Vocal Music Curriculum Grades K-8

Transcription

1 Warren Township Schools Warren Township, NJ Vocal Music Curriculum Grades K-8 Adopted: August 2009 Revised: June 2012 Dr. Tami R. Crader Superintendent of Schools William Kimmick Curriculum Coordinator Stacey Hann-Modugno Curriculum Supervisor Curriculum Committee: Jenny Kaniuka, Central School Amy Myers, Angelo L. Tomaso School Karen Sutherland, Woodland School Mark Weber, Mt. Horeb School

2 Scope and Sequence WARREN TOWNSHIP SCHOOLS K-5 Key: I = Introduce M = Master R = Reinforce

3 K-5 SCOPE AND SEQUENCE Rhythm B B B.1 NJCCCS CONTENT K Demonstrate steady beat in duple (2/4, 4/4) and compound meter (6/8) through movement and performance on classroom instruments to a diverse selection of sung and recorded music. I M M R R R Demonstrate steady beat in ¾ meter through movement and performance on classroom I M R instruments to a diverse selection of sung and recorded music Demonstrate steady beat and off-beat in duple (2/4, 3/4, 4/4) and compound meter (6/8) I/M through movement and performance on classroom instruments to a diverse selection of sung and recorded music; perform beat in augmentation and diminution (cut time). Demonstrate subdivision of beats in 2 s and 3 s. I M R R B B.7 Discriminate between steady beat and word rhythm; demonstrate word rhythm through I M R R R R movement and performance on classroom instruments. Clap word rhythm of song while stepping beat. I M R R R Clap word rhythm of song while stepping beat in duple and compound meter. I M R R Clap word rhythm of song or articulate word rhythm on one note on the recorder while I M R stepping beat in duple, triple and compound meter. Sing songs while clapping 4-8 beat rhythmic ostinati. I M Clap 4-8 beat rhythmic canons. I/M Play simple 2- and 4-beat ostinati on classroom percussion instruments. I M R R R B.3 Play simple 2- and 4-beat ostinati on classroom percussion instruments in duple and I M R R B.7 compound meter. Play and/or improvise simple 2-, 3-, and 4-beat ostinati, or melodic patterns over ostinati on I M M B A(2).4 classroom percussion instruments or recorder in duple, triple and compound meter. Play and improvise 3-, 4-, 6-, 8-beat ostinati on classroom percussion instrument in duple, I M triple and compound meter. Identify longer and shorter sounds in rhythmic patterns. I/M R R R R R Key: I = Introduce M = Master R = Reinforce

4 K-5 SCOPE AND SEQUENCE Rhythm NJCCCS CONTENT K Listen for and demonstrate silent beat (rest) in song material with body/hand gestures. I M R R R B.1 Listen for and demonstrate tied notes (half-note) in song material with body/hand gestures. I M R R Listen for and demonstrate tied notes (dotted half-note, whole note) in song material with I M R B.2 body/hand gestures; play sustained tones on recorder with well supported, controlled sound. Listen for and demonstrate syncopated rhythms in song material with body/hand gestures; I M identify style of song by syncopated rhythms (Ex: Calypso, Ragtime); listen for and demonstrate even/uneven rhythm (combination and dotted rhythms). Listen for and demonstrate dotted rhythms (Dotted quarter-note, Eighth-note) and Eighthnote Rest ( St ) in song material with body/hand gestures. I/M B B B B.7 Demonstrate stepping rhythms (duple) and skipping (compound) rhythms through movement and performance on classroom instruments. Discriminate between meters with 2 sounds per beat (duple) and 3 sounds per beat (compound). I/M R R R R R I M R R R Demonstrate strong and weak beats through movement in duple and compound meter. I M M R R R Demonstrate strong and weak beats through conducting patterns in duple (2/4) and I M M R R compound (6/8) meter. Demonstrate strong and weak beats through conducting patterns in duple (4/4) meter. I M M R Demonstrate strong and weak beats through conducting patterns in 3/4 meter; identify I M M phrases beginning with Ta or Ti upbeat through movement and conducting. Identify phrases beginning with upbeats of varying lengths through movement and I M conducting; identify and conduct meter changes in listening examples and song material. Identify and conduct meter in augmentation and diminution I/M Key: I = Introduce M = Master R = Reinforce

5 K-5 SCOPE AND SEQUENCE Rhythm B.3 NJCCCS CONTENT K Place barlines in 2/4 meter to create 2-beat measures. I M M R R Place barlines in 4/4 and 6/8 meter to create 2- and 4-beat measures. I M R R Place barlines in 3/4 meter to create 3-beat measures. I M R Use meter elements of accent, upbeat, barline, and meter signature in 2/4, 3/4, 4/4, and 6/8 I M meter to read, perform, and create short rhythmic compositions. Use meter elements of accent, upbeat, barline, meter signature in 2/4, 3/4, 4/4, 6/8 meter to read, perform, and create 8-16 beat rhythmic compositions. I/M B B B B B B.1 Identify short rhythmic patterns as phrases; compare short rhythmic patterns to determine I/M R R R R R whether they are the same or different. Compare and contrast 4-beat patterns. I M R R R Compare and contrast 4-beat and 8-beat patterns in longer song forms. I M R R Arrange 4- and 8-beat patterns into sections to create song forms; create 1 st, 2 nd endings. I M R Create rondos and variations on simple themes by manipulating rhythm elements. I M Create 2 part rhythm canons at 2-, 4-, and 8-beat intervals I/M Perform, imitate, and improvise short rhythm patterns with body percussion or classroom I/M R R R R R instruments. Clap rhythm patterns with consideration for accuracy in duration (long/short). I M R R R Clap and play rhythm patterns with consideration for accuracy in duration (long/short) up to 8 beats. I M R R Clap, play rhythm patterns with consideration for accuracy in duration (long/short) up to 8 I M R beats. Read, clap, play rhythm patterns with considerable accuracy in duration (long/short) up to 8 I M beats. Read, clap, play rhythm patterns with considerable accuracy in duration (long/short) up to I/M 16 beats in strict rhythm, augmentation and diminution. Key: I = Introduce M = Master R = Reinforce

6 K-5 SCOPE AND SEQUENCE Rhythm NJCCCS CONTENT K Read, improvise, notate (in 4-beat phrases), and perform combinations of: I M M R R B.1 Ta (Quarter note), Ti-ti (Eighth notes) and Rest (Quarter rest) B.3 In familiar duple and compound meter patterns (in 4-beat phrases), read, improvise, notate (in standard and broken notation), and perform combinations of: I M R R B.6 Ta-a (half-note/ tied quarter notes); Tika-tika (sixteenth notes); Triple-ti, and Tam (dotted quarter note) B.3 Read, improvise, notate (in 8-beat phrases), and perform combinations including: I M M Ta-a-m (dotted half note) Ta-a-a-a (whole note) Ta-ti (compound meter). Read, improvise, notate (in 8-beat phrases), and perform combinations including: I M Ti-Ta-Ti (or syn-co-pa -Eighth note, Quarter note, Eighth note) Ti-Tika/ Tika-Ti (Eighth, 2 sixteenths and vice versa) Tim-ka (Dotted eighth-note, Sixteenth note) Equate syllabic names with real rhythm names (Ex: Ta = Quarter note). I M Read, improvise, notate (in 8-beat phrases), and perform combinations: I/M Tam- Ti (Dotted quarter- note/ eighth note) Eighth- note rest ( St ) Key: I = Introduce M = Master R = Reinforce

7 K-5 SCOPE AND SEQUENCE Melody NJCCCS CONTENT K B.1 Listen for and identify high and low pitches in a diverse selection of age-appropriate song material and recorded music. Listen for melodic contour and illustrate using body motions in a diverse selection of ageappropriate song material and recorded music. I M R R R R I M R R A B B B B B B B.3 Key: Listen for and identify high and low sound qualities in environmental sounds, voices and I M R R R R instruments. Equate low sounds with large bodies and high sounds with small bodies. I M R R R Listen for and identify high and low pitches in environmental sounds, instruments, and voices, accurately identifying the sound sources. I M R R Accurately identify and classify by pitch range individual instruments, instrument families, I M R and sound sources; play higher/ lower sounds on recorder. Listen for and identify high and low sound qualities in instruments and voices accurately I M identifying individual instruments and sections of instruments and voices among various groupings (quartet, trio, symphony, multi-part choir, etc.); identify melody/ melodies in multi-part sung and recorded material. Listen for and demonstrate upward and downward melodic motion through movement. I/M R R R R R Use Curwen hand signs to isolate and sing specific melodic patterns and their variants: So- I/M R R R R Mi/So-La-So-Mi/ So-Mi-La. Use Curwen hand signs to isolate and sing specific melodic patterns and their variants: So- Mi/So-La-So-Mi/ So-Mi-La/ So-Mi-Do / La-So-Mi- Do/ Mi-Re-Do/ So-Mi-Re-Do/ La-So- Mi-Re-Do. I/M R R R Use Curwen hand signs to isolate and sing pentatonic intervals and patterns including Low- I M R So and Low-La; equate and play notes on recorder following Curwen hand signs (Ex: GAB= Do Re Mi). Use Curwen hand signs to isolate and sing pentatonic/pentachordal intervals and patterns I M including Low-So and Low-La, High-Do, and Fa. Use Curwen hand signs to isolate and sing pentatonic/pentachordal/hexachordal and I/M diatonic intervals and patterns including Low-So and Low-La, High-Do, and Fa and Ti, and Si in harmonic minor, I = Introduce M = Master R = Reinforce

8 K-5 SCOPE AND SEQUENCE Melody NJCCCS CONTENT K B B B B.2 Match pitch with voice through singing of age-appropriate song material and imitating small range melodic patterns (So-Mi/ So-Mi-La). Match pitch accurately with voice through singing of age-appropriate song material, imitating or reading simple Do-pentatonic patterns. Match pitch accurately with voice through singing of age-appropriate song material imitating or reading extended So and Do-pentatonic patterns from staff notation using moveable Do system. Match pitch accurately with voice through singing of age-appropriate song material imitating or reading extended Do-pentatonic/ pentachordal patterns from staff notation using moveable Do system. Match pitch accurately with voice through singing of age-appropriate song material imitating or reading extended Do and La- pentatonic/pentachordal/hexachordal and diatonic patterns from staff notation using moveable Do system; identify tetrachords in major and natural/harmonic minor, and dorian tonalities. I M R R R R I M R R I M R I M I/M B B B.2 Key: Sing and play on recorder So, La, and Do pentatonic (and/or 5- note diatonic) scales: So,- I M R La,-Do-Re-Mi (C or D= So) /La-Do-Re-Mi-So (D or E= La) / Do-Re-Mi-So-La (F or G= Do). Sing extended Do pentatonic and pentachordal scales Do-Do including Mi-Fa ½ step, and I M Low-So and Low-la. Sing extended Do and La pentatonic/pentachordal/hexachordal and diatonic melodies including Mi-Fa and Ti-Do and Si-La ½ steps, and Low-So and Low-la, Do/So/La octaves; sing and identify Re-centered (dorian) modality. I/M Produce a well-supported, clear head voice. I M R R R R Produce well-supported, clear head voice in d-d octave. I M R R R Produce well-supported, clear head voice in c-f range. I M R R Produce well-supported, clear head voice in a-f range; play recorder with well supported I M R and controlled tone. Produce well-supported, clear head voice in g -G 2-octave range. I M Produce well-supported, clear head voice in g -G 2-octave range; Articulate repeated and I/M rapid stepwise (melismatic) patterns with diaphragmatic pulses. I = Introduce M = Master R = Reinforce

9 K-5 SCOPE AND SEQUENCE Melody NJCCCS CONTENT K Sing and play melody on recorder with rhythmic accuracy. I/M R R Sing and play melody on pitched classroom instruments with rhythmic accuracy and correct I M technique. Sing and play melody on pitched classroom instruments and/or piano keyboard with rhythmic accuracy and correct technique. I/M B B.2 Read and notate So-Mi/So-La-So-Mi/So-Mi-La patterns using stick and 5-line staff notation. Read and notate So-Mi-Do / La-So-Mi- Do/ Mi-Re-Do/ So-Mi-Re-Do/ La-So-Mi-Re-Do patterns using stick and 5-line staff notation. Read, sing, play and notate Do and So pentatonic (and/or diatonic) patterns including Low- So and Low -la using stick and 5-line staff notation; equate G-clef letter names with solfa syllables (Ex: GAB= Do Re Mi or CDE= Do Re Mi). Read, sing, play and notate pentatonic/pentachordal patterns including Low-So and Low la, Fa, and High-Do using stick and 5-line staff notation. Read, sing, play and notate pentatonic/pentachordal/hexachordal, diatonic (Maj./min.), and Dorian patterns including Low-So and Low la, Fa and Ti, Si and La and High-Do using stick and 5-line staff notation. I/M R R R R I/M R R R I M R I M I/M Equate G-clef letter names with specific notes on the recorder. I/M R R Identify G-Clef and be able to name letter names of lines and spaces. I M M Equate letter names with solfa syllables in moveable Do system in C-Do, G-Do and F-Do; I M derive and identify Bb (Fa) in key of F. D and identify F# (Ti) in the Key of G. I/M Key: I = Introduce M = Master R = Reinforce

10 K-5 SCOPE AND SEQUENCE Melody NJCCCS CONTENT K B B B B B B B B.3 Compare short melodic patterns and determine whether same or different. I M R R R R Read and/or listen for and identify repeated and contrasting melodic patterns and motives in I M R R R song material. Read, listen for, and identify repeated and contrasting melodic patterns and motives in song material; identify open and closed phrases. I M M R Read, listen for, and identify repeated and contrasting melodic patterns and motives in song I M M material; identify 1 st and 2 nd endings. Identify melodic sequence at 2 nd and 3rd in pentachordal canons (Ex: Frere Jacques). I M Identify whole and half steps in major, minor and modal tonalities; identify melismatic ornamentation. I/M Use pitched classroom instruments to play and improvise short melodic patterns (pentatonic) and ostinati. I M R R R Use pitched classroom instruments and recorder to play and improvise pentatonic melodies. I M R Use pitched classroom instruments or piano keyboard to play and improvise I M pentatonic/pentachordal melodies. Use pitched classroom instruments or piano keyboard to play and improvise pentatonic/ pentachordal/hexachordal, diatonic, and Dorian melodies. I/M Key: I = Introduce M = Master R = Reinforce

11 K-5 SCOPE AND SEQUENCE Melody NJCCCS CONTENT K B B B B B B.4 Listen for and identify repeated pitches in song material. I/M R R R R R Identify upward/ downward melodic motion by: I/M R R R R Skip: So-Mi/ Mi-So/ Mi-La; and Step: So-La/ La-So. Identify and sing upward/downward melodic intervals: I/M R R R By skip: So-Mi/Do-Mi; By step: So-La/ Do-Re-Mi; By leap: Mi-La/Re-So/Do-So/Do-La Identify and sing upward/downward melodic intervals by skip, step and leap in extended I M R pentatone (So,- La,-Do-Re-Mi-So-La) or in extended diatonic scales. Identify and sing upward/downward melodic intervals by skip, step and leap in extended I M pentatone/pentachord (So,- La,-Do-Re-Mi-Fa-So-La-Do ); match pitch at upper or lower octave given starting pitch. Identify and sing upward/downward melodic intervals by skip, step and leap in extended I/M Do/La- pentatone/pentachord/hexachord and diatonic (So,- La,-Do-Re-Mi-Fa-So-La-Ti- Do ); match pitch at upper or lower octave given starting pitch. Listen for and identify repeated melodic patterns in song material. I M R R R R Identify and sing home tone in pentatonic and diatonic Do-centered melodies. I M R R R Key: Identify and sing home tone as Do in pentatonic and diatonic Do-centered melodies (major) and as La in minor melodies; identify tonic note of scale (Ex: G= Do, F=Do, C=Do/ E=La, D=La). Identify and sing home tone as Do in pentatonic/pentachordal/hexachordal and diatonic Docentered melodies (major) and as La in minor melodies; identify Re as tonal center in Dorian mode; identify tonic note of scale (Ex: G= Do, F=Do, C=Do/ E=La, D=La, D=Re etc.). I = Introduce M = Master R = Reinforce I M M I/M

12 K-5 SCOPE AND SEQUENCE Melody NJCCCS CONTENT K B B.5 Compose and notate original melodic phrases with So, Mi and La using stick and staff I M R R R notation. Compose and notate original pentatonic phrases using stick and staff notation. I M R R Compose and notate and play original pentatonic phrases including Low-So and Low -La I M R using stick and staff notation. Compose, notate, and play original pentatonic/pentachordal phrases including Low-So and I M Low La, Fa, and High-Do using stick and staff notation; determine and notate melodic sequence at 2 nd and 3 rd given initial pattern. Compose and notate and play original Do and La pentatonic/pentachordal/hexachordal and I/M diatonic and Dorian phrases including Low-So and Low La, Fa and Ti, Si and La, and High-Do using stick and staff notation; compose a 2-part melodic canon of at least 8 beat length. Improvise short melodic call-response with teacher or classmate. I M R R R R Improvise short melodic phrases using Curwen handsigns. I M R R R Improvise pentatonic phrases using Curwen hand signs. I M R R Improvise pentatonic phrases on recorder and using Curwen hand signs including Low-So I M R and Low-La. Improvise pentatonic/pentachordal phrases on pitched classroom instruments and using I M Curwen hand signs including Low-So and Low-La, Fa, and High-Do. Improvise pentatonic/pentachordal/hexachordal, diatonic and Dorian phrases on pitched I/M classroom instruments, given specific parameters, using Curwen hand signs including Low- So and Low-La, Fa and Ti, Si and La, and High-Do. Key: I = Introduce M = Master R = Reinforce

13 Form Key: I = Introduce M = Master R = Reinforce WARREN TOWNSHIP SCHOOLS K-5 SCOPE AND SEQUENCE NJCCCS CONTENT K Clap and sing simple melodies or rhythmic accompaniments with repeated and contrasting I M R R R R B.6 phrases. Play and sing simple melodies or rhythmic accompaniments in AB and ABA forms. I M R R R Perform and identify: I M M R R R Same and different phrases B.3 Echo (imitation). Call and response. Question and answer. Introduction. Identify and perform: I M R R R Long and short phrases. Repeating phrases and contrasting phrases. Phrase forms including ab and aba. Introduction and coda. Cumulative song. Identify and perform: I R R R Phrase forms including aaba and aabb. Solo/Chorus Analyze how form and other elements in music are used to achieve tension and release or unity and balance in compositions by analyzing: I M M Question and answer phrases Long and short phrases Repetition/contrast phrases Call and response Phrase forms including ab, aba, aaba, aabb Introduction, interlude and coda Solo/Chorus Cumulative song. Analyze how form and other elements in music are used to achieve tension and release or unity and balance in compositions by analyzing: I M Motive Ballad. Analyze how form and other elements in music are used to achieve tension and release or unity and I/M balance in compositions by analyzing: Phrase forms including abac 12-bar blues.

14 Form Key: WARREN TOWNSHIP SCHOOLS K-5 SCOPE AND SEQUENCE NJCCCS CONTENT K : Identify and perform: I M M R R R Same and different sections B.3 Identify and perform: I M R R R Verse/refrain (AB). Introduction and coda. Section Forms including AB and ABA. Identify and perform: I M R R D.C. al fine (ABA). Section forms including AABA, ABACA (rondo). Differentiate between and analyze the use of basic musical structures including: I M M Same/different sections Introduction and coda Interlude Sectional forms AB, ABA, AABA, ABACA (rondo) Verse/refrain (AB) D.C. al fine (ABA) First and second endings D.S. al fine Differentiate between and analyze the use of basic musical structures including: I M Theme/variations. I/M A B.3 Differentiate between and analyze the use of basic musical structures including: March Overtures Finale Movement Using specific arts language, differentiate between composite forms including: Opera Musical theatre Using specific arts language, differentiate between composite forms including: Musical theatre Piano prelude Symphony Using specific arts language, differentiate between composite forms including: Sonata-allegro Concerto I = Introduce M = Master R = Reinforce I M M I M I/M

15 Form WARREN TOWNSHIP SCHOOLS K-5 SCOPE AND SEQUENCE NJCCCS CONTENT K A A A A.3 Make informed aesthetic responses after listening to and /or performing diverse composite forms using personal, cultural and historic points of view and values. Discuss the inspiration of the composer with regard to his/her work and the impact of his/her contribution to society. I M M Key: I = Introduce M = Master R = Reinforce

16 K-5 SCOPE AND SEQUENCE Timbre NJCCCS CONTENT K B B B B B B.4 Key: Demonstrate developmentally appropriate vocal production (vocal placement) and breathing technique. I M M R R R Apply correct posture and breathing technique to improve the timbre of the voice and protect the voice when singing. Blend unison vocals and instrumental timbres while matching dynamic levels in response to a conductor s cues. Sing independently and in groups adjusting to the range and timbre of the developing I M M voice while using appropriate vocal production (vocal placement) and breathing technique. Apply correct posture and breathing technique to improve the timbre of the voice and protect the voice when singing. Identify various vocal tone qualities produced by individuals, including: sing, speak, I M M R R R shout, whisper, and whistle. Identify various vocal tone qualities produced by groups. Identify various vocal tone qualities produced by individuals, including: adult and child. I M M R R Identify various vocal tone qualities produced by individuals, including: male, female I M M R and child. Identify various vocal tone qualities produced by groups, including: solo, duet, trio, quartet, and chorus. Identify and analyze the use of various vocal tone qualities produced by individuals, I M M including: male, female and child. Identify and analyze the use of various vocal tone qualities produced by groups, including: duet, trio, quartet, and chorus. I M Identify and analyze the use of various vocal tone qualities produced by individuals, including: Soprano, Alto, Tenor, Bass. Identify and analyze the use of various vocal tone qualities produced by groups, including large and small singing ensembles. Analyze and evaluate the use of vocal blending. Identify a capella singing. Identify and analyze various vocal styles including: opera, operetta, musical theatre, and popular music. I = Introduce M = Master R = Reinforce

17 Form B.4 Key: I = Introduce M = Master R = Reinforce WARREN TOWNSHIP SCHOOLS K-5 SCOPE AND SEQUENCE NJCCCS CONTENT K Identify timbres in response to diverse aural prompts, including: nature sounds, found I M M R R R sounds, machine sounds, musical instrument sounds, and vocal sounds A A B A.1 Indentify and describe musical timbres (environmental, vocal and instrumental) in response to aural prompts and printed music notational systems, including nature sounds, found sounds, and machine sounds. Recognize various tone qualities produced by: Individual instruments and groups of instruments. Body percussion. Classroom percussion. Recognize various tone qualities produced by: Large and small ensembles Ensembles from a variety of styles and cultures. Recognize various tone qualities produced by individual instruments and groups of instruments. Categorize families of instruments and their musical properties. Identify electronic synthesized sounds. Identify various tone qualities produced by individual instruments and groups of instruments in large and small ensembles, including recorder ensemble. Identify various tone qualities produced by individual instruments and families of instruments in large and small ensembles, including: Symphony orchestra Concert band Jarocho (Mexican) Gamelan (Indonesian) Identify various tone qualities produced by individual instruments and families of instruments in large and small ensembles including: Marching band Dance band Military band Rock band Synthesized sounds and electric guitar I M M I M M R R R I M M R R I M R R I M M I M I/M

18 Form A.1 WARREN TOWNSHIP SCHOOLS K-5 SCOPE AND SEQUENCE NJCCCS CONTENT K Identify and classify orchestra instruments into families (brass, strings, woodwinds, I M M percussion) A A A.1 Compare and contrast instrumentation from diverse cultures. I M M R Compare and contrast instrumentation from diverse cultures. M M R Key: I = Introduce M = Master R = Reinforce

19 K-5 SCOPE AND SEQUENCE Expression NJCCCS CONTENT K A B B B B.3 Distinguish the difference between loud and soft sounds (dynamics) in their environment and in music. Distinguish and demonstrate the difference between: Loud vs. soft sounds. Sounds that change gradually from soft to loud or loud to soft (crescendo/decrescendo). Identify, respond to and perform dynamic makings including: Forte/piano. Crescendo/decrescendo. Identify and respond to dynamics and dynamic markings including: mezzo (mp, mf) pp/ff Analyze dynamic contrasts and the function of dynamics as an expressive choice and use this knowledge to properly assess and perform musical works. Identify and respond to dynamics and dynamic markings including: sudden changes (subito) dynamic contrasts Analyze the function of dynamics as an expressive choice; evaluate the appropriateness of dynamic choices and use this knowledge to properly assess and perform musical works. I M M R R R I M M R R I M R R I M M I M A B B A(2) A(2).2 Distinguish the difference between fast and slow sounds in their environment and in music. I M M R R R Distinguish and demonstrate the tempo of a musical work and to identify changes in tempo. I M R R R Identify, respond to, and perform changes in tempo and fermata markings. I M R R Key: I = Introduce M = Master R = Reinforce

20 K-5 SCOPE AND SEQUENCE Expression NJCCCS CONTENT K B.3 Identify and respond to tempo and tempo markings including: Accelerando Ritardando Allegro Moderato Adagio Fermata Analyze changes in tempo and tempo as an expressive choice and use this knowledge to properly assess and perform musical works. Identify and respond to tempo and tempo markings including: Presto Andante Subito Changes in tempo Analyze tempo as an expressive choice; evaluate the appropriateness of tempo choices and use this knowledge to properly assess and perform musical works. Identify and respond to tempo and tempo markings including: Allegretto Lento I M M I M I Key: I = Introduce M = Master R = Reinforce

21 K-5 SCOPE AND SEQUENCE Expression NJCCCS CONTENT K A B B B B A A A C C A A.2 Key: Assess and perform sounds in the environment and in music that are smooth and connected I M M R R R vs. short and detached (articulation). Distinguish and perform music using legato and staccato articulation. I M R R R Identify, respond to and perform changes in articulation including: I M R R Legato/staccato. Accents. Identify and respond to articulation and articulation markings including: I M M Legato/staccato Accents Slurs Analyze the function of articulation as an expressive choice and use this knowledge to properly assess and perform musical works. Identify and respond to articulation and articulation markings including: I M Pizzicato Phrasing Analyze the function of articulation as an expressive choice; evaluate the appropriateness of articulation choices and use this knowledge to properly assess and perform musical works. Identify and respond to articulation and articulation markings including: I Marcato Decide the mood of a musical work by listening to the dynamics, tempo and articulation, then I M M R R R creating imagery or a story line to accompany the music. Compare and contrast musical works of varying moods. I M R R R Analyze, compare, and contrast musical works of varying moods. I M R R Analyze, compare/contrast and perform (vocal and recorder) musical works of varying moods. I = Introduce M = Master R = Reinforce I M M

22 K-5 SCOPE AND SEQUENCE Texture and Harmony NJCCCS CONTENT K A A B A B A A A B A B B A.1 Compare and contrast music and environmental sounds that consist of one sound with more than one sound. I M R R R R Compare and contrast music that has accompaniment with no accompaniment. I M R R R R Identify instruments used to play accompaniments. I M R R R Compare and contrast music that has harmony with music that has no harmony; identify I M M instruments/voices used to play/sing harmonies. Compare and contrast music that has monophonic, homophonic, and polyphonic textures. I M Compare and contrast music that has a thin texture (one instrument/voice) with a thick texture (multiple instruments/voices). I M M R R R Compare and contrast unison music with music that uses chordal harmony. I M M Identify in written scores the use of I and V7 chords. Identify in written scores the use of I, IV, and V7 chords. I M Identify in written scores the use of I, IV, and V7 chords. I/M Construct, notate, and perform I, IV, and V7 chords. Perform songs while accompanying voices with classroom percussion. I M M R R R Identify the tonality (major/minor) of a piece of music; perform songs in various tonalities (major, minor, Dorian, etc.). I M M Key: I = Introduce M = Master R = Reinforce

23 K-5 SCOPE AND SEQUENCE Texture and Harmony NJCCCS CONTENT K B B B B B B A B B.2 Vocalize the home tone of a song, using do (major) or la (minor). I M R R R Vocalize the home tone of a song, using do (major) or la (minor). Identify the use of key signatures in a score to delineate a home tone. Identify several key signatures and their correlating home tones. I M M Sing simple rounds and canons; compare and contrast with unison performances. I M R R R Identify and sing rounds/canons and partner songs; compare and contrast with unison performances. Identify and sing harmonies in thirds and sixths; compare and contrast with unison performances. Perform simple ostinati/borduns (based on the home tone) on Orff instruments or equivalents, accompanying a song. I/M I M M I/M I M R R Perform ostinati and borduns (based on the home tone) on Orff instruments or equivalents, accompanying a song. I M M Perform melodies, countermelodies and descants on Orff instruments or equivalents, accompanying a song. Perform recorder music in two or more parts. Perform harmonic progressions on Orff instruments or equivalents, accompanying a song. I M Key: I = Introduce M = Master R = Reinforce

24 K-5 SCOPE AND SEQUENCE Performing NJCCCS CONTENT K B B B B B B B B.2 Engage in vocal exploration, using proper posture and breathing techniques, that extends I M R R R R vocal range and develops the head voice. Engage in vocal exploration, using proper posture and breathing techniques and responding to cues from a conductor, which extends vocal range and blends the chest and head voice to produce uniform tonal quality. I R R R Engage in vocal exploration that blends chest and head voice to produce uniform tonal I M M quality while extending range Demonstrate proper posture and breathing techniques Interpret and respond to cues from a conductor. Sing solos, demonstrating proper technique and confidence I M Demonstrate sensitivity to blend in a choral ensemble. Sing arpeggiated vocalizes. I/M Demonstrate age-appropriate pitch matching skills, proper diction, and vocal expression. I M M R R R Demonstrate age-appropriate rhythmic matching skills. Demonstrate perception of the home tone in melodic patterns and songs. I R R R Demonstrate age-appropriate pitch matching skills, proper diction, and vocal expression. I M M Demonstrate age-appropriate rhythmic matching skills. Demonstrate perception of the home tone in melodic patterns and songs. Perform accurate octave singing. Sing accurate pitches in half steps and extended pentatonic patterns and scales. I M Identify and sing intervals in do pentatonic and major scales. I/M Perform melodic and rhythmic vocal echoes (songs and chants). I M M R R R Perform call and responses and round/canon forms. I M R R R Perform simple 2-part/partner songs. I R R R Perform melodic and rhythmic echoes, call and response, simple 2-part songs, partner I M M songs and/or canon/round forms, adding basic harmony to a melodic line in simple and compound meter. Perform descants or other harmonies to a melodic line in simple and compound meter. I M Sing harmonies in parallel thirds. I Key: I = Introduce M = Master R = Reinforce

25 K-5 SCOPE AND SEQUENCE Performing NJCCCS CONTENT K B B B B B B A B B A B.2 Perform on pitched and non-pitched percussion and Orff instruments using correct playing technique I M M R R R Perform a steady beat or a simple rhythmic ostinato, using classroom instruments. Using bilateral and alternating motions: I M R R R Perform on pitched and non-pitched percussion and Orff instruments using correct playing technique Perform a steady beat or a simple rhythmic ostinato, using classroom instruments. Using bilateral and alternating motions: I M R R Perform a steady beat or a simple rhythmic ostinato, using classroom instruments, from notation. Demonstrate skills in playing recorder (as a precursor to instrumental music lessons) I/M R R reading notation B, A, G, E, D, C and D ; demonstrate correct hand position, fingering, breathing, articulation, phrasing and blend in ensemble performances. Perform rhythmic ostinatos by rote, improvisation, or from written notation (including I M syncopation) on classroom instruments. Expand rhythmic instrumental performances of classroom instruments in rhythmic ostinatos I/M by rote, improvised, or from written notation, including syncopation with a focus on culture specific instruments and styles including World Music drumming genres. Dramatize a story by creating sound effects. I/M R R R R R Improvise rhythmic and melodic patterns alone and with others using instruments and body I M R R R percussion. Play simple melodies by rote and basic harmonies using various bordun styles. I/M R R R Sing, memorize, and perform songs from a variety of cultures and genres. I M M R R R Sing, play on recorder, memorize, and perform songs from a variety of cultures and genres. I/M R R Sing, memorize and perform songs from a variety of cultures and genres. I M Sing, memorize and perform songs from a variety of cultures and genres using appropriate expression and tone quality. I/M Key: I = Introduce M = Master R = Reinforce

26 K-5 SCOPE AND SEQUENCE Performing NJCCCS CONTENT K B B C.1 [Theatre] C.2 [Theatre] C.3 [Theatre] C.1 [Theatre] C.2 [Theatre] A.4 [Dance] A.1 [Dance] A.4 [Dance] A.1 [Dance] A.3 [Dance] A.5 [Dance] Portray characters related to a story song using role play, movement and expression. I M R R R R Portray characters related to a song or a musical using role play, movement and I M R R R expression in group or solo improvisation. Portray characters related to a song or a musical using role play, movement, expression, vocal range and character development in group or solo improvisation or written production. I M R R Portray characterization of a song using movement and expression in group or solo I M R performance. Portray characters related to a song or a musical using role play, movement, expression, I M vocal range and character development in group or solo improvisation or written production. Portray characters related to a song or a musical using role play, movement, expression, I/M vocal range and character development in group or solo improvisation, written production or student created. Perform isolated and coordinated body movements in relation to a music work. I M R R R R Create and perform isolated and coordinated body movements as a dance sequence in I M R R relation to a music work in group or solo productions. Create and perform basic dance moves to follow the phrasing of a song, following musical cues and direction. Create and perform dances alone and in small groups, following the tempo and mood of a musical work. Create and perform planned and improvised dance sequences with a distinct beginning, middle and end in relation to a music work in group or solo productions. I M M I M I/M Key: I = Introduce M = Master R = Reinforce

27 K-5 SCOPE AND SEQUENCE Creating NJCCCS CONTENT K B B B A.1 [Dance] A.1 [Dance] A.2 [Dance] A.1 [Dance] A.2 [Dance] B B B B.3 Improvise simple rhythms, using sound and movement, in call-and-response form. I M M R R R Improvise movements in response to a variety of musical prompts. I M M R R R Perform improvised and planned movement sequences in response to a variety of musical prompts. I M M Improvise short vocal phrases in response to musical prompts (arioso). I M M R R R Improvise vocal and instrumental melodic phrases using the pentatonic scale. I M R R Improvise vocal melodic phrases using the pentatonic scale. I M M Improvise vocal melodic phrases using pentatonic and diatonic scales. I M Key: I = Introduce M = Master R = Reinforce

28 K-5 SCOPE AND SEQUENCE Creating B B B.3 NJCCCS CONTENT K A A.1 [Dance] A.2 [Dance] A.2 [Dance] C.1 [Theatre] C.3 [Theatre] B A.1 [Dance] A.2 [Dance] C.1 [Theatre] Improvise rhythmic ostinato accompaniments using body percussion and classroom I M R R R R instruments. Improvise ostinato accompaniments, using Orff instruments or equivalents, based on the home tone of a song. I M R R Using the recorder, improvise: I/M R R Responses to melodic prompts in antecedent/consequent (question/answer) form Simple melodies over given harmonic structures. Using Orff instruments or equivalents, improvise: I M Simple melodies over given harmonic structures Harmonic accompaniments to songs, using given chord progressions. Using Orff instruments or equivalents, improvise: I/M Melodies over given harmonic structures Harmonic accompaniments to songs, using I, IV, and V chords. Create movements, dramatizations, and/or new words for familiar songs and poems. I M R R R R Create movements, dramatizations, sound effects, and/or settings for songs, poems, stories, I M R R dances, and/or dramatic works. Improvise rhythmic, melodic, and movement ostinato accompaniments for songs or speech I M R pieces. Improvise and/or compose accompaniments for movement, drama, and/or speech pieces. I M Key: I = Introduce M = Master R = Reinforce

29 K-5 SCOPE AND SEQUENCE Creating NJCCCS CONTENT K B A.1 [Dance] A.5 [Dance] C.1 [Theatre] C.2 [Theatre] A C.1 [Theatre] C.3 [Theatre] B B B B.3 Create and perform theatrical directions, movement sequences, and/or musical accompaniments for a musical/theatrical performance. Compose a soundscape using voices and classroom percussion to accompany a story or poem. Compose melodic and rhythmic phrases using manipulatives and/or notation; perform phrases using voice, body percussion, and/or classroom percussion. Compose, notate, and perform short melodies for the recorder, using variation in dynamics, tempo, and articulation. Compose, notate, and perform melodies for Orff instruments or equivalents, using variations in dynamics, tempo, and articulation. I M R R R R I M I M M R R I/M R R I M Key: I = Introduce M = Master R = Reinforce

30 K-5 SCOPE AND SEQUENCE Creating NJCCCS CONTENT K B B A.1 [Dance] A.2 [Dance] B A.1 [Dance] A.2 [Dance] Compose simple AB and ABA pieces, using sound and movement. I M R R Compose and perform simple AB, ABA, and/or ABACA (rondo) pieces, using sound and movement. I M M Key: I = Introduce M = Master R = Reinforce

31 K-5 SCOPE AND SEQUENCE Listening/Critique/History & Culture NJCCCS CONTENT K C C A B A C B C C C A B B.4 Key: Compare and contrast patterns and sounds found in nature to patterns and sounds found in I M R R R R music. Analyze music and environmental sounds using appropriate vocabulary, including high/low, loud/soft, fast/slow, short/long. I M R R R Classify and compare musical performances of various styles and genres. I M R R R R Discriminate between musical styles including classical, jazz, popular, and folk music. I M R R Discriminate between and categorize performances of various musical styles including I M M classical, jazz, popular, and folk/world music. Discriminate between and categorize performances of program music and absolute music. I/M Analyze recorded student performances. I M R R R R Analyze and evaluate recorded student performances, using appropriate vocabulary to describe various performance elements (intonation, timbre, rhythmic accuracy, etc.). I M R R Through discussion, analyze a student performance, using appropriate vocabulary to I M M describe various performance elements (intonation, timbre, rhythmic accuracy, etc.). Write a critique analyzing and evaluating a student performance, using appropriate I M vocabulary to describe various performance elements (intonation, timbre, rhythmic accuracy, etc.). Write a critique analyzing and evaluating a student performance, using appropriate I/M vocabulary to describe various performance elements (intonation, timbre, rhythmic accuracy, etc.). Using teacher-created rubrics, analyze and evaluate that written critique. Analyze and evaluate professional live and recorded performances of various styles, I M R R R R cultures and genres. Analyze and evaluate professional live and recorded performances of various styles, I M R R cultures and genres, using appropriate vocabulary to describe the musical elements. Through discussion, analyze professional live and recorded performances of various styles, I M R cultures and genres, using appropriate vocabulary to describe the personal, cultural and/or historical contexts of the work. Analyze and evaluate, through discussion and/or writing, professional live and recorded I/M performances of various styles, cultures and genres, using appropriate vocabulary to describe the personal, cultural and/or historical contexts of the work. I = Introduce M = Master R = Reinforce

32 K-5 SCOPE AND SEQUENCE Listening/Critique/History & Culture NJCCCS CONTENT K B C A C A C A C B A.1 Through guided discussion, debate the relative merits of live and recorded professional performances. I M M Distinguish the main theme in a musical work. I M R R R Distinguish the main theme in a musical work, using appropriate vocabulary to describe its I M R R elements (melody, texture, rhythm, etc.). Through discussion, analyze how personal and social values inspired and informed the I M creation of exemplary works of music in a variety of styles. Analyze through discussion and/or writing how personal and social values inspired and I/M informed the creation of exemplary works of music in a variety of styles. Compare and contrast music of varying historical periods and world cultures that share I M R R R R similar themes. Compare and contrast music of historical periods and world cultures that share similar I M R R themes, using appropriate vocabulary. Listen to, evaluate, and/or perform works that demonstrate the significant contributions of I M M individual musicians and how they influenced the development of various genres of music. Perform/listen to music from a variety of historical periods and world cultures. I/M R R R R R Perform/listen to music from a variety of historical periods and world cultures and analyze I M R R R how that music reflects those societies values. Perform/listen to music from a variety of historical periods and world cultures and analyze I M M how the music reflects those societies values. Demonstrate and discuss appropriate audience behavior while observing performances and I M M R R R listening to recordings. Examine how audience behavior can affect a musical performance. I M R R Demonstrate and discuss appropriate audience behavior while observing performances and I M M listening to recordings; examine how audience behavior can affect a musical performance. Evaluate audience behavior in classroom and school-wide performances. I M Key: I = Introduce M = Master R = Reinforce

33 Curriculum Guides by Grade WARREN TOWNSHIP SCHOOLS K-5

34 Kindergarten WARREN TOWNSHIP SCHOOLS Grade: Kindergarten (K) Content: Rhythm Essential Question: What is the difference between a steady beat and a word rhythm? B B B A A B A B B A B B B B B B B.1 Demonstrate steady beat in duple (2/4, 4/4) and compound meter (6/8) through movement and performance on classroom instruments to a diverse selection of sung and recorded music. Discriminate between steady beat and word rhythm. Demonstrate word rhythm through movement and performance on classroom instruments. Identify longer and shorter sounds in rhythmic patterns. Demonstrate stepping rhythms (duple) and skipping (compound) rhythms through movement and performance on classroom instruments. Demonstrate strong and weak beats through movement in duple and compound meter. Identify short rhythmic patterns as phrases. Compare short rhythmic patterns to determine whether they are the same or different. Perform short rhythm patterns with body percussion or classroom instruments. Listen to, imitate, and improvise short rhythmic patterns. Silver Burdett Making Music Grade K Computer software and Smart Boards Audio visual materials Teacher developed and directed activities and materials Octavos/published sheet music Classroom and Orff instruments Teacher created or commercially developed worksheets, quizzes, tests and rubrics Class participation and effort Completion of assignments Concert performance with teacher assessment and student self assessment Concert recording and/or video recording

35 Grade: Kindergarten (K) Content: Melody Essential Question: What is the difference between low and high in music? B A B B B B B B B B B B B B B B.5 Listen for and identify high and low pitches in a diverse selection of age-appropriate song material and recorded music. Listen for and identify high and low sound qualities in environmental sounds, voices and instruments. Listen for and demonstrate upward and downward melodic motion through movement. Match pitch with voice through singing of ageappropriate song material and imitating small range melodic patterns (So-Mi/ So-Mi-La). Produce a well-supported, clear head voice. Compare short melodic patterns and determine whether same or different. Listen for and identify repeated pitches in song material. Listen for and identify repeated melodic patterns in song material. Improvise short melodic call-response with teacher or classmate. Silver Burdett Making Music Grade K Computer software and Smart Boards Audio visual materials Teacher developed and directed activities and materials Octavos/published sheet music Classroom and Orff instruments Teacher created or commercially developed worksheets, quizzes, tests and rubrics Class participation and effort Completion of assignments Concert performance with teacher assessment and student self assessment Concert recording and/or video recording

36 Grade: Kindergarten (K) Content: Form Essential Question: How is a musical phrase like a phrase in language? B B B.3 Clap and sing simple melodies or rhythmic accompaniments with repeated and contrasting phrases. Perform and identify: Same and different phrases. Echo (imitation). Call and response. Question and answer. Introduction. Perform and identify: Same and different sections. Silver Burdett Making Music Grade K Computer software and Smart Boards Audio visual materials Teacher developed and directed activities and materials Octavos/published sheet music Classroom and Orff instruments Teacher created or commercially developed worksheets, quizzes, tests and rubrics Class participation and effort Completion of assignments Concert performance with teacher assessment and student self assessment Concert recording and/or video recording

37 Content: Timbre Essential Question: What is tone color (timbre)? WARREN TOWNSHIP SCHOOLS Grade: Kindergarten (K) B B B B B A A.2 Demonstrate developmentally appropriate vocal production (vocal placement) and breathing technique. Apply correct posture and breathing technique to improve the timbre of the voice and protect the voice when singing. Blend unison vocals and instrumental timbres while matching dynamic levels in response to a conductor s cues. Identify various vocal tone qualities produced by individuals, including: sing, speak, shout, whisper, and whistle. Identify various vocal tone qualities produced by groups. Identify timbres in response to diverse aural prompts, including: nature sounds, found sounds, machine sounds, musical instrument sounds, and vocal sounds. Recognize various tone qualities produced by: Individual instruments and groups of instruments. Body percussion. Classroom percussion. Silver Burdett Making Music Grade K Computer software and Smart Boards Audio visual materials Teacher developed and directed activities and materials Octavos/published sheet music Classroom and Orff instruments Teacher created or commercially developed worksheets, quizzes, tests and rubrics Class participation and effort Completion of assignments Concert performance with teacher assessment and student self assessment Concert recording and/or video recording