|
| |
|
Curriculum |
|
| |
|
Kindergarten:
" Steady beat
" Voice exploration
" Same/different rhythm; long/short rhythm
" Lullaby songs
" Opposites: Fast/slow; high/low; loud/soft; smooth/choppy; moving upward/downward
" Environmental sounds
" Different voices: speaking, whisper, singing, grumpy (low), happy (high), etc.
" Small percussion (metals, woods, shakers, and membranes)
" Instrument families
" Pitch matching (solo and group)
" Audience vs. performer
" Listening unit on Prokofiev's Peter and the Wolf
" American folk music
" Circle dances |
 |
First Grade:
" Review kindergarten concepts
" Steady beat (visual and motor)
" Beat/no beat
" Beat vs. Rhythm (Ta, Titi, quarter rest, half note)
" Singing solfege syllables La, Sol, Mi, Re, and Do using the Curwin hand signs
" Identifying/defining a solo, duet, trio, and quartet
" Identifying differences in choir, band, and orchestra
" Defining fast/slow as tempo
" Defining loud/soft as dynamics
" Instrument families
" Pitch matching (solo and group)
" Orff instruments (Orff rules; mallet technique; a simple drone (bordun); broken drone (bordun); pentatonic
scale)
" Improvisation
" Conductor vs. composer
" Listening unit on Saint-Saens' Carnival of the Animals |
|
Second Grade:
" Review first grade concepts
" Rhythm reading and writing(half note, dotted half note, whole note, half rest, tie, measure)
" Singing solfege syllables Do, Re, Mi, Sol, La using the curwin hand signs
" Identifying/singing a skip vs. leap in pentatonic tone set
" Strong/weak pattern
" 4/4, 2/4 meter
" Instrumental ostinato
" Musical terms and symbols
" Identifying/experiencing accompaniment, rounds, and partner songs
" Opera
" Listening unit on Mozart's Magic Flute
" Instrument families
" Form (AB, ABA)
" Singing alone and in a group
" Playing Orff instruments (glissando, simple drone, broken drone, pentatonic scale)
" Experiencing Australian and African American music
" Exploratory improvisation
" Defining terms orchestra, band, and choir
" Folk Dance |
 |
Third Grade:
" Review second grade concepts
" Rhythm reading and writing (dotted quarter note, whole note, syncopation, strong/weak meter, 3/4 meter)
" Singing and reading solfege syllables Do, Re, Mi, Fa, Sol, La, Ti and Do')
" Musical terms and symbols
" Melody vs. harmony, major vs. minor
" Define pentatonic scale
" Form (ABA, Rondo)
" Pitch matching (solo and group)
" Possible introduction to African drumming
" Composer study on Beethoven
" Improvisation
" Playing Orff instruments (simple drone, pentatonic scale, crossover drone)
" Identifying Orff instruments as glockenspiels, xylophones, and metallophones
" Playing, singing, and moving in duple and triple meter
" Folk dance vocabulary
" Define Folk song (who, what, where, why, and how)
" Melodic and rhythmic ostinati
" Singing canons/rounds |
|
Fourth Grade:
" Review third grade concepts
" Rhythm reading and writing (syncopation, sixteenth notes, dotted quarter note + eighth note)
" Singing and reading solfege syllables (Low Sol, Do, Re, Mi, Fa, Sol, La, Ti, Do') using the Curwin hand
signs
" Recorders
" Major vs. Minor; scale
" Absolute pitch notation (musical alphabet, staff)
" Musical terms and symbols (treble clef, staff, lines and spaces, head, stem, beam, flag, sharp, flat, etc.)
" Recorder Improvisation
" Dynamics (pp, p, mp, mf, f, ff)
" Tempo
" African drumming (question/answer, call and response, bass, tone)
" African slave songs
" Form (verse/refrain, rondo, ABA)
" Pitch matching
" Recorder Composition |
|
Fifth Grade:
" Review fourth grade concepts
" Rhythm reading and writing (review of all rhythm patterns, triplet)
" 3/4, 4/4, 2/4, 6/8, 3/8 meter, mixed meter
" Singing and reading Solfege syllables using the Curwin hand signs
" Musical terms and symbols
" Jazz unit (Duke Ellington, Big Band, Dixieland, Bebop, etc.)
" Pitch matching
" Recorders (soprano and alto recorder)
" Afro/Cuban drumming
" History of African music (how it traveled to the U.S., blues)
" Orff instruments
" Improvisation on recorders, orff instruments, and drumming
" Melodic sight-reading
" Composition project |
 |
Assessment
Students are assessed in several ways throughout the year in music. Students are assessed through observation,
written, and performance assessments. Student evaluation is based on behavior, participation and skill development.
Written assignments occur more often in the higher grades. Routine assessment takes place in class. Some of the
concepts that are assessed throughout most or all grade levels include the ability to match pitch alone as well
as in a group, steady beat, accurate understanding of music symbols, rhythmic reading and writing, and playing
Orff and rhythm instrument patterns accurately are some of the areas assessed on an individual student basis. As
students enter fourth and fifth grade, a large part of their skill grade is playing the recorder. |
|
|
|
|
|
|
|
