Singing Vocal Development

Singing Vocal Development Intonation K 1 4 5 6 Vocal range C4 A4; tessitura D4 A4 speaking, singing, calling, and whispering high, middle, and low registers Explore producing head voice sounds and sustaining tones descending and ascending glissandi on vowel oo Sing a variety of simple songs in various keys and meters, alone and with a group Develop aural perception of different tones, patterns, and/or sounds Develop inner hearing of rhythms, tones, patterns, and melodies Develop pitch matching skills Vocal range D4 D5; tessitura D4 B4 speaking, singing, calling, and whispering and descending and ascending glissandi high, middle, and low registers Develop head voice sounds in the upper register and sustain tones Develop good singing posture Sing a variety of simple songs in various keys and meters, alone and with a group hearing of different tones, patterns, rhythms, melodies, and/or sounds Develop pitch matching skills for somi, so-la-so-mi, and do Develop aural perception of melodic steps and skips Vocal range C4 D5; tessitura D4 B4 Engage in vocal exploration, blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Practice producing head voice sounds in the upper register and sustaining tones Practice good singing posture Sing a variety of simple songs in various keys and meters, alone and with a group, responding to cues from a conductor Develop resonance singing on a neutral syllable (oo) Practice pitch matching for mi-so-la and expand to include do-re-mi Develop aural perception of home tone or tonal center Develop correct intonation singing do-pentatonic songs Expression Sing songs using of P Sing songs using of P Expand range P F, maintaining appropriate vocal quality Develop articulation skills of singing with connected and separated notes (legato and staccato) Develop singing in complete with energy and direction Practice singing ritardando Part Singing Diction Song Repertoire Sing melodic echoes and dialogue songs Develop good diction through modeling Sing melodic patterns in echo and call-and-response forms Develop good diction through modeling Sing on a neutral syllable (oo) to following a conductor Sing melodic patterns in echo and call-and-response forms Perform speech pieces in canon Sing simple drones and melodic Improve good diction through modeling Sing on a neutral syllable (oo) to Vocal range B3 E5; tessitura D4 D5 Engage in vocal exploration, blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Develop correct breathing techniques Practice good singing posture Sing a variety of songs in various keys and meters, alone and with a group, responding to cues from a conductor Develop resonance singing on a neutral syllable (oo) Develop pitch matching skills Develop correct intonation singing do-, la-, and so- pentatonic songs Develop octave singing Expand range p P Ff, maintaining appropriate vocal quality Practice singing complete on neutral syllables Sing echo songs, melodic, partner songs, rounds, countermelodies, descants, and easy 2-part canons chord roots Develop correct production of uniform vowel sounds and wellarticulated consonants Sing on a neutral syllable (oo) to Vocal range A3 G5; tessitura C4 D5 Expand core vocal range Practice blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Develop deep breathing skills and breath control Practice good sitting and standing postures for singing Build confidence in solo singing Sing with sensitivity to blend in a group or choral ensemble, responding to cues from a conductor Develop correct intonation, singing extended pentatonic patterns and scales Develop singing half steps in tune using Identify and sing do-pentatonic intervals Expand range, maintaining appropriate vocal quality Develop legato singing Sing melodic, partner songs, rounds, canons, descants, countermelodies, and 2-part songs chord roots Add harmonic endings to songs in preparation for singing parallel harmonies Experience 3-part singing Sing vocalises of pure vowels: a(ah), e(eh), i(ee), o(oh), and u(oo) to Practice correct production of uniform vowel sounds Develop correct articulation of consonant r Develop correct articulation of voiced and unvoiced consonants Vocal range A3 G5; tessitura C4 D5 Sing vocalises using basic arpeggios to expand core vocal range Perform warm-up exercises and sing vocalises to prepare for singing Practice blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register Improve deep breathing skills and breath control Build confidence in solo singing Refine good sitting and standing postures for singing Sing with sensitivity to blend in a group or choral ensemble, responding to cues from a conductor Perform vocalises to improve resonance and placement Sing with correct intonation Identify and sing intervals in dopentatonic and major scales Develop techniques for incorporating crescendo and diminuendo into singing expressively while maintaining the appropriate tempo Practice legato singing Develop staccato singing using proper breath support Sing songs using appropriate phrasing Sing melodic, partner songs, rounds, canons, countermelodies, descants, and 2- and 3-part songs chord roots and 2- and 3-part chordal accompaniments using the following : I, IV, V 7, I Sing in parallel thirds Refine correct production of uniform vowel sounds Practice correct articulation of consonant r and voiced and unvoiced consonants Develop correct articulation of diphthongs Learn and apply basic rules for correct English diction Sing music from diverse genres and cultures, with appropriate expression and tone quality Average vocal range G3 G5; tessitura D4 D5 Understand and adapt vocal range to accommodate changing voices Perform warm-up exercises and sing mi-re-do and do-re-mi-fa-so vocalises in varied keys Practice blending chest and head voice throughout the vocal range Refine deep breathing skills, breath control, and staggered breathing techniques for long notes or Refine good sitting and standing postures for singing Build confidence in solo singing Sing with sensitivity to blend in a choral ensemble, responding to cues from a conductor Perform vocalises to improve resonance and placement Sing with correct intonation Recognize change of mode Sing dorian and mixolydian modes and harmonic minor scales Identify natural and harmonic minor scales Expand range, incorporating crescendo and diminuendo into singing expressively while maintaining the appropriate tempo Practice legato and staccato singing Sing with rubato while maintaining the appropriate dynamic level Sing using appropriate phrasing Sing major scales, arpeggios, and Sing melodic, partner songs, rounds, canons, countermelodies, descants, and 2- and 3-part songs chord roots and 2- and 3-part chordal accompaniments in major and minor modes using the following : I, IV, V 7, I; i, V 7 Sing in parallel thirds and sixths Refine correct production of uniform vowel sounds Refine correct articulation of consonant r and voiced and unvoiced consonants Practice correct articulation of diphthongs Develop techniques for singing sustained words correctly Sing music from diverse genres and cultures, with appropriate expression and tone quality 504 505

Playing Percussion (Mallets, unpitched, drumming) String Instruments (Autoharp, Guitar) K 1 4 5 6 Explore timbre possibilities using body percussion and nonpitched Learn correct playing techniques for pitched and nonpitched percussion Use as sound effects for stories, poems, and dramatizations Play a steady beat using bilateral motions Play rhythm patterns on nonpitched percussion, individually and in unison with others Play melodic patterns on mallet Play and invent simple rhythm patterns Use patterns as introductions, interludes, and codas for songs and speech pieces Expand instrumental sound resources, playing each with appropriate technique Explore techniques for playing mallet and nonpitched percussion Use body percussion in different levels Play a steady beat using bilateral and alternating motions Imitate and invent rhythmic and melodic patterns, individually and in unison with others Play melodic patterns (, melodic fragments) Play elemental harmonies (simple bordun) Repeat simple rhythmic and melodic patterns to accompany songs Play in combination with each other (ensemble) Incorporate expressive elements into playing Develop awareness of timbre categories: woods, metals, shakers, scrapers, and so on Play a steady beat and strong beat using bilateral and alternating lateral motions Play rhythmic patterns and from notation Imitate and invent rhythmic and melodic patterns both in isolation and to accompany songs, speech pieces, and Develop basic mallet techniques Play melodic patterns to accompany songs (, melodic fragments) Play simple melodies by rote on mallet Play elemental harmonies (simple bordun, moving bordun, crossover bordun) Play in groups (ensemble) Play one-chord and two-chord strums on the Autoharp Develop crossover mallet technique for playing borduns and Play accompaniments for songs and speech pieces using body percussion, nonpitched percussion, and/or mallet. Play combined patterns in ensemble to accompany songs, speech pieces, and, including borduns, melodic, rhythmic, and melodic/rhythmic fragments Develop a knowledge base for selecting accompaniment appropriate to the style and culture of a song Develop original accompaniments as a group Play two-chord Autoharp accompaniments for songs using simple strums Refine mallet techniques Include syncopation in rhythmic and melodic patterns Use body percussion and/or nonpitched percussion to perform rhythm rounds, and create question/answer rhythmic Use mallet, keyboard, and/or recorder to create question/answer rhythmic Play accompaniments on mallet involving two I V, I VI, I VII Develop familiarity with chromatic structure of the keyboard Play melodies on mallet by rote and by reading Develop simple instrumental pieces Play Autoharp accompaniments, both major and minor, using three and simple strums Identify types of guitars (nylon-string classical, steel-string acoustic, electric) Identify parts of the guitar Tune the guitar from a piano Develop proper guitar playing posture Use finger numbers for the left-hand Learn how to form Learn fundamental right-hand techniques (basic strumming patterns, picking) Learn fundamental left-hand techniques ( A, D, E 7, G, C, D 7 ) Learn half Learn techniques for smooth transitions between Learn open tuning Begin use of the capo Create simple accompaniments to songs including short introductions, refrains, and Play songs in the keys of C, D, and G Include offbeat rhythms in rhythmic and melodic patterns Play accompaniments on mallet involving the I IV V 7 harmonic progression Develop more extended instrumental pieces. Include opportunities for rhythmic and/or melodic solos (composed or improvised) Provide opportunities for individuals to play small pieces alone, demonstrating good technique and style Develop ability to play culturespecific ; e.g., various African drumming genres Play Autoharp accompaniments, both major and minor, using three or more Review types of guitars (nylon-string classical, steel-string acoustic, electric) Review parts of the guitar Tune the guitar using relative tuning Reinforce proper guitar playing posture (three different approaches) Learn to read chord diagrams Review and reinforce techniques for smooth transitions between Continue using the capo Play common chord progressions Learn alternative playing techniques Continue to learn and use open tuning Learn classic songs from guitar repertoire Continue left-hand techniques (review and learn A 7, E 7, G 7, Em, Am, Dm) Create accompaniments to songs including introductions, verses, refrains, and Play songs in the keys C, D, G, F, Em, and Dm Discuss guidelines for improving practice time Discuss guidelines of self-assessment of skill progress Incorporate harmonization into the development of accompaniments using mallet Play accompaniments on mallet involving the I IV V 7 harmonic progression Expand familiarity and capability with culture-specific styles and Provide opportunities for individuals to play small pieces alone, demonstrating good technique and style Develop ability to play culturespecific ; e.g., various African drumming genres Play basic rock rhythm patterns with popular songs Use Autoharp accompaniments in conjunction with other string band such as guitar Review parts of the guitar Tune the guitar from a piano Tune the guitar using relative tuning Reinforce proper guitar playing posture (three different approaches) Review and learn to read chord diagrams Review and reinforce techniques for smooth transitions between Continue using the capo Learn right-hand techniques (strumming patterns, picking) Continue to learn and use open tuning Learn alternating bass string technique Play music from the classical, pop, and folk genres Begin playing the electric guitar Learn to use mallet Continue left-hand techniques (review and learn Bm, B 7, B b, Gm) Create accompaniments to songs including introductions, verses, refrains, and Play songs in the keys C, D, G, F, and several minor keys 506 507

Keyboard and MIDI Recorder K 1 4 5 6 Identify black and white keys Maintain a steady beat Locate high and low sounds Play with supported index fingers Identify and play basic pulse Use timbre to identify range Discover and play pitches that move up and pitches that repeat Play strong beats Play an ostinato Play repeated Play with supported fingers Discover and play rhythm patterns Identify and play high and low sounds Accompany reinforcing a steady beat Play an ostinato Play call-and-response melodies Play a melodic phrase with ascending and descending skips Play a refrain using supported index fingers Identify and play specific pitches Play duet accompaniments Read prestaff notation Discover and play mi-re-do patterns Determine melodic direction and play steps, skips, and repeats Determine appropriate finger numbers Play using do-re-mi-so Play an ostinato Play melodies Accompany in various styles Read note values Read prestaff notation Read finger numbers and note values Play rhythm patterns to show high and low sounds on specific pitches Read a five-line staff Show timbre by playing a duet accompaniment Play sixteenth notes Play accompaniments using harmonic intervals Play extended range with melodies divided between hands Identify and accompany songs in different meters Play broken chord accompaniments Play melodies with an octave range Play I and V 7 Read notes B, A, G, E, D Play with holes properly covered Use proper hand position with left hand on top Play with the pads of slightly curved fingers Move fingers together Play one-, two-, and three-note tonal patterns,, and countermelodies Show by breathing Blend sound with other recorder players Blend sound with singers and/or other Review prestaff notation Review five-line reading and fingering Identify and play same and different Play triads Expand five-finger position to achieve closest position Play ensembles Play walking bass lines Play broken chord accompaniments Improvise using pentatonic scales Play fingering shifts Play melodies with a large stretch Play ý í rhythm patterns Play using thumb crossing Improvise on a given pentascale and rhythmic pattern Play I, IV, and V 7 Read new notes C, D, and F # Play with holes properly covered Use proper hand position with left hand on top Play with the pads of slightly curved fingers Move fingers together Build right-hand strength Play two-, three-, four-, and fivenote tonal patterns,, melodies, and countermelodies Play syncopated rhythm patterns Play melodic using steps, skips, and repeats Accompany 2-chord songs in keys G, D Create Create introductions and interludes Improvise using notes E, G, A, B Show by breathing Blend sound with other recorder players Blend sound with singers and/or other Blend harmony with melody Review five-line reading and fingering Play syncopated rhythm patterns Play two-handed broken Play a strumming accompaniment Play a descant Play a tritone accompaniment for blues with crush notes Play a three-part round Comp a blues accompaniment Improvise on a blues pentascale and scat syllables Play an accompaniment using triplets Play an introduction and an interlude Read new notes G #, C, F, and B b Improve playing and breathing techniques and hand dexterity Develop right-hand strength Play melodic using steps, skips, and repeats Play, abbreviated melodies, melodies, and countermelodies Play syncopated rhythm patterns Play contrasting sections Play a phrase of a round as an ostinato Play partner songs Create introductions, interludes, and codas Improvise in major and la-pentatonic (G and e) Create Create melodies based upon a rhythm Practice proper articulation Blend sound with other performers Practice proper breathing and phrasing Blend harmony with melody Learn to read ahead Listen to recorder music played in different styles Review five-line reading and fingering Play a rhythmic ostinato Play a harmonic ostinato Play a broken-chord accompaniment Play a tritone blues accompaniment Determine and play different dynamic levels Play a strumming accompaniment Determine and play multiple fingering positions Play a countermelody using finger crossing Play closest position Play a trio Play I, IV, and V 7 Play a piano piece Read the new note E Introduce alto recorder Read C, D, E, F, and G for alto recorder Improve playing and breathing techniques and hand dexterity Play, abbreviated melodies, melodies, and countermelodies Blend sound with other performers Blend harmony with melody Play enharmonic tones Play a phrase of a round as an ostinato Play ensemble recorder music Play vocal scores for recorder consort Play partner songs Create Improvise in as contrasting sections to melodies Improvise 12-bar blues in A using pentatonic scale tones A, C, D, E, and G Improvise recorder parts following chord progressions Create melodies based upon a rhythm Practice proper articulation Refine playing in the low register Add breath marks at phrase endings and practice proper breathing and phrasing Learn to read ahead Listen to recorder music played in different styles 508 509

Creating Improvising Composing Reading/Notating Rhythm K 1 4 5 6 Improvise patterns, using sound and Improvise rhythmic ostinato accompaniments Improvise introductions to songs, stories, poems, and dramatizations, using patterns of sound and Explore a range of sound possibilities with voices, body percussion,, and environmental and electronic sound sources Improvise sound pieces to describe moods or images Improvise sound pieces and/or sound effects to accompany stories, poems, and songs Create s and dramatizations for songs and poems Create new words and s for familiar songs Compose soundscapes for voices, body percussion,, and environmental sounds Beat icons Long/short icons Improvise simple rhythms, using sound and, in call-andresponse form Improvise a contrasting or B section in an AB or ABA form, using sound and/or Improvise rhythmic, melodic, and patterns and use as accompaniments to songs and speech pieces Improvise, using sound and, backgrounds or settings for poems, stories, songs, and speech pieces Use tempo and dynamic changes and contrasts in improvisations Improvise simple sound pieces for voices, body percussion,, and environmental and electronic sounds Compose, using sound and, backgrounds or settings for poems, stories, songs, and speech pieces Create introductions for songs and speech pieces, using sound and Invent systems for notating musical ideas Compose original verses to familiar songs Use tempo and dynamic changes and contrasts in compositions Compose simple sound pieces for voices, body percussion,, and environmental and electronic sounds Interpret icons representing beat/strong beat, long/short, and tempo and dynamic changes, ¼, Follow and create listening charts Improvise the b phrase in an aaba form Improvise body percussion patterns to accompany songs or speech pieces Invent strumming patterns for onechord Autoharp accompaniments Improvise melodic using the pentatonic scale Improvise sound pieces and music to accompany, poetry, and storytelling, using a variety of media, including technology sources Create settings, sound effects, or accompaniments for songs, poems, dances, and speech and creative pieces, using a variety of sound sources and ideas Compose simple AB and ABA pieces, using sound and Compose introductions and codas for songs and speech pieces, using sound and Compose B and C sections to create an ABACA piece Compose and notate rhythmic and melodic ostinato accompaniments to pentatonic melodies, using classroom percussion or technology sources Iconic notation, ¼,,, Meters including: 4, 4 Tie ð Improvise contrasting B and C sections in a rondo (ABACA) form, using sound and Improvise rhythmic, melodic, and in accompaniments for songs or speech pieces Improvise simple pieces that show thick and thin texture contrasts; use to show texture Improvise simple melodies based on the pentatonic scale Use variation in, tempo, and articulation in improvisations Experiment with various electronic and environmental sound sources and alternative ways to play Compose accompaniments and dramatizations for songs and readings, using a variety of sound sources and s Compose rhythmic, melodic, and in accompaniments for songs or speech pieces Compose simple melodies based on the pentatonic scale Create AB, ABA, and ABACA pieces, using speech,, voices, and Compose and notate two short rhythm pieces that can be performed together as partners Compose simple pieces that show thick and thin texture contrasts; use to show texture Use variation in, tempo, and articulation in compositions Compose simple percussion and wind instrument pieces to explore sound sources and timbres,,,,,, í ¼ í ð ½, Ð, ðý Meters including: 4, 4, 4 Use melodic sequences in improvisations Improvise music to accompany or dance Improvise introductions, codas, and interludes Improvise melodies in major and minor Improvise simple sound and variations on a theme Improvise pieces in rondo (ABACA) form, using a variety of sound sources, including technology and Invent playing techniques (strumming, mallet) for I-V and I- IV accompaniments Compose music to accompany or dance Compose accompaniments of or backgrounds and dramatizations for songs, poems, and stories, using music and Create, notate, and perform a pentatonic melody Create and perform speech, rhythm, and canons Compose introductions, codas, and interludes Use melodic sequences in compositions Create, notate, and perform rhythmic, speech, or variations on a theme Compose pieces in rondo (ABACA) form, using a variety of and sound sources, including technology options Upbeat,,,,,, í ¼ í ð ½,,,, í Ð ý, í ý, ðý Meters including: 4, 4, 4 Improvise extended in question/answer form, using, rhythms, and melody Improvise melodies over accompaniments, using the I, IV, and V Improvise melodies, using various scales Experiment with strumming or other playing techniques to create rhythmic variety in chordal accompaniments Compose and arrange accompaniments for songs, poems, stories, and dramas, using music and Compose, notate, and perform compositions in AB, ABA, and ABACA forms Compose a music or theme and variations on the theme Compose, notate, and perform melodies in major and minor mode, using various media, including technology Invent a scale, using classroom and technology options, and compose a melody using that scale Upbeat, ð, ½, í í, Ð, ý,,,,, ý ðý ý 3,,, Meters including: 4, 4, 4, ý í 6 8 Use melodic sequences in improvisations Improvise answer when given question Improvise music to accompany and to accompany music Improvise chordal accompaniments for familiar songs Use given and original motives and themes as the basis for improvising with sound and Use acoustic and electronic to improvise melodies over given chord patterns including rock and blues Compose, notate, and perform original songs, instrumental works, speech pieces, and dramatizations Compose music to accompany dance or dramatic presentations Use given and original motives and themes as the basis for composing with sound and Compose chordal accompaniments for familiar songs Create new verses for a song Invent new arrangements of simple pieces, using voices, acoustic, or electronic other than those for which the music was originally written Compose and notate short arrangements, using computer software Experiment with found sounds and new sound sources to create music Compose accompaniments in different musical styles using autoaccompaniment on MIDI keyboards Steady beat/back beat, í í, Ð, ð, ðý, í ý ý ý í,,,, 3,,,,, tied notes Meters including: 4, 4, 4, 2, Compound, changing, and asymmetrical meters Syncopation ý 6 8 510 511

Melody K 1 4 5 6 Upward/downward melodic motion icons Preparation for so-mi patterns Listening/Analyzing/Describing phrase form: same and different rhythm: steady beats, strong beats, silent beats, long/short sounds, repeated rhythm patterns melodies: high/low pitches; upward/downward melodic direction; repeated melodic patterns Identify accompaniment/no accompaniment Identify environmental sounds: animals, machines, and weather Identify instrumental sounds of classroom percussion, keyboards, flute, and trumpet Identify differences between vocal sounds: speaking, singing, shouting, whispering, humming music: fast/slow and loud/soft Listen to music of diverse cultures Interpret icons representing melodic motion Patterns including: so-mi, so-mi-la, so-mi-la-do do-pentatonic in C, F, G for playing on mallet phrase form: same/different, call and response, and solo/chorus sectional form: verse and refrain rhythm: steady beats, strong beats, silent beats, absence of beats, long and short sounds, rhythm patterns melody: high/low pitches, upward/downward direction, melodic patterns Identify and describe various accompaniments Identify various found sounds Identify sounds of nonpitched and pitched percussion ; trombone, violin, flute, clarinet, and trumpet Identify vocal timbres: male, female, child Identify qualities of speech, singing, shouting, whispering Describe mood and style in a variety of music Identify music of diverse cultures and styles Listen to music that suggests a story or subject Patterns including: so-mi, so-mi-la, so-mi-la-do, mi-re-do, so-mi-redo, la-so-mi-re-do do-pentatonic in C, F, and G la-pentatonic in e Identify characteristics of phrase form: same and different, call and response, aab, and aaba Identify characteristics of sectional form: verse and refrain, AB, ABA, and ABACA Identify rhythmic elements: steady beat, long and short sounds, repeated rhythm patterns, 4, 4 meters Identify high/low pitches, steps/skips, melodic direction, and melodic patterns Contrast styles of two pieces Identify melodic and rhythmic Identify vocal timbres of individuals and groups: male, female, child Identify various instrumental timbres, including nonpitched and pitched percussion, strings, woodwinds, brass, and electronic Perceive and respond to articulation changes (legato and staccato) Identify and respond to section changes Describe mood and style in a variety of music Identify music of diverse cultures and styles Listen to music that suggests a story or subject Patterns including: mi-re-do, so-mire-do, la-so-mi-re-do, la, so, do, so -la -do-re-mi-so-la-do Identify AB, ABA, AABB, and ABACA forms Identify rhythmic elements: steady beat, 4 and 4 meters, patterns Identify same/different, longer/shorter, higher/lower, upward/downward, louder/softer, faster/slower Identify patterns and themes Identify chord changes in two-chord songs Distinguish between major and minor tonality Analyze and describe how tempo,, and timbre affect the mood of a piece Identify various vocal timbres of individual performers and groups Identify instrument families in the orchestra: strings, woodwinds, brass, percussion Identify music of diverse cultures and styles Listen to program and nonprogram music Listen to standard orchestral and chamber music do-pentachordal Patterns including: la-so-mi-re-do, la, so, so-do, fa, ti, so -la - do-re-mi-fa-so-la-ti-do Identify form in instrumental pieces 2 Identify rhythmic elements in 4, 3 4, and 4 meters Identify same/different, longer/shorter, higher/lower, upward/downward, louder/softer Distinguish between major and minor tonality Analyze and describe how tempo,, and timbre affect the mood of a piece Identify vocal timbres of groups Identify individual Identify families of from diverse cultures: strings, woodwinds, brass, percussion Analyze and describe differences between orchestra and band sound Compare and describe the elements of style in two contrasting pieces Analyze music of diverse cultures Analyze standard orchestral and chamber music Listen to choral works Major/minor diatonic Dorian Mixolydian do-pentachordal Patterns including: la-so-mi-re-do, fa, so -la -do-re-mi-fa-so-la-ti-do Identify and analyze sectional, theme and variations, and ABACA/rondo form Identify rhythmic elements of meter 6 in 4, 4, 4, and 8 Identify Distinguish between major, minor, and other modes Analyze and compare rhythmic elements in terms of steady beat, meter, rhythm patterns, and relative Analyze and compare melodic structure in terms of, contour, sequence, phrase, cadence, and mode Analyze and compare pieces in terms of texture and chordal and linear harmony Identify timbres of individual singing voices and vocal ensembles Identify timbres of individual and ensembles Respond to show form in music Respond to show interpretation of lyrics in music Analyze and compare elements of style in several contrasting pieces Analyze music of diverse cultures Identify complete sections from longer musical forms Compare program and absolute music Listen to chamber groups Half/whole steps Accidentals; intervals Ornamentation Major/minor scales Pitch sets (12-tone, whole-tone) Motive Repetition and contrast Identify repetition and contrast Identify sectional forms: AB, ABA, ABACA/rondo, and theme and variations Identify Distinguish between major, minor, and other modes Identify intervals: thirds and sixths Identify cadence Identify and describe how the words of a song affect the form and expressive qualities Identify rubato Recognize appropriateness of tempo choices Identify tempo category for selection: largo, adagio, andante, moderato, allegro, vivace, presto, prestissimo Discern individual and group timbres Discern vocal timbres from a variety of cultures Identify similarities and differences among string from different cultures Move to show form, melodic contour, tempo changes, and changes in Identify and describe style differences determined by rhythm, melody, and timbre Analyze music of diverse cultures Recognize composite forms: opera, cantata, mass, and others Identify dance styles Recognize and describe a variety of vocal styles Identify various styles of drumming behavior while listening to peers and guest musicians perform for the class 512 513

Moving Nonlocomotor Locomotor Time Space Energy K 1 4 5 6 Acquire a repertoire of nonlocomotor s: pat, clap, stamp, bend, stretch, twist, shake Perform nonlocomotor motions in finger plays and action songs Develop a repertoire of locomotor s: walk, run, hop, jump, twirl Coordinate locomotor s during singing games and circle dances rhythm (pulse, beat, speed-time or tempo); accent (light or strong); and (length) level (low, middle, high); direction (forward, backward, sideways, up, down); size (large or small); placepathways (on the floor, in the air); attack (smooth, sharp); weight (heavy, light); strength/tension (tight, loose); flow (sudden or sustained, bound or free) such as flick, tap, thrust, slash, float, glide Practice basic repertoire of nonlocomotor s in finger plays and action songs pat-clap, pat-tap, pat-stamp Practice basic locomotor s: walk, run, hop, jump, twirl Practice coordinating locomotor s during singing games and circle dances Develop these locomotor s: skip, slide, leap, gallop level, direction, size, placepathways, such as flick, tap, thrust, slash, float, glide Practice nonlocomotor s Practice alternating patterns Develop repertoire of bilateral s: snap and hand jive motions Practice basic locomotor s during singing games and circle dances Develop facility with basic patterned locomotor s: line and folk dances Practice alternating patterns clap-snap, stamp-snap, pat-clapsnap Practice bilateral s Practice basic locomotor s Practice patterned locomotor s in singing games; circle, line, and folk dances Develop this pattern of locomotor : square dance Refine alternating patterns alternating snap, stamp-pat-clap, stamp-pat-clap Refine bilateral s Refine basic locomotor s Practice patterned locomotor s Develop these patterns of locomotor s: social and popular (or contemporary) dances Refine alternating patterns alternating pat-snap, clap-snap, stamp-snap, pat-clap-snap, stamp-pat-clap-snap Refine bilateral s Refine basic locomotor s Refine patterned locomotor s Develop these patterns of locomotor s: social and popular (or contemporary) dances Refine alternating patterns Refine bilateral s Refine locomotor s Refine patterned locomotor s Develop these patterns of locomotor s: social and popular (or contemporary) dances 514 515