Music curriculum for ages 5-9 Introduction God created humans in His own image, yet each person has their own unique qualities. Arts education should encourage and assist students to use their God-given talents to the best of their ability. The teaching of music Christianly encourages students to express praise and worship to God. Singing and the playing of instruments are both excellent expressions of worship. The Lord is my strength and my song. Exodus 15:2 Come let us sing for joy to the Lord. Psalm 95:1 Shout for joy to the Lord, all the earth, burst into jubilant song with music; make music to the Lord with the harp and the sound of singing, with trumpets and the blast of the ram s horn. Shout for joy before the Lord, the King. Psalm 98:4-6 Topics The following topics will be incorporated into lessons throughout the year, and for the purposes of consolidation, will not be taught as separate blocks. 1. Exploring and developing ideas creating, composing, experimenting with sound. 2. Using skills, techniques and processes beat, rhythm, pitch, tone colour, dynamics, speed. 3. Arts criticism and aesthetics listening, recognizing patterns and musical features, appreciation of music surrounding special interest themes. 4. Presenting performing with voice, dance, body sounds and musical instruments. Students will be presented with a range of musical styles: Christian, traditional, classical, contemporary and folk, with the emphasis on enjoyment and appreciation. The teaching of musical skills is an important aspect of the music program. Consolidation and repetition of skills is extremely important. With the learning of musical instruments, school and home should work together, the home practice routine being vital. Music is a gift from God that should be nurtured in all students. It is a gift to all, and not only for those with exceptional talent. Music is therefore a very important element in the Christian curriculum.
Age 5 Topic 1: Exploring and developing ideas By the end of this year students will be able to: 1. Create and make music using their voice, instruments and objects to acquire knowledge about sound. 2. Explore ways of making and changing sound. 3. Use sound patterns in response to poems, stories or songs. 4. Use imagination in creating and making music. Create sounds to accompany a story, scene, rhyme or poem: Going on a bear hunt ; rain, wind and thunder Use instruments to accompany sections of a song Take you riding in my car Use percussion instruments and body sounds to accompany a traditional story e.g. The Three little pigs Plays percussion instruments in the correct manner. Shows sensitivity to the beat. Selects suitable instruments/ sounds to accompany a story. Shows imagination. Are the students able to use their own ideas for making music? Age 5 (cont) Topic 2: Using skills, techniques and processes By the end of this year students will be able to: 1. Explore techniques for producing sound on selected instruments. 2. Make differences in the pitch, duration and volume of sound. 3. Demonstrate the difference between beat and rhythm. 4. Perform simple rhythms and use the visual symbols, ta, titi. 5. Use their natural voice to match pitch, and to use the visual symbols, soh, mi. lah. a) Beat Keep beat to songs in simple time. Put beat in the feet, hands, and on different body parts. Clap the beat to Nursery Rhymes. Differentiate between beat and rhythm. (The beat will be defined as the heart beat ; the rhythm will be defined as clapping the words.) Use percussion instruments to perform beat and rhythm. Pass an object on the beat. Perform a short rhythm as notated on a card. Perform 2 and 4 beat ostinato patterns to rhymes and songs. Move freely to music in different metres. Walk, run and skip to a beat. b) Rhythm Perform word chants. (e.g. names of children in the class, fruits/vegetables, animal names) Clap rhythms using ta and ti-ti. ( Ta is one sound per beat and ti-ti is two sounds per beat.)
Lay rhythm sticks on the floor, to represent the rhythm of a song. (One stick for ta, two sticks for ti-ti.) Recognize and write symbols for ta, ti-ti and single ti. Clap, sing or say rhythm names to well known songs. Clap, sing or say rhythm names, reading from stick notation. Arrange rhythm flash cards to known songs in correct order. Match the titles of known songs with their rhythms. Accurately echo a rhythm clapped by the teacher. Identify from a list of rhythms, the rhythm being performed. Write symbols for a simple dictated rhythm pattern. c) Pitch Identify high and low sounds. Identify and sing the interval of a minor third, (mi and soh). Learn hand-signs for mi and soh. Learn that soh and mi and a skip apart. Identify and sing lah, and understand that it is a step above soh. Learn hand-sign for lah. Identify mi, soh and lah on the staff. Echo a two or three note melody using solfa names Sing solos in singing games and sing responses to questions or greetings using the minor third interval. Use body sounds to demonstrate crescendo/diminuendo. E.g. train pulling out of a station. f) Speed Perform fast/slow chants and songs. Speed up/slow down in singing or playing. 1. Claps to the beat. 2. Claps the rhythm of a given tune. 3. Identifies high and low sounds. 1. Plays an instrument to the beat. 2. Performs a 4-beat pattern using ta and ti-ti notation. 3. Identifies the notation soh and mi on the staff. How confident are the students in singing solo responses in the singing games? Can the students differentiate between beat and rhythm? How well can the students recognize and perform the following notation: ta, ti-ti and soh, mi, lah? d) Tone colour Discuss the names of percussion instruments, how to treat them and how to play them correctly. Pick the difference between the sounds of wood, skin and metal. Listen to a variety of recorded music and identify some of the instruments. e) Dynamics Perform loudly/softly. Use word chants to practice loud/soft.
Age 5 (cont) Topic 3: Arts criticism and aesthetics Aim By the end of this year students will be able to: 1. Listen to music and express feelings about the music. 2. Discuss their ideas. Listening to a variety of musical recordings. Moving to the music Waving scarves to the music Discussing the way the music makes us feel. Semesters 1 & 2: Expresses ideas about the music. Listens with interest. How focused are the students in listening activities? Age 5 (cont) Topic 4: Presenting By the end of this year students will be able to: 1. Use voice, percussion and body, to perform melodic and rhythmic patterns. 2. Sing songs, perform actions to songs and move to music. : Sing class songs. Play percussion instruments Skip, walk, dance to folk songs and recorded music. Wave scarves to recorded music. Perform items to an audience. Semesters 1 & 2: 1. Joins in with singing, movement and percussion activities. 2. Performs with confidence in front of an audience. How confident are the students in performing? Resources Christian songs Couldn t Be Finer CD and class set of song books (Cheryl Reid) Free download from this web site Kodaly songs with games or actions Catch a Song, Hoermann & Bridges, Holmes McDougall Aust., 1988. Up high, down low (Catch a Song p. 200) We re going up Left right Bee Bee
See Saw (Catch a Song p. 172) Tick Tock Good Night Sleep Tight Rain Rain (Catch a Song p. 158) Bye bye baby-o Caterpillar (Catch a Song p. 37) Lucy Locket (Catch a Song p. 112) Bluebells (Catch a Song p. 29) Starlight (Catch a Song p. 177) On a little piece of string (Catch a Song p. 140) Come home all my ducks and geese (Catch a Song p. 43) Snail Snail Bounce high (Catch a Song p. 30) Kangaroo (Catch a Song p. 99) Naughty Pussy Cat (Catch a Song p. 127) Little Mouse be Careful (Catch a Song p. 106) Mr. Sun (Catch a Song p. 122) Candle Burning Bright (Catch a Song p. 36) Four Little Engines (Catch a Song p. 59) Big Black Train (Catch a Song p. 25) Jack Be Nimble (Catch a Song p. 91) Bye low Baby-o Rig-a-jig-jig (Catch a Song p. 162) Juba (Catch a Song p. 96) The Mulberry Bush (Catch a Song p. 125) This Old Man (Catch a Song p. 188) Additional Kodaly resources He is by Vicki Delport (free download from this website) Percussion instruments A collection of percussion instruments is available for beat and rhythm activities. Age 6 Topic 1: Exploring and developing ideas 1. Describe different ways of making and changing sound. 2. Improvise sound patterns in response to poems and stories. 3. Use vocal and instrumental sounds to create mood and background noises to accompany sounds within a story or scene. Provide sounds to accompany traditional stories e.g. The Three Bears; Henny Penny Imitate sounds from the environment, e.g. animal sounds, machine sounds, weather. Sing a song using the voice of an imagined character such as a hand puppet. Use percussion instruments and body sounds to create a sound picture. e.g. walking through the jungle; an old car; a train ride Selects suitable percussion instruments to accompany song sections. Plays instruments with sensitivity to the beat.. Selects suitable percussion instruments or body sounds to accompany a traditional story. Uses imagination. Are the students able to use their own ideas for making music?
Age 6 (cont) Topic 2: Using skills, techniques and processes Use graphic notation for rhythm, (ta, ti-ti, zah). Match rhythm to beats, using simple time. Use graphic notation for pitch, (soh, mi, lah). Organize sounds to create a desired expression.. a) Beat Pass an object on the beat. Set out beats for Kodaly songs. Keep the beat while partner keeps the rhythm. Keep beat to songs in 2 and 3 metre, showing the difference between strong and weak beats. b) Rhythm Chant rhythms of names, animals, fruits etc. Clap rhythms, understand that ta is one sound per beat and ti-ti is two, and zah is a beat of silence. Write notation for dictated rhythms, showing beats as well as rhythms. Perform beat while partner performs rhythm. Sequence rhythm cards for Kodaly songs. c) Pitch Place soh, mi and lah on the staff, using counters. (Soh and mi are copy cats. If one is on a line, so is the other. Same applies to space notes.) Sing known songs to the names, soh, mi and lah, using hand signs. d) Tone Colour Read a score for percussion instruments. (Percussion instruments are represented by visual symbols, attached to beats.) Play instruments to recorded music, taking turns according to picture cards as indicated by teacher. (When tambourine picture is held up, all those with tambourines play.) e) Dynamics Use body percussion to create a piece of music that uses the effects of gradual change in dynamics and tempo. E.g. an aeroplane taking off. f) Speed Work in pairs. One child can mirror the other as they move their arms, conducting faster or slower. 1. Claps the rhythm for known songs. 2. Sequences rhythm cards for known songs. 3. Places soh and mi correctly on the staff. 1. Writes the rhythm for a known song. 2. Sequences rhythm cards for known songs. 3. Places soh, mi and lah correctly on the staff. How confident are the students in singing solo responses in the singing games? Can the students differentiate between beat and rhythm? How well can the students recognize and perform notated rhythms using ta, ti-ti and zah? How well can the students recognize and perform the notation soh, mi and lah? How accurately are students recording rhythmic dictation? How well are students recording melodic dictation?
Age 6 (cont) Topic 3: Arts criticism and aesthetics Aim Understand concepts about the expressive qualities of sound and musical structures. 1. Recognize ascending/descending passages; tempo changes; changes in dynamics; repeated passages. 2. Describe moods after listening to recorded music. 3. Draw shapes in response to the music. 4. Express feelings through discussion. 5. Listen to Peter and the Wolf and recognize the way in which instruments of the orchestra imitate animals. 6. Listen to Adventures of Teddy by Phil Moore and use puppets to tell the story. Listens to music with interest. Expresses ideas about music. 1. Expresses ideas about music. 2. Draws a picture in response to the music. How focused are the students in listening activities? Age 6 (cont) Topic 4: Presenting 1. Participate with others in performance activities using voice, instruments or dance/movement. 2. Perform songs, dances and accompany music using percussion instruments. Sing songs. Play percussion instruments. Skip, walk, dance to folk songs and recorded music. Wave scarves to recorded music. Perform to an audience. Semesters 1 & 2: 1. Joins in singing, movement and percussion activities. 2. Performs with confidence to an audience. How confident are the students in performing? Resources Christian songs Couldn t Be Finer CD (Cheryl Reid) free download from this web site Kodaly Songs with games or actions Catch a Song, Hoermann & Bridges, Holmes McDougall Aust., 1988. Up high, down low (Catch a Song p. 200) Lucy Locket (Catch a Song p. 112) Bluebells (Catch a Song p. 29)
See Saw (Catch a Song p. 172) Bee Bee Caterpillar (Catch a Song p. 37) Four Little Engines (Catch a Song p. 59) Snail Snail AppleTree Bow to your partner (Catch a Song p.32) Rain Rain (Catch a Song p. 158) Five Fat Frogs Bell Horses (Catch a Song p. 21) Teddy Bear (Catch a Song p. 183) Going on a lion hunt (Catch a Song p. 64) Riding on my engine (Catch a Song p. 161) Bye bye baby-o Miss Mary Mack (Catch a Song p. 121) On a little piece of string (Catch a Song p. 140) Candle burning bright (Catch a Song p. 36) Come home all my ducks and geese (Catch a Song p. 43) Naughty Pussy Cat (Catch a Song p. 127) Little Mouse be careful (Catch a Song p. 106) Mr. Sun (Catch a Song p. 122) Big Tall Indian (Catch a Song p. 26) Additional Kodaly resources He is by Vicki Delport (free download from this website) Music for listening Peter and the Wolf CD (Prokofiev) (with work sheets) Traditional stories for sound pictures. Percussion instruments Age 7 Topic 1: Exploring and developing ideas 1. Describe different ways of making and changing sound. 2. Improvise sound patterns in response to poems and stories. : Provide sounds to accompany traditional story The musicians band. Use percussion instruments and body sounds to create a sound picture e.g. pirates at sea. : 1. Selects suitable percussion instruments to accompany song sections. 2. Works well in a group. 1. Selects suitable percussion instruments or body sounds to accompany a traditional story. 2. Contributes to the group activity. Are the students able to use their own ideas for making music?
Age 7 (cont) Topic 2: Using skills, techniques and processes Use rhythmic notation for ta, ti-ti and zah. Use melodic notation for soh, mi and lah. Organize sounds to create a desired expression. Play simple tunes on chime bars or glockenspiel, both by ear and following notation. a) Beat Pass a ball on the beat. Conduct music in 2,3 and 4 metre. b) Rhythm Take down rhythmic dictation using the symbols for ta, ti-ti and zah. Improvise and experiment with rhythmic patterns to create an accompaniment for a known song. Write in the time signature and bar-lines for a simple song in 4 metre. Perform beat and rhythm simultaneously. Fill in missing rhythms to known songs. Echo the rhythm names of a rhythm passage clapped by teacher, (known as clever echo.) c) Pitch Play a simple melody by ear on a tuned percussion instrument. Play a simple tune on a tuned percussion instrument, reading the notes soh, mi and lah. Echo the solfa names of a simple song sung by teacher. ( clever echo ) Place counters on a staff, for melodic dictation. Write songs on the staff using soh, mi and lah. Use bass notes, (selected chime bars), to accompany a song. d) Tone Colour Differentiate between the sounds of wood, skin and metal. Follow a simple score using percussion instruments. e) Dynamics and speed Explore the dynamic tonal range of different instruments. Use and interpret symbols to represent dynamics and speed. 1. Writes the rhythm of a known song. 2. Places soh, mi and lah correctly on the staff. 3. Plays a set tune on the chime bars. 1. Writes the rhythm for a known song. 2. Writes a song on the staff. 3. Plays a set tune on the chime bars. How confident are the students in singing solo responses in the singing games? How well can the students perform notated rhythms using ta, titi and zah? How well can the students play known songs? How accurately are students recording rhythmic dictation? How well are students recording melodic dictation?
Age 7 (cont) Topic 3: Arts criticism and aesthetics Aim Understand concepts about the expressive qualities of sound and musical structures. 1. Recognize tempo changes; changes in dynamics; repeated passages. 2. Describe moods after listening to recorded music. 3. Draw shapes in response to the music. 4. Express feelings through discussion. 5. Listen to recordings and comment on the variety of instrumental sounds. 1. Listens to music with interest. 2. Expresses ideas about the music. 1. Listens to the music with interest. 2. Draws a picture in response to the music. How focused are the students in listening activities? Age 7 (cont) Topic 4: Presenting 1. Perform a range of dances, songs, and percussion accompaniments. 2. Participate with others in performance activities using voice, instruments, or dance/movement. Sing songs. Play percussion instruments. Move to recorded music. Perform to an audience. Semesters 1 & 2 Joins in singing, movement and percussion activities. Performs with confidence to an audience. How confident are the students in performing? Resources Christian songs All Creation Sings CD (Cheryl Reid) Sing a Joyful Song CD(Cheryl Reid)free download from this web site Kodaly Songs with games or actions Catch a Song, Hoermann & Bridges, Holmes McDougall Aust., 1988. Mr Sun (Catch a Song p. 122)
Hot Cross Buns (Catch a Song p. 81) Five Fat Frogs Bluebells (Catch a Song p. 29) Lucy Locket (Catch a Song p. 112) Apple Tree Here comes a blue bird (Catch a Song p. 74) Candle burning bright (Catch a Song p. 36) Fuzzy Wuzzy I hear with my little ear (Catch a Song p. 83) I see the moon (Catch a Song p. 87) Peas Porridge Hot Teddy bear woolly and brown Teddy Bear (Catch a Song p. 183) Miss Mary Mac (Catch a Song p. 121) Go in and out (Catch a Song p. 63) Additional Kodaly resources He is by Vicki Delport (free download from this website) Percussion instruments A collection of percussion instruments is available for beat and rhythm activities. Traditional stories for sound pictures. Age 8 Topic 1: Exploring and developing ideas 1. Create, make and present music using their voice, percussion instruments or tuned percussion instruments. 2. Investigate ways of changing sounds and create their own rhythmic and melodic patterns. 3. Explore ideas and feelings through making and creating music. Compose and perform a score using percussion instruments. Recreate sounds in their environments -. E.g. a storm; bush sounds; the seasons Select and combine sounds to create a sound picture. 1. Selects suitable percussion instruments to accompany song sections. 2. Works well in a group situation. 1. Creates a 4-bar piece for percussion instruments. 2. Performs composition to the class. Are the students able to use their own ideas for making music?
Age 8 (cont) Use visual symbols to record own compositions. Topic 2: Using skills, techniques and processes Play songs on the recorder from notated music. Understand rhythmic elements soh, mi, lah and doh. Understand the melodic elements ta, ti-ti, zah and ta-a. a) Beat Perform beat and rhythm simultaneously. Jump/step on the beat. Use percussion instruments to perform accent - (strong and weak beats). Conduct in 2,3 and 4 metre. b) Rhythm Sing and clap songs that use the minim (ta-a), and incorporate this into music writing. Compose own rhythms for a partner to perform. Perform rhythm from a sequence of rhythm flash cards. Improvise rhythmically to a given beat. c) Pitch Play songs on the recorder, learning notes in this order: B,A,G, C,A, D, F,E, F#, low D, C#, C. Sing the solfa elements, soh, mi, lah, doh and ray. Sing in canon and melodic ostinato patterns. Choose the correct notation for a sequence of notes as played by the teacher. (Select from a number of flashcards.) Write the notation for simple melodic patterns, as dictated by the teacher. Write melodic notation for known songs. Improvise answering phrases, when given a set of pitch sounds. d) Harmony Using chime bars or glockenspiels, play the 3 primary bass notes of a chord on the first beat of every bar, following a score. Sing in canon. e) Tone Colour Play percussion instruments to a score. Use percussion instruments to highlight song sections, e.g. verse/chorus. Explore the many ways in which sounds may be produced. Use household utensils, conventional instruments, and environmental objects. Identify instruments of the orchestra. f) Dynamics and speed Create a sound picture that explores dynamics and speed. e.g. a train Conduct to fast and slow songs. Listen to music with a contrasting dynamic range, and imagine the story that the music is telling. Sing loudly or softly. 1. Writes the rhythm of a known song. 2. Writes a song on the staff, using soh, mi, lah. 3. Plays a tune on the recorder using the notes B, A, G, C, D. 1. Writes the rhythm for a known song. 2. Writes a song on the staff using me, ray, doh. 3. Plays the scale of D major on the recorder. How well are the students singing songs using solfa and hand signs? How well can the students perform notated rhythms?
How well can the students play known songs on the recorder? How accurately are students recording rhythmic dictation? How well are students recording melodic dictation? Age 8 (cont) Topic 3: Arts Criticism and aesthetics 1. Participate in a variety of activities including singing, playing, moving and listening. 2. Demonstrate an aural awareness of and describe changes in music such as tempo, dynamics and harmonic texture. 3. Respond to key features of musical works such as rhythms, melody, tempo, instruments, dynamics and structure. 1. Recognize tempo changes; changes in dynamics; repeated passages. 2. Describe moods after listening to recorded music. 3. Express feelings through discussion. 4. Listen to The Carnival of the Animals and recognize the way in which instruments of the orchestra imitate animals. 5. Listen to theme music from popular children s movies. 1. Listens to music with interest. 2. Expresses ideas about the music. 1. Listens to the music with interest. 2. Draws a picture in response to the music. How focused are the students in listening activities? Age 8 (cont) Topic 4: Presenting 1. Present works using their voice, instruments and bodies. 2. Present a range of songs/pieces/dances for a particular audience or purpose. 3. Work as a member of a small group to prepare a work. : Play the recorder in a group, for performance to parents and other students. Sing rounds. Compose tunes on tuned percussion and presenting them to the class. Semesters 1 & 2 Plays a solo tune on the recorder. Plays in a small group. Do the students enjoy performing? How well do they listen to others perform? Resources Christian songs All Creation Sings CD (Cheryl Reid) Sing a Joyful Song CD(Cheryl Reid)free down load from this web site
Kodaly songs with games or actions Catch a Song, Hoermann & Bridges, Holmes McDougall Aust., 1988. *Songs indicated as R will also be used for recorder tuition Bluebells (Catch a Song p. 29) Mr. Sun (R) (Catch a Song p. 122) Hot Cross Buns (R) (Catch a Song p. 81) Long legged sailor (R) Five Fat Frogs (R) One Two Three (Catch a Song p. 143) Lucy Locket (R) (Catch a Song p. 112) Bounce High (R) (Catch a Song p. 30) Jack Be Nimble (R) (Catch a Song p. 91) It s raining (R) (Catch a Song p. 88) Rain Rain (R) (Catch a Song p. 158) Rain is Falling Down (Catch a Song p. 157) Apple Tree (R) Good News (R) Big Black Train (R) (Catch a Song p. 25) Sea Shell (R) One Potato (Catch a Song p. 142) Here comes a Blue Bird (Catch a Song p. 74) Go tell Aunt Rhodie (R) (Catch a Song p. 65) Rover (R) (Catch a Song p. 166) Hush Little Baby (R) Old Mac Donald (R) Fuzzy Wuzzy (R) Twinkle (R) (Catch a Song p. 198) London Bridge (R) (Catch a Song p. 108) Kumbaya (R) Yankee Doodle (R) Jingle Bells (R) Good King Wenceslas (R) Money and Key (Catch a Song p. 123) Who s that (Catch a Song p. 207) Kookaburra (round) (Catch a Song p. 100) Additional Kodaly resources He is by Vicki Delport (free download from this website) Percussion instruments A collection of percussion instruments is available for beat and rhythm activities. Recordings for listening The Carnival of the Animals Saint Saens Traditional stories for sound pictures.
Age 9 Topic 1: Exploring and developing ideas 1. Create, make and present music using their voice, percussion instruments or tuned percussion instruments. 2. Investigate ways of changing sounds and create their own rhythmic and melodic patterns. 3. Explore ideas and feelings through making and creating music. : Choose appropriate percussion instruments to accompany a song or story. Recreate sounds in their environments e.g. mechanical toys. Select and combine sounds to create a sound picture. 1. Selects suitable percussion instruments to accompany song sections. 2. Works well in a group situation. 1. Selects suitable percussion instruments or body sounds to accompany a traditional story. 2. Works well in a small group. Are the students able to use their own ideas for making music? Age 9 (cont) Topic 2: Using skills, techniques and processes Play songs on tuned percussion instruments using notated music. Understand rhythmic elements soh, mi, lah. doh and ray. Understand the melodic elements ta, ti-ti, zah, ta-a and tikatika. a) Beat Play ostinato games e.g. Cookie jar; farm animals game. Keep the beat to songs in compound time. Move to songs in compound time. Develop ostinato patterns for songs in compound time. Conduct songs in compound time. b) Rhythm Use the semi-quaver in notation (tika-tika). Perform rhythms in compound time. Write rhythmic dictations using all known rhythmic elements, including compound time. Compose rhythms for a partner to perform. c) Pitch Sing songs using the solfa names soh, mi, lah, doh, ray. Use upper doh in performing and composing. Read music using letter names, and play tunes on the chime bars or recorder. Improvise and compose using the pentatonic scale. Play the following scales: C, G, D major. Transpose on the staff. Write melodic dictation with the pentatonic scale. d) Harmony
Play notes in the tonic triad to create harmony. Use notes of chords to accompany songs. e) Tone Colour Improvise and compose using a variety of tuned and untuned percussion instruments. Play percussion instruments using dynamics (loud, soft). 1. Listens to 2 bars of rhythm in simple time, and records it. 2. Listens to 2 bars of music using the pentatonic scale, and records the melody. 3. Plays a set tune on the chime bars or recorder. 1. Listens to 2 bars of rhythm in compound time, and records it. 2. Listens to 2 bars of music using the pentatonic scale and records the melody. 3. Plays a set tune in compound time on the chime bars or recorder. How well are the students recording rhythms and melodies? Age 9 (cont) Topic 3: Arts criticism and aesthetics Aim Understand concepts about the expressive qualities of sound and musical structures. 1. Listen for changes in tempo and dynamics. 2. Listen for repeated passages. 3. Describe moods after listening to recorded music. 4. Draw shapes in response to the music. 5. Express feelings through discussion. 6. Listen to theme music and discuss ways in which instruments set the scene. 1. Listens to music with interest. 2. Expresses ideas about music. 1. Listens to the music with interest. 2. Draws a picture in response to the music. How focused are the students in listening activities?
Age 9 (cont) Topic 4: Presenting 1. Perform a range of dances, songs, percussion accompaniments and melodies on tuned instruments. 2. Participate with others in performance activities using voice, instruments, and dance/movement. 3. Demonstrate their instrumental skills by playing in the school instrumental group. Sing songs. Play untuned percussion instruments. Play tuned percussion instruments and/or recorder. Move to recorded music. Perform to an audience. Semesters 1 & 2 1. Joins in singing, movement and instrumental activities. 2. Performs with confidence in front of an audience. How confident are the students in performing? Resources Christian songs All Creation Sings Sing a Joyful Song (free downloads from this web site) Ickle Ockle One Two Three (Catch a Song p. 143) Closet Key Criss Cross Draw a Bucket of Water (Catch a Song p. 50) William (Catch a Song p. 208) Au Claire de Lune Frere Jacque (Catch a Song p. 60) Blackbird (Catch a Song p. 28) Chicken on a Fence Post Rocky Mountain (Catch a Song p. 164) Sailing on the Ocean (Catch a Song p. 167) Tideo (Catch a Song p. 191) Wake Snake (Catch a Song p. 201) Somebody s Knocking at my Door Charlie over the Water (Catch a Song p. 38) London s Burning (round) Catch a Song p. 109 Additional Kodaly resources He is by Vicki Delport (free download from this website) Traditional stories for sound pictures. Percussion instruments A collection of percussion instruments is available for beat and rhythm activities. Instrumental music Written scores for various instrumental arrangements Kodaly Songs with games or activities Catch a Song, Hoermann & Bridges, Holmes McDougall Aust., 1988.