Hoover City Schools. Elementary Music Course of Study. Adaptation of the Alabama State Course of Study

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1 Hoover City Schools Elementary Music Course of Study 2007 Adaptation of the Alabama State Course of Study

2 Hoover City Schools Elementary Music Course of Study 2007 Contributing Writers Natalie Evans, Riverchase Elementary School Beth Galloway, Trace Crossings Elementary School Erin Gray, South Shades Crest Elementary School Paula LeBlanc, Rocky Ridge Elementary School Carlee Means, Gwin Elementary School Vicki Portis, Bluff Park Elementary School Angela Roebuck, Shades Mountain Elementary School Mary Shaw, Green Valley Elementary School Lisa Vines, Deer Valley and South Shades Crest Elementary Schools Betty Wilson, Deer Valley Elementary School Sara Womack, Greystone Elementary School Andy Craig, Superintendent Dr. Deborah Camp, Director of Elementary Curriculum

3 Table of Contents Philosophy of Music Education Elementary Music Course of Study Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Correlation to MENC National Standards Elements Scope and Sequence Rhythm Melody Texture and Harmony Timbre Form Expression Suggested Teaching Timeline Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Timeline at a Glance Glossary Appendix Music History Overview Cultural and Style Overview Suggested Inventory of Instruments Suggested Curriculum Resources

4 Hoover City Schools Philosophy of Music Education During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it brought me great peace of mind. I have shared my love of music with people throughout this world, while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean, and the Far North, and all of this started with the music appreciation course that I was taught in a third-grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where music was not taught to children. General H. Norman Schwarzkopf, United States Army The Hoover City Schools music education philosophy is grounded in the premise that all students should be engaged in a challenging and effective music education. Current legislation and research has proven the need and demand for music education. The No Child Left Behind Act consistently uses language that embraces support for the arts programs. The definitions section of the law lists arts as a core subject area, along with English, reading or language arts, mathematics, science, history, geography, civics and government, economics, and foreign languages. When pointing out how decisions are to be made on funding, the law states that the expenditures are to be made to support the core subjects and the curricula and instruction that are aligned with the state course of study and student achievement standards. A 2003 Gallup Poll found 95% of Americans believe that music is a key component in a child's well-rounded education. Three quarters of those surveyed feel that schools should mandate music education. Another study found the schools that produced the highest academic achievement in the United States are spending 20% to 30% of the day on the arts, with special emphasis on music. (International Association for the Evaluation of Educational Achievement Test, 1988). The Hoover City Schools philosophy of music education is built upon teaching the five concepts of music rhythm, melody, harmony, form, and expressive qualities. The curriculum is spiral based and highly developmental. Conceptual learning is also a focus in that each concept will be taught while utilizing a variety of music skills singing, playing instruments, moving, listening to and analyzing music, reading and notating 2

5 music, and composing and improvising music. The National Standards, Alabama Course of Study, and Hoover City Schools Course of Study will serve as a guide. The philosophies of Carl Orff and Zoltan Kodály will be the center of most of the activities completed in the classroom. Through these philosophies, students spend the majority of instructional time creating and recreating music instead of simply discussing music. Students experience all aspects of music before learning the associated terminology. The purpose of the music program is to insure that students will value music throughout their lives. In order for a continuous appreciation of music to occur, students must have a fundamental understanding of music and realize that being an active participant in music, whether as a performer or listener, is an enjoyable experience. While comprehending the basic functions of music is central to the purpose of this music program, the foremost consideration is whether the students are excited about the music making process. If the students do not feel that the subject matter is relevant or entertaining, music will not become a necessary part of their lives in their middle school, high school, college, or post college years. Music is made relevant to students of all learning styles by utilizing music of all cultures and a variety of teaching tools. Because student excitement regarding music learning is the foremost concern, student needs drive the curriculum of the music program. The use of consistent and comprehensive assessment reveals the students needs and guides curriculum decisions in order to meet those needs. Parent support is also a necessary component of the program. Parent suggestions are encouraged. A high expectation of exceptional behavior from all students insures an inviting learning environment for the administration, teachers, parents, and students. 3

6 Hoover City Schools Elementary Music Course of Study Kindergarten Most children enter kindergarten, the beginning of their formal education, with a repertoire of songs they may have learned from family members or from childcare or preschool experiences. These songs are the basis from which music educators begin, moving the student from the familiar to new learning experiences in the area of music. The learning environment in kindergarten incorporates active participation by students. Students learn basic music skills by singing and echoing short rhythm patterns. They learn to differentiate between singing and speaking voices, begin learning basic conducting cues, demonstrate understanding of basic rhythmic concepts, learn to play various rhythm instruments, and begin to recognize changes in the dynamics and tempo of music. They also begin to discern differences in phrases and to improvise simple four-beat melodies. Kindergarten students are able to sing pitch within the range of D below the staff to second space A. Through content standards for kindergarten, students develop knowledge of various songs and musical styles and learn to express themselves through movement. They are engaged in activities that allow them to experience an enjoyment of music while developing skills in the areas of speaking, singing, moving, and playing instruments. The foundation gained in kindergarten prepares students for the study of music at the next grade level. Produce Students will: 1. Sing simple songs alone and with others following the contour of melody. Memorize songs Sing with good posture and diction maintaining a steady tempo Demonstrate the difference between speaking and singing Examples: whispering, calling, speaking, singing Use their age-appropriate vocal range utilizing head tone Vocal Range - C4-A4; Tessitura - D4-A4 2. Demonstrate responses to nonverbal conducting cues. Examples: sit, stand, listen, sing, start, stop, sing or play louder or softer. 3. Imitate a steady beat while playing various rhythm instruments. Recognize the presence or absence of a steady beat Demonstrate steady beat on barred instruments using bilateral motions Differentiate between steady beat and rhythm 4

7 4. Echo short rhythm patterns consisting of quarter notes, quarter rests, and paired eighth notes. Respond to iconic notation, i.e. play instrument, move, read aloud Play and create rhythm patterns on body percussion and unpitched percussion instruments individually and in unison with others 5. Improvise four-beat melodies using la, so, and mi. Example: Improvising on barred instruments on a pentatonic scale 6. Create expressive movement to folk songs, folk games, lullabies, marches, and other musical genres. Examples: skipping to Skip to My Lou, marching to Yankee Doodle Express musical ideas using creative movement and body percussion 7. Demonstrate appropriate audience and performance behavior. 8. Play pitched and unpitched instruments with appropriate techniques. Play a steady beat using bilateral motions. 9. Acquire and develop a repertoire of non-locomotor and locomotor movements. Respond Students will: 10. Identify similarities and differences in familiar songs, including fast or slow, loud or soft, short and long, and high and low. Example: comparing a march to a lullaby 11. Identify like and unlike phrases presented aurally in a piece of music. 12. Identify solo or group performances by sound. 13. Identify sets of two and three beats. Understand Students will: 14. Recognize differences between adult and children s voices. 15. Demonstrate singing, speaking, whispering, and calling voices. Example: singing and reciting the alphabet 5

8 16. Recognize holiday songs and simple songs from the United States and other cultures and countries. Examples: United States America holiday Jingle Bells other cultures and countries Frère Jacques 17. Identify various rhythm and orchestral instruments by sight and sound. Examples: drums, piano, trumpet 18. Differentiate high and low vocal sounds through vocal exploration. Example: producing aurally the sounds of a bird and a cow 19. Identify the seven letters of the musical alphabet. 6

9 Hoover City Schools Elementary Music Course of Study First Grade In first grade, students listening skills are more refined, as is their ability to be expressive through singing. Fine motor skills are becoming more developed, and through active learning experiences, their cognitive skills increase. In the music classroom, first-grade students continue to develop skills in speaking, singing, listening, playing instruments, and in creating movement. Students learn to identify dynamic markings, clap rhythm patterns, and begin to recognize the difference between a note and a rest. Basic music reading abilities, such as identifying quarter notes and rests and determining melodic direction on a staff, are also addressed during this grade. First-grade students are able to sing pitches within the range of D below the staff to third line B. The classroom environment in Grade 1 is one of active participation and exploration by students. Therefore, music educators of first-grade students should incorporate a variety of instructional strategies that allow students to learn by doing. Produce Students will: 1. Sing songs from various cultures and countries within an age-appropriate vocal range using clear vocal tones. Sing short melodic passages that indicate upward and downward movement in a melody Example: singing Hot Cross Buns Sing expressively using appropriate dynamics, tempo, and rhythm Examples: piano (p), forte (f) Match pitch Distinguish between accompanied and unaccompanied songs Sing songs in various pentatonic and major and minor keys Sing songs in various meters, i.e. duple and triple Vocal Range - D4-D5; Tessitura - D4-B4 2. Improvise four-beat melodies using mi, re, and do. Improvise on barred instruments on a pentatonic scale 3. Sing, play or imitate melodic patterns, individually and in unison with others. Examples: Che che koolay and Cookie 7

10 4. Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes and half notes, including playing them on various rhythm instruments. Clap repeated rhythm patterns or ostinati in familiar songs Perform accompaniments on pitched or unpitched percussion instruments using a steady beat Improvise a response to a simple rhythmic pattern, i.e. question-answer 5. Play pitched and unpitched instruments with appropriate techniques. Play a simple bordun Play a steady beat using bilateral and alternating motions Play along with others 6. Compose, using sound and movement, backgrounds or settings for poems, stories, songs, and speech pieces. 7. Interpret icons representing beat/strong beat, long/short, and tempo and dynamic changes. 8. Read notation using quarter notes, quarter rests, and paired eighth notes. Respond Students will: 9. Demonstrate vocal responses to conductor cues for loud and soft. 10. Identify melodic direction on the musical staff. Examples: upward, downward, and same 11. Identify notes as being line note or space note on a musical staff. 12. Identify so, mi, and la on the staff 13. Identify by sight and sound the difference between a note and a rest. 14. Identify musical symbols and terms Examples: quarter note, eighth notes, quarter rest, staff, treble clef 15. Identify musical phrases in a song presented aurally. Example: Twinkle, Twinkle, Little Star 16. Use creative movement to express the mood, dynamics and tempo of musical selections. Examples: skipping happily, tiptoeing when scared 8

11 17. Identify duple meter as strong-weak beat organization and triple meter as strong weak, weak. 18. Identify AB and ABA form in a musical selection. 19. Identify long and short musical sounds. Example: One sound per beat, two sounds per beat, no sound Understand Students will: 20. Distinguish between low and high sounds produced by voices or instruments. Examples: low pitch kettledrum, man s voices; high pitch triangle, woman s voice 21. Identify the number of lines and spaces on the treble clef staff. 22. Describe how vibrations produce musical sounds. 23. Identify ways in which music relates to other subjects. 24. Describe in simple terms how elements of music are used in music examples from various cultures of the world and historical periods. 25. Devise and implement criteria for evaluating performances using developmentally appropriate musical terms. 26. Classify rhythm instruments by method of tone production, including striking, shaking, scraping, and ringing. 27. Develop awareness of tone color categories: woods, metals, shakers, scrapers, and skins. 9

12 Hoover City Schools Elementary Music Course of Study Second Grade Students in second grade are beginning to exhibit more independence in their thought processes and are able to understand more complex concepts. They exhibit independence in using acquired knowledge to form opinions and personal choices. However, they continue to need teacher guidance and monitoring. In the music classroom, second-grade students are refining their musical skills by accomplishing increasing rigorous standards. Aural skills needed to identify phrases, dynamics, form, and tone color are further developed, as are basic music reading skills. Second-grade students are able to sing pitches within the range of D below the staff to third line B. They classify rhythm instruments by sound produced and use pitched instruments to perform accompaniments. They also explore components of music through listening, playing instruments, and discovering found sounds in their environments. Produce Students will: 1. Sing on pitch using good posture. Sing simple melodic ostinati and patterns in call and response form Engage in vocal exploration, blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Practice production of head voice sounds in the upper register and sustaining tones Expand vocal range upward Develop aural perception of home tone or tonal center Vocal Range - C4-D5; Tessitura - D4-B4 2. Improvise eight-beat melodies using la, so, mi, re, and do ending on home tone or tonal center. 3. Perform accompaniments to poems, rhymes, stories, dramatizations, and songs using pitched instruments. Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes Select appropriate classroom instruments to create musical accompaniments Sing songs representative of other cultures and countries Perform folk dances appropriate for age level to music from various cultures Example: Chinese ribbon dance Play simple rhythmic ostinati by rote and from notation 10

13 4. Develop basic mallet techniques. 5. Compose introductions and codas for songs and speech pieces. Respond Students will: 6. Identify music terms related to tempo changes in music, including accelerando, ritardando, and fermata. 7. Identify ABA and verse-refrain form in a musical selection. Examples: using shapes to illustrate patterns, comparing musical forms to visual arts 8. Identify steps, leaps, and repeated notes in printed music. 9. Recognize and use standard notation and terms. Examples: repeat signs, accent, p, f, whole, note, half note, slurs, ties, introduction, coda, D.C. Understand Students will: 10. Identify American patriotic songs. Examples: Star Spangled Banner, America, God Bless America 11. Identify letter names of lines and spaces on the treble clef staff. 12. Identify the difference between a verse and a refrain in a familiar musical selection. 13. Identify dynamic markings of forte (f), piano (p), crescendo (cresc. and <), and decrescendo (decresc. and >). 14. Distinguish between various vocal and instrumental timbres. Example: male and female voices, simple classroom instruments. 15. Identify the four families of instruments in an orchestra. Identifying and classifying individual instruments by sight. 16. Identify melodic sequences in a melody. Example: motif from first movement of Ludwig von Beethoven s Symphony No. 5 11

14 Hoover City Schools Elementary Music Course of Study Third Grade Students in third grade are active, curious, and eager to learn. They need greater independence as they progress in cognitive, social, emotional, and physical development. Students remain primarily concrete learners, acquiring knowledge through visual and auditory stimulation as well as hands-on experiences. The learning environment of the third-grade music classroom is one that reflects the energy and enthusiasm of its students. Students work together as a community of learners in an atmosphere in which their ideas and contributions are valued. This environment promotes self-confidence, and is one in which students are more receptive to suggestions for improvement. Content standards in Grade 3 emphasize the development of proper vocal technique; performance of simple melodic, rhythmic, and chordal accompaniments; and identification of instruments by sight and sound. Third-grade students are also able to sing pitches within the range of D below the staff to fourth line D. These skills, along with others, continue to serve as the foundation for the advanced content in subsequent grades. Produce Students will: 1. Demonstrate proper vocal technique by using pure head tone, good posture, and correct rhythm. Use appropriate dynamics while singing expressively Sing rounds Sing songs of other cultures and countries Vocal range - B3-E5; Tessitura - D4-D5 2. Sing melodic ostinati, canons, partner songs, and echo songs to create harmony. 3. Improvise eight-beat melodies using la, so, mi, re, and do and quarter note and eighth note rhythms. Improvise contrasting B and C sections in rondo form using sound and movement Improvise answers to given rhythmic and melodic phrases Express musical ideas using creative movement, body percussion, classroom instruments, and vocal sounds Improvise simple melodies based on the pentatonic scale 4. Play rhythm patterns, including whole notes, dotted half notes, dotted quarter notes, sixteenth notes, and simple syncopation using pitched or unpitched instruments or by clapping. 12

15 5. Perform rhythmic ostinati while others are singing a melody. 6. Develop crossover mallet technique for playing borduns and ostinati. 7. Create and compose music within specified guidelines. Create AB, ABA, ABACA, using speech, instruments, voices, and movement Compose rhythmic and melodic patterns Respond Students will: 8. Demonstrate melodic contour through creative movement. Example: using gestures or drawings to indicate upward and downward direction of melody 9. Recognize conductor cues and $ meter signatures meter signatures. 10. Identify ABC form in musical selections. 11. Identify meter according to strong and weak beat organization. Examples: strong, weak strong, weak, weak, weak = $ 12. Recognize and use standard notational symbols and terms. Example: dotted half note, single eighth note, eighth rest, staccato, legato, Understand Students will: musical alphabet, fermata, barline, measure, #, pitch names 13. Identify music symbols found on the staff, including the treble clef, meter signatures, bar lines, measures, double bar line, and repeat signs. Defining terms associated with printed music, including fermata, slur, legato, staccato, and da capo (D.C.) 14. Identify music terms related to dynamics in music, including fortissimo (ff), mezzo forte (mf), mezzo piano (mp), and pianissimo (pp). 15. Identify the musical alphabet ascending on lines and spaces from middle C to G above the staff. 16. Demonstrate perceptual skills by moving, by answering questions, and by describing aural examples of music of various styles representing diverse cultures. 13

16 Hoover City Schools Elementary Music Course of Study Fourth Grade Students in fourth grade are becoming more expressive. They are developing both socially and emotionally and often look to their peers for social acceptance. Fourthgrade students are intrigued with the varied sounds they make with their voices and find opportunities to use their speaking and singing voices with proper pitch, phrasing, pace, modulation, and gestures. To nurture their interest, the classroom environment promotes the active engagement of students in their own learning through independent and group projects. These experiences prepare student for new content found in the music curriculum. Content standards in Grade 4 continue to build upon prior knowledge. Additional concepts, techniques, and vocal requirements are added to those already mastered by students. At this grade level, students perform a varied repertoire of music, sing expressively, echo rhythmic and melodic pitches within the range of middle C to fourth line D. Through these musical experiences students continue to develop cognitively, physically, socially, and emotionally. Produce Students will: 1. Perform a varied repertoire of music using vocal technique, pure head tone, good diction, good posture, proper pitch and rhythm, and breath control. Sing intervals within the major pentatonic scale Respond to conducting patterns #, and $ meter signatures Sing legato and staccato Sing songs of other cultures and countries Sing using a variety of dynamics Practice blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Sing with sensitivity to blend in a group or choral ensemble, responding to cues from a conductor Develop aural perception and inner hearing skills Develop correct intonation Vocal Range - A3-G5; Tessitura - C4-D5 2. Sing in rounds or canons to create harmony. Sing partner songs 3. Improvise eight-beat melodies using so, mi, la, re, and do with half notes, quarter rests, and syncopation. 14

17 4. Perform simple chord progression on pitched instruments. Example: I, V 5. Perform simple melodies on pitched instruments. 6. Perform rhythm patterns, including syncopation and eight and sixteenth-note combinations on various rhythm instruments. Play melodic and rhythmic ostinati 7. Recognize and label phrases. 8. Create and compose music within specified guidelines. Create, notate, and perform a pentatonic melody Create and perform speech, movement, and/or rhythm canons 9. Practice patterned locomotor movements in singing games and circle, line, and folk dances. Respond Students will: 10. Improvise pentatonic melodies using a variety of sound sources including recorder and pitched percussion. 11. Improvise pentatonic melodies using a variety of sound sources, including electronic sources. 12. Identify ledger-line notes C and B below the treble staff. 13. Identify theme and variations in musical selections. Understand Students will: 14. Classify orchestral instruments by family Identify individual instruments by sound 15. Recognize styles of twentieth-century music Example: jazz, pop, country, folk 16. Explain personal preferences for specific musical works and styles using appropriate music terminology. 17. Identify by sound and describe roles of musicians and the elements of music in various music settings and cultures. 15

18 Hoover City Schools Elementary Music Course of Study Fifth Grade Students in fifth grade are experiencing rapid growth in their emotional and social development. As they become more aware of their immediate surroundings, students interest in the expanded environment begins to emerge. Students need guidance to recognize relationships between music and other disciplines as they develop a more sophisticated sense of music, using it to reflect their feelings and emotions. The fifthgrade music classroom provides a positive learning environment that encourages students to participate in classroom activities while using good posture, intonation, correct rhythm, and breath control. Content standards in Grade 5 offer opportunities for students to become engaged in singing, notating, and composing, while musically defining techniques and process. They are able to play rhythm patterns and begin to recognize instruments in the orchestra by sight and sound. Fifth-grade students are also able to sing pitches within the range of middle C to fourth line D. These skills enable students to transition smoothly into Grade 6-8 Music or into Level I of either Vocal or Instrumental Music. Produce Students will: 1. Sing intervals on pitch within a major diatonic scale. Further establish deep breathing skills and breath control Vocal Range - A3-G5; Tessitura - C4-D5 2. Improvise eight-beat melodies using la, so, mi, re, and do with a variety of rhythms and phrases. Improvise extended phrases in question/answer form Improvise melodies using various scales 3. Play rhythm patterns, including triplets and dotted eighth and sixteenth-note combinations on pitched and non pitched instruments Perform melodic and rhythmic patterns and songs #, $, and P meter signatures Notate rhythms #, and $ meter signatures Identify tempo markings such as allegro, presto, largo, and andante 4. Perform simple melodies on recorders. 16

19 5. Improvise melodies in a major diatonic scale by singing or using a pitched instrument. 6. Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms. 7. Sing partner songs to create harmony. Sing descants and two-part songs 8. Demonstrate appropriate use of legato and staccato in a song. 9. Compose, notate and perform compositions. 10. Perform creative movements while exploring concepts of space: level, direction, size, place, pathways, focus. Respond Students will: 11. Recognize conducting patterns #, and $ meter signatures. 12. Identify ledger-lines notes A, B, and C above the treble staff. Understand Students will: 13. Identify whole and half steps of the major diatonic scale in printed music. Identify intervals of the diatonic scale in printed music Recognize the difference between major and minor tonality 14. Recognize vocal timbre as soprano, alto, tenor, or bass. 15. Identify eras of music. Examples: Baroque, Classical, Romantic, Contemporary Identify composers of each era of music 16. Compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. 17. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. 17

20 Correlation to MENC National Standards Standards and Skills Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade National Standard #1- Singing, alone and with others, a varied repertoire of music. Vocal Range Vocal Range- C4- A4; Tessitura D4- A4 Vocal Range- D4- D5; Tessitura- D4- B4 Vocal Range- C4- D5; Tessitura- D4- B4 Vocal range- B3- E5; Tessitura- D4- D5 Vocal Range- A3- G5; Tessitura- C4- D5 Vocal Range- A3- G5; Tessitura- C4- D5 Main Point Sing simple songs alone and with others following the contour of melody. Sing songs from various cultures and countries within an ageappropriate vocal range using clear vocal tones. Sing on pitch using good posture. Demonstrate proper vocal technique by using pure head tone, good posture, and correct rhythm. Perform a varied repertoire of music using vocal technique, pure head tone, good diction, good posture, proper pitch and rhythm, and breath control. Sing intervals on pitch within a major diatonic scale. Types of Songs / Melody -Memorizing songs -Singing short melodic passages that indicate upward and down ward movement in a melody -Singing simple melodic ostinati -Singing rounds -Singing intervals within the major pentatonic scale -Sing partner songs to create harmony. -Demonstrating the difference between speech and singing. Examples: whispering, shouting, speaking, singing Example: singing Hot Cross Buns -Singing songs in various pentatonic and major and minor keys -Singing songs in various meters, i.e. duple and triple -Singing melodic patterns in call and response form -Singing simple drones and melodic ostinati -Singing songs representative of other cultures and countries -Singing songs of other cultures and countries -Sing melodic ostinati, canons, partner songs, and echo songs to create harmony. -Singing songs of other cultures and countries -Sing in rounds or canons to create harmony. -Singing partner songs -Singing descants and two-part songs 18

21 Expression Singing with good posture and diction maintaining a steady tempo -Singing expressively using appropriate dynamics, tempo and rhythm Developing aural perception of home tone or tonal center -Using appropriate dynamics while singing expressively -Responding to conducting patterns of 2/4,!, 4/4 meter signature Examples: piano (p), forte (f) -Express musical ideas using vocal sounds -Singing legato and staccato -Demonstrate vocal responses to conductor cues for loud and soft. -Singing using a variety of dynamics Vocal Technique Using their ageappropriate vocal range utilizing head tone -Matching pitch -Engaging in vocal exploration, blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register -Practice blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Improve deep breathing skills and breath control -Sing melodic patterns, individually and in unison with others. -Practicing production of head voice sounds in the upper register and sustaining tones -Sing with sensitivity to blend in a group or choral ensemble, responding to cues from a conductor -Expanding vocal range upward -Develop aural perception and inner hearing skills -Develop correct intonation 19

22 National Standard #2- Performing on instruments, alone and with others, a varied repertoire of music. Main Point Play pitched and unpitched instruments with appropriate techniques. Play or imitate melodic patterns, individually and in unison with others. Perform accompaniments to poems, rhymes, stories, dramatizations, and songs using pitched instruments. Play rhythm patterns, including whole notes, dotted half notes, dotted quarter notes, sixteenth notes, and simple syncopation using pitched or nonpitched instruments or by clapping. Perform simple chord progression on pitched instruments. Example: I, V, I Play rhythm patterns, including triplets and dotted eighth and sixteenth-note combinations on pitched and non pitched instruments Instrument Technique Play a steady beat using bilateral motions. -Play pitched and unpitched instruments with appropriate techniques. Develop basic mallet techniques. Develop crossover mallet technique for playing borduns and ostinati. -Play a steady beat using bilateral and alternating motions 20

23 Rhythm -Echo short rhythm patterns consisting of quarter notes, quarter rests, and paired eighth notes. -Play a simple bordun -Demonstrating rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes Playing rhythmic ostinati Perform rhythmic patterns and songs in 2/4,!, 4/4, and 6/8 meter signatures -Playing and creating rhythm patterns on body percussion and unpitched percussion instruments individually and in unison with others -Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes and half notes, including playing them on various rhythm instruments` -Playing simple rhythmic ostinati by rote and from notation -Clapping repeated rhythm patterns or ostinati in familiar songs -Performing accompaniments on pitched or nonpitched percussion instruments using a steady beat 21

24 Expression Play in combination with each other (Example: ensemble) -Selecting appropriate classroom instruments to create musical accompaniments -Perform rhythmic ostinati while others are singing a melody. -Express musical ideas using body percussion and classroom instruments Melody -Perform simple melodies on pitched instruments. Examples: recorders and barred instruments -Playing melodic ostinati -Perform melodic patterns and songs in 2/4,!, 4/4, and 6/8 meter signatures -Perform simple melodies on recorders 22

25 National Standard #3- Improvising melodies, variations, and accompaniments. Melody Improvise fourbeat melodies using la, sol, and mi. Improvising on barred instruments on a pentatonic scale Improvise eightbeat melodies using la, so, mi, re, do, and quarter-note and eighth note rhythms. -Improvise eightbeat melodies using sol, mi, la, re, and do with half notes, quarter rests, and syncopation. -Improvise eightbeat melodies using la, sol, mi, re, and do with a variety of rhythms and phrases. Example: Improvising on barred instruments on a pentatonic scale -Improvise answers to given rhythmic and melodic phrases -Improvise pentatonic melodies using a variety of sound sources including recorder and pitched percussion. -Improvise melodies using various scales -Improvise simple melodies based on the pentatonic scale -Improvise pentatonic melodies using a variety of sound sources, including electronic sources. -Improvise melodies in a major diatonic scale by singing or using a pitched instrument. Rhythm Improvising a response to a simple rhythmic pattern, i.e. question-answer Improvise answers to given rhythmic and melodic phrases 23

26 Form Improvise contrasting B and C sections in rondo form using sound and movement Improvise extended phrases in question/answer form National Standard #4- Composing and arranging music within specified guidelines. Melody Compose introductions and codas for songs and speech pieces. -Create and compose music within specified guidelines. -Create and compose music within specified guidelines. Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms. -Compose melodic patterns -Create, notate, and perform a pentatonic melody Rhythm Compose melodic patterns Create and perform speech, movement, and rhythm canons Form Create AB, ABA, ABACA, using speech, instruments, voices, and movement Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms. 24

27 Accompaniment Compose, using sound and movement, backgrounds or settings for poems, stories, songs, and speech pieces. National Standard #5- Reading and notating music. Rhythm Responding to iconic notation, i.e.read aloud Read notation using quarter notes, quarter rests, and paired eighth notes. Recognize and use standard notation and terms. Recognize and use standard notational symbols and terms. Examples: repeat signs, accent, p, f, whole, note, half note, slurs, ties, introduction, coda, D.C. Example: dotted half note, single eighth note, eighth rest, staccato, legato, musical alphabet, fermata, barline, measure, 2/4,!, 4/4, pitch names Meter Notate rhythms in 2/4,3/4, and 4/4 meter signatures 25

28 Notation -Identify by sight and sound the difference between a note and a rest. -Identify steps, leaps, and repeated notes in printed music. -Identify music symbols found on the staff, including the treble clef, meter signatures, bar lines, measures, double bar line, and repeat signs. Identify ledger-line notes C and B below the treble staff. -Identify whole and half steps of the major diatonic scale in printed music. -Identify notes as being line note or space note on a musical staff. -Identify letter names of lines and spaces on the treble clef staff. -Identify the musical alphabet ascending on lines and spaces from middle C to G above the staff. -Identify intervals of the diatonic scale in printed music -Identify so, mi, and la on the staff -Identify melodic direction on the musical staff. Example: naming the spaces on a blank treble clef staff Examples: upward, downward, same Expression -Identify musical symbols and terms Defining terms associated with printed music, including fermata, slur, legato, staccato, and da capo (D.C.) Recognize and label phrases. 26

29 National Standard #6- Listening to, analyzing, and describing music. Expression -Identify similarities and differences in familiar songs, including fast or slow, loud or soft, short and long, and high and low Identify musical phrases in a song presented aurally. -Identify music terms related to tempo changes in music, including accelerando, ritardando and fermata Identify music terms related to dynamics in music, including fortissimo (ff), mezzoforte (mf), mezzopiano (mp), and pianissimo (pp). -Identifying tempo markings such as allegro, presto, largo, and andante Example: comparing a march to a lullaby Example: Twinkle, Twinkle, Little Star -Identify dynamic markings of forte (f), piano (p), crescendo (cresc. and <), and decrescendo (decresc. and >). -Recognizing the difference between major and minor tonality -Identify like and unlike phrases presented aurally in a piece of music. -Identify long and short musical sounds. -Demonstrate appropriate use of legato and staccato in a song. -Differentiate high and low vocal sounds through vocal exploration. -Distinguish between low and high sounds produced by voices or instruments. Example: producing aurally the sounds of a bird and a cow Examples: low pitch- kettle drum, man's voices; high pitch- triangle, woman's voice 27

30 Form Identify AB and ABA form in a musical selection. -Identify ABA and verse/refrain form in a musical selection. Identify ABC form in musical selections. Identify theme and variations in musical selections. Examples: creating pictures that use shapes to illustrate patterns, comparing musical forms to visual arts -Identify the difference between a verse and a refrain in a familiar musical selection. -Identify melodic sequences in a melody. Example: motif from first movement of Ludwig von Beethoven s Symphony No. 5 28

31 Meter Identify sets of two and three beats. -Identify duple meter as strongweak beat organization and triple meter as strong weak, weak -Recognize conductor cues in 2/4 and 4/4 meter signatures. Recognize conducting patterns of twofour, three-four, and four-four meter signatures. -One sound per beat, two sounds per beat, no sound -Identify meter according to strong and weak beat organization. Examples: strong, weak 2/4; strong, weak, weak, weak 4/4 Instruments Identify various rhythm and orchestral instruments by sight. Classify rhythm instruments by method of tone production, including striking, shaking, scraping, and ringing. Identify the four families of instruments in an orchestra. Classify orchestral instruments by family Examples: drums, piano, trumpet Identifying and classifying individual instruments by sight. 29

32 Timbre -Identify solo or group performances by sound. Develop awareness of tone color categories: woods, metals, shakers, scrapers, and skins Distinguish between various vocal and instrumental timbres. Identifying individual instruments by sound (timbre) Recognize vocal timbre as soprano, alto, tenor, or bass. -Recognize differences between adult and children s voices. Example: male and female voices, simple classroom instruments. -Demonstrate singing, speaking, whispering, and calling voices. Example: singing and reciting the alphabet -Identify various rhythm and orchestral instruments by sound. Examples: drums, piano, trumpet 30

33 Staff Identify the seven letters of the musical alphabet. Identify the number of lines and spaces on the treble clef staff. National Standard #7- Evaluating music and music performances. Devise and implement criteria for evaluating performances using developmentally appropriate musical terms. Explain personal preferences for specific musical works and styles using appropriate music terminology. National Standard #8- Understanding relationships between music, the other arts, and disciplines outside the arts. -Describe how vibrations produce musical sounds. -Compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. -Identify ways that music is related to other subject matter -Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. 31

34 National Standard #9- Understanding music in relation to history and culture. History Recognize styles of twentiethcentury music -Identify eras of music. Example: jazz, pop, country, folk Examples: Baroque, Classical, Romantic, contemporary -Identifying composers of each era of music Culture Describe in simple terms how elements of music are used in music examples from various cultures of the world and historical periods. Demonstrate perceptual skills by moving, by answering questions, and by describing aural examples of music of various styles representing diverse cultures. Identify by sound and describe roles of musicians and the elements of music in various music settings and cultures. 32

35 Songs Performance Behavior Recognize holiday songs and simple songs from the United States and other cultures and countries. Examples: United States "America," Holiday- "Jingle Bells," other cultures and countries- "Frere Jacques" Demonstrate appropriate audience and performance behavior. Identify American patriotic songs. Examples: Star Spangled Banner, America, God Bless America Movement Acquire and develop a repertoire of nonlocomotor and locomotor movements. Use creative movement to express the mood, dynamics and tempo of musical selections. Performing folk dances appropriate for age level to music from various cultures Express musical ideas using creative movement Practice patterned locomotor movements in singing games; circle, line, and folk dances. Perform creative movements while exploring concepts of space. Examples: skipping happily, tiptoeing when scared Example: Chinese ribbon dance Demonstrate melodic contour through creative movement. Example: using gestures or drawings to indicate upward and downward direction of melody 33

36 Rhythm Scope and Sequence K Steady Beat Long and short sounds Longer/shorter One and two sounds per beat Silent beat Simple rhythm patterns Sets of two and three beats (strong beat/ weak beat) Sound/silence Combinations including quarter note, paired eighth notes and quarter rests Duple meter (strong, weak) / triple meter (strong, weak, weak) Identify by sight and sound the difference between a note and a rest. Identify and label notes as quarter notes, paired eighth notes, quarter rests and half notes Ostinato 2/4 and 3/4 meter signatures Tie: Two tied quarter notes/rests=half note/rest, two half notes/rests=whole note/rest Ostinati by rote and notation Beat / Rhythm 4/4 meter signature Recognize conductor cues in 2/4 and 4/4 meter signatures Combinations including all previous notes and sixteenth notes, dotted half notes, half rests and simple syncoptaion Identify bar lines, measures, double bar lines, repeat signs Recognize conductor cues in 3/4 meter signature Combinations including all previous notes and sixteenth note combinations and dotted half note 6/8 meter signature; experience meter in 5/4 Combinations including all previous notes and dotted eighth and sixteenth note combinations 34

37 Melody Scope and Sequence K High/low Higher/Lower Upward/Downward Identify melodic direction on the musical staff: Upward, downward, and the same Identify notes so, mi and la on the staff Low to high High to low So, mi, la Same and different Pentatonic, major and minor songs Melodic patterns using: la, so, mi, do Perception of home tone or tonal center Melodic patterns using: la, so, mi,re, do ending on home tone or tonal center Do and La centered pentatonic (major/minor) Melodic patterns using: la, so, mi,re, do, High do, Low la and Low so, ending on home tone or tonal center Melodic patterns using: ti, la, so, fa, mi,re, do, High do, Low la and Low so, ending on home tone or tonal center Melodic contour Identify the seven letters of the musical alphabet Line note or space note on a musical staff Identify the musical alphabet ascending on lines and spaces from middle C to G above the staff Ledger-line notes C and B below the treble staff Steps, skips and repeated pitches Steps, leaps and repeated pitches Intervals, unison and octave Simple melodic ostinati and drones Whole and half steps 35

38 Texture and Harmony Scope and Sequence K One sound/more than one sound Accompaniment/ no accompaniment Thick/thin Rounds Ostinato Partner songs Bordun Major/minor Chord changes including I-V7 Chord changes including I-V7, I-IV- V 2-part singing Chord, intervals, root 36

39 Timbre Scope and Sequence K Speak, sing, shout, whisper Vocal production Solo/group Child and adult voices Body percussion Individual: Male, female, child A Capella singing Individual: Soprano, Alto, Tenor, Bass Group: small and large vocal ensembles Unpitched percussion Scrapers, Shakers, Woods, Metals and Skins Strings, Percussion, Woodwinds and Brass Keyboards Pitched percussion Flute, trumpet, snare drum, guitar, piano All previous instruments including: trombone, violin, timpani,and clarinet Nature and Environmental sounds Group: Large and small instrumental ensembles Instrumentation from diverse cultures Synthesized sounds Group: Concert Band and Symphony Orchestra 37

40 Form Scope and Sequence K Like/unlike phrases Echo Phrase forms ab and aba Phrase forms ab, aba, aaba, and aabb Introduction Introduction and coda Solo/chorus Introduction and coda Same and different sections Cumulative song D.C. al fine (ABA) Verse/Refrain: AB First and second ending Section forms including AB and ABA Section forms including AB, ABA, AABA, ABC and ABACA (rondo) Theme and variations 38

41 Expression Scope and Sequence K Loud / Soft Dynamics and dynamic markings including p, f, crescendo and decrescendo All previous dynamic markings and: sudden changes (subito, p, f), mezzo (mp, mf), pp, ff Getting louder / Getting softer Sudden changes in dynamics Dynamic contrasts Dynamics as an expressive choice Fast / Slow Tempo markings including accelerando, ritardando, and fermata Tempo markings including allegro, moderato, and adagio Tempo markings including presto, andante and subito Tempo markings including allegretto, lento, and largo Getting faster / Getting slower Tempo as an expressive choice Sudden changes in tempo Changes in tempo Appropriateness of tempo choices Legato Staccato Articulations and articulation markings including legato, staccato, and accents Articulation as an expressive choice Articulations and articulation markings including various slurs and marcato Phrasing Variety of moods 39

42 Kindergarten Suggested Timeline Rhythm Melody Form New Concepts Listed in Red First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks sing, speak, and move with play unpitched instruments to respond to iconic notation with play pitched instruments to the locomotor and non-locomotor the steady beat while speaking steady beat steady beat while speaking movement to the steady beat and singing and singing using proper with a variety of recorded mallet technique music, rhymes, chants, fingerplays, and circle games experience sound versus silence experience and identify sounds as high/low, higher/lower sing and memorize songs from a varied repertoire using appropriate head voice in a limited range using good posture and diction sing and memorize a varied repertoire of patriotic and holiday songs using appropriate head voice in a limited range using good posture and diction demonstrate and identify long/short, longer/shorter sounds echo, play, and move to simple rhythm patterns including quarter notes, paired eighth notes and quarter rests experience and identify upward and downward melodic contour while following iconic notation demonstrate and identify one and two sounds per beat and silent beat with iconic notation identify sets of 2 and 3 beats sing melodies using so and mi sing melodies with so, mi, & la improvise four-beat melodies using so, mi, & la on barred instruments in a pentatonic identify the seven letters of the musical alphabet echo rhythmic and melodic phrases with body percussion and unpitched percussion identify a song's introduction identify same and different phrases and sections 40

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