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 (intonation), keeping a steady tempo, rhythmic accuracy, proper breathing,correct posture Tone calls. Take turns helping Teacher take attendance by singing student's names. Student's answer echoing same tonal pattern much like call and response. 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation Student will Know: how to distinguish between loud and soft, fast and slow, happy and sad Sing songs using knowledge of above. 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture how to sing independently without trepidation. work on improving singing skills. Students can sing with a partner if desired. 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation Sing with empathy and feeling,voice projection, accuracy of pitch. try to sing with expression using appropriate tempo and volume. 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 with clear diction, proper breathing technique sing independently with recording or piano accompaniment. Also students will sing a capella. 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation how to sing with the correct interpretation of the mood of the song. sing with feeling. 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture Classify simple vocal combinations: solo, duet, chorus etc. Students will have the opportunity to sing a familiar song in various voice combinations (solo, duet) as a classroom performance. 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation Students sing song from musical "Grease" with expression and appropriate interpretation. Students choreograph and sing song "We Go T ogether" from musical. 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture Build on previous singing skills. Have opportunities to sing solos, and duets. 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation The difference between singing expressively and singing with very little expression. Listen and watch singers who sing with expression and discuss the possible interpretations of song. Page 1 of 12
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods how to sing from memory patriotic songs, folk songs, songs from diverse cultures, old songs and modern songs. Work on new songs until they are sung from memory 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods Song in Spanish - students learn to sing refrain from memory. Sing calypso music. 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods call and response songs, the national anthem by heart, among many other songs from different genres including songs from Broadway, folk songs. memorize songs and perform them for an audience. 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods Spiritual songs; African music and its history. Sing Wade in the Water students sing the verses in small groups; all sing the refrain. 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods African, Jewish, English, Irish songs. Students will sing in three parts an African Song, "Wade in the Water," "Hey Yanna," and the third part being a Jewish farewell song, "Shalom Chaverim." 1.4 Sing ostinatos, partner songs, rounds and simple twopart songs, with and without accompaniment how to sing simple rounds and two-part songs with and without accompaniment separate into two groups to sing simple rounds taking care to focus and listen. 1.4 Sing ostinatos, partner songs, rounds and simple twopart songs, with and without accompaniment how to sing simple two-part rounds, and two-part songs with and without accompaniment practice singing rounds on a fairly consistent basis to develop this skill. 1.4 Sing ostinatos, partner songs, rounds and simple twopart songs, with and without accompaniment 1.4 Sing ostinatos, partner songs, rounds and simple twopart songs, with and without accompaniment African American song; Israeli farewell song. Students sing Wade in the Water as a round with Shalom Chaverim and Hey Yanna in three parts. 1.4 Sing ostinatos, partner songs, rounds and simple twopart songs, with and without accompaniment Develop tonal accuracy while singing ostinatos, partner songs, rounds. After learning the three parts of the song, "One Bottle of Pop," students divide into three groups and sing each section as partner songs to create harmony. Page 2 of 12
1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor how to blend voices so that everyone is singing at the desired volume level. Sing various songs in small groups, ultimately class will sing together as a whole group 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests Respond through movement (patching knees and clapping, marching) to both steady beat, and the rhythm of song. body percussion or non-pitched percussion instruments to nursery rhymes 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor how to sing in a group and strive to be aware of own voice and other voices singing together. songs of varying difficulty listening to teacher's directions. 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests Demonstrate understanding of the beat in music. Match teacher's beat patterns and tempo changes, student and teacher use drums. 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor STANDARD 2: Reading and Notation 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests Rhythmic concepts of steady beat, long/short, accented/unaccented. Students remove one shoe and step to the beat of "Deedle Deedle Dumpling" to demonstrate the accented/unaccented feeling of the duple meter poem. 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor Students sing song with descant noticing cues of conductor and following them. This Land is Your Land with a descant. 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests How to read music and play it on their recorder accurately. Students will grow musically by playing the recorder. 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor Grade 4 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests Demonstrate and apply an understanding of meter (2/4,3/4,4/4)and rhythmic subdivisions up to and including sixteenth notes and rests. The teacher will write four measures of 3/4 meter on the board. One of the measure will have an incorrect number of beats. Students will identify and correct that measure. Page 3 of 12
2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef how to use syllables while singing very basic song. 2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef 2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef 2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef Sight sing sol mi la re do on a 5 line staff. 2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef Sight sing simple pitch notation. sing songs that they are learning using syllables. Sing tone calls at the beginning of music class. Students know what a treble clef look like, what syllables of sol and mi sound like at sight. Use syllables sol, mi and la. Put words to the syllables written on a staff. C Major scale using syllables. Sing at sight a scale using syllables. Sing syllables first then students add words. Students will sight-sing major scale melodic patterns. 2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Students know treble clef and how to draw one, how to sing and perform music using different tempos and dynamic levels. sing softly and loudly, play instruments fast and slow. 2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing basic terms such as crescendo listen to music that has crescendos and decrescendos. 2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing 2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Forte, mezzo forte etc. allegro, andante etc. Students will play music on recorders and interpret them correctly during performances. 2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Learn articulation on the soprano recorder. Have a chance to perform on soprano recorders in front of others. Page 4 of 12
2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher 2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher Quarter notes, eighth notes and quarter rests. Draw ta's, ti-ti's and rests. Kindergarten traces the notes, while first graders begin to draw on own. 2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher Read and write music using standard musical notation. Small cooperative student groups create symbols for high/low, loud/soft, fast/slow. Students then use these symbols to create and perform their own group compositions. 2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher Grade 3 2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher Grade 4 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture how to echo various rhythmic patterns on percussion instruments. hear rhythm patterns that we've studied in class from various songs and repeat pattern on instrument. 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture how to play basic non-pitched instruments using correct posture and holding them correctly. Take turns playing rhythm patterns to accompany songs and/or keeping the steady beat. STANDARD 3: Playing Instruments 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture Apply proper technique and correct posture while playing a classroom instrument. Students will demonstrate two playing techniques on the tamborine (shake,tap) to accompany the song "The Noble Duke of York." 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture How to play one octave major scale (D major) on the soprano recorder. Take turns playing music on recorder for each other. 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture How to use various Orff instruments in the classroom as well as soprano recorders. pair up and observe each othe playing, "Hot Cross Buns," on their recorders. Each student will evaluate his/her partner on technique, posture and articulation using a predetermined rubric. Page 5 of 12
3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation how to play instruments with appropriate expression. Play instruments as shown. 3.3 Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments 3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation how to play expressively. play instruments with correct appropriate levels of expression for song. 3.3 Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods One 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments how to echo simple rhythmic patterns. play rhythmic patterns 3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation 3.3 Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments Ability to focus and echo rhythmic patterns accurately; ability to echo simple melodic patterns. 3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation Play recorder employing what music dictates. Play classical pieces that call for specific dynamics, tempo, phrasing and interpretation 3.3 Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods African American music. Play "Wade in the Water" on recorders while others create accompanying ostinato on the drum. 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments Train ear;learn to focus. Echo patterns played by teacher on recorders, xylophones, drums 3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation Professional musicianship. View professional musicians. 3.3 Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods Wade in the Water African piece that the students have sung in the past. play on xylophone. 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments Use recording of simple rhythmic patterns played on sticks and drums. Page 6 of 12
accurately. Students will use sticks, claves for the rhythmic patterns and xylophones for the melodic. and sticks. Students will echo easy patterns by hearing them and playing on instruments. 3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor how to play with other students and match the sound desired. Students Will Do play in small groups in front of class. 3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor One 3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor 3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor Follow conductor's musical interpretation of piece being performed. Play in front of audience. 3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor How to play and perform employing composer's interpretations. Play recorders in front of audience responding to cues of conductor. 3.6 Perform independent instrumental parts while other students sing or play contrasting parts how to play the steady beat while students sing song. Students Will Do play percussion instrument against the rhythm of the words and melody of song. 3.6 Perform independent instrumental parts while other students sing or play contrasting parts how to play both the rhythm of the words and to keep a steady beat while the rest of the class is singing. Perform own part while playing in a group 3.6 Perform independent instrumental parts while other students sing or play contrasting parts 3.6 Perform independent instrumental parts while other students sing or play contrasting parts Grade 3 3.6 Perform independent instrumental parts while other students sing or play contrasting parts Grade 4 Page 7 of 12
STANDARD 4: Improvisation and Composition 4.1 Improvise answers in the same style to given rhythmic and melodic phrases 4.1 Improvise answers in the same style to given rhythmic and melodic phrases 4.1 Improvise answers in the same style to given rhythmic and melodic phrases "Answer" a question in 2/4, 3/4, 4/4 meter. 4.1 Improvise answers in the same style to given rhythmic and melodic phrases Build on skills learned in previous years. 4.1 Improvise answers in the same style to given rhythmic and melodic phrases How to improvise music with partner. One Students will play on both melodic (xylophone, bells) and rhythmic (drums, sticks) instruments. Students will be able to mix phrases up from familiar songs(example Jingle Bells) and also play them back in the right order on recorder. Work in pairs on classroom instruments. 4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments 4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments One 4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments Add melodic chant that repeats throughout song. Take turns singing "Take Me Out to the Ballgame" while others sing melodic ostinato that they have composed. 4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments Students will make their own musical instruments. Students will make up their own basic ostinato accompaniments to African music. 4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments Create ostinato accompaniment. Hey, ho, nobody home. 4.3 Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies 4.3 Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies 4.3 Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies 4.3 Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies 4.3 Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies Page 8 of 12
Invent new lyrics to familiar songs. Change words and add words to familiar silly song "Down by the Bay." 4.4 Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means 4.5 Create and arrange short songs and instrumental pieces within teacher-specified guidelines Ways to embellish existing music. Compose simple rhythmic or melodic embellishments on familiar melodies. 4.4 Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means Create scary sound effects within teacher specified guidelines. Add and create scary sound effects using body sounds, traditional sounds, sounds in classroom (desk, chalkboard) to Danse Macabre, at Halloween time. 4.5 Create and arrange short songs and instrumental pieces within teacher-specified guidelines 4.4 Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means Create compositions using vocal, instrumental and original sounds. After a discussion of appropriate sound effects, students will choose and perform particular sound effects to enhance the song "This is Halloween." 4.5 Create and arrange short songs and instrumental pieces within teacher-specified guidelines Techniques for improvisation Create variations instantaneously on recorder to familiar song such as Hot Cross Buns. 4.4 Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means How to create sound story. Employ various sounds both traditional and non-traditional to add to a story they have created in groups. 4.5 Create and arrange short songs and instrumental pieces within teacher-specified guidelines Demonstrate an ability to create melodies and accompaniments for classroom instruments. After playing the melody, "Au Claire de la Lune (AABA phrase form) on Orff instruments, students will create and notate a new B phrase. 4.4 Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means How to create sound story. Create sound story by using traditional sounds in classroom and own sound effects. Write a story and add pictures and sounds...perform for class. 4.5 Create and arrange short songs and instrumental pieces within teacher-specified guidelines Page 9 of 12
5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form how to listen and interpret musical elements of both instrumental music and music with lyrics. Dance, move expressively to music, sing and play instruments (percussion) with attempts to use correct beat. 5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context how to listen for various instruments and singing qualities that distinguish the style of music heard. sit still for a brief time and One 5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form AB form means two different musical ideas, and how to show understanding through instrument playing. Learn about a Russian Sleigh called a Troika. Develop listening skills. Use sleigh bells at the A part and be silent at the B part. 5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context One STANDARD 5: Critical Response 5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form Strong/weak beat, even/uneven patterns, upward/downward melodic direction. Move, play instruments to show understanding of concepts. 5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context Expressive qualities that music has relating it to something tangible and real. Mussorgsky's "Pictures at an Exhibition." Students will relate Grade 3 5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form Students will grow this year musically, as they will learn to play the recorder. Get new pieces of music that are challenging and be able to interpret them correctly. 5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context Listening skills are enhanced. Listen to "The Sorcerer's Apprentice" by Dumas. Students will describe expressive qualities in music and Grade 4 5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form How to choreograph dances to selections from musicals. choreograph dance to the musical Grease's "We Go Together". 5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context Varied repertoire of music. Listen to "The Sorcerer's Apprentice," by Dumas. Describe expressive qualities. View Disney's Fantasia, and Page 10 of 12
listen to the sounds they are told to pick out. 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances how to describe the music that is heard in an intelligent manner. Analyze and discuss afterwards how students themselves and others sounded during music performances. 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children s voices and male and female adult voices Instruments of the orchestra by sight and sound and be able to name the families of instruments. listen to program music ; 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances Fast/slow, happy/sad, loud/soft. Ta's, ti-ti's, rests mean silence. Names of instruments. Children will develop this over time. 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children s voices and male and female adult voices Identify sounds made by musical instruments with animals. Listen to Camille Saint-Saens' expressive qualities in music to paintings. 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances Instrument families, quarter, half, eighth notes and rests. Learn that ta's and ti-ti's have a real musician's count. 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children s voices and male and female adult voices Difference in adult/female voices and children's voices. Listen to a recording of "The King and I." Students hear many relate it to the Disney collaboration from Fantasia. 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances Listening skills and ability to discuss music in a mature, intelligent way. Listen to Young Person's Guide to the Orchestra and describe the qualities of the instruments using appropriate terminology. For example, the clarinets have a mellow sound, compared to the oboe which has a piercing, sad quality. 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children s voices and male and female adult voices Each instrument makes a different type of sound. Identify instrument families, concept of the larger the discuss other collaborations where the written stories, poems etc. are turned into visual animation such as A.A.Milne's Winnie the Pooh series. 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances Listening skills and ability to discuss music intelligently. Listen to the Young Person's Guide to the Orchestra and describe, using appropriate terminology, the qualities of the instruments. 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children s voices and male and female adult voices Instruments of the orchestra, including families, and individual instruments. Listen to Young Person's Guide Page 11 of 12
children's music with interest and knowledge of what instrument or family is being played. 5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music Dramatic/silly, fast/slow, loud/soft. Listen and dance to Overture from musical "Mary Poppins." 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings How to be polite and respectful listeners during performances. Have a chance to practice in class while take turns singing, playing instruments in front of class and school assemblies. "Carnival of the Animals" realizing the "animals" being listened to are the Lion, the Swan, the Fish. 5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music Colors of the rainbow. Sing "Follow the Rainbow" and give each student a scarf that is a color of the rainbow. Use scarves and jump in the air when it's their color of the rainbow. 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings Develop appropriate listening skills over time with practice performing in front of others. Perform in front of others. voice types. 5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music Upward/downward melodic direction; crescendo, tremolo.. Learn how bees move/dance. Make bee puppet and show understanding of tremolo, crescendo through circular motion of puppet while listening to "The Flight of the Bumblebee." 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings Appropriate, polite skills during performances are enforced. Students will show audience skills they have been taught at. instrument the lower the pitch, conversely the smaller the instrument, the higher the pitch. 5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music How to follow a choreographed dance from a musical. Dance and sing to "We Go Together" from Grease. 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings Skills previously learned will be enforced. React respectfully at performances. to the Orchestra. 5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music Grade 4 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings Proper audience skills will be continually enforced. Attend professional performances. Page 12 of 12