Teachers’ Choice Music

GRADE 1

1

Copyright ©2006 by Rinaldo, Grosso, and Thorne

Limited reproduction permission: The authors grant permission to individualteachers who have purchased this book to reproduce the activity sheets and fillin charts as needed for use with their own students.Reproduction for an entire school or school district or for commercial use isprohibited.

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Integrated Music Units for teachers, parents and childrenby VINCE RINALDO, CATHY GROSSO and MARGARET THORNE

All rights reserved. Printed in Canada

ISBN 978-0-9689143-9-7

Dear Teachers and Parents

Each grade includes: easy to follow, step-by-step lesson plans, clearly defined studentexpectations and assessment, reproducible worksheets (complete with answersheets), and audio compact discs (CDs).The program has been designed to allow thenovice as well as the expert to facilitate music lessons, both accurately and effortlessly.Prior musical knowledge is not necessary, as all concepts are defined both in the les-sons and the Glossary of Terms provided at the back of each book. Rubrics are includ-ed at the end of each book that may be used for formative or summative assessmentor as a guide to evaluation. Remember, this program has been designed for theteacher to facilitate. Simply read through the procedure, facilitate the lesson (each les-son should take approximately 30 minutes unless otherwise stated), administer theassignment, and assess student performance according to the answer sheets andguidelines provided.Then, record the mark on the Checklist Evaluation which has beenprovided at the end of each book.This page is intended for use as a master marksheet that will enable the teacher to easily keep track of individual student perform-ance for each activity. In the cell provided on the checklist, simply enter a (3 ) indicatingthat the student demonstrates understanding, or "N" indicating that the student needsfurther help. Rubric scores may also be entered using the following key:

*4= Exceeds provincial standard3= Meets provincial standard2= Approaches provincial standard1= Falls much below the provincial standard

It is also possible to enter percentage or letter grades. Numerical grades forassignments and activities can be entered and averaged at the end of the term toassist in arriving at a report card grade, making assessment easy. Enjoy sharing the music with your children,

Grade 1 Curriculum

• Identify examples of beat in their daily life

• Identify examples of beat in music

• Create rhythmic patterns using a variety of sounds

• Express their responses to various kinds of music by means of appropriate movements

• Distinguish between beat and rhythm in a simple song

• Identify higher-pitched and lower-pitched sounds in their environment and in music

• Reproduce specific pitches in group call-and-response activities

• Identify examples of dynamics in their environment

• Identify examples of dynamics in music

• Recognize that mood can be created through music

• Identify different tempi in their environment and in music

• Accompany songs using appropriate rhythm instruments, body percussion, or "found" instruments

• Sing music from a variety of cultures

• Create and perform musical compositions applying their knowledge of the elements of music and patterns of sound

• Sing music from a variety of cultural and historical periods

• Identify ways in which music is a part of their daily life

• Communicate their thoughts and feelings about the music they hear using language and a variety of art forms and media

• Communicate their response to music in ways appropriate to this grade

• Identify the sounds of the instruments and relate them to geometric shapes

• Identify and name the instruments according to sound

• Respond to sounds by associating each with a particular geometric shape

• Identify rhythms in language

• Recognize that sounds and silences of different durations may be represented by symbols

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Contents

Philosophy

CD list

Lesson one: BeatBeats in Daily Life Activity Sheet

Lesson two: Beat and Rhythm 1

Lesson three: Beat and Rhythm 2“This Old Man” lyrics

Lesson four: Pitcha) Pitch Activity Sheet 1b) Pitch Activity Sheet 2

Lesson five: Dynamics 1a) Loud/soft Chantb) Loud/soft Chant Student Sheet

Lesson six: Dynamics 2Dynamics Activity Sheet

Lesson seven: Tempo

Lesson eight: Rhumba CountingRhumba NoteRhumba Cunting LyricsRhumba Counting Performance Sheet

Lesson nine: Creating and Performing CompositinsElements of Music Review Sheet

Lesson ten: Singing 1“Sing a Song of Sixpence” lyricsHistorical Significance of “Sing a Song of Sixpence”Music in Our Lives Assignment

Lesson eleven: Singing 2“Ring Around the Rosie” lyricsHistorical Significance of “Ring Around the Rosie”

Lesson twelve: SInging 3“Frere Jacques”

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Contents

Lesson thirteen: A World of Shapes, Music Appreciation“A World of Shapes” lyrics“A World of Shapes”Vocabulary

Lesson fourteen: Shapes and SoundsShape SheetShapes and Sounds Rubric

Lesson fifteen: Geometric SoundsGeometric Sounds Activity SheetShape PostersGeometric Sounds Rubric

Lesson sixteen: Rhythms in LanguageRhythms in Language Activity Sheet

Lesson seventeen: Quarter notes / Quarter restsThe Language of Music NoteInstructional Card 1, Quarter NoteInstructional Card 2, Quarter RestInstructional Card 3Instructional Card 4Sound and Silence Activity

Lesson eighteen: Half notes / Half restsInstructional Card 5Instructional Card 6Instructional Card 7Instructional Card 8Instructional Card 9Symbols of Sound and Silence

Glossary of Terms

Reference Page

Assessing Vocals in Primary Grades

Rubrics

Checklist Evaluations

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Philosophy

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Music is an Essential Element in Human DevelopmentThe study of music is essentially cross-curricular in nature involving language,math, science, social studies, physical fitness, and art. It is an exercise in boththe cognitive, and affective domains, allowing the student to not only knowand do, but feel.Throughout our lives we are surrounded by music: whether weare listening to the radio, CD player, record player, watching television/videos,at the movie theatre, or walking through a mall; music is used to enhance thedesired mood. By participating in music programs, students can developan increased sensitivity toward music of all kinds through exposure, and activeinvolvement.The practicality of enhanced aesthetic development coupled withthe ability to think critically enables the student to provide for him/herself amore complete outlook on life. All students that study music are not expectedto pursue careers in music, but rather to enhance their quality of life andexpand their concepts and judgements of life's qualitative side.

Creation/PerformanceThis graduated programme of study places emphasis on theory, creation/performance, and analysis, beginning in Grade One, and continuing through theend of Grade Eight.The discipline of music focuses on an individual's ability toeffectively explore and express ideas and feelings through either vocal or instru-mental arrangements.

Students will: identify personal qualities that are developed through the appreciation of

musical performance

select appropriate concepts and techniques leading to the production of amusical composition

interpret sounds as they appear in a variety of existing works

express sound through original composition

demonstrate technological advancements as found in various areas of music

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Philosophy

TheoryThe knowledge component of music encourages cognitive developmentthrough the acquisition of theoretical concepts.

Students will: identify and define terminology essential to musical rudiments

understand and appreciate culture and its impacts on a variety of musicalstyles and techniques

identify the effect of past and present technological advancements on composers and musicians

apply musical skills to both vocal and instrumental performance

engage in cross-curricular studies linking: the four disciplines of the arts,language, social sciences, technology and mathematics

AnalysisCritical thinking skills, and aesthetic judgement are essential to daily life.Thestudy of music also allows an individual to explore the feelings and attitudeswhich shape his/her perspectives on relationships.

Students will: critique professional performance both in and out of the classroom

analyse feelings and ideas expressed through music

analyse emotional responses evoked through music

appreciate the physical relationship between the body and performance

CD 1 list

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1. The Heart Beat

2. Daily Life Sounds

3. Walking the Beat

4 . Marching to the Beat

5. Stepping with Rhythm

6. Walking on Your Own Time

7. (Instructional) Rhythm and Beat

8. “This Old Man” (beat)

9. “This Old Man” (rhythm)

10. “This Old Man” (performance)

11. High and Low Pitched Sounds

12. Categorized Sounds

13. Pitch Call-and-Response Activity

14. Dynamic Sounds

15. Dynamic Moods

16. Dynamics Activity

17. Tempo Change

CD 2 list

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1. Rhumba Counting

2. “Music Oh! Melody”

3. “Music Oh! Melody” (instrumental)

4. “Music Oh! Melody” (tempo)

5. “Music Oh! Melody” (pitch)

6. “Music Oh! Melody” (rhythm)

7. “Sing a Song of Sixpence”

8. “Sing a Song of Sixpence” (instrumental)

9. “Ring-Around-The-Rosie”

10. “Ring-Around-The-Rosie” (instrumental)

11. “Frere Jacques”

12. “Frere Jacques” (instrumental)

13. “A World of Shapes” (instrumental & vocal)

14. Triangle Sound

15. Tambourine Sound

16. Sand Blocks Sound

17. Sound Mixture

18. Circle Shape

19. Triangle Shape

20. Square Shape

21. Rectangle Shape

22. Shape Mixture

23. Sound and Silence Ex. 1

24. Sound and Silence Ex. 2

25. Sound and Silence Activity

26. Sound and Silence Ex. 1

27. Sound and Silence Ex. 2

28. Symbols of Sound and Silence

Lesson one

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TOPIC: Beat

CURRICULUM EXPECTATIONS:

Students will:identify examples of beat in their daily life

MATERIALS: CD 1, track 1, The Heart BeatCD 1, track 2, Daily Life SoundsBeats in Daily Life Activity Sheet (p. 3)

SUGGESTED LESSON SEQUENCE:

1. Begin by defining beat as a steady pulse. Tell the students that a beat inmusic is much like a heartbeat.

2. Suggest that the students put their right hand over their heart,and ask them if they can feel it beating.

3. Play CD 1 track 1, The Heart Beat, and have the students identify the sound. Tell the students that each heartbeat can be represented as a musical beat.The teacher should model by clapping along with the track.

4. Re-play CD 1 track 1, and have the students join in clapping.

5. Play CD 1 track 2, Daily Life Sounds. Pause after each sound and ask the students to identify it. Reinforce, after each sound, that a steady beat isheard. (The order of the sounds is as follows: a heartbeat, a clock ticking, a cuckoo clock, jumping on a trampoline, running, bouncing a ball, walking,and a siren.)

6. Distribute the Beats in Daily Life Activity Sheet (p. 3) which consists of pictures that represent the sounds that were heard on track 2.

Lesson one

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7. Play track 2 again, pausing the CD after each sound is heard. Have the students associate the sound with one of the pictures on theactivity sheet. Have the students colour the picture that they have chosen.

8. Complete the activity sheet by playing the remainder of track 2,pausing the CD after each sound is heard, and having the students colour in the picture that they have associated with each sound.

EVALUATION STRATEGIES:Assess the student's ability to clap a steady beat.

Assess Beats in Daily Life Activity Sheet by ensuring that each picture iscoloured.

See Checklist Evaluation Sheet 1, Beats In Daily Life Activity Sheet, Claps in Time.

Activity Sheet (CD 1 track 2)

3

Name:_______________________________________________________________________________________________________________

Beats in daily lifeColour the pictures below that represent the steady beat sounds youheard on the CD.

Lesson seventeen

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TOPIC: Quarter-Notes / Quarter-Rests

CURRICULUM EXPECTATIONS:

Students will:recognize that sounds and silences of different durations may be represented by symbols

MATERIALS: The Language of Music Note (p. 67)Instructional Card 1, Quarter-Note (p. 68)Instructional Card 2, Quarter-Rest (p. 69)Instructional Card 3, Sound and Silence Ex.1 (p. 70)CD 2, track 23, Sound and Silence Ex.1Instructional Card 4, Sound and Silence Ex.2 (p. 71)CD 2, track 24, Sound and Silence Ex.2Sound and Silence Activity Sheet (p. 72)CD 2, track 25, Sound and Silence Activity

SUGGESTED LESSON SEQUENCE:

1. Read The Language of Music Note (p. 67), to the students. (A copy of this note may be distributed to the students.)

2. Show Instructional Card 1, Quarter-Note (p. 68), and read over the explanation with the students.

3. Show Instructional Card 2, Quarter-Rest (p. 69), and read over the explanation with the students.

4. Show Instructional Card 3 Ex.1 (p. 70), and play track 23, Sound and SilenceEx.1. Read aloud, the information provided on the Instructional Card and re-play track 23.

5. Show Instructional Card 4 Ex.2 (p. 71), and play track 24, Sound and SilenceEx.2. Read aloud, the information provided on the Instructional Card andre-play track 24.

Lesson seventeen

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6. Distribute a copy of Sound and Silence Activity Sheet (p. 72), to each student.

7. Play track 23, and have the students circle Ex.1 on the activity sheet.

8. Play track 24, and have the students circle Ex.2 on the activity sheet.

9. Play track 25, Sound and Silence Activity, and have the students completethe activity sheet, by following the instructions provided on the track. Pause the CD after each pattern to allow students time to respond.

EVALUATION STRATEGIES:Assess Sound and Silence Activity Sheet.

See Sound and Silence Answer Sheet (p. 73).

See Checklist Evaluation Sheet 3, Sound and Silence Activity Sheet.

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The Language of Music Note

Music is a language, and like any other language it uses symbols toexpress meaning. In the English language we use words to expressourselves. In musical language we use notes and rests. Notes representmoments of sound, and rests represent moments of silence. Differentdurations or lengths of sound are represented by different types ofnotes. In the same way, different lengths of silence are representedby different types of rests. We can create many different patternsof notes and rests just like we can with words. And just as differentpatterns of words help us to share different ideas, so do differentpatterns of notes and rests.

Instructional Card 1

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A quarter-note is one of the many symbols used to represent amusical sound. The length of the sound that is heard is called a beat. Each beat is represented by a quarter-note. If the music shows fourquarter-notes, then the musician is to play four beats.

NOTE: Quarter-notes have stems which can either extend up, or down. When the stem extends downward, it is placed onthe left side of the note. When the stem extends upward,it is placed on the right side of the note.

Quarter Note

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Instructional Card 2

A quarter-rest is one of the many symbols used to represent musicalsilence. The length of the silence is called a beat. Each beat of silenceis represented by a quarter-rest. If the music shows four quarter-rests, then the musician is to remain silent for four beats.

Quarter Rest

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Instructional Card 3

Remember that the drum represents the beat, and the piano represents the quarter-note. The four drum beats counted in at thebeginning of the track show us how fast we are to count. Since therewere four piano sounds (quarter-notes) played over four drum sounds(beats) the musical pattern is written as shown above.

Sound and Silence Ex. 1 (CD 2, track 23)

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Instructional Card 4

Remember that the drum represents the beat, and the pianorepresents the quarter-note. The four drum beats counted in atthe beginning of the track show us how fast we are to count.Since the first two drum sounds were heard without any piano,the musician was told to be silent. These two beats of silence areshown by the two quarter-rests. Beats three and four had twopiano sounds (quarter-notes) played over two drum sounds (beats);therefore, the musical pattern is written as shown above.

Sound and Silence Ex. 2 (CD 2, track 24)

Sound and Silence

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Activity Sheet (CD 2, track 25)

Name:_______________________________________________________________________________________________________________

Listen closely to each track, and circle the pattern that representswhat you hear. Remember, a quarter-note represents a sound, anda quarter-rest represents silence. All patterns begin with a four beatcount-in.

Ex. 1 Ex. 2

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2.

3.

4.

5.

6.

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Sound and Silence

Answer Sheet

Listen closely to each track, and circle the pattern that representswhat you hear. Remember, a quarter-note represents a sound, anda quarter-rest represents silence. All patterns begin with a four beatcount-in.

Ex. 1 Ex. 2

1.

2.

3.

4.

5.

6.