Greenwich Music Objectives Kindergarten General Music

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Meryl Horton
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1 All students are required to take general music one hour per week. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard 6, achievement standard number 3. Elements and Styles 1. Identifies the music elements of form, pitch, tempo, dynamics, rhythm, and timbre as same or different for given musical notes, phrases, or sections of vocal and instrumental pieces (*6c) 2. Identifies the form of given musical phrases as an AA pattern or AB pattern (*6a) 3. Identifies the upward or downward melodic direction of given musical phrases or sections of vocal and instrumental pieces (*6a) 4. Identifies the pitch of given musical notes, phrases, or sections of vocal and instrumental pieces as high or low (*6c) 5. Identifies the tempo of given musical phrases, sections of vocal and instrumental pieces, or whole pieces as fast or slow (*6c) 6. Identifies the dynamics associated with given musical notes, phrases, sections of vocal and instrumental pieces, or whole pieces as loud or soft (*6c) 7. Recognizes that rhythm is a pattern of long and/or short durations of sound (*6c) 8. Identifies the rhythm of given musical phrases or sections of vocal and instrumental pieces as a pattern of long and/or short sounds (*6c) 9. Identifies a steady beat in vocal and instrumental pieces (e.g., by moving to it) (*6c) 10. Distinguishes between a steady beat and the rhythm in given vocal and instrumental pieces (*6c) 11. Distinguishes between marches and lullabies as two styles of music (*9a) 12. Identifies the timbre (distinctive quality of the sound) of given vocal pieces as men s, women s, or children s voices (*6c) 13. Identifies the four types of voices: whispering, singing, speaking, and calling 14. Identifies a piano and guitar by sight and sound Notation 1. Reads pictures or symbols representing rhythm (*5b) 2. Reads pictures or symbols representing pitches (*5b) April,

2 Vocal Performance 1. Uses the four types of voices: whispering, singing, speaking, and calling 2. Sings high and low pitches, using words or neutral syllables (one-syllable sounds, such as bah, loo, ah) (*1a) 3. Sings upward and downward melodic directions, using words or neutral syllables (e.g., bah, loo, ah) (*1a) 4. Sings using loud and soft dynamics (*1b) 5. Sings songs individually (*1a) 6. Sings with correct posture (*1a) 7. Sings pentatonic songs (based on a five-note scale of do-re-mi-sol-la), using the words of the song or neutral syllables (e.g., bah, loo, ah) (*1a) 8. Sings songs while performing a steady beat (e.g., by clapping, patting) (*1a) 9. Sings the melody while the teacher performs two-beat to four-beat ostinati (repeated rhythmic and/or melodic patterns) (*1d) 10. Speaks poems, chants, or nursery rhymes in rounds (*1d) 11. Participates in echoing activities 12. Sings call-and-response songs (*1d) Instrumental Performance 1. Maintains a steady beat on an unpitched instrument or by using body percussion (clapping, tapping, or patting parts of the body to produce sound) (*2a) 2. Maintains a steady beat on an unpitched instrument while singing a song (*2a) 3. Maintains a steady beat while the teacher is performing two-beat to four-beat ostinati and vice versa (*2f) 4. Echoes rhythm patterns on unpitched instruments as a group or individually (*2d) Improvisation 1. Improvises movements to vocal and instrumental pieces to communicate his or her own feelings or ideas (*6b) 2. Improvises new words to a familiar song (e.g., action words, rhyming words, a new ending) (*3d) 3. Improvises using a singing voice to convey given written or spoken words (*3d) April,

3 Composition 1. Creates new verses to a familiar song (e.g., rhyming songs) (*4b) 2. Uses pictures or symbols to create a short composition (*4b) Evaluation 1. Explains why he or she likes or dislikes given vocal or instrumental pieces or given styles of music, by referring to the specific music elements of form, pitch, tempo, dynamics, rhythm, and/or timbre (e.g., I liked that piece because the rhythm was interesting. I did not like that song because it was too slow.) (*7b) 2. Evaluates the quality of the student and/or professional concerts he or she attends at his or her own school or at other schools in the district, using criteria established by the teacher and working as a group with classmates (*7a) Connections 1. Applies terms used to describe music elements to movement (e.g., slow or fast, loud or soft, high or low) (*6e) 2. Responds to music with appropriate movements (e.g., marches, walks, sways, skips, gallops, runs) (*6e) 3. Discusses the use of rhyme in both music and poetry (*8b) 4. Creates and arranges sound effects to accompany readings or dramatizations of stories (*4a, 8b) 5. Describes how the seasons are portrayed in Antonio Vivaldi s Four Seasons (*8b) 6. Discusses how patterns are used in both music and math (e.g., AA form, AB form) History and Cultures 1. Identifies the origins of vocal and instrumental pieces representing a variety of cultures (*9a) 2. Describes how certain elements of music (e.g., rhythm, pitch, tempo, dynamics, form) are used in vocal and instrumental pieces representing a variety of cultures (*9b) 3. Retells the story represented in given program music selections (music that tells a story) (*9a) 4. Sings and explains the significance of the patriotic song America (*9a) 5. Identifies music teachers, performers, and composers in given situations and explains their roles (*9d) April,

4 6. Explains the role of music in family and community occasions (e.g., birthday parties, weddings, funerals, religious services, parades, sports events) (*9c) 7. Demonstrates proper behavior at concerts (e.g., does not talk during the selections, focuses on the performers, applauds when appropriate) (*9e) Aesthetic Appreciation 1. Lists ways in which music is a part of his or her daily life (*9c) 2. Appreciates the compositions of other students 3. Appreciates the hard work and talents of musical performers (e.g., at concerts) (*9d) 4. Appreciates how music can enhance a story (e.g., in a movie) (*8b) 5. Enjoys playing unpitched instruments 6. Enjoys improvising vocally or with movement 7. Enjoys singing patriotic and seasonal songs 8. Enjoys listening to music that tells a story 9. Wants to listen to songs heard in class at home 10. Shares his or her music experiences with friends and family April,

5 SINGING AND PLAYING/ACCOMPANYING REPERTOIRE KINDERGARTEN Singing Repertoire: America Autumn Leaves are Falling (American) Bow Wow Wow (American) Charlie Over the Ocean (American) Engine Engine #9 (American) Kite Song (Japanese) This little Light of Mine (African American) La Piñata (Mexican) Tak For Maden (Danish) Ushkana (Native American) Wontu Dwon (Gha) Playing/Accompanying Repertoire: "Music and Movement" Debussy - "Children's Corner Suite" Dukas - "Sorcerer's Apptrentice" Mussoursky - "Pictures at an Exhibition Ballad of Unhatched Chicks" Vivaldi- "Four Seasons" April,

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,