Elementary Music
Middle School Music Program
K-8 Music Glossary
Music - Grades K-8 Suggested Resource
List
High School Music Program
Instrumental Music Program
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance
checklist, and systematic observation.
STRANDS: Singing, Performing on Instruments, Improvising, Composing, Reading, Listening, Evaluating, Interdisciplinary Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. K.1.1
Suggested Objectives:
a. Sing and chant ostinato and response songs.
b. Respond to the cues of a conductor.
2. Sing a varied repertoire of songs. K.1.2
Suggested Objectives:
a. Sing from memory a varied repertoire of songs.
b. Sing songs representing genres and styles from diverse cultures.
3. Sing with appropriate vocal technique. K.1.3
Suggested Objectives:
a. Sing independently on pitch and in rhythm.
b. Sing with appropriate diction, dynamics, and phrasing.
Suggested Teaching Strategies:
The teacher chooses an appropriate song for the day. Students sing the song twice - once with good posture and vocal technique, a second time with poor posture and technique - and compare the two.
Strand:
PERFORMING ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. K.2.1
Suggested Objectives:
a. Echo short rhythm patterns on classroom instruments.
b. Use appropriate dynamics.
c. Play ostinato while other children sing or play another part.
Suggested Teaching Strategies:
Students will play an ostinato using a steady beat accompanying a song such as "Johnny Plays With One Bell."
2. Perform in instrumental ensembles. K.2.2
Suggested Objectives:
a. Observe proper instrumental tone color.
b. Develop proper dynamic level.
c. Respond to cues of a conductor.
3. Develop the ability to accurately perform rhythms. K.2.3
Suggested Objectives:
a. Develop skill in reproducing steady beat.
b.. Recognize simple rhythm patterns.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. K.3.1
Suggested Objectives:
a. Perform simple song answers to simple musical questions.
b. Perform simple answers to simple musical questions on melodic intruments.
2. Demonstrate facility in improvising variations on a theme. K.3.2
Suggested Teaching Strategies:
Use two rhythm instruments. Designate one as the "question" instrument and the other as the "answer" instrument. The "question" instrument will play a designated rhythm pattern. The "answer" instrument will reply with a variation of the designated rhythm pattern.
3. Demonstrate facility in improvising accompaniments. K.3.3
Suggested Objectives:
a. Improvise simple rhythmic ostinato on classroom instruments.
b. Improvise simple rhythmic body sounds.
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. K.4.1
Suggested Teaching Strategies:
Students select classroom instruments to represent the main ideas and characters in an age-appropriate story. As the teacher reads the story, students play selected instruments when key ideas or characters are mentioned.
2. Arrange existing compositions to create music for a variety of performance media. K.4.2
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. K.5.1
Suggested Objectives:
a. Recognize stem notation for rhythm patterns.
b. Perform rhythm patterns presented by stem notation.
Suggested Teaching Strategies:
Students use body sounds to interpret short rhythm patterns given on flashcards.
2. Use standard symbols to notate music. K.5.2
Suggested Objectives:
a. Recognize symbols and traditional terms referring to
dynamics, tempo, and articulation and integrate them into performance.
b. Recognize standard symbols to relate meter, rhythm, pitch, and dynamics
in simple patterns.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. K.6.1
Suggested Objectives:
a. Identify simple forms when listening to music.
b. Respond to listening activities by showing body response.
Suggested Teaching Strategies:
Lead students to use purposeful movement to interpret "The Elephant" from The Carnival of the Animals by Saint-Saens.
c. Respond to listening activities by answering questions.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. K.6.2
Suggested Objectives:
a. Recognize the beginnings and endings of a musical selection.
b. Recognize differences in tone color of voices and classroom instruments.
c. Identify some orchestra and band instruments by sight.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. K.7.1
Suggested Objectives:
a. Discuss students' preferences of a musical performance
using music terminology.
b. Discuss students' preferences of a composition using music terminology.
2. Use various means of expression to assess the aesthetic value of a musical performance. K.7.2
Suggested Objectives:
a. With teacher's help, create a method for assessing
a musical performance.
b. With teacher's help, create a method for assessing a musical composition.
Suggested Teaching Strategies:
The teacher tape records the class singing a favorite song. The recording is then played back as the class listens. Students discuss how the song performance could be improved. The teacher then records the song again as students strive to improve their performance.
Strand:
INTERDISCIPLINARY RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. K.8.1
Suggested Objectives:
a. Identify similarities and differences in the meanings of common terms used in various arts.
Suggested Teaching Strategies:
Students search for and identify repeated patterns in classroom walls, floor, or ceiling; in their clothing; or in visual aids displayed in the classroom. Relate the concept of repetition to a musical composition.
b. Relate principles of other disciplines with those in music.
2. Recognize elements of disciplines outside the arts as an integral part of music. K.8.2
Suggested Objectives:
a. Relate music to geography by use of simple folk songs
and dances/games
b. Relate music to language arts by use of simple folk songs and dances/games.
Strand:
HISTORY AND CULTURE.
COMPETENCIES
1. Demonstrate understanding of music in relation to history. K.9.1
Suggested Objectives:
a. Relate daily experiences that make certain music suitable
for each use.
b. Listen to music of various periods in history.
2. Demonstrate understanding of music in relation to various cultures. K.9.2
Suggested Objectives:
a. Listen to music from various cultures.
b. Develop audience behavior appropriate for the context and style of musical
performances.
Suggested Teaching Strategies:
Explore the use of ceremonial music in Native American culture. Lead students in a rain dance or harvest celebration using appropriate music. Include costuming if desired.
Students will develop a knowledge of music and an ability to perform music through guided exploration of the basic elements of music (i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing,
Reading, Listening,
Evaluating, Interdisciplinary
Relationships, History and Culture
Strand:
SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 1.1.1
Suggested Objectives:
a. Sing in groups on pitch, in rhythm, and with appropriate
tone color.
b. Respond to the cues of a conductor.
2. Sing a varied repertoire of songs. 1.1.2
Suggested Objectives:
a. Develop skill in singing a variety of children's songs.
b. Sing songs representing genres and styles from diverse cultures.
3. Sing with appropriate vocal technique. 1.1.3
Suggested Objectives:
a. Develop proper diction.
b. Use appropriate dynamics and phrasing.
Suggested Teaching Strategies:
Students sing a folk song such as "I've Been Working On the Railroad" with particular attention given to tempo, dynamics, and phrasing.
Strand:
PERFORMING ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 1.2.1
Suggested Objectives:
a. Use classroom instruments to accompany simple melodic tunes.
Suggested Teaching Strategies:
Students select classroom instruments appropriate for accompanying a song such as "La Cucaracha." Students use the instruments selected to play on the steady beat as the song is performed.
b. Play rhythmic ostinato.
2. Perform in instrumental ensembles. 1.2.2
Suggested Objectives:
a. Develop skill in playing simple accompaniment patterns
while others sing simple melodies.
b. Respond to conductor's cues.
c. Utilize proper dynamic level.
3. Develop the ability to accurately perform rhythms. 1.2.3
Suggested Objectives:
a. Maintain a steady beat.
b. Perform ostinato and simple rhythm patterns on classroom instruments.
c. Echo short rhythmic patterns on classroom instruments.
4. Develop the ability to accurately perform melodies. 1.2.4
Suggested Objectives:
a. Echo melodic patterns.
b. Develop the ability to sing on pitch, in rhythm, and with appropriate
tone color and dynamics.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 1.3.1
Suggested Objectives:
a. Improvise simple melodic ostinato answers to a given question.
Suggested Teaching Strategies:
The teacher models vocal improvisation on a simple tune such as "Mary Had A Little Lamb." Students then improvise individually in a similar manner.
b. Echo melodic phrases.
2. Demonstrate facility in improvising accompaniments. 1.3.2
Suggested Objectives:
a. Perform simple rhythmic ostinato to accompany simple
songs.
b. Perform simple melodic ostinato to accompany simple songs.
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 1.4.1
Suggested Teaching Strategies:
Students will experiment with various classroom instrruments and will make decisions about sequence, tempo, and dynamics to create an original sound composition.
2. Arrange existing compositions to create music for a variety of performance mediums. 1.4.2
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. 1.5.1
Suggested Objectives:
a. Recognize stem notation for rhythm patterns.
b. Identify simple rhythm patterns.
Suggested Teaching Strategies:
Use body sounds to respond to simple rhythm patterns presented on flashcards.
2. Use standard symbols to notate music. 1.5.2
Suggested Objectives:
a. Recognize symbols and traditional terms referring to
dynamics, tempo, and articulation and integrate them into performance.
b. Recognize standard symbols to relate meter, rhythm, pitch, and dynamics
in simple patterns.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 1.6.1
Suggested Objectives:
a. Identify simple forms when listening to music.
b. Respond to listening activities by showing body response.
Suggested Teaching Strategies:
While listening to a selection with easily determined section divisions such as Sousa's "Stars and Stripes Forever," students will indicate section changes with appropriate body movement.
c. Respond to listening activities by answering questions.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 1.6.2
Suggested Objectives:
a. Identify simple forms when presented aurally.
b. Recognize differences in tone color of voices and classroom instruments.
c. Identify orchestra and band instruments.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a diverse or varied repertoire of music. 1.7.1
Suggested Objectives:
a. Discuss students' preferences of musical performances
using music terminology.
b. Discuss students' preferences of a composition using music terminology.
Suggested Teaching Strategies:
After listening to two contrasting instrumental selections such as Saint-Saens' "The Aquarium" from The Carnival of the Animals and Bach's "Toccata and Fugue in D Minor," students will compose and contrast the two and discuss and justify personal preferences.
2. Use various means of expression to assess the aesthetic value of a musical performance. 1.7.2
Suggested Objectives:
a. With teacher's help, create a method for assessing
a musical performance.
b. With teacher's help, create a method for assessing a musical composition.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 1.8.1
Suggested Objectives:
a. Identify similarities and differences in the meanings
of common terms used in various arts.
b. Relate principles and subject matter of other disciplines with those
in music.
Suggested Teaching Strategies:
Students will use purposeful body movement to interpret a strongly programmatic listening selection such as Saint-Saens' "The Elephants" from The Carnival of the Animals.
2. Recognize elements of disciplines outside the arts as an integral part of music. 1.8.2
Suggested Objectives:
a. Relate music to geography by use of simple songs.
b. Relate music to geography by use of dances and games.
Strand: HISTORY
AND CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to history. 1.9.1
Suggested Objectives:
a. Relate daily experiences that make certain music suitable
for each use.
b. Listen to music of various periods in history.
2. Demonstrate understanding of music in relation to various cultures. 1.9.2
Suggested Objectives:
a. Recognize music from various cultures.
b. Develop appropriate audience behavior for the context and style of music
played.
Suggested Teaching Strategies:
Use the song "Jolly Old St. Nicholas" to introduce the concept of Santa Claus (i.e., St. Nicholas, Kriss Kringle) as expressed in different cultures.
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing,
Reading, Listening,
Evaluating, Interdisciplinary
Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 2.1.1
Suggested Objectives:
a. Respond to the cues of a conductor.
b. Sing independently on pitch and in rhythm.
2. Sing a varied repertoire of songs. 2.1.2
Suggested Objectives:
a. Sing from memory a varied repertoire of songs.
b. Sing and chant ostinato, partner songs, and rounds.
3. Sing with appropriate vocal technique. 2.1.3
Suggested Objectives:
a. Sing using appropriate pitch, rhythm, and diction.
b. Sing using appropriate tone color and dynamic level.
Suggested Teaching Strategies:
Have students pick a dynamic level flash card from a pile of cards that have been placed face down. They look at the card and sing "Happy Birthday" demonstrating that dynamic level for the class. Let the class guess what level they picked from the card pile.
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 2.2.1
Suggested Objectives:
a. Perform a variety of music representing diverse genres
and cultures.
b. Develop skill in playing simple ostinato while class sings.
2. Perform in instrumental ensembles. 2.2.2
Suggested Objectives:
a. Use appropriate tone color.
b. Perform in groups responding to cues of conductor.
3. Develop the ability to accurately perform rhythms. 2.2.3
Suggested Objectives:
a. Maintain a steady beat.
b. Reproduce duple and triple meter.
c. Interpret symbols for simple rhythmic patterns.
4. Develop the ability to accurately perform melodies. 2.2.4
Suggested Objectives:
a. Reproduce steps, skips, leaps, and repeated tones on
classroom melody instruments.
b. Interpret melodic contour by echoing short, melodic patterns.
Suggested Teaching Strategies:
Students will echo the instrumental patterns played by the teacher by singing on "La." The musical game/toy "Simon" could also be used for variety.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 2.3.1
Suggested Objectives:
a. Improvise "answers" in the same style to
given rhythmic phrases.
b. Improvise "answers" to given melodic phrases.
2. Demonstrate facility in improvising variations on a theme. 2.3.2
Suggested Teaching Strategies:
Begin by letting students create verbal variations of a familiar story such as "The Three Little Pigs." Once they are able to do this, let them create a vocal or instrumental variation on the first phrase of "Who's Afraid of the Big Bad Wolf."
3. Demonstrate facility in improvising accompaniments. 2.3.3
Suggested Objectives:
a. Improvise simple rhythmic ostinato accompaniments.
b. Improvise simple melodic ostinato accompaniments.
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 2.4.1
Suggested Objectives:
a. Create short songs and instrumental pieces with same
and different sections according to specified guidelines.
b. Arrange existing short songs and instrumental pieces with same and different
sections according to specified guidelines.
2. Arrange existing compositions to create music for a variety of performance mediums. 2.4.2
Suggested Objectives:
a. Utilize a variety of sound sources to create music to accompany short dramas and readings.
Suggested Teaching Strategies:
Using classroom instruments, create an original accompaniment for a familiar nursery rhyme such as "Humpty Dumpty." List the main characters and events in the story on the chalkboard. Lead students to assign a different instrument or sound to each character and event. Students then create the selected sounds at the appropriate time as the story is read.
b. Utilize a variety of sound sources to arrange existing music to accompany short dramas and readings.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. 2.5.1
Suggested Objectives:
a. Identify specific rhythm patterns in a selected song.
b. Use standard symbols to notate meter, rhythm, pitch, and dynamics in
simple patterns.
2. Use standard symbols to notate music. 2.5.2
Suggested Objectives:
a. Recognize symbols for whole, half, dotted half, quarter,
and eighth notes in meter signatures of 2, 3, and 4.
b. Recognize symbols for whole, half, dotted half, quarter, and eighth
rests in meter signatures of 2, 3, and 4.
Suggested Teaching Strategies:
Utilize flashcards to teach the names of notes.
c. Recognize symbols for simple pitch notation in the
treble clef.
d. Recognize symbols and traditional terms which refer to dynamics, tempo,
and articulation when performing a musical selection.
e. Recognize symbols which represent same and different sections in music.
f. Recognize directional signs.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 2.6.1
Suggested Objectives:
a. Identify simple forms by aurally recognizing listening
clues which represent same and different sections in music.
b. Identify orchestra and band instruments by sight and sound and classify
according to families.
c. Identify simple classroom percussion instruments.
d. Identify male or female voices and children or adult voices.
e. Respond to listening selections with purposeful movement.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 2.6.2
Suggested Objectives:
a. Aurally recognize musical phrases and melody contour.
b. Discuss dynamics and tempo in music.
c. Identify duple and triple meter.
d. Recognize the difference between steady beat and melodic rhythm.
Suggested Teaching Strategies:
Teach a simple song such as "Johnny Works With One Hammer." Have students play the steady beat on classroom instruments as they sing the song. Then, have them play the melodic rhythm (i.e., the rhythm of the words) while they sing the song once again.
e. Recognize steps, skips, leaps, and repeated tones in melodies.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 2.7.1
Suggested Objectives:
a. Discuss students' preferences of musical performances
using music terminology.
b. Discuss students' preferences of a composition using music terminology.
Suggested Teaching Strategies:
Throughout the school year, students keep a list of songs which they sing in class or in performances. Toward the end of the year, students select their favorite song and explain in musical terms why they chose a particular song such as "I liked the rhythm" or "The ostinato was fun."
2. Use various means of expression to assess the aesthetic value of a musical performance. 2.7.2
Suggested Objectives:
a. Create a method for assessing a musical performance.
b. Create a method for assessing a musical composition.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 2.8.1
Suggested Objectives:
a. Compare ways in which elements of music are found in
dance.
b. Compare ways in which elements of music are found in the visual arts.
Suggested Teaching Strategies:
Have students identify repeated pattterns in the environment, in their classroom, or in their clothing. The teacher should define "repetition." Selected art reproductions should be examined for illustrations of repetition. Selected songs such as "Mama Paquita" should be studied to identify repeated patterns. A correlation can then be made between the visual arts and music.
2. Recognize elements of disciplines outside the arts as an integral part of music. 2.8.2
Suggested Objectives:
a. Correlate instrumental sounds to the science of sound.
b. Correlate music into language arts activities.
Strand: HISTORY AND
CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to human history. 2.9.1
Suggested Objectives:
a. Identify listening selections which represent contrasting time periods.
b. Identify various uses of music in students' daily experiences and discuss characteristics that make certain music suitable for use.
2. Demonstrate understanding of music in relation to various cultures. 2.9.2
Suggested Objectives:
a. Identify music of various cultures.
Suggested Teaching Strategies:
Select a musical selection representing a different culture such as the Chinese folk song "When the Moon Is Like a Boat." Show students a painting representing the Chinese art. Play as many short examples of Chinese music as available. Explain the prominence of the moon in the Chinese culture. Teach the students the song. At a later lesson, students may draw or paint their interpretations of the song.
b. Develop skills in using appropriate audience behavior for various musical presentations.
Students will develop a knowledge of music and an ability
to perform music through guided exploration of the basic elements of music
(i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing, Reading, Listening, Evaluating,
Interdisciplinary Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 3.1.1
Suggested Objectives:
a. Identify rounds both aurally and visually.
b. Sing round with confidence.
c. Sing melodic ostinato.
Suggested Teaching Strategies:
Students may sing a round such as "Brother John" (Frere Jacques) in English and French. Sing in two- or three-part round with a melodic ostinato pattern (e.g., "ding dong, ding dong" or "Brother John, Brother John").
2. Sing a varied repertoire of songs. 3.1.2
Suggested Objectives:
a. Perform from memory songs representative of American
heritage.
b. Perform songs representative of other cultures.
3. Sing with appropriate vocal technique. 3.1.3
Suggested Objectives:
a. Sing scales and arpeggios set in the treble clef in
major keys using a system (i.e. syllables, numbers, letters).
b. Sing using appropriate pitch, rhythm, tone color, diction, and dynamic
level.
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 3.2.1
Suggested Objectives:
a. Identify and perform rhythm patterns from familiar
songs.
b. Produce harmony by playing pitched instruments (i.e., tone bells, piano,
autoharp, electronic instruments).
2. Perform in instrumental ensembles. 3.2.2
3. Develop the ability to accurately perform rhythms. 3.2.3
Suggested Objectives:
a. Perform rhythms with correct interpretation of strong
and weak beat.
b. Perform rhythm patterns comprised of whole, half, quarter, and eighth
notes and their corresponding rests with a steady beat.
4. Develop the ability to accurately perform melodies. 3.2.4
Suggested Objectives:
a. Play melodic ostinato.
b. Define harmony as two or more pitches being sounded at the same time.
Suggested Teaching Strategies:
Have students perform open fifth intervals on a tuned instrument accompanying a vocal selection.
c. Differentiate both aurally and visually between harmony and melody.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 3.3.1
Suggested Objectives:
a. Sing improvised "answers" in the same style
to given melodic phrases.
b. Play improvised "answers" in the same style to given melodic
phrases.
2. Demonstrate facility in improvising variations on a theme. 3.3.2
Suggested Objectives:
a. Sing improvised embellishments to familiar melodies.
b. Play improvised embellishments to familiar melodies.
3. Demonstrate facility in improvising accompaniments. 3.3.3
Suggested Objectives:
a. Improvise harmonic accompaniment to familiar songs
using pitched instruments (i.e. tone bells, piano, autoharp, electronic
instruments).
b. Improvise "answers" in the same style to given rhythmic phrases.
c. Improvise simple rhythmic ostinato accompaniments.
Suggested Teaching Strategies:
Have students listen to a particular vocal selection identifying dominant rhythm instruments and steady beat patterns heard. Students may then select instruments and improvise a rhythmic ostinato accompaniment.
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 3.4.1
Suggested Objectives:
a. Sing improvised melodies with song texts based on or drawn from age-appropriate printed media, familiar stories, or current events.
Suggested Teaching Strategies:
Read an age-appropriate story such as "Jack and the Beanstalk." Use classroom instruments to create an accompaniment to be played as the story is read. Select key statements made by the main story characters. Select students to improvise a song based on those statements as they occur in the story.
b. Create introductions for familiar songs.
c. Develop codas for familiar songs.
2. Arrange existing compositions to create music for a variety of performance mediums. 3.4.2
Suggested Objectives:
a. Use a variety of sound sources to create accompaniments
for dramas.
b. Use a variety of sound sources to create accompaniments for songs.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of music. 3.5.1
Suggested Objectives:
a. Distinguish between line notes and space notes in the
treble clef.
b. Identify repeated melodic patterns in a printed song score.
c. Identify melodic patterns which proceed by steps and/or skips in a printed
song score.
d. Identify 2/4, 3/4, and 4/4 as meter signatures.
e. Explain the meaning of the top number in meter signatures.
2. Use standard symbols to notate music. 3.5.2
Suggested Objectives:
a. Notate ascending and descending melodic patterns on
a staff.
b. Use bar lines to divide a music staff into measures.
Suggested Teaching Strategies:
Review the function of bar lines. Then, utilizing familiar songs in the music textbook, have students count the number of measures in songs.
c. Use double bar lines to indicate the end of a musical
composition.
d. Recognize and interpret signs which indicate repetition, i.e. icons,
repeat signs, first and second endings.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 3.6.1
Suggested Objectives:
a. Demonstrate awareness of introductions in listening
selections.
b. Demonstrate awareness of codas in listening selections.
Suggested Teaching Strategies:
Select a short melody portion at the beginning or end of a song such as "The Marvelous Toy" to use as an introduction or coda. Perform the song using the selected portion as an introduction or coda.
c. Differentiate between major and minor keys in listening selections.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 3.6.2
3. Demonstrate the ability to use appropriate terminology to analyze and describe vocal tone quality. 3.6.3
Suggested Objectives:
a. Identify distinctive qualities of the human voice.
b. Distinguish between speaking voice and singing voice.
c. Distinguish between children's voices and adults' voices.
d. Distinguish between adult male and adult female voices.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 3.7.1
Suggested Objectives:
a. Identify AB form when presented aurally and visually.
b. Identify ABA form when presented aurally and visually.
c. Exhibit an understanding of tempo variations.
d. Define the expression markings - p, pp, f, and ff.
e. Explain how dynamics markings relate to the mood of a music composition.
Suggested Teaching Strategies:
Before students listen to "Berceuse" from Firebird Suite by Stravinsky, read Legend of the Firebird. Explain that berceuse is a French word meaning lullaby. Play the recording. Have students reply by telling what they heard in the music that suggests mood such as tempo, dynamics, and tone quality.
2. Use various means of expression to assess the aesthetic value of a musical performance. 3.7.2
Suggested Objectives:
a. Differetiate between AB and ABA form.
b. Judge the appropriateness of various instruments for particular songs
and moods.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 3.8.1
Suggested Objectives:
a. Develop an original dramatic presentation based on
a music selection.
b. Write about a music-related topic.
c. Create a visual image which represents a music selection.
Suggested Teaching Strategies:
The teacher will play selections from the Carnival of Animals for the students. After discussing the music, students will then draw pictures of their impressions of an animal/animals as described by the music.
2. Recognize elements of disciplines outside the arts as an integral part of music. 3.8.2
Suggested Objectives:
a. Identify terms common to the arts and subjects such
as arithmetic, science, and language arts.
b. Identify differences and similarities in meanings of terms common to
the arts and other academic subjects.
Strand: HISTORY AND
CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to history. 3.9.1
Suggested Objectives:
a. Relate prominent European composers to periods of history.
b. Relate prominent performers to the development of jazz.
Suggested Teaching Strategies:
The teacher will ask students to think of popular dances they have seen on television. They will listen to Juba Dance by Nathaniel Datt or Maple Leaf Ray by Scott Joplin. Discuss the characteristics of jazz and listen again to the selections.
2. Demonstrate understanding of music in relation to various cultures. 3.9.2
Suggested Objectives:
a. Relate prominent characteristics of music representative
of selected cultures.
b. Differentiate between music selections representative of selected cultures.
Students will develop a knowledge of music and an ability
to perform music through guided exploration of the basic elements of music
(i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing,
Reading, Listening,
Evaluating, Interdisciplinary
Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 4.1.1
Suggested Objectives:
a. Demonstrate skill in singing short melodic patterns.
b. Produce harmony with others using rounds, partner songs, and melodic
ostinato.
2. Sing a varied repertoire of songs. 4.1.2
Suggested Objectives:
a. Sing more difficult rounds and partner songs.
b. Develop skill in singing selected songs of American, regional, or ethnic
origin.
Suggested Teaching Strategies:
Students sing an African-American spiritual adding a partner song of the same ethnic background (e.g., "Swing Low, Sweet Chariot," "All Night, All Day").
c. Develop skills in singing selected songs of foreign origin.
3. Sing with appropriate vocal technique. 4.1.3
Suggested Objectives:
a. Sing with acceptable posture, both sitting and standing.
b. Sing with appropriate response to blend, dynamics, and conductor's cues.
c. Interpret selected symbols for dynamics, tempo, articulation, and repetition.
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 4.2.1
Suggested Objectives:
a. Perform rhythmic ostinato.
Suggested Teaching Strategies:
Students select classroom percussion instruments to accompany a Latin American selection. Perform a rhythmic ostinato.
b. Perform easy harmonic accompaniments on classroom instruments.
2. Perform in instrumental ensembles. 4.2.2
Suggested Objectives:
a. Perform on various melodic and rhythmic instruments
varying instrument combinations to create more interesting tone colors.
b. Select instruments most appropriate for a particular song or mood.
3. Develop the ability to accurately perform rhythms. 4.2.3
Suggested Objectives:
a. Perform rhythms with correct interpretation of strong
and weak beats.
b. Perform, while singing, melodic rhythms containing whole, dotted half,
half, dotted quarter, quarter, and eighth notes and their corresponding
rests.
c. Perform syncopated rhythms.
d. Conduct familiar songs in duple and triple meter.
4. Develop the ability to accurately perform melodies. 4.2.4
Suggested Objectives:
a. Perform short melodic ostinato.
b. Perform simple melodies.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 4.3.1
2. Demonstrate facility in improvising variations on a theme. 4.3.2
Suggested Teaching Strategies:
On a melodic instrument, students will improvise on a melodic theme given by the teacher. Use pentatonic scale only.
3. Demonstrate facility in improvising accompaniments. 4.3.3
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 4.4.1
Suggested Objectives:
a. Create AB, ABA, and ABACA forms using manipulatives.
Suggested Teaching Strategies:
Use variations on common objects such as aluminum soft drink cans to create a visual representation of AB, ABA, and ABACA forms. For instance, let a Coke Classic can represent A, a Diet Coke can represent B, and a Cherry Coke can represent C. Arrange them according to the form being explored.
b. Demonstrate skill in constructing triads.
c. Develop introductions and codas for familiar songs using classroom instruments.
2. Arrange existing compositions to create music for a variety of performance mediums. 4.2.2
Suggested Objectives:
a. Using familiar songs, create song sequences consistent
with AB, ABA, and ABACA forms.
b. Using familiar songs, create an example of theme and variations.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of music. 4.3.1
Suggested Objectives:
a. Identify meter signatures in familiar songs.
b. Find repeated rhythm patterns in songs from printed sources.
Suggested Teaching Strategies:
From a familiar song such as "Deck the Halls," select a prominent rhythm pattern. Ask students to examine the printed song score and count the number of times the selected rhythm pattern occurs.
c. Identify note movement by steps, skips, leaps, and
repeated tones.
d. Identify repeat signs and first and second ending.
e. Identify bar lines, double bar lines, and measures.
f. Count the measures in familiar songs.
2. Use standard symbols to notate music. 4.3.2
Suggested Objectives:
a. Correctly label treble clef lines and spaces.
b. Correctly label ledger lines from A below to C above the treble clef.
c. Divide a staff into a specified number of measures.
d. Demonstrate skill in writing simple rhythmic and melodic patterns.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 4.4.1
Suggested Objectives:
a. Identify repeated parts in short listening selections.
b. Recognize contrasting parts in short listening selections.
c. Differentiate between bands, choirs, and orchestras.
d. Demonstrate understanding of expressive qualities in selected listening
examples.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 4.4.2
Suggested Objectives:
a. Identify the bridge passages in familiar songs.
b. Use appropriate terminology to describe differences in the sound of
selected music groups (i.e., bands, choirs, orchestras).
Suggested Teaching Strategies:
As students listen attentively, play recordings of selections for band, such as Sousa's "Stars and Stripes Forever;" for choir, such as Handel's "Hallelujah Chorus;" and for orchestra, such as Copeland's "Appalachian Spring." Lead students in a discussion comparing and contrasting the selections.
c. Use appropriate terminology to relate expressive qualities employed in listening selections.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 4.5.1
Suggested Objectives:
a. Write a paragraph about a listening selection.
Suggested Teaching Strategies:
Students will develop the concept of a rodeo before reading the story of "Billy the Kid." The teacher will play "Street in a Frontier Town" or another chosen selection. Students will identify traditional cowboy melodies which they might recognize as they listen.
After a thorough discussion, the students will write a paragraph about the listening selection in which they relate personal preferences regarding mood, tempo, dynamics, etc.
b. Interpret a listening selection through movement.
c. Create a visual representation of a listening selection.
2. Use various means of expression to assess the aesthetic value of a musical performance. 4.5.2
Suggested Objectives:
a. Devise criteria for evaluating performances and compositions.
b. Using appropriate terminology, relate personal preferences regarding
specific music styles and selections.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 4.6.1
Suggested Objectives:
a. Utilize body movement to respond to a musical selection.
b. Create a visual image in response to a musical selection.
c. Develop a dramatic interpretation of a musical selection.
Suggested Teaching Strategies:
The teacher selects a ballad such as "Don Gato." The students read and discuss the story. After learning the song, the class is divided into groups of four or five. Each group will create a dramatic interpretation of the song.
d. Write a story based on the moods and stories from folklore
given expression in selected examples of program music.
e. Identify terms common to music, the visual arts, drama, and dance.
f. Identify differences and similarities in meanings of terms found common
to various art forms.
2. Recognize elements of disciplines outside the arts as an integral part of music. 4.6.2
Suggested Objectives:
a. Relate arithmetic principles to meter, note values,
and music form.
b. Relate developments in science to developments in orchestral instruments.
Strand:
HISTORY AND CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to history. 4.7.1
Suggested Objectives:
a. Relate prominent characteristics of music representative
of selected historical periods.
b. Develop a time line relating selected music events to historical periods
being studied in the regular classroom.
2. Demonstrate understanding of music in relation to various cultures. 4.7.2
Suggested Objectives:
a. Relate prominent characteristics of music representative
of selected cultures.
b. Differentiate between music selections representative of selected cultures.
Suggested Teaching Strategies:
Two different cultures may be selected for study by the entire class. Characteristics of each will be discussed throughout the year. Students will sing/listen to as many selections as possible. As the study progresses, create a chart relating similarities and differences in the music of the two cultures.
Students will develop knowledge of music and an ability
to perform music through guided exploration of the basic elements of music
(i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing,
Reading, Listening,
Evaluating, Interdisciplinary
Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 5.1.1
Suggested Objectives:
a. Demonstrate skill in singing partner songs, rounds,
counter melodies, ostinati, and descants.
b. Sing in small and large ensembles.
2. Sing a varied repertoire of songs. 5.1.2
Suggested Objectives:
a. Demonstrate skill in singing a variety of songs in major, minor, and modal tonalities.
Suggested Teaching Strategies:
Select songs with major, minor, and modal tonalities. Students will sing after identifying melodic scales, whole and half steps within given tonality.
b. Sing music representing diverse genres and cultures.
3. Sing with appropriate vocal technique. 5.1.3
Suggested Objectives:
a. Sing accurately and with good breath control.
b. Sing using appropriate pitch, rhythm, tone color, diction, and dynamic
level.
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 5.2.1
Suggested Objectives:
a. Perform rhythmic ostinato.
b. Perform easy harmonic accompaniments on classroom instruments.
c. Perform on at least one instrument accurately and independently.
d. Develop skill in playing simple harmonies on classroom instruments.
2. Perform in instrumental ensembles. 5.2.2
Suggested Objectives:
a. Demonstrate an understanding of the function of key
signatures by playing in C, G, and F major on classroom instruments.
b. Respond to cues of a conductor.
Suggested Teaching Strategies:
Students may conduct class in singing selections having meter patterns in 2, 3, and 4.
c. Perform with expression and technical accuracy.
3. Develop the ability to accurately perform rhythms. 5.2.3
Suggested Objectives:
a. Demonstrate an understanding of rhythmic structure
by improvising a succession of 8-beat patterns.
b. Perform syncopated rhythm patterns.
4. Develop the ability to accurately perform melodies. 5.2.4
Suggested Objectives:
a. Play simple melodies on melodic instruments.
b. Play by ear call and response phrases.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 5.3.1
Suggested Objectives:
a. Improvise on given pentatonic melodies.
b. Improvise on given melody in major key.
c. Create melodic embellishments.
2. Demonstrate facility in improvising variations on a theme. 5.3.2
Suggested Objectives:
a. Improvise variations of familiar melodies.
Suggested Teaching Strategies:
On a tuned instrument, students may improvise on "Twinkle, Twinkle Little Star."
b. Improvise simple rhythmic variations.
3. Demonstrate facility in improvising accompaniments. 5.3.3
Suggested Objectives:
a. Create ostinato on pitched instruments to familiar
songs.
b. Create accompaniments on pitched instruments for songs based on pentatonic
scales.
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 5.4.1
Suggested Objectives:
a. Compose short pieces within specified guidelines.
Suggested Teaching Strategies:
Utilizing a pentatonic scale, have students write a four measure melody. Ask them to fit a text of their own creation or choosing to the melody.
b. Create musical examples in theme and variation and rondo forms.
2. Arrange existing compositions to create music for a variety of performance mediums. 5.4.2
Suggested Objectives:
a. Arrange simple pieces for voices or instruments other
than those for which the piece was written.
b. Use a variety of traditional and non-traditional sound sources and electronic
media when composing and arranging.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. 5.5.1
Suggested Objectives:
a. Read whole, half, quarter, eighth, sixteenth, and dotted notes and their corresponding rests.
Suggested Teaching Strategies:
Utilize flashcards to lead students to identify notes and rests by name and by the number of counts/beats they receive.
b. Identify meter signature (i.e., 2/4, 3/4, 4/4, 6/8,
3/8).
c. Recognize syncopation in rhythm patterns.
2. Use standard symbols to notate music. 5.5.2
Suggested Objectives:
a. Develop skill in notating melodies using traditional
notation.
b. Develop non-traditional methods for notating melodies.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 5.6.1
Suggested Objectives:
a. Identify theme and variation.
b. Identify rondo.
c. Listen to selected works of major composers and describe them in terms
of the elements of music.
d. Recognize the works and stories conveyed by selected examples of program
music.
Suggested Teaching Strategies:
Lead students to identify aurally selected portions of Saint-Saens' The Carnival of the Animals.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 5.6.2
Suggested Objectives:
Aurally:
a. Recognize and classify orchestral instruments.
b. Recognize high, medium, and low registers of melodies.
c. Recognize question and answer phrases.
d. Identify vocal music as "a cappella" or accompanied.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 5.7.1
Suggested Objectives:
a. Develop criteria for evaluating the quality and effectiveness
of musical performances and compositions.
b. Apply the criteria in their own personal listening and performing.
Suggested Teaching Strategies:
Students will develop a list of words describing the expressive qualities of music. Students will record their own performance in class. After playing a second recording of the same selections by another group, such as a recording from a textbook, they will evaluate their own performance, pointing out their strengths and weaknesses.
2. Use various means of expression to assess the aesthetic value of a musical performance. 5.7.2
Suggested Objectives:
a. Apply specific criteria appropriate for the style of
the music which is to be performed.
b. Develop constructive suggestions for improvement.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 5.8.1
Suggested Objectives:
a. Utilize body movement to respond to a musical selection.
b. Create a visual image in response to a musical selection.
c. Develop a dramatic interpretation of a musical selection.
d. Write a story based on the moods and stories from folklore given expression
in selected examples of program music.
e. Identify terms common to music, the visual arts, drama, and dance.
2. Recognize elements of disciplines outside the arts as an integral part of music. 5.8.2
Suggested Objectives:
a. Relate math principles and subject matter taught in school to those of music in meter, note values, and music form.
Suggested Teaching Strategies:
Through the use of math manipulatives or teacher-made icons, students can create visual representatives of the math principles and subject matter taught in school to those of meter, note values, and music forms.
b. Relate developments in science to developments in orchestral
instruments.
Strand:
HISTORY AND CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to history. 5.9.1
Suggested Objectives:
a. Develop skill in singing, playing, and listening to
music from various periods and styles from a variety of cultures.
b. Develop a timeline relating selected music events to historical periods
being studied in the regular classroom.
2. Demonstrate understanding of music in relation to various cultures. 5.9.2
Suggested Objectives:
a. Classify and relate important characteristics of music
by genre and style representative of various cultures.
b. Explain the characteristics of musical works that cause each work to
be considered representative of a certain culture.
Suggested Teaching Strategies:
The teacher selects music of a particular culture (i.e., Middle East, Polynesia, Western Europe, South America, etc.). Students describe aspects of the musical practices of this culture - scales, instruments, costumes, dances, etc. Students then compare characteristics of that culture to one with which they are already familiar.
Students will develop a knowledge of music and an ability to perform music through guided exploration of the basic elements of music (i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance
checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing,
Reading, Listening,
Evaluating, Interdisciplinary
Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 6.1.1
Suggested Objectives:
a. Recognize and reproduce melodic intervals.
Suggested Teaching Strategies:
Students will write and sing melodic intervals of a major scale.
b. Create harmony in singing two- or three-part songs, partner songs, rounds, countermelodies, canons, and descants.
2. Sing a varied repertoire of songs. 6.1.2
3. Sing with appropriate vocal technique. 6.1.3
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 6.2.1
Suggested Objectives:
a. Play selected two- and three-part music on classroom instruments.
Suggested Teaching Strategies:
Perform on melodic instruments a three-part round.
b. Develop skill in playing selections from diverse genres.
2. Perform in instrumental ensembles. 6.2.2
Suggested Objectives:
a. Play in large and small ensembles.
b. Perform a varied repertoire with expression and technical accuracy.
3. Develop the ability to accurately perform rhythms. 6.2.3
Suggested Objectives:
a. Recognize and use C (common time) and (alla breve).
b. Practice identifying syncopated rhythms.
4. Develop the ability to accurately perform melodies. 6.2.4
Suggested Objectives:
a. Identify whole and half steps.
b. Play a major scale on classroom instrument.
c. Interpret the expressive qualities of a selected example.
d. Identify and reproduce melodic intervals.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 6.3.1
Suggested Objectives:
a. Improvise on given pentatonic melodies.
b. Improvise on given melodies in major keys.
2. Demonstrate facility in improvising variations on a theme. 6.3.2
Suggested Objectives:
a. Improvise simple rhythmic variations.
Suggested Teaching Strategies:
Students will make up (create) a drum (rhythmic) accompaniment while singing refrain of "Battle Hymn of the Republic."
b. Improvise simple melodic variations.
3. Demonstrate facility in improvising accompaniments. 6.3.3
Suggested Objectives:
a. Improvise simple harmonic accompaniments.
b. Improvise simple melodic accompaniments.
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 6.4.1
Suggested Objectives:
a. Compose short pieces within specified guidelines.
Suggested Teaching Strategies:
Utilizing a major scale, have students write an eight measure melody set in the treble clef.
b. Create musical examples in theme and variation and rondo forms.
2. Arrange existing compositions to create music for a variety of performance mediums. 6.4.2
Suggested Objectives:
a. Arrange simple pieces for voices or instruments other
than those for which the piece was written.
b. Use a variety of traditional and non-traditional sound sources and electronic
media when composing and arranging.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. 6.5.1
Suggested Objectives:
a. Recognize meter and interpret using appropriate conducting
patterns.
b. Read whole, half, quarter, eighth, sixteenth, and dotted notes and their
corresponding rests.
2. Use standard symbols to notate music. 6.5.2
Suggested Objectives:
a. Identify and reproduce melodic intervals.
b. Notate original patterns in simple and compound meter.
c. Develop skill in chord construction and notation.
Suggested Teaching Strategies:
Utilizing a major scale, have students write three-note chords for each note of the scale.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 6.6.1
Suggested Objectives:
a. Develop an understanding of the significance of musical
theatre and opera.
b. Recognize the moods and stories conveyed by selected examples of program
music.
c. Listen to selected works of major composers and describe them in terms
of the elements of music.
d. Identify selected examples of electronic music.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 6.6.2
Suggested Objectives:
Aurally:
a. Recognize and classify major and minor tonalities.
b. Visually and aurally recognize AB, ABA form, introduction, interlude,
codas, and phrases.
c. Identify various keyboard instruments.
Suggested Teaching Strategies:
Utilizing pictures and representative recordings, lead students to identify aurally and visually keyboard instruments such as piano, harpsichord, celesta, pipe organ, and electronic keyboard.
d. Recognize texture in selected works.
e. Identify the four singing voices - soprano, alto, tenor, and bass.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 6.7.1
Suggested Objectives:
a. Develop criteria for evaluating the quality and effectiveness
of musical performances and compositions.
b. Apply the criteria in their own personal listening and performing.
Suggested Teaching Strategies:
Students will develop a list of aesthetic goals for a performance, listing what they expect to see and hear from themselves in a performance. Videotapes will be made of the actual presentation after which the students can view themselves in order to evaluate their performance according to their own criteria.
2. Use various means of expression to assess the aesthetic value of a musical performance. 6.7.2
Suggested Objectives:
a. Apply specific criteria appropriate for the style of
the music.
b. Develop constructive suggestions for improvement.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 6.8.1
Suggested Objectives:
a. Utilize body movement to respond to a musical selection.
b. Create a visual image in response to a musical selection.
c. Develop a dramatic interpretation of a musical selection.
d. Write a story based on the moods and stories from folk lore given expression
in selected examples of program music.
e. Identify terms common to music, the visual arts, drama, and dance.
f. Identify differences and similarities in meanings of terms found common
to various art forms.
2. Recognize elements of disciplines outside the arts as an integral part of music. 6.8.2
Suggested Objectives:
a. Relate math principles and subject matter taught in
school to those of music in meter, note values, and music form.
b. Relate developments in science to developments in orchestral instruments.
Suggested Teaching Strategies:
The music teacher and social studies teacher collaborate in a unit of study on our national anthem, "The Star Spangled Banner." Teachers and students may discuss the historical events leading up to the writing of the anthem and the official adoption of the anthem. Students may use social studies material to develop a television quiz show about the historical facts on the "The Star Spangled Banner."
Strand: HISTORY AND
CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to history. 6.9.1
Suggested Objectives:
a. Classify by genre and style a varied body of musical
works noting historical period, composer, and title.
b. Explain the characteristics that cause musical works to be considered
exemplary.
Suggested Teaching Strategies:
Students will learn an African-American spiritual song such as "Peace Like A River." The term "spiritual" will be discussed along with the historical significance of this music to our culture. Special attention should be given to contour of the melody, the lyrics, and the style.
2. Demonstrate understanding of music in relation to various cultures. 6.9.2
Suggested Objectives:
a. Describe distinguishing characteristics of representative
music genres and styles from a variety of cultures.
b. Compare, within several world cultures, the function music serves, the
roles of their musicians, and the conditions under which music is typically
performed.
Students will develop knowledge of music and an ability to perform music through guided exploration of the basic elements of music (i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing
on Instruments, Improvising, Composing,
Reading, Listening,
Evaluating, Interdisciplinary
Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 7.1.1
Suggested Objectives:
a. Sing alone and in large and small ensembles accurately.
b. Sing selected songs from memory.
c. Sing music written in two and three parts.
d. Sing simple four-part songs.
2. Sing a varied repertoire of songs. 7.1.2
Suggested Teaching Strategies:
Include in students' repertoires sacred and secular selections (e.g., Broadway tunes, musicals, operas, oratorios, etc.).
3. Sing with appropriate vocal technique. 7.1.3
Suggested Objectives:
a. Sing using correct expression appropriate for song.
b. Demonstrate an understanding of the elements of music through singing.
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 7.2.1
Suggested Objectives:
a. Demonstrate an understanding of the elements of music
by playing percussion and tuned instruments.
b. Play harmonic instruments to accompany songs.
2. Perform in instrumental ensembles. 7.2.2
Suggested Teaching Strategies:
Expand instrumental ensemble performances to include rhythm and melodic instruments along with vocal performance.
3. Develop the ability to accurately perform rhythms. 7.2.3
Suggested Objectives:
a. Perform selections in duple and triple meter.
b. Perform rhythms to steady beat using sixteenth notes, dotted rhythms,
and syncopation.
4. Develop the ability to accurately perform melodies. 7.2.4
Suggested Objectives:
a. Develop skill in performing major and minor scales.
b. Identify the blues scale and atonal music.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 7.3.1
Suggested Objectives:
a. Improvise on given pentatonic melodies.
b. Improvise on a given melody in a major key.
2. Demonstrate facility in improvising variations on a theme. 7.3.2
Suggested Objectives:
a. Improvise simple rhythmic variations to familiar tune.
b. Improvise simple melodic variations to familiar tune.
Suggested Teaching Strategies:
Have students perform varied renditions of the hymn tune "Amazing Grace."
3. Demonstrate facility in improvising accompaniments. 7.3.3
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 7.4.1
Suggested Objectives:
a. Compose short pieces within specified guidelines.
b. Create musical examples in theme and variation and rondo forms.
Suggested Teaching Strategies:
Utilizing a familiar tune such as "Brother John," have students write two variations of the melody. Then have them arrange the three resulting melodies in rondo form.
2. Arrange existing compositions to create music for a variety of performance mediums. 7.4.2
Suggested Objectives:
a. Arrange simple pieces for voices or instruments other
than those for which the piece was written.
b. Use a variety of traditional and non-traditional sound sources and electronic
media when composing and arranging.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. 7.5.1
Suggested Objectives:
a. Identify duple and triple meter.
Suggested Teaching Strategies:
Examine the meter signatures of songs found in the music text. Determine whether they are duple or triple meter.
b. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in simple and compound meters.
2. Use standard symbols to notate music. 7.5.2
Suggested Objectives:
a. Notate melodies in treble and bass clef.
b. Utilize standard notation symbols for pitch, rhythms, dynamics, tempo,
articulation, and expression to record their own musical ideas and ideas
of others.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 7.6.1
Suggested Objectives:
Aurally
a. Identify homophonic, polyphonic, and monophonic selections.
b. Listen to selected works of major composers and describe them in terms
of the elements of music.
c. Listen to film music and Broadway musicals.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 7.6.2
Suggested Objectives:
Aurally
a. Identify 12-bar blues form.
Suggested Teaching Strategies:
Lead students to aurally identify 12-bar blues form in songs such as "Joe Turner Blues."
b. Identify fugue.
c. Demonstrate the analysis of music, knowledge of the basic principles
of meter, rhythm, tonality, intervals, chords, and harmonic progression.
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 7.7.1
Suggested Objectives:
a. Develop criteria for evaluating the quality and effectiveness
of musical performances and compositions.
b. Apply the criteria in their own personal listening and performing.
2. Use various means of expression to assess the aesthetic value of a musical performance. 7.7.2
Suggested Objectives:
a. Apply specific criteria appropriate for the style of the music.
Suggested Teaching Strategies:
After studying the characteristics of polyphony texture in music, students will perform a "Kyrie" such as the one by Antonio Latto or any other four-part polyphony texture. After listening to a professional performance of the same type, students will compare their performance with the one they hear and offer constructive suggestions for improvement.
b. Develop constructive suggestions for improvement.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 7.8.1
Suggested Objectives:
a. Compare and contrast the importance of sound in music to the importance of visual stimuli in art.
Suggested Teaching Strategies:
Students will watch a video of "Oliver." After a discussion of the visual art affects, the dance movements, and human relationships in the theatre, students will listen to the audio tape of the musical and compare the sound in the music to the visual stimuli in art.
b. Compare and contrast the importance of sound in music
to the importance of movement in dance.
c. Compare and contrast the importance of sound in music to the importance
of human interaction in theater.
2. Recognize elements of disciplines outside the arts as an integral part of music. 7.8.2
Strand: HISTORY AND
CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to human history. 7.9.1
Suggested Objectives:
a. Describe distinguishing characteristics of varied musical works which classify them as exemplary.
Suggested Teaching Strategies:
Music teachers and social studies teachers will work together to develop a historical timeline being studied in the regular classroom. Students in the music class will research their references to select musical events which relate to the historical events. Students will listen to examples and relate characteristics of each to the proper time in history.
b. Develop a timeline relating selected musical events to historical periods being studied in the regular classroom.
2. Demonstrate understanding of music in relation to various cultures. 7.9.2
Suggested Objectives:
a. Describe the distinguishing characteristics of music
from different cultures.
b. Compare the functions music serves, roles of musicians, and conditions
under which music is typically performed in several cultures of the world.
Students will develop a knowledge of music and an ability to perform music through guided exploration of the basic elements of music (i.e., rhythm, melody, harmony, form, tone color, and expressive qualities).
Suggested Teaching Strategies:
Research indicates that students learn at different rates and in different ways. Instruction should be planned to incorporate strategies which address visual, auditory, tactile, and kinesthetic learning styles.
Suggested Assessment Methods:
Fixed response, open-ended response, rubric, performance checklist, and systematic observation.
STRANDS: Singing, Performing on Instruments, Improvising, Composing, Reading, Listening, Evaluating, Interdisciplinary Relationships, History and Culture
Strand: SINGING.
COMPETENCIES:
1. Sing with confidence alone and with others. 8.1.1
Suggested Objectives:
a. Sing alone and in large and small ensembles accurately.
b. Sing selected songs from memory.
c. Sing music written in two, three, and four parts.
2. Sing a varied repertoire of songs. 8.1.2
3. Sing with appropriate vocal technique. 8.1.3
Suggested Objectives:
a. Sing using correct expression appropriate for song.
b. Demonstrate an understanding of the elements of music through expressive
singing of selected musical examples.
Suggested Teaching Strategies:
Select songs from a particular ethnic background. Discuss elements of rhythm and melody. Relate style usage to the elements and perform.
Strand: PERFORMING
ON INSTRUMENTS.
COMPETENCIES:
1. Use instruments to accompany a varied repertoire of songs. 8.2.1
Suggested Objectives:
a. Demonstrate an understanding of the elements of music
by playing percussion and tuned instruments.
b. Play harmonic instruments to accompany songs.
2. Perform in instrumental ensembles. 8.2.2
3. Develop the ability to accurately perform rhythms. 8.2.3
Suggested Objectives:
a. Perform selections which contain meter changes.
b. Perform rhythmic motives in selected piece.
4. Develop the ability to accurately perform melodies. 8.2.4
Suggested Objectives:
a. Define pitch organization.
b. Identify register, key changes, and modulations.
Suggested Teaching Strategies:
In the keys of C, G, and F Major, have students perform melodies on instruments. Prepare melodic examples having varied register with the three key changes.
Strand: IMPROVISING.
COMPETENCIES:
1. Demonstrate facility in improvising melodies. 8.3.1
Suggested Objectives:
a. Improvise on given pentatonic melodies.
b. Improvise on given a melody in a major key.
2. Demonstrate facility in improvising variations on a theme. 8.3.2
Suggested Objectives:
a. Improvise simple rhythmic variations to a familiar tune.
Suggested Teaching Strategies:
Have students create and perform a set of rhythmic variations from a familiar short melodic example of as few as four bars. Meter may be changed; quarter notes to eighth or two eighth notes; even patterns to uneven patterns.
b. Improvise simple melodic variations to a familiar tune.
3. Demonstrate facility in improvising accompaniments. 8.3.3
Strand: COMPOSING.
COMPETENCIES:
1. Create original compositions. 8.4.1
Suggested Objectives:
a. Compose short pieces within specified guidelines.
Suggested Teaching Strategies:
Lead students to compose a tune utilizing 12-bar blues form and tonality.
b. Create musical examples in theme and variation and rondo forms.
2. Arrange existing compositions to create music for a variety of performance mediums. 8.4.2
Suggested Objectives:
a. Arrange simple pieces for voices or instruments other
than those for which the piece was written.
b. Use a variety of traditional and non-traditional sound sources and electronics
media when composing and arranging.
c. Use standard notation to record their own musical ideas and ideas of
others.
Strand: READING.
COMPETENCIES:
1. Recognize iconic representation of rhythm patterns. 8.5.1
Suggested Objectives:
a. Identify irregular rhythm (i.e., 5/4).
b. Identify duple, triple, and quadruple meter.
2. Use standard symbols to notate music. 8.5.2
Suggested Objectives:
a. Sing at sight melodies in treble and bass clef.
b. Identify and utilize standard notation symbols for pitch, rhythms, dynamics,
tempo, articulation, and expression.
Suggested Teaching Strategies:
Utilize a game such as Music Bingo to engage students in recognizing and defining standard notation symbols.
c. Use standard notation to record their own musical ideas and ideas of others.
Strand: LISTENING.
COMPETENCIES:
1. Demonstrate the ability to listen with appropriate attentiveness to a varied repertoire of music. 8.6.1
Suggested Objectives:
Aurally
a. Identify sonata allegro form.
b. Identify art song.
c. Listen to selected works of major composers and describe them in terms
of the elements of music.
Suggested Teaching Strategies:
Lead students to aurally identify by name and composer selected works by composers such as Bach, Beethoven, Mozart, etc.
d. Listen to film music, jazz, and folk music from cultures around the world.
2. Demonstrate the ability to use appropriate terminology to analyze and describe a varied repertoire of music. 8.6.2
Strand: EVALUATING.
COMPETENCIES:
1. Use various means of expression to assess the aesthetic value of a wide repertoire of music. 8.7.1
Suggested Objectives:
a. Develop criteria for evaluating the quality and effectiveness of musical performances and compositions.
Suggested Teaching Strategies:
In previous classes, students have become familiar with a basic vocabulary for describing the expressive qualities of music, in particular a chosen work such as "Carmen." Using this vocabulary, the students will develop a list of criteria for evaluating the expressive qualities of a performance. The students will read the story of "Carmen" or view a video. Students will then perform selected songs from the opera and compare their performance with exemplary works.
b. Apply the criteria in their own personal listening and performing.
2. Use various means of expression to assess the aesthetic value of a musical performance. 8.7.2
Suggested Objectives:
a. Apply specific criteria appropriate for the style of
the music.
b. Develop constructive suggestions for improvement.
Strand: INTERDISCIPLINARY
RELATIONSHIPS.
COMPETENCIES:
1. Use other art forms to enrich musical expression. 8.8.1
Suggested Objectives:
a. Compare and contrast the importance of sound in music
to the importance of visual stimuli in art.
b. Compare and contrast the importance of sound in music to the importance
of movement in dance.
c. Compare and contrast the importance of sound in music to the importance
of human interaction in theater.
2. Recognize elements of disciplines outside the arts as an integral part of music. 8.8.2
Suggested Teaching Strategies:
In previous classes, the students become familiar with the song "Alexander's Ragtime Band." Refer to the music and count with the students the number of measures in the song. Ask the class to divide the song into two sixteen-measure phrases and compare the music and text in each section. Divide the music into four eight-measure phrases and compare.
Show the students that forms in music can also be shown artistically. Students will create a visual pattern of symbols to represent either four eight-measure phrases or eight four-measure phrases. Display students' creations.
Strand: HISTORY AND
CULTURE.
COMPETENCIES:
1. Demonstrate understanding of music in relation to history. 8.9.1
Suggested Objectives:
a. Describe distinguishing characteristics of varied musical
works which identify them as notable examples from a particular genre.
b. Develop a time line relating selected musical events to historical periods
being studied in the regular classroom.
2. Demonstrate understanding of music in relation to various cultures. 8.9.2
Suggested Objectives:
a. Describe the distinguishing characteristics of music
from different cultures.
b. Compare the functions music serves, roles of musicians, and conditions
under which music is typically performed in several cultures of the world.
Suggested Teaching Strategies:
Students research music of Mexico. Divide students into five teams assigned to investigate different aspects of Mexican music such as functions of music in society, status of musicians, typical performance situations, instruments used, and nature of music. The teacher will provide recorded examples of Mexican music describing the characteristics and using other resources such as videos. Students later will compare Mexican music with that of other cultures.
1. Sing correctly using good breath support and control throughout their vocal ranges, alone and in different size groups. 1.1.1.a
Suggested Objectives:
a. Execute correct sitting and standing posture.
Suggested Teaching Strategies:
Instruct and demonstrate the mechanics of correct posture.
Suggested Assessment Methods:
Observation and checklist.
b. Discover techniques to induce diaphragmatic breathing.
Suggested Teaching Strategies:
Employ warm-ups designed to generate diaphragmatic breathing.
Suggested Assessment Methods:
Observation and verbal correction.
c. Develop skills, as a group, in stagger breathing through long phrases.
Suggested Teaching Strategies:
Create vocal exercises that incorporate long phrases where students, as needed, initiate staggered breathing.
Suggested Assessment Methods:
Observation.
2. Sing, with technical accuracy, a wide range of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some selections performed from memory. 1.2.1.b
Suggested Objectives:
a. Articulate well the beginning and ending consonants.
Suggested Teaching Strategies:
Describe and demonstrate beginning and ending consonants.
Suggested Assessment Methods:
Observation and verbal correction.
b. Enunciate defined and unified diphthongs.
Suggested Teaching Strategies:
Isolate and practice enunciation of diphthongs.
Suggested Assessment Methods:
Observation.
c. Illustrate open, rounded, and unified vowel sounds.
Suggested Teaching Strategies:
Facilitate vocalises that encourage head tones.
Suggested Assessment Methods:
Observation and verbal correction.
3. Sing, with appropriate stylistic expression, the music of diverse genres and cultures. 1.3.1.c
Suggested Objectives:
a. Perform a repertoire of music from various times and cultures making style of singing relative to style of music - Renaissance, Baroque, Classic, Romantic, Impressionist, Twentieth Century, Jazz, Blues, Gospel, Spiritual, and Pop.
Suggested Teaching Strategies:
Give listening examples which students emulate.
Discuss particulars of the style or genre.
Suggested Assessment Methods:
Critical listening.
4. Sing two- and three-part music written with and without accompaniment. 1.4.1.d
Suggested Objectives:
a. Discover through aural and visual stimuli the texture
of two- and three-part music and its effect with and without accompaniment.
b. Perform rounds and canons to strengthen listening skills and part singing
techniques.
5. Blend timbres, match dynamic levels, and follow the cues of the conductor when singing in groups. 1.5.0.0
Suggested Objectives:
a. Perform piece with good intonation and attention to
sound quality and dynamic variance.
b. Execute dynamic interpretations of director.
c. Develop rapport with director that includes the understanding of director's
gestures or expressions.
6. Sing with expression and technical accuracy a wide range of vocal literature with a difficulty level of 3 on a scale of 1 to 6 including some selections performed from memory. 1.6.1.e
Suggested Objectives:
a. Generate acceptable tone production and pitch accuracy.
b. Execute proper breath control, listening skills, phrasing, and correct
enunciation to produce expressive stylistic singing.
c. Exemplify balance with timbre likeness and attention to dynamic levels.
Strand: IMPROVISATION.
COMPETENCIES:
1. Improvise simple harmonic accompaniments in a group setting. 2.1.3.a
Suggested Objectives:
a. Devise a harmonic line within their sections to accompany a simple melody.
Suggested Teaching Strategies:
Students, given "Mary's Little Lamb" as a melody, construct a simple harmonic accompaniment using I, IV, and V chords.
Suggested Assessment Methods:
Critical listening and verbal correction.
2. Improvise on teacher-prescribed pentatonic and major scale melodies using melodic embellishments and simple rhythms. 2.2.3.b
Suggested Objectives:
a. Analyze prescribed melodies and create musical motifs
from existing themes.
b. Illustrate variances on the rhythmic structure of prescribed melody.
3. Improvise short unaccompanied melodies over a prescribed rhythmic accompaniment in an appropriate style, meter, and tonality. 2.3.3.c
Suggested Objectives:
a. Recognize the pattern and style of a particular rhythmic
passage.
b. Simulate a melody which is compatible with the style of a particular
rhythm pattern.
Strand:
COMPOSING AND ARRANGING MUSIC.
COMPETENCIES:
1. Compose short pieces having unity and variety, tension and release, and balance through use of the music elements. 3.1.4.a
Suggested Objectives:
a. Exemplify knowledge of the elements of music by composing an 8 to 32 measure piece illustrating unity and variety, tension and release, and dynamic interpretation.
2. Create a simple vocal arrangement for a musical composition that was originally written for instruments. 3.2.4.b
Suggested Objectives:
a. From the vocal line already present in a pre-selected piece, arrange a new vocal line for another voice with attention to extent of vocal range.
3. Create a simple instrumental arrangement for a composition that was originally intended for vocal performance. 3.3.4.b
Suggested Objectives:
a. Create on cassette tape a melody of various tones which
follow a prescribed musical form (e.g., ABA, AABA).
b. Revise a prescribed music selection to formulate a compositional variation.
Strand:
READING AND WRITING MUSIC.
COMPETENCIES:
1. Demonstrate the ability to read whole, half, quarter, eighth, sixteenth, and dotted notes and their respective rests in 2/4, 3/4, 4/4, 5/4, 6/8, and alla breve time signatures. 4.1.5.a
Suggested Objectives:
a. Restate time allowances and definitions for whole,
half, quarter, eighth, sixteenth, and dotted notes and their respective
rests, and explain their correlations in 2/4, 3/4, 4/4, 5/4, 6/8, and alla
breve meters.
b. Use creative methods and media, perform rhythmic patterns which consist
of whole, half, quarter, eighth, sixteenth, and dotted notes and their
respective rests in 2/4, 3/4, 4/4, 5/4, 6/8, and alla breve meters.
Suggested Teaching Strategies:
Clap, pat, and use the sound "ta" and "sh"
in performing teacher-made rhythms off the overhead projector.
Create and perform their own and other's rhythmic sentences following
parallels of the selected meter.
Suggested Assessment Methods:
Observation and verbal correction.
2. Sight sing simple treble and bass clef melodies. 4.2.5.b
Suggested Objectives:
a. Apply knowledge of lines and spaces to perform correct pitches when sight reading a piece of music.
Suggested Teaching Strategies:
In a sequential manner, students are taught Solfege as a sight singing tool.
Suggested Assessment Methods:
Observation and critical listening.
b. Sight sing unison songs employing listening skills
to produce satisfactory intonation.
c. Sight sing partner songs using correct rhythms and pitch.
d. Employing correct pitches and rhythms, sight sing simple two-part and
three-part songs a capella and accompanied following their own vocal lines.
3. Identify and define the standard music symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 4.3.5.c
Suggested Objectives:
a. List, identify, and define sharp, flat, and natural.
b. List, identify, and define the different levels of soft and loud.
c. Notate and define symbols and terms for rhythm, articulation, and expression.
4. Notate original and non-original musical ideas using standard music notation devices. 4.4.5.d
Suggested Objectives:
a. Using notational devices assigned in learning to sight-read, create or re-create a musical idea.
Suggested Teaching Strategies:
Using correct notes and rests in the key of C, write
"Mary's Little Lamb" on staff paper incorporating correct rhythms
and pitches.
Align and notate the pitches of "Mary's Little Lamb" using
solfege syllables.
Suggested Assessment Methods:
Rubric.
5. Sight read music with a level of difficulty of 2 on a scale of 1 to 6, with accuracy and expressiveness. 4.5.5.e
Suggested Objectives:
a. Sight sing unison songs with correct pitches and rhythms
employing listening skills for good intonation.
b. Sight sing two- and three-part music using correct pitches, correct
rhythms, and expressive singing techniques.
Strand:
RESPONDING TO AURAL MUSICAL STIMULUS, INVESTIGATING, AND CHARACTERIZING
MUSIC.
COMPETENCIES:
1. Aurally recognize and identify simple music forms. 5.1.6.a
2. Use appropriate terminology to explain specific music events in a prescribed aural example. 5.2.6.a
3. Analyze aural examples of music from diverse genres and cultures by examining the uses of the elements of music. 5.3.6.b
4. Apply the knowledge of basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their appraisal of the music. 5.4.6.c
Suggested Objectives:
a. Sing in small ensembles (i.e., quartets, sextets, mixed
ensembles, and madrigal ensembles) to become aware of differences in tone
color.
b. Recognize visually and aurally, as well as perform correctly, music
containing organum, parallel motion, and contrary motion.
Strand:
CLASSIFICATION AND ASSESSMENT OF MUSIC AND MUSICAL PERFORMANCE.
COMPETENCIES:
1. Develop specific criteria for creating informed, critical evaluations of the quality and effectiveness of performances and compositions and use the criteria in their personal participation in music. 6.1.7.a
2. Judge performances, compositions, arrangements, and improvisations by applying prescribed criteria appropriate for the style of the music and offer suggestions for approval. 6.2.7.b
Suggested Objectives:
a. Identify the styles of and recall notable characteristics
of the composers and arrangers of the music literature being studied.
b. Differentiate and perform selections having various sectional forms
(e.g., AB, ABA, AABA, AABCC, march form, jazz composition).
c. Distinguish songs according to their monophonic, polyphonic, homophonic
textures/choral combinations.
Strand:
Music in Relation to the Arts and Other Disciplines.
COMPETENCIES:
1. Explain how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are utilized in similar and distinctive ways in the different arts and give examples. 7.1.8.a
2. Propose ways in which the principles and subject matter of other disciplines outside the arts are compatible with those of music. 7.2.8b
Strand: The Historical,
Stylistic, and Social Aspects of Music.
COMPETENCIES:
1. Categorize music from various historical periods and cultures by genre or style. 8.1.9.a
2. Categorize various exemplary works by genre, style, historical period, composer, and title. Document reasons for being classified exemplary. 8.2.9.b
3. Communicate characteristics that make music appropriate for their daily experiences and evaluate these characteristics.8.3.9.c
Suggested Objectives:
a. Analyze the relationship words have in forming and changing the style.
A cappella - unaccompanied choral singing.
Aesthetic - an appreciation of the inherent beauty of art forms.
Alla breve - -music written in 2/2 meter; sometimes referred to as "cut time."
Articulation - the way in which single tones or groups of tones are produced.
Atonal - music in which no single tone is the home base or key center.
Binary - a musical form consisting of two main sections.
Cadence - a group of notes or chords at the end of a phrase or piece of music that gives a feeling of pausing or finality.
Canon - a form of music in which different vocal or instrumental parts take up the melody, successfully creating harmony.
Classroom instruments - instruments typically used in the general music classroom, including, for example, recorder-type instruments, chorded zithers, mallet instruments, simple percussion instruments, fretted instruments, keyboard instruments, and electronic instruments.
Coda - a "tail" or short closing section added at the end of a piece of music.
Common time - -music written in 4/4 meter.
Compound meter - meter whose beat can be subdivided into three's and/or six's.
Counter melody - a subordinate melody to the primary melody.
Descants - an ornamental part lying above the melody.
Duple meter - the grouping of beats into sets of two.
Dynamic levels, dynamics - levels of loudness and softness.
Elements of music - pitch, rhythm, harmony, dynamics, timbre, texture, form.
Expression, expressive, expressively - with appropriate dynamics, phrasing, style, and interpretation and appropriate variations in dynamics and tempo.
Form - the overall plan of a piece of music (i.e., AB, ABA, ABACA).
Genre - a type or category of music (e.g., sonata, opera, oratorio, art song, gospel, suite, jazz, madrigal, march, work song, lullaby, barbershop, Dixieland).
Iconic - visual representatives of musical subjects (i.e., notation).
Melodic "conversation" - improvised call and response sequence performed vocally or instrumentally.
Melodic embellishments - the modification of music visually, but not always through the addition of notes to make it more beautiful.
Meter - the grouping in which a succession of rhythmic pulses or beats is organized; indicated by a meter signature at the beginning of a work.
Meter signature - an indicator of the meter of a musical work, usually presented in the form of a fraction, the denominator of which indicates the unit of measurement and the numerator of which indicates the number of units that make up a measure.
Modal tonalities - music based on scales other than major, minor, or pentatonic.
Ostinato - continuous repeating of a passage.
Partner songs - two or more songs that can be performed together to create harmony.
Pentatonic - a scale consisting of five pitches.
Phrase - a complete musical idea.
Program music - a composition whose title or accompanying remarks link it with a story.
Repetition - the restatement of a musical idea.
Rondo - a musical form that uses alternating repetitions of the main theme with two or more contrasting sections (i.e., ABACA).
Round - a composition in which a melody is stated, and then is repeated exactly by other parts, starting at different times, creating a polyphonic texture.
Simple meter - meter whose beat can be divided into two's or four's.
Style - the distinctive or characteristic manner in which the elements of music are treated. In practice, the term may be applied to, for example, composers (the style of Copeland), periods (Baroque style), media (keyboard style), nations (French style), form or type of composition (fugal style, contrapuntal style), or genre (operatic style, bluegrass style).
Syncopation - an arrangement of rhythm that places emphasis on weak beats or weak parts of beats.
Tempo - the speed of the beat.
Ternary - a musical form consisting of three main sections.
Theme and variations - a musical form in which the theme is repeated and varied.
Triple meter - the grouping of beats into sets
of three.
MUSIC
GRADES K-8 SUGGESTED RESOURCE LIST
Textbook series with available supplementary materials
(i.e., tapes, CDs, charts)
Record/tape/CD player
Supplementary tapes/CDs
VCR/TV
Piano
Rhythm instruments
Tuned bar instruments
Recorders
Autoharp
Guitar
Music games
FINEARTS THEATRE
ARTS DANCE MUSIC VISUAL ARTS
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