K-5 Music Curriculum

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Francine Burns
2 years ago
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1 Kindergarten sing age-appropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) the singing voice (sol/mi) echo short melodic and rhythmic patterns by singing, moving, and/or playing steady beat by singing, moving, and/or playing a variety of al expressions (fast/slow, loud/soft, high/low, etc.) by singing, moving, and/or playing form (e.g., AB) by singing, moving, and/or playing sing and play simple singing games from various cultures identify and describe basic elements of (tempo, dynamics, pitch, steady beat, form) identify and describe personal feelings, moods, and emotions in response to identify and describe the composer's intent and/or meaning of create simple rhythmic patterns that can be demonstrated with and/or body percussion create appropriate movements to demonstrate understanding of a variety of al expressions (fast/slow, loud/soft, high/low, etc.) create responses to teacher or student prompts (call and response) organize personal al ideas using simple melodies and/or written rhythmic notation express personal preferences in explore various uses of in dance ; holiday songs; etc.) and other content areas explore developmentallyappropriate literature through and movement simple written rhythmic notation (quarter notes / ta, eighth note pairs / taka) demonstrate and audience etiquette demonstrate personal al ideas to peers and/or informal audience

2 1st Grade with accuracy, sing ageappropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) the singing voice (sol/mi/la) echo short melodic and rhythmic patterns by singing, moving, and/or playing steady beat by playing simple accompaniments on classroom a variety of al expressions (fast/slow, loud/soft, high/low, etc.) by singing, moving, and/or playing form (e.g., AB and ABA) by singing, moving, and/or playing identify and describe basic elements of (tempo, dynamics, pitch, steady beat, form) identify and describe personal feelings, moods, and emotions in response to identify and analyze the composer's intent and/or meaning of identify common visually and aurally in a variety of describe how a improves after practice and rehearsal analyze and refine personal al ideas and/or s based on teacher and/or peer feedback create simple rhythmic and/or melodic patterns that can be demonstrated with and/or body percussion create appropriate movements to demonstrate understanding of a variety of al expressions (fast/slow, loud/soft, high/ low, etc.) create responses to teacher or student prompts (call and response) organize personal al ideas using simple melodies and written rhythmic notation express personal preferences in explore various uses of in dance ; holiday songs; etc.) and other content areas explore developmentallyappropriate literature through and movement sing and play simple singing games from various cultures simple written rhythmic notation (quarter notes / ta, eighth note pairs / taka, quarter rest) demonstrate and audience etiquette demonstrate personal al ideas to peers and/or informal audience

3 2nd Grade demonstrate appropriate singing technique including breath control, posture, phrasing, and vowel shape. with accuracy, sing ageappropriate songs (e.g., folk songs, patriotic songs, nursery rhymes) sing one octave using solfege syllables and handsigns the singing voice perform rhythmic patterns using quarter notes, half notes, and whole notes and corresponding rests (e.g., takadimi syllables) form (e.g., AB, ABA, rondo, etc.) demonstrate and audience etiquette (walk on/off stage, stand) play an accompaniment ostinato on handbells, body percussion, and/or percussion play accurately on handbells using appropriate notation demonstrate personal al ideas to peers and/or informal audience explain personal al interests (i.e., why) analyze al works/s using teacherprovided identify timbre of different and identify instrument family/type identify broad al genres (e.g., jazz, rock, choral, etc.) identify quarter, half, and whole notes and their corresponding rests when writing with guidance, students will be able to explain why they chose to use what they did and write it using appropriate al notation identify treble clef and staff, begin reading notes, and recognize notes in the treble clef describe how a improves after practice and rehearsal analyze and refine personal al ideas and/or s based on teacher and/or peer feedback create simple al ideas and/or movements to demonstrate understanding of vocabulary (e.g., forte, piano, legato, presto, etc.) create rhythmic notation using quarter, half, and whole notes with corresponding rests using syllables tah, to-oh, and to-oh-oh-oh improvise and/or compose in major and minor tonalities as well as in duple and triple meters using ageappropriate symbols create developmentally appropriate movements to demonstrate understanding of a variety of al expressions (tempo, dynamics, pitch, form) organize personal al ideas using simple melodies and written rhythmic notation express personal preferences in explore various uses of in dance ; holiday songs; etc.) and other content areas understand themes in stories and songs and notice/recognize patterns and rhythms explore a variety of composers and/or ians sing and play simple singing games from various cultures

4 3rd Grade demonstrate appropriate singing and playing technique accurately sing age-appropriate songs (e.g., folk songs, patriotic songs, rounds, canons) sing one octave using solfege syllables, adding low ti and high re the singing voice perform rhythm patterns using eighth notes, quarter notes, half notes, dotted half notes, and whole notes and corresponding rests form (e.g., AB, ABA, rondo, question and answer, coda, introduction, interlude, etc.) demonstrate commendable behavior during a play an accompaniment ostinato on body percussion and/or percussion play accurately on recorders using appropriate notation explain personal al interests (i.e., why) identify and describe how specific al elements communicate particular ideas or moods in analyze al works/s using teacher and collaboratively-developed identify timbre of, instrument family/type, and specific identify specific al genres and eras (Baroque, Classical, Romantic, Contemporary etc.) identify eighth, quarter, half, dotted half, and whole notes and their corresponding rests analyze and refine personal al ideas and/or s based on teacher and/or peer feedback identify treble clef, staff, names of the al alphabet in the staff, and recognize notes in the treble clef create simple al ideas and/or movements to demonstrate understanding vocabulary (e. g., piano, mezzo piano, mezzo forte, and forte, legato, moderato, and presto) create rhythmic notation using eighth, quarter, half, and whole notes with corresponding rests create al ideas for improvisation and composition, using appropriate notation to write rhythmic and melodic ideas improvise and compose 8-bar melodies using pentatonic scale as well as major and minor tonalities and duple and triple meters using age-appropriate symbols improvise in Question-and-Answer form on recorders in G Pentatonic and while singing using solfege express the importance of culturally-relevant explore various uses of in dance ; holiday songs; etc.) compare/contrast the purpose of similar elements in (e.g., rhythm, patterns, form, etc.) in other disciplines and other content areas explore important composers and ians from each era and be familiar with their famous works perform G, A, B, C and D as well as G Pentatonic Scale on recorder sing and play singing games from various cultures describe how a improves after practice and rehearsal

5 4th Grade read and perform notation with appropriate technique and simple expressions al concepts (e.g., form, expression etc.. via physical, verbal, or written response) demonstrate commendable behavior during a as a performer and as an audience member sing and play singing games from various cultures identify and describe the following: - rhythm; notes and rests (whole to eighths; dotted notes; exposure to sixteenths) - treble clef pitches - exposure to minor keys identify genre and forms (e.g., classical, jazz, folk, patriotic, etc.) explain how personal perception of is influenced by interest, knowlege, purpose, and context evaluate al works/s using teacher and collaboratively-developed create compositions/improvisations using basic notation and rhythmic/melodic patterns using the voice and/or classroom in a group setting, create al ideas (e.g., rhythms, melodies, and simple accompaniment patterns) within related tonalities (e.g., major and minor) and meters express aesthetic value of al concepts using al vocabulary explain relationships between and other content areas (cross curricular with other arts, literature, math history, science, social sciences, and languages) identify and describe elements of (e.g., tempo, dynamics, pitch, steady beat, form, rhythm, timbre)

6 5th Grade read and perform notation with appropriate expression, technique, and interpretation al concepts (e.g., form, expression etc.) through singing and/or playing demonstrate exemplary behavior during a as a performer and as an audience member sing and play singing games from various cultures identify and describe the following: - rhythm; notes and rests (whole to eighths and sixteenths; dotted notes; sixteenths) - treble clef pitches - exposure to minor keys identify genre and forms (e.g., classical, jazz, folk, patriotic, etc.) explain how personal perception of is influenced by interest, knowlege, purpose, and context evaluate al works/s using teacher and collaboratively-developed create compositions/improvisations using basic notation, rhythmic/melodic patterns, and/or chordal patterns using the voice and/or classroom in a group and/or individual setting, create al ideas (e.g., rhythms, melodies, and simple accompaniment patterns) within related tonalities (e.g., major and minor) and meters express and explain aesthetic value of al concepts using al vocabulary explain relationships between and other content areas using vocabulary (cross curricular with other arts, literature, math history, science, social sciences, and languages) identify and describe elements of (e.g., tempo, dynamics, pitch, steady beat, form, rhythm, timbre, syncopation, melody, harmony)

Course Outcome Summary

Course Outcome Summary Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding