Somerset Elementary April Specialists Newsletter
|
|
- Jemima Whitehead
- 5 years ago
- Views:
Transcription
1 Somerset Elementary April Specialists Newsletter Art with Mrs. Lewis Kindergarten CIRCLES! Students continue to explore two-dimensional shapes and three-dimensional forms, now focusing on the circle. After completing a project on rainbows where they learn that an arc is a segment of a circle, students find arcs and circles in paintings by Sonia and Robert Delaunay. They then create their own circle/arc paintings. These two-dimensional paintings are then transformed into three-dimensional cylindrical windsocks. Students are asked: How is a cylinder a circular form? How could a windsock be both a tool and a toy? (In social studies students are studying how tools and toys meet needs.) How does expressing an idea in multiple ways help everyone understand the idea? Sonia Delaunay, Rhythme First Grade CARS! First graders are designing and manufacturing toy cars which move. They experiment with paper folding and cutting techniques to make the chassis, body, axles, and tires of the vehicle. Leonardo da Vinci s drawings of a bicycle, a tank, and other modes of transportation give students inspiration to try new ideas. Students are asked: How can cars harm the environment? (In science first graders are studying human actions that harm the environment or limit natural resources.) How could your toy car actually help the environment? (Recycling materials) How does using different materials, tools, and resources help you create new ideas or products? Leonardo da Vinci
2 Second Grade Sumi-e Paintings of Butterfly Garden Second graders learn techniques of painting with a sumi-e brush and ink. They are challenged to carefully observe 3D plants in a garden and represent them as a 2D artwork. Students are asked: How can you represent a form with minimal strokes of a brush? Why could sumi-e painting be considered a spiritual experience? How did you feel when experimenting with this art form? Third Grade Chinese Painting in the style of Roy Lichtenstein Roy Lichtenstein painted enlarged images of comic strips. Later in life he applied this technique to painting oriental landscape compositions. Why did he do this? What do you think of the results? Which paintings do you find most powerful: the original oriental landscapes or his interpretations? Third graders draw a pine tree using oriental guidelines for landscape compositions. They then collage their designs with colored papers patterned with dots. Roy Lichtenstein
3 Fourth Grade Trunks Fourth graders study immigration in social studies. In art, we create miniature ceramic trunks. Students imagine a person sailing from Europe, through Ellis Island at the turn of the century. They sculpt and pack the belongings this individual will need for survival; for remembering old world culture, family, and friends; for maintaining spiritual beliefs; and for adventure in the new world. Some questions students ask themselves: Why is my person leaving her homeland? What will her profession be in the new world? What items will be most valuable to her in the United States? Trunks on display on Ellis Island Fifth Grade Van Gogh s Iris Fifth graders examine Van Gogh s Sois Bois (undergrowth) paintings currently on display in Philadelphia. They then paint Iris in a still life and are challenged to develop their own style. How is your style of painting different from Van Gogh s? Van Gogh
4 PE with Mr. House For April - Grades K-2 students will be emphasizing activities and games emphasizing aerobic fitness and utilizing the FITT principle. FITT stands for Frequency, Intensity, Time (of exercise), and Type of exercise. Kindergarten students will use the skills of underhand and upward movements to explore force of movements such as with using a rolling and bowling motion, and underhand striking, such as with paddles and balloons, and beach balls. Grades 1 & 2 will examine how participating in activities that improve strength and flexibility promote a healthy lifestyle. And, through games answer the question of how practice, effort, and persistence lead to skill improvement. Grades 3-5 will also play a variety of games emphasizing aerobic fitness and utilizing the FITT principle. FITT stands for Frequency, Intensity, Time (of exercise), and Type of exercise. Grades 3-5 will play games that emphasize sequentially using cues to throw, catch, kick, dodge, flee, and pursue, or strike objects to others and/or safely move through space? Instrumental music with Mr. Glabman Both orchestra and band students are gearing up for our sensational Spring Instrumental Concert, which takes place on May 23 rd at 7:00 p. m. We will be performing primarily as a combined fourth and fifth grade orchestra and a combined fourth and fifth grade band. Get ready for a really big sound and some wonderful music! The concert will feature diverse music including a piece I have written for the band. Last summer, I took a string refresher course at Ohio State University. One of the composers-in-residence was Elliot Del Borgo, one of the most famous composers for school groups. Mr. Del Borgo has written many outstanding works. The Somerset orchestra will be performing one of them, the Classic Sinfonia. This work is a Mozart-like evocation of the Classical period in music. It is a challenging work you are sure to enjoy. The orchestra will also perform Coronation Scene by George Best, a work requiring great control of dynamics and expression. The Somerset Band will feature an African Trilogy of songs including the now-classic Siyahamba. As well, we will perform Victor Lopez exciting piece Armada, which lets the entire band shine. The work I have written, Saxophone to the Maxophone of course features our fifth grade saxophones but also all of our fifth grade students. See you at the concert on May 23 rd at 7:00 p. m. in the APR!!
5 General Music with Mr. Hopkins In kindergarten, are continuing to work on musical opposites, such as long/short and high/low. The goal of these experiences is to prepare students to be introduced to rhythm (long/short) and melody (high/low) patterns in 1 st grade. We will soon be experiencing composition by arranging pictures and icons to indicate sounds. Students will also continue to work hard on developing their ability to match pitches vocally as well as expand their vocal rage. First graders are having their first experiences with notating pitches on the staff. We are transferring our knowledge of how to recognize and sing sol-mi patterns to writing sol-mi patterns on a simplified three-lined music staff. Students also had a fun time create our own rhythm piece using found sounds as instruments. Next week, students will begin to compose a rhythm piece about recycling! Second graders continue to experiment with improvisation as they respond musically to artwork. This is a part of an effort to explore the connections between music and other disciplines. We are also developing our musical vocabulary as we learn the Italian musical terms for loud and soft (forte and piano) and fast and slow (allegro and largo or lento). Consider quizzing your students to make sure they have this essential vocabulary under their belts. In the next couple of weeks, we will begin composing simple rhythm patterns and notating them using standard notation. Our third grade students are continuing to learn the fundamentals of recorder playing. We are beginning to realize how very challenging, and yet fun it is to learn how to play an instrument. There are many things that we have to think about at the same time to be successful. We are now working on songs that include three pitches and a variety of rhythm patterns. Please be on the look-out for information concerning the new date and time of our in-school recorder concert! Aside from recorder, we are wrapping up our intensive study of dynamics (volume) and tempo (speed) by studying how these elements can gradually change in music over time rather than instantly and learning the Italian music terms associated with this concept. We are also exploring what Do means in music in order to prepare us for the intensive solfege exploration we will be conducting in the fourth grade. The fourth grade has been working with rhythmic dictation by notating rhythms that are performed for them. This is a skill that is studied in AP Music Theory classes as well as college-level musicianship courses. We are also comparing and contrasting two recordings of the same songs. This task provides us the opportunity to combine all of the aural analytical skills we have learned thus far to holistically understand the musical choices that performers make. And of course, we will continue to work on our music reading skills. Students will have more opportunities to learn songs without assistance through the application of their knowledge of rhythm and solfege syllables. The fifth grade has just started a unit on African drumming that will take us through the end of the year. Students will be able to perform a variety of techniques on our collection of djembes as well as have the opportunity to play some other instruments that native to West Africa. When we study drumming, we change the layout of the seats in the class to form two semi-circles, which symbolizes the importance of equality when studying music. We have also just learned about syncopation, which is the act of stressing rhythms that occur between beats, using the classical Jewish celebration song, Hava Nagila. We even had the chance to dance the hora with it!
Music Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationMusic Curriculum Kindergarten
Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain
More informationGeneral Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More information5 th : Just completed a lesson on positive and negative space, and are currently working on value drawings. 4 th : The 4 th graders have been busy perfecting their skills with creating a Parallel Painting
More informationStudents will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
1 st Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative
More informationStandard 1: Singing, alone and with others, a varied repertoire of music
Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady
More informationStudents will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise
2 nd Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative
More informationPrince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus
Prince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus Prerequisites: Kindergarten Vocal General Music Course Description: The Vocal General Music program of instruction
More informationCentral Valley School District Music 1 st Grade August September Standards August September Standards
Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing
More informationStudents who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Melody Use movements to illustrate high and low.
More informationGrade-Level Academic Standards for General Music
Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop
More informationStandard 1 PERFORMING MUSIC: Singing alone and with others
KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More informationMUSIC CURRICULUM GUIDELINES K-8
DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationDanville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More informationLoudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
More informationIndiana Music Standards
A Correlation of to the Indiana Music Standards Grade One This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Big Book (BB), Electronic
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Music, General/Grade K CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: KINDERGARTEN COURSE DESCRIPTION: COURSE TITLE: MUSIC, GENERAL COURSE NUMBER: 53.00100 COURSE LENGTH: YEARLONG PREREQUISITE(S):
More informationCALIFORNIA Music Education - Content Standards
CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students
More informationINTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
More informationNOVEMBER SPECIALIST S NEWSLETTER
NOVEMBER SPECIALIST S NEWSLETTER Art with Mrs. Lewis This month students are challenged to think in new ways as they experiment through art. Many of these projects are connected to subjects students are
More informationMUSIC GRADE-LEVEL EXPECTATIONS
MUSIC GRADE-LEVEL EXPECTATIONS How can Note Knacks help your students achieve the Missouri State? May, 2007 MUSIC GRADE LEVEL EXPECTATIONS The (GLEs) represent content that Missouri students are expected
More informationCURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm
CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and
More informationAnchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationFlorida Performing Fine Arts Assessment Item Specifications _Intermediate_Elementary_1_Responding
Florida Performing Fine Arts Assessment Item Specifications 5013090_Intermediate_Elementary_1_Responding FRONT MATTER - ELEMENTARY Stimulus Attributes Response Attributes Written questions should be at
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Kindergarten
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Kindergarten Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Dramatize song lyrics through movement. Respond
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationGrade 5 General Music
Grade 5 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationGreenwich Public Schools Orchestra Curriculum PK-12
Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through
More informationGateway Regional School District VERTICAL ALIGNMENT OF INSTRUMENTAL MUSIC Grades K-4
STANDARD 1: Singing 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture how to sing in tune
More informationST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to
More informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study MUSIC K 5 Schools... Elementary Department... Visual & Performing Arts Length of Course.Full Year (1 st -5 th = 45 Minutes
More informationGreenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
More informationVisual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
More information2017 Revised August 2015 Developed August 2013
MUSIC Kindergarten Fifth grade Adopted August 2017 Revised August 2015 Developed August 2013 Music (Kindergarten through Fifth grade) is a Vocal/general music curriculum that was developed by Fair Lawn
More informationThe student will: demonstrate an understanding of the difference in speaking and singing voices by singing songs and playing games.
Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. demonstrate an understanding of the difference in speaking
More informationAnchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationOverview of Content and Performance Standard 1 for The Arts
Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811
More informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationCARLISLE AREA SCHOOL DISTRICT Carlisle, PA Elementary Classroom Music K-5
CARLISLE AREA SCHOOL DISTRICT Carlisle, PA 17013 Elementary Classroom Music K-5 Date of Board Approval: June 21, 2012 CARLISLE AREA SCHOOL DISTRICT PLANNED INSTRUCTION COVER PAGE Title of Course: _General
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More information2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:
2 nd GRADE KEY ELEMENT: Rhythm Beat 1. Demonstrate a steady beat through: 1a Playing barred instruments Beat/Rhythm 1. Distinguish between beat and rhythm through: Duration Creating 1. Experience and read
More informationBRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
More informationA Planned Course Statement for. Length of Period (mins.) 30. Periods per Week: 1. Length of Course (yrs.) 1.0. Adopted: 06/11/06.
East Penn School District Elementary Curriculum A Planned Course Statement for 1 st Year Instrumental String essons Department: Music ength of Period (mins.) 30 Periods per Week: 1 ength of Course (yrs.)
More informationGrade 1 General Music
Grade 1 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationTeacher: Adelia Chambers
Kindergarten Instructional Plan Kindergarten First 9 Weeks: Benchmarks K: Critical Thinking and Reflection MU.K.C.1.1: Respond to music from various sound sources to show awareness of steady beat. Benchmarks
More informationSTRAND I Sing alone and with others
STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The
More informationKindergarten Music Curriculum Maps
Kindergarten Music Curriculum Maps Unit of Study: Voice Unit of Study: Sources for Music Unit of Study: Ballet Unit of Study: Voice, Steady Beat and Ballet Unit of Study: Steady Beat Unit of Study: Modality
More informationChapter Five: The Elements of Music
Chapter Five: The Elements of Music What Students Should Know and Be Able to Do in the Arts Education Reform, Standards, and the Arts Summary Statement to the National Standards - http://www.menc.org/publication/books/summary.html
More informationRiver Dell Regional School District. Visual and Performing Arts Curriculum Music
Visual and Performing Arts Curriculum Music 2015 Grades 7-12 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationADVANCED STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re
More informationCurriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is
More informationGrade 2 Music. Content Skills Learning Targets Standards Assessment Resources & Technology CEG. A1. Teacher MUSIC? on classroom percussion
Big Woods Elementary Teacher: Victoria Van Beusekom Grade 2 Music September 2016 CEG T1. I can use my voice in 0.1.2.3.1 Read and A1. Demonstrate a 4 different ways. notate music using a WHAT ARE THE steady
More informationGrade Level Music Curriculum:
Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party
More informationGrade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music
Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts
More informationLEARNING-FOCUSED TOOLBOX
Know: Understand: Do: Native Amreican Hispanic African Carribean Chinese Irish Folk Song Current popular music Classical music Jazz PA Music Standards: 9.1 Singing, alone and with others, a varied repertoire
More informationKINDERGARTEN BENCHMARKS
KINDERGARTEN BENCHMARKS Kindergarten students are naturally curious. Building upon kindergarten readiness skills, the curriculum emphasizes developing reading and math skills in an environment that focuses
More informationKINDERGARTEN-CURRICULUM MAP
CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Imagine: Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts,
More informationGeneral Music Objectives by Grade
Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and
More informationOskaloosa Community School District. Music. Grade Level Benchmarks
Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop
More informationARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007
ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE Department of Catholic Schools 2007 Curriculum Guidelines for Music Archdiocese of Portland, Oregon The Department of Catholic
More informationMusic Curriculum Maps Revised 2016 KINDERGARTEN
KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking,
More informationIndiana Music Standards
A Correlation of to the Indiana Music Standards Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE).
More informationThe following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationCentral DeWitt Community School District. K--12 Music Standards
Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning
More informationKINDERGARTEN GENERAL MUSIC
MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing
More informationGrade 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,
More informationK-12 Music Curriculum. July 2017
K-12 Music Curriculum July 2017 Contents Acknowledgements 4 Music SAC Members 4 Yorkville CUSD 115 Mission Statements 4 K-12 Music Curriculum at-a-glance 4-13 Explanation of Coding and Numbering 14 K-12
More informationTHE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music
THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
More informationAH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects
2007-2008 Pacing Guide DRAFT First Quarter 7 th GRADE GENERAL MUSIC Weeks Program of Studies 4.1 Core Content Essential Questions August 1-3 CHAMPS Why is Champs important to follow? List two Champs rules
More informationMusic Study Guide. Moore Public Schools. Definitions of Musical Terms
Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationNewport Public Schools Curriculum Framework. Subject: Classroom Music Standard #1 Grade Level Grade 1 Standard Benchmarks Suggested Resources/
Subject: Classroom Music Standard #1 Grade Level Grade 1 Singing, alone and with others, a varied repertoire of music Sing by rote a variety of songs: nursery rhyme and folk songs, play/game songs, chants,
More informationCOURSE: Elementary General Music
UNIT: Singing #1 Singing alone and with other a varied repertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 4 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: Year-Long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching within an interval through of an octave
More informationMonday Tuesday Wednesday Thursday Friday. Planning Acor Adams IMA King. Poole Planning Edlin Planning Donohue. Bahia Cribb Gregory PMA Reynolds
Music Syllabus Diana Dailey, music teacher 2013-14 Mission Statement The mission of Bethel Elementary School is to engage children in a nurturing learning environment and to provide a quality education.
More informationContent Map For Fine Arts - Music
Content Map For Fine Arts - Music Content Strand: Fundamentals K-MU-1 Invent and/or use prenotation symbols (pictures, lines, etc.) K-MU-2 Identify introduction and same and different sections. K-MU-3
More informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study 6 th & 7 th GRADE BAND School... Intermediate School Department... Visual & Performing Arts Length of Course... Full
More informationIntroduction to Instrumental and Vocal Music
Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections
More informationInternational School of Kenya
Creative Arts High School Strand 1: Developing practical knowledge and skills Standard 1.1: Sing, alone and with others, a varied repertoire of music 1.1.1 1.1.2 Sing band repertoire from many sources
More informationIndiana s Academic Standards MUSIC
Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National
More informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: First Grade STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing independently, on pitch and in rhythm, with diction and
More informationBy the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively.
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
More informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationGrade 3 General Music
Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student
More informationKindergarten-3 rd Grade 2008 Minnesota Arts Strands & Standards Dance, Media Arts, Music, Theater, & Visual Arts
Kindergarten-3 rd Grade 2008 Minnesota Arts Strands & Standards,,,, & STRAND STANDARD 0.1 Artistic Foundations 0.2 Artistic Process: Create or Make 0.3 Artistic Process: Perform or Present 0.4 Artistic
More informationILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Effective beginning September 3, 2018 ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Subarea Range of Objectives I. Responding:
More informationA Fine Arts Standards Guide for Families
Content Contributors Financial Support provided by: Ohio Alliance for Arts Education The Ohio Alliance for Arts Education is supported annually by The John F. Kennedy Center for the Performing Arts and
More information