Music Curriculum Maps Revised 2016 KINDERGARTEN
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1 KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking, singing, shouting, and whispering. (1) Demonstrate proper audience etiquette. (7) Demonstrate correct posture and breathing techniques for performance. (7) Know or demonstrate the roll of a conductor. (1,7,8,9) Identify musical genre as it relates to history and culture. ( 8, 9 ) Understand opposite terms high/low. (6) Be aware of a variety of tone colors: vocal, instrumental and environmental. (4) Explore classroom instruments. (2) Understand opposite terms short/long. (6) Recognize specific expressive elements perceived in a musical piece with words, visual images or stories. (6) Use appropriate vocabulary to describe music. (6) Echo simple rhythmic patterns. (4) Identify specific songs and their relationship to holiday and special occasions. (1,6,8,9)
2 1 ST GRADE Analyze specific expressive elements perceived in a piece of music with words, visual images or stories. (6,7,9) Recognize repeated tones. (3,5) Create vocal, environmental, and instrumental sound effects for movement, speech, and songs. (4,6) Play or sing at a variety of dynamic levels. (1,2) Visually identify classroom percussion instruments. (2,6) 2 ND QUARTER Identify upward and downward motion. (2,3,4) Begin to categorize sounds into broad family groupings: vocal, instrumental, environmental sounds. (1,3,6) Sing or play quarter notes and quarter rests. (1,5) Demonstrate correct posture and breathing techniques for performance. (1,6,7) Know or demonstrate the roll of a conductor. (1,7,8,9) Demonstrate proper audience etiquette. (6,7,9) Recognize emotions and experiences expressed in given musical selections. (1,6,7,8) Identify musical genre as it relates to history and culture. (1,6,8, 9)
3 1 ST GRADE Recognize the elements of melody and rhythm. (2,4) Begin to make appropriate choices of sounds in singing, playing, and dramatizations. (1,3,4,6) Echo simple rhythmic patterns. (2,3) Create simple rhythmic patterns using quarter notes and rests. (4,5) Identify given musical selections and their relationships to holidays and special occasions. (6,7,8,9) Differentiate between same and different sections. (AB form). (6,7) Use appropriate vocabulary to describe music. (6,7) Echo simple rhythmic patterns. (2,3) Create simple rhythmic patterns using quarter notes and rests. (2,3.4,5)
4 2 ND GRADE Identify upward and downward motion. (6) Maintain a steady beat in a variety of tempi. (5) Differentiate between tone colors and instrument families. (2,4,6) 2 ND QUARTER Recognize repeated melodic patterns in a given selection. (2,3) Identify same and different sections within a piece of music. (AB and ABA forms) (6) Respond appropriately to conductor s cues when singing or playing. (1,7,9) Match pitches. (1) Demonstrate proper audience etiquette. (6,7,9) Recognize emotions and experiences expressed in given musical selections. (1,6,7,8) Identify musical genre as it relates to history and culture. (1,6,8, 9) Know or demonstrate the roll of a conductor. (1,7,8,9)
5 2 ND GRADE Identify specific expressive elements perceived in a musical piece with words, visual images, or stories. (4,5,6) Visually identify string instruments. (6) Create rhythmic patterns using quarter, half, eighth notes and quarter rests. (4,5) Identify musical elements in a song. (6,7,9) Use appropriate vocabulary to describe music. (6) Contrast the difference(s) between music and noise. (8) Echo rhythmic patterns. (2,3,4)
6 3 RD GRADE Recognize repeated melodic patterns in same or different sections. (6) Create sound effects for movement, speech or songs. (4,) Sing steps, leaps, or repeated notes on a staff. (1,5) Echo rhythmic patterns. (2,3,4) Match pitches. (1,2) Recognize musical genre. ( 6 ) 2 ND QUARTER Identify upward or downward motion. (2,6) Recognize half notes, half rests, quarter notes, quarter rests, and eighth notes. (5) Demonstrate correct posture and breathing techniques for performance. (1,6) Play or sing at dynamic levels appropriate to the expressive character of the piece. (1) Know or demonstrate the function of a conductor. (1,7,8,9) Demonstrate proper audience etiquette. (6,7,9) Perform for the class in small groups. (1,2) Understand the ways expressive structural, organizational and technical qualities within a piece of music interact to communicate ideas. (6,9) Recognize emotions and experiences expressed in given musical selections. (1,6,7,8) Identify musical genre as it relates to history and culture. (1,6,8,9)
7 3 RD GRADE Relate personal preference for a piece of music using appropriate musical terminology. (6,7,8) Identify methods of tone production for instrument families. (2,6) Identify band and orchestra instruments visually. (6) Play rhythmic patterns on instruments. (2,3) Recognize how melody, rhythm, tone color, form and harmony interrelate within a piece of music. (4,6,7) Use appropriate vocabulary to describe music. (6) Begin to interpret time signatures: 2/4, ¾, 4/4. (5,8) Begin to identify the lines and spaces of the treble clef staff. (5) Identify different musical genres. (8,9)
8 4 TH GRADE Describe the expressive elements in given musical selections. (7) Relate personal preferences for music using appropriate terminology. (6,7) Contrast the difference(s) between pitched and unpitched sounds. (3,4) Echo complex rhythmic patterns. (2,3,4) Match pitches. (1,2) 2 ND QUARTER Recognize how melody, rhythm, tone color, form and harmony interrelate within a piece of music. (4,7,9) Recognize musical phrases. (same, similar, and different). (3,6) Know the importance of practicing on performance skill. (1,2) Create rhythmic patterns using whole, half, quarter notes and rests, and eighth notes. (2,4,5) Demonstrate correct posture and breathing techniques for performance. (1,6) Play or sing at dynamic levels appropriate to the expressive character of the piece. (1) Understand the ways expressive, structural, organizational and technical qualities within a piece of music interact to communicate ideas. (7,9) Recognize emotions and experiences expressed in given musical selections. (1,6,7,8) Identify musical genre as it relates to history and culture. (1,6,8,9) Know or demonstrate the roll of a conductor. (1,7,8,9)
9 4 TH GRADE Identify simple musical forms. (AB, ABA, and ABC forms) (6) Identify band and orchestra instrument families. (6) Identify methods of tone production for instrument families. (6) Demonstrate rhythmic patterns. (2,3) Understand the functions of music in various cultures. (8,9) Identify the expressive elements in a musical piece using the proper terminology. (6) Use appropriate vocabulary to describe music. (6,7) Identify pitches on a Treble Clef Staff by letter name. (5) Clap rhythmic patterns. (3) Understand how music can affect people s moods or emotions. (6,7,8,9) Explore the use of background music in various settings. (6,7,8) Identify musical genre. (8,9)
10 5 TH GRADE Describe the expressive elements in given musical selections. (7) Relate personal preferences for music using appropriate terminology. (6,7) Contrast the difference(s) between pitched and unpitched sounds. (3,4) Echo complex rhythmic patterns. (2,3,4) Match pitches. (1,2) Identify pitches on a Treble Clef Staff by letter name. (5) 2 ND QUARTER Recognize how melody, rhythm, tone color, form, and harmony interrelate within a piece of music. (4,7,9) Maintain steady beat with appropriate accents. (2,3) Create rhythmic patterns using traditional notation. (2,4,5) Demonstrate correct posture and breathing techniques for performance. (1,6) Understand the ways expressive, structural, organizational and technical qualities within a piece of music interact to communicate ideas. (7,9) Recognize emotions and experiences expressed in given musical selections. (1,6,7,8) Identify musical genre as it relates to history and culture. (1,6,8,9) Know or demonstrate the toll of a conductor. (1,7,8,9)
11 5 TH GRADE Identify simple musical forms (AB, ABA, ABC). (6) Understand different methods of sound production. (7,8,9) Identify families of instruments. (6) Demonstrate rhythmic patterns. (3) Understand the functions of music in various cultures. (9) Use appropriate vocabulary to describe music. (6,7) Create simple music patterns. (3) Identify musical genres. (8,9) Understand how music can affect people s moods or emotions. (6,9)
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HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: First Grade STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing independently, on pitch and in rhythm, with diction and
Montgomery County Public Schools Pre-k 8 General Music Curriculum Framework
Montgomery County Public Schools Pre-k 8 General Music Curriculum Framework Standard I: Indicator 1: Perceiving, Performing and Responding: Aesthetic Education Students will demonstrate the ability to
Prince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus
Prince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus Prerequisites: Kindergarten Vocal General Music Course Description: The Vocal General Music program of instruction
BAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).
BAND Grade 7 Prerequisite: 6 th Grade Band Course Overview: Seventh Grade Band is designed to introduce students to the fundamentals of playing a wind or percussion instrument, thus providing a solid foundation
Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
Curriculum Framework for Performing Arts
Curriculum Framework for Performing Arts School: Mapleton Charter School Curricular Tool: Teacher Created Grade: K and 1 music Although skills are targeted in specific timeframes, they will be reinforced
Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
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
Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently