Music
jump to 1st, 2nd, 3rd, 4-5th, Middle
School
Kindergarten
The goal of the music program is to develop the beginnings of music
literacy in each child. There are four
elements of music which students are exposed to:
- Singing – Children learn to sing many songs.
- Reading and Writing – Children write down rhythmic
and melodic patterns.
- Playing Instruments – Barred instruments
and rhythm instruments are used in class.
- Listening – Children
enjoy hearing short selections from the music literature.
Skills that are introduced and developed in kindergarten encourage the
students to:
RHYTHM
•
Echo complex beat or word rhythm patterns.
MELODY
•
Listen to given notes and identify if they are up, down, or the same
as the first.
PERFORMANCE
•
Play a rhythm instrument to accompany the piano.
LISTENING
•
Recognize a large number of instruments by sound.
First Grade
The goal of the primary music program is to develop the beginnings of
music literacy in each child. There are four elements of music which
students are exposed to:
- Singing – Children learn to sing many songs.
- Reading and Writing – Children write down rhythmic and melodic
patterns.
- Playing Instruments – Barred instruments and rhythm instruments
are used in class.
- Listening – Children enjoy hearing short selections from the
music literature.
Skills that are introduced and developed in first grade encourage the
students to:
RHYTHM
• Echo complex beat or word rhythm patterns.
MELODY
• Listen to given notes and identify if they are up, down, or the same
as the first.
PERFORMANCE
• Play a rhythm instrument to accompany the piano.
LISTENING
• Recognize a larger number of instruments by sound.
Second Grade
The goal of the music program is to provide regular, positive, and varied
contacts with music and to build upon previous music experiences to further
the development of music literacy in each child. Singing, reading and
writing music, playing instruments, and listening to music are all integral
parts of the program. Students have many opportunities to develop musical
creativity, from writing rhythms and melodies of their own to constructing
their own musical instruments.
Skills that are introduced and developed in second grade encourage the
students to:
RHYTHM
•
Recognize common rhythm patterns visually and through listening.
MELODY
•
Play simple melodies on barred instruments.
PERFORMANCE
•
Perform two-part instrumental work on barred instruments or the piano.
Third Grade
Students explore the world of music through a variety of integrated
activities and listening exercises. Expanding upon previously acquired
music skills, all activities are designed to encourage the creative growth
of each child. Emphasis is placed upon the appreciation of various types
and styles of music, with focus upon folk songs and music of the pioneers.
Recorder instruction is also introduced at the third grade level.
Skills that are introduced and developed in third grade encourage the
students to:
RHYTHM
•
Echo a given syncopated pattern.
MELODY
•
Recognize dynamics, tempo changes and emotion in a piece of music.
PERFORMANCE
•
Sing one part of a partner song or round.
LISTENING
•
Listen to musical theater and opera.
back to K-3 Curriculum
Grades 4 and 5
Music instruction is based upon the beliefs that musical expression
and appreciation are common to all peoples and
that music education is essential to physical, mental, and emotional
development. Our goal is to develop awareness
of the expressive power of music through an understanding of melody,
rhythm, harmony, form, and timbre.
Students continually build upon previously acquired skills and theory
while exploring the structure of music as it
relates to history, society, and other cultures. Creative expression,
informed listening skills, music appreciation,
music literacy, and the development of specific performance skills constitute
the framework of the curriculum.
Skills that are introduced and developed in fourth and fifth grade encourage
the students to:
RHYTHM
•
Aurally recognize and identify meters in instrumental music, syncopated
rhythms, and triplets.
•
Apply knowledge of syllabication/rhythmic patterns through song writing.
•
Recognize pick up notes.
MELODY
•
Use appropriate and accurate terminology to describe the elements of
music from several eras.
•
Identify unison and monophonic vs. homophonic textures in music.
•
Explain the formation of major and minor scale patterns, using the terminology
of whole steps and half steps.
•
Aurally identify a chromatic scale and begin to aurally identify intervals.
FORM
•
Identify the musical forms of theme, variation, and fugue.
•
Create and sing a personal ballad.
•
Recognize program music, symphonic music, sonatas, and concertos.
PERFORMANCE
•
Identify personal vocal range.
•
Perform a piece of music that includes a descant.
•
Begin to develop piano keyboard skills and create chords on the piano.
•
Begin to explain chord progressions and create descants and harmonies
to accompany vocal pieces.
MUSIC HISTORY AND APPRECIATION
• Listen to and appreciate pieces from a variety of eras on the musical
time line.
• Aurally identify various musical styles and composers from each musical
era.
• Explore the use of music in theater, television and movies.
• Discuss emotional impressions of musical selections.
back to 4-5 Curriculum
Grades 6, 7, and 8
The philosophy of music education for Middle School students is based
upon the belief that musical expression and appreciation
are common to all peoples and societies. While students at this age are
developing their own musical tastes and
preferences, they also need to be able to justify and explore the reason
why they respond in a particular way to certain
music. Students sing part-music, experiment with chord structures, study
music theory, begin basic guitar instruction,
analyze compositions, create original pieces, build instruments, learn
conducting skills and explore popular music styles as
well as world music.
Skills that are developed in Middle School music encourage the students
to:
RHYTHM
•
Recognize the change of meter in a piece of music.
•
Examine rhythmic patterns in ethnic and multicultural music.
•
Explore conducting patterns and changing meters between
2/4, 4/4, 3/4, and 6/8 time signatures.
•
Identify polyrhythms and syncopated rhythms.
•
Examine drumming patterns in the music of various cultures.
MELODY
•
Explain the Circle of Fifths.
•
Identify key signatures and enharmonic equivalents and
identify relative major and minor chords.
•
Identify, explain, and demonstrate phrasing in conducting.
•
Contrast legato and staccato style.
•
Identify the orchestration in a piece of music.
•
Explore and explain transposition of music.
•
Read guitar and ablature.
FORM
•
Begin to look at orchestral scores.
•
Explain and recognize the following terminology and notation:
Coda, DC al Fine, DS al Fine, 1st and 2nd endings.
•
Identify and describe the stylistic forms of 20th century
music, including 12 bar blues.
PERFORMANCE
•
Continue to develop piano keyboard skills.
•
Create chords on the piano and explain chord progressions.
•
Create descants and harmonies to accompany vocal pieces.
•
Create musical compositions, including chord progressions,
harmony, texture, dynamics, and musical score.
•
Perform a variety of music vocally or instrumentally.
•
Create an in-class presentation of a particular 20th century
musical style, including sample compositions and musicians.
MUSIC HISTORY AND APPRECIATION
•
Identify form in popular music.
•
Study the effect of music in advertising.
•
Identify various forms of 20th century music.
•
Establish personal physical activity goals.
•
Participate regularly in physical activities to accomplish personal goals.
•
Explore a variety of new activities for personal interest, both in and
outside class.
back to Middle School Curriculum
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