an individual finger
will create a variance in the
volume of the note.
What is the importance of warming up the wrist, hand, and
fingers prior to playing the piano important?

Why is it important to insure that the proper hand technique is
being performed while playing the piano?

How does posture effect playing technique?

How can volume alter the presentation of a musical performance?
1.1.A1-3, 1.1.B2,
1.2.B1-2, 1.3.B1-
2, 1.4.A1-3, 1.4.
B1-2, 1.5.A1-2,
1.5.B1-2
Famous pianists have left an
indelible mark on the piano
world.

Piano music has evolved from the
Baroque era to the 20
th
Century.
What characteristics have certain pianists brought to the art of piano
playing?

Why are these artists considered so great?

What about their culture and lives prompted them to choose this
career?

How has music evolved through the years?
What can we learn from the past piano greats?
What is the importance of altering our playing technique to
accommodate an era of music?

How does the music reflect the era in which it was written?
Why is music categorized into eras?
What characteristics are evident in the music that determines its
classification?
Teacher-made
tests/quizzes

Research project
rubric (see A-2)

Oral presentation
(see A-3)

Compare/contrast
rubric (see A-4)

Daily Performance
on musical
keyboards (rubric)
(see A-1)
4


Relevant
Standards
1


Enduring
Understandings

Essential Questions
Assessments
Diagnostic
(before)
Formative
(during)
Summative
(after)
1.1.A1-3, 1.1.B1-
2, 1.2.B.1-2,
1.3.B1-2, 1.4.A1-
3, 1.4.B1-2,
1.5.A1-2, 1.5.B1-
2
Critique is a method used to
evaluate music on the level of a
creator, performer, and
consumer.
What is the importance of critique?

What is the difference between good and bad critique?
What benefits result from constructive critique?
What is the benefit of self-assessment?
Student Survey

Oral Questions

Class
Discussion
Written
Assignments

Student-
based
performance
rubric
Daily practice
sessions

Written
Assignments
Student
Research
Daily
Performance on
musical keyboards
(rubric) (see A-1)

Compare/contrast
rubric (see A-4)

Self-assessment
rubric
1.1.A1-2, 1.1B2,
1.2.B1-2, 1.3.B1-
2, 1.4.A1-2,
1.4.B1-2, 1.5.B2
Performing musical works allows
a student to expand his/her
musical knowledge.

Musicianship enhances a musical
performance.

Playing the piano is an art form in
itself.
How does preparation determine a quality performance?
How does musicianship factor into a performance?
What elements need to be present to create a good
performance?
What is needed for piano playing to be considered an art form?
How can this art form be created?
Daily
Performance on
musical keyboards
(rubric) (see A-1)

Self-assessment
rubric
1.2.B5, 1.3.B3,
1.4.A3
There are many careers that
incorporate musical aspects.
What preparation does one need to pursue a career in music?

What is success?

What type of careers incorporate the aspect of music?
Research project
rubric (see A-2)

Oral Presentation
(see A-30


















5
6
Milwaukee High School of the Arts
Course Proficiencies and Pacing

Beginning Piano


Unit Title

Unit Understandings and Goals
Recommended
Duration
Unit #1: Music Theory Utilizing music terminology and reading music is imperative to piano keyboarding.

1. The students will be able to recognize notes, chord symbols, and musical terminology that
will enhance their performing experience.
Ongoing throughout
the school year.
Unit #2: Piano Pedagogy A pianist must use proper playing technique to ensure student well-being.
Proper hand positioning will ensure correct playing technique.

1. The students will experiment with various warm-up techniques that satisfy their individual
needs.
2. The students will incorporate various hand positions to accommodate the selected piece of
music.
Ongoing throughout
the school year.
Unit #3: Music History Famous pianists have left an indelible mark on the piano world.
Piano music has evolved from the Baroque era to the 20
th
Century.

1. The students will analyze the impact of pianists of the past.
2. The students will be able to recognize the key factors that differentiate the styles of music.
Ongoing throughout
the school year.
Unit #4: Critique Critique is a method used to evaluate music on the level of a creator, performer, and consumer.

1. The students will analyze performances of their own, as compared to past performances on
a daily basis.
2. The students will examine performances from the professional world.
Ongoing throughout
the school year.
Unit #5: Performance &
Musicianship
Performing musical works allows a student to expand his/her musical knowledge.
Musicianship enhances a musical performance.

1. The students will be able to incorporate collective musical teachings into a performance.
2. The students will be able to incorporate various qualities of musicianship to create a better
performance.
Ongoing throughout
the school year.
Unit #6: Music Related Careers There are many careers that incorporate musical aspects.

1. The students will explore the various careers that utilize music.
Ongoing throughout
the school year.
7
Milwaukee High School of the Arts
Beginning Piano


Unit #1: Music Theory

Enduring Understanding: Utilizing music terminology and reading music is imperative to piano keyboarding.
Essential Questions: How does music terminology effect piano playing?
Why is reading music imperative to piano playing?
Unit Goal: The students will be able to recognize notes, chord symbols, and musical terminology that will enhance their performing experience.
Duration of Unit: Ongoing throughout the school year
Standards: 1.1.A1-2, 1.2.B1-2, 1.3.B1-2, 1.4.B1

Guiding / Topical Questions

Content, Themes, Concepts, and Skills
Instructional
Resources and
Materials

Teaching Strategies

Assessment
Strategies
What is the importance of reading
music?

How does music terminology effect a
performance?

What methods can be used to instill this
universal language?
Introduction of note names, clefs, and essential
music terminology.
Introduction of note and rest durations.
Creation of mnemonics for memorization of
note names.

Implementation of notes and how they
correspond to the musical keyboard.
Textbook: Piano
Room Library

Internet
Lecture and class discussion

Complete theory worksheets

Daily performance on musical
keyboards
Written Assignments

Responses to
discussion questions

Daily Performance on
musical keyboards
(rubric) (see A-1)

Mid-term and final
exam
8
Milwaukee High School of the Arts
Beginning Piano


Unit #2: Piano Pedagogy

Enduring Understandings: A pianist must use proper playing technique to ensure student well-being.
Proper hand positioning will ensure correct playing technique.
Essential Questions: What is the importance of warming up the wrist, hand, and fingers prior to playing the piano important?
Why is it important to insure that the proper hand technique is being performed while playing the piano?
How does posture effect playing technique?
How can volume alter the presentation of a musical performance?
Unit Goal: The students will experiment with various warm-up techniques that satisfy their individual needs.
The students will incorporate various hand positions to accommodate the selected piece of music.
Duration of Unit: Ongoing throughout the school year
Standards: 1.2.B1-2, 1.3.B2, 1.4.B1

Guiding / Topical Questions

Content, Themes, Concepts, and Skills
Instructional
Resources and
Materials

Teaching Strategies

Assessment
Strategies
How can posture effect all aspects of
piano playing?

How does a warm-up prepare the mind
and body for piano playing?

How does finger pressure on the piano
key effect the volume of the note?
Assign numbers to each finger and incorporate
this usage throughout playing.

Experiment with various pressures on the piano
keys to create a variation in volume.

Introduce the proper hand position and striking
point of finger to key.
Textbook: Piano
Room Library

Internet
Teacher demonstration

Student experimentation with suggested
exercises
Lecture and class discussion
Complete classroom worksheets
Daily performance on musical
keyboards
Written Assignments

Responses to
discussion questions

Daily Performance on
musical keyboards
(rubric) (see A-1)

Mid-term and final
exam
9
Milwaukee High School of the Arts
Beginning Piano


Unit #3: Music History

Enduring Understandings: Famous pianists have left an indelible mark on the piano world.
Piano music has evolved from the Baroque era to the 20
th
Century.
Essential Questions: What characteristics have certain pianists brought to the art of piano playing?
Why are these artists considered so great?
What about their culture and lives prompted them to choose this career?
How has music evolved through the years?
What can we learn from the past piano greats?
What is the importance of altering our playing technique to accommodate an era of music?
How does the music reflect the era in which it was written?
Why is music categorized into eras?
What characteristics are evident in the music that determines its classification?
Unit Goal: The students will analyze the impact of pianists of the past.
The students will be able to recognize the key factors that differentiate the styles of music
Duration of Unit: Ongoing throughout the school year
Standards: 1.1.A1-3, 1.1.B2, 1.2.B1-2, 1.3.B1-2, 1.4.A1-3, 1.4. B1-2, 1.5.A1-2, 1.5.B1-2

Guiding / Topical Questions
Content, Themes, Concepts, and
Skills
Instructional
Resources and
Materials

Teaching Strategies

Assessment
Strategies
What is the importance of learning from the
past?

How do todays composers incorporate
techniques from past musicians?

Why should a performer alter ones
technique to accommodate the different
styles of music?
What causes a variation in a musical work?
What characteristics of a musical work
define its era of music?

What is the importance of understanding the
history of a piece of music?

How is music considered an art?
Identify the elements that distinguish an era
of music from another.

Relate various composers to their era of
music.

Distinguish different playing techniques
that correlate to the era of music.
Textbook: Piano
Room Library
Internet Text
Books
Additional piano
books
Lecture and class discussion

Individual research project on
composers

Compare/contrast two artists from
different eras of music.

Perform music incorporating these
varying styles.
Teacher-made
tests/quizzes

Research project rubric
(see A-2)

Oral presentation (see
A-3)

Compare/contrast
rubric (see A-4)

Daily Performance on
musical keyboards
(rubric) (see A-1)
Suggestions on how to differentiate in this unit:
In Levels I, II, and III, the students will work through the text book provided.
Students in Level IV, will perform pieces specific to the four time periods of music (Baroque, Classical, Romantic, and 20
th
Century)
10
Milwaukee High School of the Arts
Beginning Piano


Unit #4: Critique

Enduring Understanding: Critique is a method used to evaluate music on the level of a creator, performer, and consumer.
Essential Questions: What is the importance of critique?
What is the difference between good and bad critique?
What benefits result from constructive critique?
What is the benefit of self-assessment?
Unit Goals: The students will analyze performances of their own, as compared to past performances on a daily basis.
The students will examine performances from the professional world.
Duration of Unit: Ongoing throughout the school year
Standards: 1.1.A1-3, 1.1.B1-2, 1.2.B.1-2, 1.3.B1-2, 1.4.A1-3, 1.4.B1-2, 1.5.A1-2, 1.5.B1-2

Guiding / Topical Questions

Content, Themes, Concepts, and Skills
Instructional
Resources and
Materials

Teaching Strategies

Assessment
Strategies
What is self-assessment?

How can a person learn from good and
bad critique?
What makes critique constructive?
How can self-assessment alter a
persons performance?
Relationship of good and bad critique

Implementation of self-assessment
Textbook: Piano
Room Library

Internet
Lecture and class discussion

Creation of personal self-assessment
rubric

Viewing of various types of
performances and critiquing the effort
Daily Performance on
musical keyboards
(rubric) (see A-1)

Compare/contrast
rubric (see A-4)

Self-assessment rubric
11
Milwaukee High School of the Arts
Beginning Piano


Unit #5: Performance & Musicianship

Enduring Understandings: Performing musical works allows a student to expand his/her musical knowledge.
Musicianship enhances a musical performance.
Essential Questions: How does preparation determine a quality performance?
How does musicianship factor into a performance?
What elements need to be present to create a good performance?
What is needed for piano playing to be considered an art form?
How can this art form be created?
Unit Goal: The students will be able to incorporate collective musical teachings into a performance.
The students will be able to incorporate various qualities of musicianship to create a better performance.
Duration of Unit: Ongoing throughout the school year
Standards: 1.1.A1-2, 1.1B2, 1.2.B1-2, 1.3.B1-2, 1.4.A1-2, 1.4.B1-2, 1.5.B2

Guiding / Topical Questions

Content, Themes, Concepts, and Skills
Instructional
Resources and
Materials

Teaching Strategies

Assessment
Strategies
What is a performance?

What is musicianship?

How can a persons interpretation affect
musicianship and performance?

How does history effect musicianship
and performance?

What is art?

Can music be considered art?
Define performance.

Define musicianship.

Incorporation of personal experience into a
performance.

Relationship of musicianship and performance.
Creating the art form of music.
Textbooks: Piano
Room Library

Internet

Additional piano
books
Lecture and class discussion

Creation of personal self-assessment
rubric
Daily Performance on
musical keyboards
(rubric) (see A-1)

Self-assessment rubric
Suggestions on how to differentiate in this unit:
In Levels I, II, and III, the students will work through the text book provided.
Students in Level IV, will perform pieces specific to the four time periods of music. (Baroque, Classical, Romantic, and 20
th
Century)
12
Milwaukee High School of the Arts
Beginning Piano


Unit #6: Music Related Careers

Enduring Understanding: There are many careers that incorporate musical aspects.
Essential Questions: What preparation does one need to pursue a career in music?
What is success?
What type of careers incorporate the aspect of music?
Unit Goal: The students will explore the various careers that utilize music.
Duration of Unit: Ongoing throughout the school year
Standards: 1.2.B5, 1.3.B3, 1.4.A3

Guiding / Topical Questions

Content, Themes, Concepts, and Skills
Instructional
Resources and
Materials

Teaching Strategies

Assessment
Strategies
Does location determine need of a
certain career?

Does performance have to be a factor
in music careers?

What is the course of study for a music
career?
Define success.
Identification of the various careers in music.
Identification of post-secondary schools that
specialize in music career options.

Requirements needed to pursue the various
musical careers.

Job opportunities that require a music
background.
Internet

Magazines

Books
Lecture and class discussion

Individual research project on careers
incorporating music
Research project rubric
(see A-2)

Oral presentation (see
A-3)
13
Daily Performance Rubric


Top of Form

PIANO KEYBOARD
Poor
1 pts

Fair
2 pts

Good
3 pts

POSTURE
Poor

Has to be reminded constantly

Fair
Occasionally requires reminding

Good
Rarely have to remind

HAND POSITION
Poor

Hands never level
Fair
Occasionally requires reminding
Good
Always level with keyboard

FINGER DEXTERITY TECHNIC
Poor

Does not use correct fingers
Fair
Occasionally needs reminding
Good
Fingers always curved and firm

EYES ON MUSIC
Poor

Rarely keeps eyes on music
Fair
Occasionally needs reminding
Good
Rarely have to remind

RHYTHM
Poor

Beat is usually erratic and rhythm is
seldom accurate
Fair
Occasionally beat is erratic and rhythm
not accurate
Good
Beat is secure and rhythm mostly
accurate

NOTE READING
Poor

Rarely plays correct notes
Fair
Occasionally plays incorrect notes
Good
Consistently plays correct notes

OVERALL PROGRESS
Poor

Shows no improvement in any area
Fair
Shows improvement in some areas
Good
Show much improvement in most areas

ATTITUDE
Poor

Fair interest in learning
Fair
Some interest shown
Good
Shows much interest



TOTAL
Poor Fair Good
15


Research Paper Rubric
4Clearly knowledgeable, practiced, skilled pattern 3Evidence of a developing pattern 2Superficial, random, limited consistencies
1Unacceptable skill application
Use of Sources

Skill application demonstrates use which represents
4 3 2 1
Researched information appropriately documented

Enough outside information to clearly represent a research process

Demonstrates use of paraphrasing, direct, and indirect quotations

Information connects to the thesis

Sources on Works Cited/Bibliography or References accurately match sources cited
within the text

/20
Content/Organization

Skill application demonstrates use which represents
4 3 2 1
Introduction engaging and clearly defines thesis

Thesis is challenging and focused

Content connecting to thesis is clarifying, exploring, explaining, developing

Text organization flows sensibly and smoothly

Mixture of personal voice interwoven with research (commentary)

Conclusion thoughtful, engaging, and clear

/24
Mechanics/Usage/Spelling/Format

Skill application demonstrates use which represents
4 3 2 1
Pagination (top right following last name)

12 point Times New Roman font and appropriate margins

Usage/Grammar

Correct paragraphing

Written in formal style

/20
Information Literacy

Skill application demonstrates use which represents
4 3 2 1
Consistent Format (MLA or APA)

Evidence of thorough research (sources represent variety and types)

Documentation demonstrates conscientious application of citing ethics

Evidence of sorting and selecting appropriate material

Evidence of importance of authors credibility and validity

Research offers non-biased, fair research perspective from which a conclusion is drawn

Research information goes beyond surface information

/28
Total Score: /92 Total Percentage: %


Presentation Rubric

Evaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department of Public Instruction


1 2 3 4 Total


Organization
Audience cannot
understand presentation
because there is no
sequence of information.
Audience has difficulty
following presentation
because student jumps
around.
Student presents
information in logical
sequence which
audience can follow.
Student presents
information in logical,
interesting sequence which
audience can follow.




Subject
Knowledge


Student does not have
grasp of information;
student cannot answer
questions about subject.


Student is uncomfortable
with information and is
able to answer only
rudimentary questions.


Student is at ease with
expected answers to all
questions, but fails to
elaborate.
Student demonstrates full
knowledge (more than
required) by answering all
class questions with
explanations and
elaboration.



Graphics

Student uses
superfluous graphics or
no graphics
Student occasionally uses
graphics that rarely
support text and
presentation.


Student's graphics relate
to text and presentation.

Student's graphics explain
and reinforce screen text
and presentation.



Mechanics
Student's presentation
has four or more
spelling errors and/or
grammatical errors.

Presentation has three
misspellings and/or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.

Presentation has no
misspellings or
grammatical errors.



Eye Contact

Student reads all of
report with no eye
contact.

Student occasionally uses
eye contact, but still reads
most of report.
Student maintains eye
contact most of the time
but frequently returns to
notes.

Student maintains eye
contact with audience,
seldom returning to notes.





Elocution
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in
the back of class to
hear.
Student's voice is low.
Student incorrectly
pronounces terms.
Audience members have
difficulty hearing
presentation.

Student's voice is clear.
Student pronounces
most words correctly.
Most audience members
can hear presentation.

Student uses a clear voice
and correct, precise
pronunciation of terms so
that all audience members
can hear presentation.




A-4


.
Criteria
R
Comments

1
Opening catches
reader's interest.


2
Thesis states
topics and the
main idea.



3
Features or
subjects are
discussed in the
same order.



4
Order in which
features are
discussed is
logical.



5
Specific
examples are
used to support
ideas.


6
Wording and
ideas are fresh
and interesting.



7

Compare/contrast
clue words are
used.

8 Grammar
9 Spelling
10 Capitalization

Compare / Contrast Essay
Date: Class Writer:
Title:
Rating Scale: 1 to 5. 1=very weak, 2=weak, 3=okay, 4=very good, 5=super






































Date Class_ Evaluator:






18