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Jay School Corporation Music Curriculum Guide

Jay School Corporation Elementary Music Curriculum Guide

2012-2018

Elementary General Music Curriculum Guide

Grades K – 5

Kindergarten

Standard 1

PERFORMING MUSIC: Singing alone and with others

Students sing with melodic pitches and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo.

Music Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.1.1 Match pitches in a limited vocal range.

K.RI.1 With prompting and support, ask and answer questions about key details in a text.

K.RI.2 With prompting and support, identify the main topic and retell key details of a text.

K.RI.3 With prompting and support, describe the connection between two individuals,

events, ideas, or pieces of information in a text.

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

Singing “attendance” on selected pitches.

Singing greetings and goodbyes.

Singing nursery songs, folk songs, call and response songs and playing games.

Arioso Land.

Student sings response

Aural Assessment and observation

-Pitch recognition

-Vocal participation

And imitation

-Listening skills

-Call and response

skills

-Classroom Roster

-Grade level method books

-Orff materials

-Designated area in

classroom where only

singing takes place

K.1.2 Echo short melodic patterns sung by the teacher.



K.RI.3 With prompting and support, describe the connection between two individuals,

events, ideas, or pieces of information in a text.

Nursery songs and games

Student solos

Aural and visual observation

Pitch recognition


And imitation

-Listening skills

-Call and response

skills

Grade level method books

Orff materials

Echo songs

K.1.3. Sing with an appropriate tone quality.



Songs and games


Pitch recognition


And imitation

-Listening skills

-Teamwork


Orff materials

K.1.4. Sing short memorized songs, maintaining a steady beat.



K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


Nursery songs and games

Students tap a steady beat on their lap or on an un-pitched percussion instrument while singing.


Pitch recognition


And imitation

-Listening skills

-Following the cues of a conductor/teacher

Self confidence


Orff materials

Various un-pitched percussion instruments

Standard 2

PERFORMING MUSIC: Playing an instrument alone and with others

Students play rhythms using body percussion and classroom instruments. They maintain a steady tempo when playing with a group.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.2.1 Echo four-beat rhythmic patterns played by the teacher using body percussion or classroom instruments.

Students echo teacher directed rhythm patterns on an un-pitched percussion instrument

Rhythmic clapping games

Circle Movement-teacher plays music to which students imitate the teacher-directed activity.

Aural and visual Assessment

Listening skills

Un-pitched percussion instruments

K.2.2 Maintain a steady beat while playing an instrument in a group.

Students accompany selected music on an un-pitched percussion instrument

Aural and visual Assessment

Listening skills

Awareness of group activity

Playing in a group


Music accompaniments – either recorded or live

Standard 3

CREATING MUSIC: Improvising melodies, variations, and accompaniments

Students improvise simple responses to teacher cues by singing and by using body percussion and instrumental sounds.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.3.1 Improvise simple rhythms using body percussion, found items, or an instrument

Students create simple rhythms.

Aural and visual assessment

Definition of “improvisation:

Instrument names

Performance

Various instruments

K.3.2 Respond to teacher-played phrases with a similar phrase using body percussion, found items, or an instrument.

Students create simple response phrases.


Definition of call

And response

Listening skills

Response skills

Various instruments

K.3.3 Respond to teacher-sung questions with a sung answer.

Arioso Land-students sing a response to a teacher sung question using student selected pitches

Aural assessment

Solo response

Guided “sung” questions appropriate for student response.

Standard 4

CREATING MUSIC: Composing and arranging music within specified guidelines

Students create short rhythmic and melodic patterns



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.4.1 Create and play a simple rhythmic pattern with teacher guidance using body percussion or classroom instruments

Teacher guides and directs students in creating a short rhythmic pattern using body percussion or un-pitched percussion instruments

Aural and visual assessment.

Creativity

Following direc-

tions

Un-pitched percussion

instruments

K.4.2 Create a short melodic pattern to sing or play on a classroom instrument based on a limited pitch range such as a minor third or the pentatonic scale.

Teacher guides and directs students in creating a short melodic pattern with their voice or on a pitched percussion instrument


Solfege symbols for

Sol and mi

Creativity

Performance

Solfege patterns using sol

And mi

Classroom instruments

Standard 5

RESPONDING TO MUSIC: Reading, notating, and interpreting music

Students improvise simple responses to teacher cues by singing and by using body percussion and instrumental sounds.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.5.1 Reading iconic notation and perform short rhythmic patterns of quarter and eighth notes using body percussion and rhythm syllables.

K.RI.10 Actively engage in group reading activities with purpose and understanding

-Rhythm scores

-Flash cards or manipulatives—Teacher says and claps a rhythm using rhythm syllables and students use flash cards or manipulatives to create that rhythm.

Visual and aural assessment.

Notation reading

skills

Rhythm scores of

flashcards

K.5.2 Read iconic notation and perform short melodic patterns using hand signs and pitch syllables, drawing examples from class repertoire when appropriate.

K.RI.10 Actively engage in group reading activities with purpose and understanding

Students sing sol-mi songs using either hand or body solfege.


A variety of sol-mi

Songs.

Solfege symbols

through hand

signs or body

signs.

Simple sol-mi melodies

K.5.3 Use fine and gross motor movement to demonstrate simple rhythm and pitch patterns

Students use hands signs or body signs to demonstrate pitch patterns.

Circle Movement


Solfege symbols

through hand

signs or body

signs.

Phyllis Weikarts Rhythmically

Moving CD’s

Standard 6

RESPONDING TO MUSIC: Listening to, analyzing, and describing music

Students distinguish high and low pitches, fast and slow tempos, and loud and soft sounds. They differentiate various vocal, instrumental, and environmental sounds. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.6.1 Identify differences in musical sounds that are high or low, fast or slow, loud or soft and demonstrate them through movement, verbal description, or pictures.

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about the topic.

Listening activities using various pieces of music.

-Circle a picture indicating loud or soft

Visual Assessment – students raise a hand or “thumbs up” to identify what they hear.

Students will be

Able to differentiate high/low, fast/slow, loud/soft

Verbal descriptive

Body levels

Locomotor and non-locomotor

movement

Classroom methods materials

Various other teacher developed materials

K.6.2 Distinguish vocal, instrumental, and environmental sounds



-Listening activities using various pieces of music that include these sounds

-Students bring to class a varied selection of student-made instruments or students make instruments in class to create a variety of sounds.

-Circle a picture indicating the type of sound heard.

-Aural Assessment

Students will be able to differentiate vocal, instrumental, and environmental sounds



K.6.3 Compare vocal tone qualities such as whispering, singing, and speaking.

K.W.8 With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer a question.

Teacher demonstrates, “I speak like this, I sing like this…; student’s imitate.

Class discussion with listening examples.

Listening activities with speaking and singing voices.

Circle a picture indicating the type of voice that they hear.

Visual Assessment – students raise a hand to identify what they hear

Students will be able to identify and perform vocal tones of whispering, singing and speaking.



K.6.4 Identify and demonstrate appropriate listening behavior during a classroom or outside performance.



Discuss appropriate concert behavior

Attend a concert within the school such as a Christmas, spring program or various musical presentations.

Visual assessment

Sitting quietly

How to appropriately respond to a performance

Attend a performance.

Standard 7

RESPONDING TO MUSIC: Evaluating music and music performances



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.7.1 Discuss reasons for listening to music and different contexts in which music is heard.



Discuss where students listen to music, sing songs, etc.

Aural assessment

Appropriate music far a variety of events

Teacher led discussion

K.7.2. Establish simple criteria to evaluate classroom music activities.

Teacher shows simple methods of accessing classroom activities. (thumbs up; thumbs down, etc.)

Student input of other ways to access activities

Visual and aural assessment

Appropriate response skills

Classroom activities

Standard 8

RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts

..Students express musical concepts in non-musical ways. They describe the use of music in various school activities.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.8.1 Describe musical concepts of high or low, fast or slow, and loud or soft through moving or drawing.

Teacher directed movement activities where students demonstrate understanding through movement.

Visual assessment

Students will be able to differentiate high/low, fast/slow, loud soft

Body levels

Locomotor and non-locomotor movement

Classroom methods

Various other teacher developed materials.

K.8.2 Identify other classes and school activities where music is used and the purpose of the music in each situation.



Discuss other classes or places within the school where students hear music and its purpose.


Verbal descriptors

Standard 9

RESPONDING TO MUSIC: Understanding music in relation to history and culture

Students discuss music experiences in daily life and the concept of a musician. They experience music from various eras and cultures.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

K.9.1 Identify situations in daily life where music is experienced.



Discuss where students hear music, sing songs, etc.

Aural assessment

Recognition of daily uses of music

K.9.2 Experience music from various historical eras and cultures through singing, listening, or moving



Folk Dancing

Visual assessment

Awareness of cultural music

Usage and development of gross and fine motor skills

A variety of Folk Dance music

K.9.3 Discuss the concept of a musician.



Teacher leads students in a discussion about what a musician is.

Aural assessment

Students can identify a musician.

Pictures and recordings

Grade One

Standard 1


Students sing a variety of songs in expanding ranges and dynamics with appropriate tone quality, good posture, and steady tempo.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.1.1 Match simple pitches patterns in expanding ranges.

1.RI.1 Ask and answer questions about key details in a text.

Sing “attendance” on selected pitches (sol-mi)

Sing greetings and goodbyes

Sing simple folk songs, call and response songs, and nursery rhymes

-student individually sings response

-aural assessments

-listening skills

- pitch recognition

-question and answer skills

-Classroom Roster

-Grade level method books

-Orff materials

1.1.2 Maintain good posture and a steady beat while singing.

-sing simple songs while patting steady beat on body or playing steady beat on un-pitched instruments

-standing or sitting with correct posture while singing

-visual assessment

-observation

-listening skills

-imitation


Orff materials

Echo songs

Un-pitched classroom instruments

1.1.3. Sing at contrasting dynamic levels with appropriate tone quality.

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text.

-sing simple songs and folk songs that demand differing dynamic levels

-singing lullabies

-listen to drastic dynamic musical examples

-show and study examples of dynamic markings in music

-aural assessment

-following cues of conductor

-listening skills


Orff materials

1.1.4. Sing short memorized songs from various cultures.

1.RI.2 Identify the main topic and retell key details of a text.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a

text.

-Sing short folk songs and nursery rhymes from other countries

Aural assessment

-listening skills

-vocal participation and imitation


Orff materials

Standard 2


Students play short patterns using body percussion and pitched and non-pitched classroom instruments. They maintain a steady tempo when playing with a group.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.2.1 Echo short melodic and rhythmic patterns.

-students echo rhythmic patterns on un-pitched or pitched instruments

-students echo melodic patterns (within pentatonic scale) on pitched instruments

-aural assessment

-listening skills

Various classroom instruments

1.2.2 Maintian a steady beat on a percussion instrument while playing in a group.

-students maintain steady beat on an instrument in accompaniment with music or classroom singing

-aural assessment

-visual assessment

-following cues of a conductor

-listening skills

-awareness of self and group

Orff materials


1.2.3 Hold classroom instruments correctly and play with the proper technique.

-students study names and technique of classroom instruments

-students play simple rhythms and melodies various classroom instruments

-visual assessment

-aural assessment

-observation

-listening skills

-awareness and control of body

-small and large motor skills


Instrument posters

Standard 3


Students improvise responses and simple ostinatos by singing and by using body percussion and instrumental sounds.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.3.1 Respond to sung or played musical questions by singing and using body percussion, found items and instrumental sounds.

-teacher plays rhythmic or melodic pattern on an instrument, students respond on an instrument

-students create a rhythm, sound, or ostinato to represent a character in a story

-aural assessment

-visual assessment

-listening skills

-instrumental knowledge and technique

Various stories/poems and literature

Various instruments

1.3.2 Improvise a short rhythm to be echoed by classmates

-students play a four beat rhythmic phrase on an un-pitched or pitched instrument to be echoed by classmates

-aural assessment

-knowledge or definition of the word “improvise”

-listening skills

Various instruments

1.3.3 Improvise a short ostinato to sing or play with a familiar song.

-students improvise a short rhythmic or melodic ostinato (within teacher guidelines) to accompany a classroom folk song to

-aural assessment

-visual assessment

-knowledge or definition of the word “improvise”

-listening skills

-instrument skills

Various instruments

Standard 4


Students create short rhythmic and melodic patterns and accompaniments to short literary examples.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.4.1 Independetly create and perform short rhythmic and melodic pattern with teacher guidance using the voice, body percussion found items or classroom instruments

-teacher guides and directs students in creating a short rhythmic and melodic pattern using body percussion or un-pitched and pitched classroom instruments

-aural assessment

-visual assessment

-following directions

-creativity

-instrument knowledge and technique

Various instruments or found objects within classroom

1.4.2 Cooperatively plan and perform rhythmic and melodic material to accompany a poem using a variety of sound sources.

1.RI.10 With prompting and support, read informational texts appropriately complex for

grade 1.

-teacher guides students to create and perform rhythmic and melodic patterns and ostinatos that might represent characters, sounds, moods, or settings to accompany a poem

-aural assessments

-creativity

-performance skills


Various poem/literature

Various instruments

Paper and/or chalkboard

Pencil and/or chalk

Standard 5


Students read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire. They identify quarter and eighth notes and quarter rests.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.5.1 Read and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables

-students clap four-beat rhythms that are printed on rhythm cards or scores

-students use iconic manipulatives to represent a given rhythm

-aural assessments

-visual assessment

-notation

-reading skills

-listening skills

Rhythm scores

Iconic manipulatives

1.5.2 Notate quarter notes, eighth notes, and quarter rests using iconic or standard notation

-students draw, notate, or depict given rhythms using a ready-made standard notation on flashcards or iconic manipulatives

-visual assessment

-listening skills

Paper

Flashcards


1.5.3 Use body percussion and movement to demonstrate rhythmic patterns

-students use different body percussion levels to demonstrate rhythmic patterns

-students use differing levels of movement to depict different rhythmic patterns

-visual assessment

-aural assessment

-fine and large motor skills

-listening skills

-body awareness

1.5.4 Read simple pitch patterns from a staff using solfege and hand signs and demonstrate pitch placement with body movement

-students use solfege hand signs and levels of body signs to demonstrate different pitches

-visual assessment -knowledge of

-aural assessment solfege through

Ways of hand and

Body levels and

signs

Solfege symbols and hand signs

Chalkboard or other writing source

staff

Standard 6


Students identify similarities and differences in music and qualities of various sounds. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.6.1 Show changes in tempo, dynamics and mood using movement in response to music.

-Listening activities using a variety of musical selections

-visual assessment through body movement or raising of hands

-written assessment through circling of symbols or pictures on paper

-listening skills

-fine and large motor skills

-locomotor and non-locomotor movement skills

-knowledge of fast/slow, loud/soft



1.6.2 Identify various vocal, instrumental, and environmental sounds.

-Listening activities using various pieces of music that include these sounds

-Students bring to class a varied selection of student-made instruments or students make instruments in class to create a variety of sounds.

-visual assessment through raising of hands

-written assessment through circling of symbols or pictures on paper

-listening skills

-students will be able to identify sounds and origin of sounds

Craft supplies

1.6.3 Identify phrases of a song as same or different and listen for repetition of phrases.

-listening to and singing various simple songs, and folk songs

-breaking down simple songs and folk songs into individual phrases

-visual assessment through raising of hands

-aural assessment

-written assessment by circling the two phrases that match (phrase 1 and 3, 2 and 4, and so forth)

-listening skills

-knowledge of what categorizes a musical “phrase”

-ability to break down a song into musical phrases



1.6.4 Idenfity and demonstrate appropriate listening behavior during a classroom or outside performance

Discuss appropriate concert behavior

Attend a concert within the school such as a Christmas, spring program or various musical presentations.

Visual assessment

Sitting quietly

How to appropriately respond to a performance

Attend a performance.

Standard 7


Students discuss the role of music in their lives and evaluate classroom music activities.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.7.1 Discuss the place and personal importance of music at home, at school, and in the community.

-discuss different settings the students hear and experience music on a daily basis

-discuss the benefits on music within the home, school, and community settings

-visual assessment (thumbs up or down)

-paper assessments (list making)

-communication skills

-listening skills

Teacher led discussion that may include writing notes on chalkboard or other writing source

1.7.2 Discuss and evaluate classroom music activities based on established criteria.

-discuss the value of different classroom musical activities

-ask questions regarding skills learned

-visual assessment (thumbs up or down)

-paper assessments (list making)


-listening skills

-comprehension skills

-self-evaluation skills


Standard 8


..Students identify and express concepts common to music and other disciplines. They discover the importance of various activities in more than one context.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.8.1 Discover musical terms and concepts such as pattern and line that are also used in other disciplines and express them through moving, drawing, or other appropriate means.

-experience musical terms and concepts through movement, drawing, and other means and discuss how those concepts might connect and are presented in other disciplines

-visual assessment

-aural assessment

-knowledge of concepts

-listening skills

-identification skills

Art supplies

1.8.2 Describe the importance of activities such as listening, reading, and moving that occur in music class and other curricular areas.

1.W.8 With guidance and support from adults, recall information from experiences or gather


-discuss how students listen, read, and move within the music classroom and in other places and classes within the school, and discuss/debate the importance of those activities


Verbal descriptors


Standard 9


Students identify functions of music and experience music of various historical periods and cultures. They identify known musicians.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

1.9.1 Identify various uses of music in the community and examples of music used for special occasions.

-listen to and experience music for various types of occasions

-aural assessment

-demonstration and performance

-recognition of music within community and for special occasions

-listening skills

-discussion and communication skills

Various musical selections

1.9.2 Experience music from various historical eras and cultures through singing, listening, or moving

-sing, dance, play musical instruments and games, and listen to music from a varied repertoire of cultures and historical eras

-aural assessments

-visual assessment

-paper assessment

- Awareness of cultural music

-Usage and development of gross and fine motor skills

-Instrumental knowledge and technique

Various classroom activities/songs from many sources

Various instruments

1.6.3 Identify some known musicians in the community or media.

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the

topic, and provide some sense of closure.

-discuss what defines a musician

-discuss different known musicians in community or media in present day or past

-listen to different musical examples from a variety of different musicians

-aural assessment

-students can identify a musician

-verbal description

Grade Two

Standard 1


Students sing a variety of music expressively with accurate pitch, appropriate tone quality, and good diction and posture. The sing ostinatos, they follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.1.1 Sing with accurate pitch, appropriate tone quality, clear diction, and good posture.

Students will sing various songs from methods books.

Christmas Concert


Proper singing techniques.

Varied repertoire.

Classroom materials

Teacher generated materials

2.1.2 Sing a cappella and with accompaniment, independently and in groups..

Students will sing folk songs and various other songs.

Solo singing

Song games

Singing in small groups and independently.

Varied repertoire

Classroom materials


2.1.3. Sing songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music.

2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs

within the text.

.

2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or

steps in technical procedures in a text.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject

area.

Students will learn songs in a foreign language.

Singing in small groups and independently.

Varied repertoire

Appropriate move-ment application

Classroom materials


Various selections of folk songs and dances.

2.1.4. Sing an ostinato with a familiar song, maintaining a steady beat.

Students singing ostinatos to melodies and songs.

Games songs with ostinato’s


Independent singing

Maintaining a steady beat

Classroom materials


Folk songs and games

2.1.5 Follow the cues of a

conductor with regard to tempo and dynamics.

Veterans Day programs

Christmas concert.


Performance skills

Standard 2


Students play melodic and rhythm patterns on classroom instruments accurately and with a steady beat tempo. They identify instruments, use correct techniques with playing, and vary dynamic levels. They follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.2.1 Echo melodic and rhythmic patterns.

Songs and games

Rhythm scores or flash cards


Various songs and un-pitched percussion instruments

Rhythm scores or flashcards

2.2.2 Maintain a steady beat and play with appropriate dynamic levels

Students accompany selected music with body percussion or on an un-pitched percussion instrument.

Students play an ostinato on a xylophone.

Dynamics “unit” where students learn about and practice dynamic symbols and their meanings.


Rubric – teachers assesses students comprehension of dynamic symbols and their meaning.

Play a steady beat

Show understanding of dynamic symbols and their meaning

Follow the cues of a conductor

Various un-pitched percussion instruments and/or xylophones

Music accompaniments

Dynamic Unit with musical examples of dynamic markings.

2.2.3 Play classroom instruments with proper technique, holding them correctly.

Teacher introduces various pitched and un-pitched percussion instruments using correct names.

Students accompany vocal and instrumental music or stories on various instruments.


Playing technique

Instruments

Musical accompaniments

Orff materials

Story books

2.2.4 Learn correct names for classroom instruments and identify those associated world cultures.

Teacher introduces various pitched and un-pitched percussion instruments and their culture of origin.

Students accompany vocal and instrumental music or stories on various instruments.


Rubric assessing instrument names

Instrument names and country or origin

Various instruments and

cultural information

for that instrument

2.2.5 Play simple ostinatos while others sing.

Students accompany simple songs.

Students accompany stories.


Students maintain a steady beat

Accompanying skills

Listening skills


Simple songs

Stories

Orff materials

2.2.6 Follow the cues of a conductor with regard to tempo and dynamics

Students accompany simple songs and stories under teacher direction


Playing dynamic levels


Standard 3


Students sing, play instruments, and use movement to improvise musical phrases including questions, responses, and ostinatos.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.3.1 Improvise a short melodic phrase on a pitched classroom or keyboard instrument.

Using a poem or phrase from a story, students will improvise a melody based on a pentatonic scale on barred instrument


Definition of the words improvise and pentatonic.

Barred instruments

Orff materials

Story books

Poetry

2.3.2 Sing short questions to be answered by classmates..

Students will perform call and response activities with varied partners

Aural assessment

Independent singing

Understanding of question and answer.

Call and response songs

Orff materials

2.3.3 Respond to teacher or student questions by singing and using body percussion, movement, found items, instruments, or electronic sounds.

Students will perform a variety of call and response activities.

Aural assessment

Independent performance

Call and response songs or rhythms.

Orff materials

2.3.4 Improvise a short ostinato with a familiar song using body percussion, instruments, or movement.

In groups students will create a short ostinato to accompany a song.


Improvise

Confidence

Teamwork

Definition of body percussion

Use of levels

Barred instruments


Standard 4


Students create short rhythmic and melodic patterns within specified guidelines and create group compositions. They notate their music.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.4.1 .Perform short rhythmic and melodic phrases within teacher guidelines and write them using standard original notation.

Using poetry or simple songs students will notate the rhythm of the poem or song with craft sticks

Visual Assessment

Rhythm Rubric to assess understanding of notation

Student understands notation

Simple songs

Poetry

Craft sticks

2.4.2.Create music collaboratively to enhance a poem or short story using a variety of sound sources.

Students will work in groups to create music to accompany a story or poem


Teamwork

Creativity

Story or poem

Selected instruments or

tools

2.4.3 Arrange and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items, or classroom instruments.

Students will work in groups to create a sound piece using a variety of tools provided by the classroom teacher.


Teamwork

Creativity

Selected instruments or

tools

Standard 5


Students read, write, and perform rhythmic and melodic patterns using standard or iconic notation and utilizing relevant examples from repertoire. They identify and interpret basic terms and symbols for dynamics and tempo.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.5.1 Read and perform quarter, eighth, half, dotted half, and sixteenth notes, and quarter, half rests in four-beat groupings using rhythm syllables..

2.W.8 Recall information from experiences or gather information from provided sources to answer a

question.

2.RI.10 By the end of year, read and comprehend informational texts, including technical music texts,

in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Students will clap and speak, using rhythm syllables, four beat rhythm scores .


Recognize and perform indicated notes and rests and groupings of notes and rests.

Hal Leonard Rhythm Scores

Rhythmically Moving CD’s

2.5.2 Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation.


question.



Teacher will clap a variety of rhythm patterns and students will notate.

Visual Assessment

Notation Rubric – assess student understanding and writing of notation

Notation

Grouping notation

Listen and recall

Examples of indicated notation.

2.5.3 Read pitch patterns from a staff and perform using solfege and hand signs.


question.



Teacher will review solfege with hand or body signs.

Using a familiar song, teacher will sing melody using solgege and students will echo.


Solfege syllables

Listen and recall

Solfege hand sign chart

Familiar melodies

Orff or Kodaly materials

2.5.4 Identify direction of notated pitch patterns and interpret through singing, playing, or movement.

With voices, movement, or instruments students will show understanding of pitch direction.


Rubric – Direction of pitch patterns

Pitch direction

2.5.5 Identify basic musical terms and symbols and through singing, playing or movement.



With voices, movement, or instruments students Aural and visual assessment

will show understanding of music terms and symbols.

Performances

Aural and visual

assessment

Knowledge of music terms

Selected repertoire of music

Programs performances

Standard 6


Students identify similarities and differences in music using movement and musical terms. The recognize groups of classroom and orchestral instruments. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.6.1 Identify contrasts and changes in tempo and dynamics using basic music terminology and movement


question.

Dynamic Unit – singing and listening music; identifying tempo and dynamic changes

Students will do guided movement to selected pieces of music to show contrasts in music.

Games – Various selected movement games that allow students to show contrasts in the music through movement.

Graded assessment using a Rubric-Dynamic Unit

Visual assessment

Music Terminology

Independent music skills

Interpretation

Listening skills

Dynamic Unit

Rubric for Assessment

Selected music for movement activities

Games

2.6.2 Identify repetition and contrast in sections of music using symbols or movement.


question.

Students will do guided movement to selected pieces of music to show repetition and contrast in music.

Games – Various selected movement games that allow students to show repetition and contrasts in the music through movement

Visual assessment

Music Terminology

Independent music skills

Interpretation

Listening skills

Music for Creative Dance

2.6.3 Identify groups of classroom instruments by sight and sound.


question.

Teacher will give students opportunities to use instruments in classroom situations so students develop an awareness of instruments names and their sound.

Sound bank activities.

Aural Assessment

· Teacher plays a given instrument and students identify.

Recognize a variety of instruments by sight and sound

Selected classroom instruments

Sound bank

2.6.4 Identify families or orchestral instruments by sight and sound


question.

Discuss instrument families; listen to and identify their sounds in a listening piece; show pictures of individual instruments and their family group.

Visual Assessment

Instrument family

Game

Recognize individual instruments and their families by sounds and sight.

Pictures or posters of

Instruments/families

Listening pieces

Sound bank

Various websites for example: Dallas Symphony Orchestra.

2.6.5 Identify voices as those of children, adult males, or adult females.


question.

Listen to and identify the sound of different voices in a listening piece.

Listen to a sound bank with representations of different voices

Visual Assessment

(thumbs up; thumbs down)

Recognition of types of voices

Sound bank

Listening pieces

2.6.6 Discuss and demonstrate appropriate listening behavior for various types of performances.

Teacher leads students in a discussion of appropriate listening behavior for various types performances

Visual assessment

Develop appropriate listening behavior

Various performances – in school or field trips.

Standard 7


Students discuss personal musical preferences. They compare contrasting musical works and establish criteria for performances.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.7.1 Explain personal preferences for different musical works.


question.

Composer of the Month or Music Style of the Month

(Students listen to a variety of music by various composers and discuss)

Aural assessment

Exposure to a variety of musical styles.

Vocabulary skills

Variety of music for listening

Pictures and historical information about composer or music style

2.7.2 Listen to and compare two contrasting styles of compositions using basic musical terminology.


area.

Teacher presents different composition styles and students compare and contrast using appropriate music terminology

Aural assessment

Visual assessment – students draw a picture showing compare/contrast

Exposure to a variety of musical styles.

Vocabulary skills

Artistic skills

Music terminology posted in the room – word wall – for student reference.

2.7.3 Establish and apply criteria for good musical performance in and outside the classroom.

Teacher led discussion on performance skills


Performance skills

Standard 8


Students discover application of musical concepts in other disciplines. They express aural musical examples in non-musical ways and specific emotions through music and other means..



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.8.1 Identify musical concepts such as tone color, repetition, and contrast, and ways they are used in other disciplines.


area.

Students will look at selected pieces of art work and discuss tone color, repetition, and contrast.

Students will look at architecture and discuss tone color, repetition, and contrast.


Vocabulary skills

Recognition of elements in other disciplines

Art work

2.8.2 Describe an aural musical example through movement, art, or writing.

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions

to develop points, and provide a concluding statement or section.

Students will interpret a select piece of music through movement, drawing or writing.

Aural and/or visual assessment.

Vocabulary skills

Interpretation

Self confidence

Performance skills

Varied selection of music

2.8.3 Express a specific emotion through music, art, movement and writing or speaking.

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions

to develop points, and provide a concluding statement or section.

Students will interpret and express an emotion of a select piece of music through movement, drawing or writing.

Aural and/or visual assessment.

Vocabulary skills

Interpretation

Self confidence

Performance skills

Varied selection of music

Standard 9


Students identify music for special occasions and its role. They experience music and dances from various cultures and historical periods and explore roles of community musicians.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

2.9.1 Discuss suitable music for various special occasions and the role it plays.


question.

Teacher led discussion on appropriate music for special occasions.

Discuss how the music selected might affect the occasion.

Aural assessment

Awareness, interpretation and sensitivity to appropriate music for special occasions.

Student exposure to various types of situation/programs where music is used.

2.9.2 Discover the role of music from earlier periods in history such as the music of Native Americans and its relationship to other elements in the society.



Students will participate in activities such as games, dances or rhythmic patterns to emulate a variety of cultural music.

Visual Assessment

Recognize and appreciate music of other cultures

Selection of multi-cultural music, games, dances, etc.

2.9.3 Perform and listen to music and learn folk dances from past and present cultures..



Teacher directs students and folk dances from various cultures and of the historical nature.

Visual Assessment

Dancing skills

Listening skills

Teamwork skills

A variety of folk dance music

2.9.4 Discuss the roles of musicians in the community.

Students identify musicians from the community

Aural assessment

Awareness of local musicians

Teacher knowledge of local musicians

Grade Three

Standard 1


Students sing a variety of music expressively with attention to pitch, tone quality, diction and posture. The sing rounds and songs with ostinatos, and they follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.1.1 Sing a cappella and accompanied songs with attention to pitch, diction, tone quality, and posture.

Through a variety of warm-ups and technique building activities, sing songs prepared for performance a cappella and accompanied

-aural assessment

-correct posture

-correct tone quality

-correct diction

Classroom materials


3.1.2 Sing expressively with varied dynamics and appropriate phrasing.

3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the

main idea.

Sing a varied repertoire of music with attention given to expressing dynamics and phrasing

-aural assessment

-knowledge of expressive singing

-knowledge of dynamics and dynamic markings

Classroom materials


3.1.3. Sing songs from a variety of cultures including those of the school and community, adding any movement considered intrinsic to authentic performance of the music..

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers.

Using a diverse repertoire classroom music materials, students will sing songs including those from other cultures adding movement where appropriate

Aural assessment

Knowledge of music from other cultures

Classroom materials


Folk dances

3.1.4. Sing rounds and songs with ostinatos

-learning and performing individual parts securely rounds and songs with ostinatos,

-aural assessment

-independent singing

Classroom materials


3.1.5 Follow the cues of a

Conductor.

-students will learn to follow the cues of a conductor in the classroom and in a performance.

-aural and visual assessment

-performance skills

Class work and Performances

Standard 2


Students play melodies and rhythms on classroom instruments with correct technique, appropriate dynamics, and a steady beat, alone, and in groups. They follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.2.1 Echo melodic and rhythmic patterns.

-on un-pitched classroom instruments, students will echo rhythmic patterns

-on pitched classroom instruments or recorders, students will echo melodic patterns

-visual assessment

-aural assessment

-listening skills

-rhythmic knowledge and decoding

-basic melodic knowledge and decoding skills (high/low)


Recorders

3.2.2 Play given pitch patterns on a mallet instrument, keyboard, or recorder..

-play phrases from songs or given pitch patterns on barred instruments, keyboard, or recorder

-aural assessment

-visual assessment

-listening skills


-melodic decoding skills

Various instruments

3.2.3 Play instruments in a group with a steady beat, appropriate dynamics, and correct technique.

-through a variety of musical selections students will, as a group, practice using correct playing techniques that demonstrate appropriate dynamics, and the use and ability to maintain a steady beat

- aural assessment

-visual assessment

-playing technique

-listening skills

-demonstration of dynamic knowledge

Various instruments

3.2.4 Use correct names for classroom instruments including those from world cultures.

-study and discuss names for classroom instruments including those from world cultures

-visual assessment

-written assessment

-aural assessment


Grade level books


Musical instrument posters and sound clips

3.2.5 Play four-measure melodies on pitched percussion instruments.

-play a variety of musical selections on various pitched percussion instruments

-aural assessment

-visual assessment

-instrument knowledge, technique, and playing skills



3.2.6 Play ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.

-using a variety of instruments students will accompany classroom selections both vocal and recorder.

-aural and visual assessment.

-student sampling

Accompanying skills.

Independent playing.

Classroom instruments.

A variety of songs and stories.

Orff materials

3.2.7 Follow the cues of a conductor.

In daily class work and during performances, students will learn to follow the director’s musical cues.

Visual assessment.

Performance skills

Performance

Standard 3


Students improvise responses, accompaniments, and short compositions by singing and using variety of instrumental and classroom sounds. They invent short pieces by following the cues of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.3.1 Sing or play extended responses to teacher or student questions.

Students will perform a variety of call and response activities.

Aural assessment

Independent performance

Call and response songs or rhythms.

Orff materials

3.3.2 Improvise a rhythmic accompaniment to a song.

In groups or individually, students will create a short ostinato to accompany a song.


Improvise

Confidence

Teamwork

Definition of body percussion

Use of levels

Barred instruments


3.3.3

Perform a composition with opportunities for free improvisation at various intervals.

-practice and give many opportunities for students to improvise on a small scale with and without teacher guidelines

-perform various musical compositions with opportunities for free improvisation at various intervals

-aural assessment

-improvisation skills

-confidence

-encouragement and supportive skills toward others


3.3.4 Improvise a short composition using various sounds in response to the direction of a teacher or student conductor.

practice and give many opportunities for students to improvise on a small scale with and without teacher guidelines

-aural assessment

-listening to and following directions and cues

-improvisation skills


3.3.5 Improvise appropriate rhythmic movement to accompany a song or instrumental piece.

-using different body percussion and movement levels, students will improvise rhythmic movement to accompany a song or variety of instrumental pieces

-visual assessment

-listening skills

-locomotor and non-locomotor skills

Various pieces of music


3.3.6 Use voices and instruments to improvise appropriate sound effects or accompaniments to a poem or short story.

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers.

Students will plan an accompaniment to a selected story or poem using voices and/or instruments.


Self Assessment

Creativity

Performance

Team work


Selected story or poem

Orff materials

Standard 4


Students create short melodies and accompaniments using available using traditional and electronic resources. They notate their music and arrange melodies using available electronic means. They create simple orchestrations for stories, poems, and dramatizations.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.4.1 Compose rhythmic and melodic phrases according to teacher guidelines utilizing classroom instruments and available electronic resources. Notate/record using traditional or available electronic means.

Using specific guidelines students will compose a rhythmic and melodic phrase with classroom instruments or electronic sources.

Students will notate and record compositions using traditional or available electronic means.


Composition Rubric

Self Assessment

-Compose

-Notate

-Creativity

-Technology and electronic skills and knowledge

Staff paper

Visuals of notation and

Music software

3.4.2 Compose a melody to match given lyrics. Create lyrics to match a given melody.

-discuss diction/syllable counting and its relation and relevance to rhythm

-use knowledge to compose a melody to match given lyrics and create lyrics to match a given melody

-Aural assessment

-composition rubric

-composition skills

-notation skills

-listening skills

-diction and pronunciation skills

Staff paper


Music software

Existing lyrics/literature

3.4.3 Create a rhythmic accompaniment for a given melody to be played and notated using traditional or available electronic sources.

-In groups, create a rhythmic pattern to accompany a melody

-play and notate created rhythmic accompaniment using traditional and available electronic sources

-aural assessment

-composition rubric

-self assessment

-peer assessment

-teamwork

-listening skills

-notation skills

-technology skills

-performance skills

Staff paper


Music software

Various instruments

3.4.4 Arrange a melody utilizing various vocal or instrumental sounds with available electronic sources.

-In groups, create a melody using various vocal and instrumental sounds with available electronic sources

-aural assessment

-composition rubric

-self assessment

-peer assessment

-teamwork

-listening skills

-notation skills

-technology skills

-performance skills

Staff paper


Music software

Various instruments

3.4.5 Plan simple orchestrations to accompany readings and dramatizations using available instruments or electronic sound sources.

-as a class, plan and create simple melodies and rhythmic patterns to accompany a reading or dramatization using classroom instruments or electric sound sources.

-aural assessment

-visual assessment

-written assessment

-self-assessment

-teamwork

-notation skills

-technology skills

Staff paper


Music software

Existing literature

Various instruments

Standard 5


Students read, write, and perform rhythmic and melodic patterns, utilizing relevant examples from repertoire. They identify and apply musical symbols and terms.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.5.1 Read and perform simple quarter, eighth, half, dotted half, and sixteenth, and whole notes, and quarter, half and whole rests in four beat groupings using iconic or standard notation.

-students clap four-beat rhythms that are printed on rhythm cards or scores

-students use iconic manipulatives to represent a given rhythm

-aural assessments

-visual assessment

-notation

-reading skills

-listening skills

Rhythm scores


3.5.2 Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and helf rests using iconic or standard notation.

Teacher will clap a variety of rhythm patterns and students will notate.

Visual Assessment

Notation Rubric – assess student understanding and writing of notation

Notation

Grouping notation

Listen and recall

Examples of indicated notation.

3.5.3 Read and perform expanded pitch patterns and simple songs using solfege and letter names of the treble clef.

-students will sing a variety of musical selections that include expanded pitch patterns

-students will substitute lyrics of song with solfege syllables and letter names of the treble clef

-aural assessment

-written assessment

-note reading

-solfege syllables


Orff materials

Solfege symbols and signs

Musical staff example

3.5.4 Identify and sing or play steps and skips in notated pitch patterns.

-students will listen to a sung or played pitch pattern and be able to identify

-students will sing and play steps and skips in notated pitch patterns

-aural assessment -solfege signs and

-written assessment syllables

-solfege body signs -listening skills

-levels of body signs -identification


Orff materials

Solfege symbols and signs

Musical staff example

3.5.5 Identify and apply an expanded vocabulary of musical terms.

Through various selections of music, either vocal or instrumental, students will be introduced to the symbols and definitions of various musical concepts.

-students will be able to demonstrate and identify musical terms

-written assessment -Visual recognition

-aural assessment of music symbols

Classroom methods


3.5.6 Interpret notated music through visual, aural, and kinesthetic means.

-students will listen to and study t several notated musical examples and interpret notated music through means of line mapping, movement, and aural means.

-aural assessment -transferring

-visual assessment ideas to several

-written assessment means

-body awareness

Writing source

Various examples of notated music

2.5.7 Identify and explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (descrescendo)

3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 3 topic or subject area.

-students will be introduced to the dynamic markings of forte, mezzo forte, piano, mezzo piano, crescendo, and diminuendo through the study of notated music

-students will point out and define markings within notated music

-visual assessment -communication

-written assessment -identification

Notated musical examples with dynamic markings

Various games

Written assessment (worksheet)

2.5.8 Identify and explain the musical symbols for fermata, octave, and D.C. al fine.

3.RI.10 By the end of the year, read and comprehend informational texts, including technical music

texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

-students will be introduced to the musical symbols for fermata, octave, and D.C. al fine through the study of notated music

-students will point out and define markings within notated music

-visual assessment -communication

-written assessment -identification

Musical symbol examples

Written assessment (worksheet)

Standard 6


Students use movement and symbols to describe music. They learn to use appropriate musical terminology and identify instrument families by sight and sound. They identify and demonstrate appropriate listening behavior.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.6.1 Describe tempo, dynamics, articulation, and rhythmic and melodic elements through movement, writing, or illustration.

Listen to a selected piece of music and interpret the piece through movement or describe it through writing or illustration

Visual Assessment

Understand and use of terminology

Ability to interpret music terminology through various mediums


Art supplies

Pencil/paper

3.6.2 Identify and describe AB, ABA, and rondo forms using movement and symbols.

In select classroom pieces students will identify theme and variation, rondo and other form using movement and symbols

Visual assessment

Classroom discussion

Form in Music


3.6.3 Use musical terms to describe music through activities such as creation of a word bank..

-Students will incorporated and use musical terminology in the discussion and participation of musical activities

-visual assessment

-classroom discussion

-knowledge of musical terminology

-verbal discription

Classroom methods


3.6.4 Identify representative orchestral instruments and their families by sight and sound as well as instruments of other cultures

-students will be introduced to orchestral instruments and their families through usage of classroom posters and sound examples of each

-students will identify instruments by sight and sound and be able to categorize them into orchestral family

-visual assessment

-written assessment

-listening skills


-ability to categorize and differentiate

Instrument posters

Instrument sound clips

Pencil/paper

3.6.5 Identify different ensembles by their timbre such as adult or children’s choir, orchestra, or wind ensemble..

-students will listen to various examples of different ensembles and categorize them by their timbre

-as a class, use tools such as lists and Venn diagrams to categorize ensembles

-visual assessment

-written assessment


-listening skills


-ability to transfer ideas to paper and diagrams

Writing source

Sound clips/musical examples

3.6.6 Discuss and demonstrate appropriate listening behavior for various types of performances.

Classroom discussion of

appropriate behavior

at a performance.

Aural assessment

Peer assessment

Self assessment

Listening and

behavior skills

Standard 7


Students express personal preferences for music. They compare musical compositions, evaluate performances, and demonstrate appropriate behavior when performing.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.7.1 Explain personal preferences for various styles of music using appropriate terminology.

-students will listen to a variety of music examples and list likes and dislikes of each

-students will engage in classroom discussion on various styles of music using known music terms


-


-vocabulary

Musical examples

3.7.2 Listen to and discuss or write about two contrasting compositions using appropriate terminology.

3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

-students will listen to two contrasting compositions and compare and contrast the compositions through classroom discussion

-lists, diagrams, and other written means may be used to help students in their discussion


-written assessment

-listening skills

-use of and recognition of known music terminology

Various contrasting musical examples

Writing source

3.7.3 Establish and apply criteria for evaluating various types of musical performances.

-students discuss and help create a rubric or another way of establishing a criteria for evaluating various types of musical performances

-students use their created mean to evaluate various performances

-visual assessment

-written assessment


-communication

-list making

-rubric understanding and application

-teamwork

Pencil/paper

Rubric graph

3.7.4 Identify and demonstrate appropriate behavior when performing music.

Classroom discussion of

appropriate behavior

at a performance.

Aural assessment

Peer assessment

Self assessment

Listening and

behavior skills

Standard 8


..Students discover correlations of the elements of art and principles of design to music and other disciplines. They interpret aural examples through various means and use music to describe and understand other topics and subjects.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.8.1 From a list of the elements of art (line, color, shape, value, texture, form, and space) and the principles of design (unity, variety, emphases, balance, proportion, pattern, and rhythm), identify terms that also apply to music, dance, and drama as well as reading, writing, and mathematics.

Classroom discussion and interpretation of various music elements that apply both to music and to the visual arts

Observe and discuss various selections of Art from supplied pictures or field trip.

Aural assessment

Peer Assessment

Understand, define and use appropriate and specific terms that are applicable to multiple Art forms

Pictures and recordings

3.8.2 Interpret an aural musical example through dance, drama, art, or writing.

3.W.3 Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

-students use artwork, dance, movement, drama, and writing to interpret an aural musical examples either individually or in groups

-students chose artwork or writing from a various selection given to “match” an aural musical example

-aural assessment

-visual assessment

-written assessment

-self and peer assessment

-creativity

-self-confidence

Art supplies

Writing source

Musical examples

3.8.3 Select and play a classroom instrument to describe an object or interpret a concept in a picture or literary work.

3.W.8 Recall information from experiences or gather information from print and digital sources; take

brief notes on sources and sort evidence into provided categories.

-students will choose a classroom instrument to play that they feel connects to or describes a concept or an object within a picture or literary work

-aural assessment

-listening skills

-identification

-verbal discription

Various instruments


3.8.4 Discuss ways that music could enhance understanding of a topic in another discipline.

3.W.4 With guidance and support from adults, produce writing in which the development and

organization are appropriate to task and purpose.

-teacher will lead students in class discussion on ways that music could enhance understanding of a topic in another discipline such as movie clips, commercials, and so forth


-verbal description

- communication

Examples of commercials and movie clips

Electronic source such as projector or T.V.

Standard 9


Students discover music associated with special occasions in their own and other cultures. They explore music and dances from other eras and cultures and investigate roles of musicians in media today.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

3.9.1 Investigate the use of music for special occasions and celebrations, both in the United States and across world cultures.

Teacher led discussion on appropriate music for special occasions.

Discuss how the music selected might affect the occasion.

-study and discussion of music for special occasions of other cultures

Aural assessment

Awareness, interpretation and sensitivity to appropriate music for special occasions.

Student exposure to various types of situation/programs where music is used.

3.9.2 Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times.

-listen to many musical examples from other cultures and discuss and explore the role of music and musicians related to the cultures and times

-compare and contrast contemporary American music to that of other cultures and eras


-visual assessment

-compare and contrast skills

-communication

Visual and audio recordings from other cultures

3.9.3 Learn folk dances from other eras and cultures.

Learn and perform various folk dances from other eras and cultures

-visual assessment

-body awareness

-basic dance and movement terminology

-

Folk dancing books/songs

3.9.4 Discuss the roles of musicians in contemporary media.

Students identify musicians from the media

Aural assessment

Awareness of medial musicians

Teacher knowledge of media musicians

Grade Four

Standard 1


Students sing a variety of music expressively with attention to breath control, pitch, tone quality, diction, and posture. They sing partner songs, rounds, and songs with ostinatos, and they follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.1.1 Sing while maintaining good breath control, pitch, diction, tone quality, and posture.

Through a simple variety of vocal warm-ups, rounds, canon, and simple songs, etc. students will learn correct breath control, pitch, diction, tone quality and singing posture.

Aural assessment

Correct breath control, pitch, diction, tone quality and singing posture.

A variety of warm-ups, rounds and canons.

4.1.2 Sing expressively with attention to dynamics and phrasing

Sing a variety of songs with attention given to dynamics and phrasing.

Aural assessment

How to sing expressively.

Songs

4.1.3 Sing a diverse repertoire of songs with varied accompaniment and including other cultures and languages, adding any movement considered intrinsic to authentic performance of the music.

Using a diverse repertoire classroom music materials, students will sing songs including those from other cultures and in other languages adding movement where appropriate

Aural assessment

MIOSM concert

Knowledge of music from other cultures

Experience of singing in a foreign language.

MIOSM materials

4.1.4 Sing partner songs, rounds, and songs with ostinatos.

Using a variety of materials students will sing rounds, canons, and part songs and will be able to hold secure their part.

Aural Assessment

Partner singing

Independent singing

A varied selection of partner songs, rounds and songs with ostinatos

Orff materials

4.1.5 Follow the cues of a conductor.

Students will learn to follow the cues of a conductor in the classroom and in a performance.


Performance skills

Class work and Performances

Standard 2


Students play melodies, rhythms, and chords on pitched or non-pitched classroom instruments with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.2.1 Play melodic, rhythmic, and chordal patterns with correct rhythms, tempo, and dynamics by rote and by reading.

Students will use pitched and un-pitched percussion instruments and/or recorders students will play a variety of rhythms, melodies and chord patterns.

Through rhythm scores students will practice reading rhythms.

Through recorder playing students will practice note reading and musicality.


Recorder rubric.

Note reading worksheets and application.

Musicality

Team work

Follow the cues of a conductor


Recorders

Rhythm scores

Note reading worksheets

and music for application

4.2.2 Play pitched and non-pitched percussion instruments, keyboards, and recorders (as identified by curriculum) using correct techniques for holding instruments and producing sound.

Through a variety of musical selections students will practice using correct playing techniques.

Visual assessment.

Student sampling.

Playing technique

Pitched and un-pitched percussion instruments.

Orff materials

4.2.3 Play ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.

Using a variety of instruments students will accompany classroom selections both vocal and recorder.


Student sampling

Accompanying skills.

Independent playing.

Classroom instruments.

A variety of songs and stories.

Orff materials

4.2.4 Play instrumental pieces of various styles and cultures.

Teacher will select a variety of cultural and stylistic music for students to play and accompany with pitched percussion instruments and recorders


Music of various cultures and styles.

Selection of music from various cultures and styles

4.2.5 Follow the cues of a conductor

In daily class work and during performances, students will learn to follow the director’s musical cues.

Visual assessment.

Performance skills

Performance

Standard 3


Students improvise rhythmic and melodic accompaniments to known melodies. They create compositions and accompaniments using the voice or instruments and improvise simple variations of familiar songs.



Learning Activities

Assessment(s)

Knowledge/Skills

Materials/Notes

4.3.1 Create rhythmic patterns and melodic ostinatos to accompany classroom songs using pitched and non-pitched instruments, body percussion, and electronic sounds.

Using pitched and un-pitched percussion instruments students will create rhythmic and ostinato patterns to accompany classroom songs.


Students performance

Creativity

Teamwork

Definition of

melodic and rhythmic ostinato


A variety of songs to accompany

Orff materials.

4.3.2 Improvise a short ostinato to be pl

Jay School Corporation Music Curriculum Guide€¦ · Web viewHal Leonard Rhythm Scores...

Documents

Transcript of Jay School Corporation Music Curriculum Guide€¦ · Web viewHal Leonard Rhythm Scores...