TEACHING MUSIC TO WIGGLY KIDS

Music Curriculum Kindergarten

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Greenwich Music Objectives Grade 3 General Music

All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.

Essentials Skills for Music 1 st Quarter

1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I

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Central Valley School District Music 1 st Grade August September Standards August September Standards

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Grade Level Music Curriculum:

Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party

Playing Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette

BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody

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The student will: demonstrate an understanding of the difference in speaking and singing voices by singing songs and playing games.

Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. demonstrate an understanding of the difference in speaking

Title Music Grade 4. Page: 1 of 13

Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin

This is the fifth year for Diocesan-wide Music assessments on the Elementary level so most should be familiar with the process.

TO: FROM: RE: All Principals, Teachers and Music Specialists Elementary Music Curriculum Committee Music Performance Assessments for Kindergarten through Grade 8 Cumulative Music Assessments for Grades

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm

CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and

WASD PA Core Music Curriculum

Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)

Concept: Folk Music National Standard(s): 9 State Standard(s): 9.2 Lesson Essential Questions: Why is folk music important to our American heritage?

Curriculum Map Topic: American Music Days: 10 days, 40 minutes each once per class Course: Music Subject(s): General Music Grade(s): 6 th grade Key Learning(s): American music is important to our heritage.

TIme Frame: 10 Lessons. Evidence:

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Chapter Six: Rhythm Rhythm - The combinations of long and short, even and uneven sounds that convey a sense of movement. The movement of sound through time. Concepts contributing to an understanding of

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Music Kindergarten EALR 1 - s: The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts. Component 1.1 Understands and applies music concepts and vocabulary.

Montana Instructional Alignment HPS Critical Competencies Music Grade 3

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Title Music Grade 3. Page: 1 of 13

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Music Guidelines Diocese of Sacramento

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SKILL: What we want students to DO. Acquire a repertoire of songs. Echo. Identify melodic direction and high/low pitches. Improvise in pentatonic

TIME FRAME [By Date/We ek/mont h] Q1, 2, 3, 4 Q2 Q1,2,3,4 Q1,2 STANDARD OR BENCHMARK 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and

MILLSTONE TOWNSHIP SCHOOL DISTRICT MUSIC CURRICULUM GRADE: FIRST

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Kindergarten Music Curriculum Maps

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Standard 1 PERFORMING MUSIC: Singing alone and with others

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WASD PA Core Music Curriculum

Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts

Music Indicators Grade 1

Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music

1 st Grade Week 5 - Lesson 1

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SKILL: What we want students to DO. Follow a musical score Sing with correct pitch, rhythm, voice projection

TIME FRAME [By Date/We ek/mont h] STANDARD OR BENCHMARK 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and low

CONTENT AREA: MUSIC EDUCATION

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Music Curriculum Map

Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar

Teacher: Adelia Chambers

Kindergarten Instructional Plan Kindergarten First 9 Weeks: Benchmarks K: Critical Thinking and Reflection MU.K.C.1.1: Respond to music from various sound sources to show awareness of steady beat. Benchmarks

Recorder Curriculum Map: Grade 4 Classroom 2014~ 2015 PAGE : written by RL Quist

Questions Aug/Sept: 4 classes What do I need to know to begin to play recorder? Rhythm 2.1 Demonstrate & respond to beat 5.5 Respond thru purposeful movement 1. What is beat? 2. Keeping beat 3. Subdivision

First Steps. Music Scope & Sequence

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The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS

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Greenwich Music Objectives Grade 2 General Music

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Core Content/Program of Studies Curriculum Map Bourbon County Schools

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Music Curriculum Map

Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody

Grade 2 Music Curriculum Maps

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UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.

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The students express speaking and singing voices by singing songs and playing games.

Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. M.1.2. Echo vocally and/or instrumentally rhythm, tempo,

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