PRE-KINDERGARTEN & KINDERGARTEN

 

By the end of Kindergarten, students will be able to know and do the following:

 

Rhythm

·  Distinguish between short and long sounds

·  Perform beat (speak, pat, clap, play, and step)

Melody

·  Sing accompanied in unison

·  Distinguish between different pitches

·  Distinguish between like and unlike phrases

Movement

·  Move responsively to music

 

Musical Vocabulary and Concepts

·  Recognize classroom rhythm instruments by sight and sound

·  Distinguish between loud and soft volume

·  Demonstrate appropriate use of different voices: whispering, speaking, singing, shouting

 

Listening

 

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In pre-Kindergarten and Kindergarten classes, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

Attitude & Behavior

·  Respect the abilities of self and others

 

 

PREPARATORY

 

By the end of Preparatory, in addition to the pre-Kindergarten and Kindergarten skills, students will be able to know and do the following:

 

Rhythm

·  Distinguish between short and long sounds

·  Perform beat (speak, pat, clap, play, and step)

·  Introduce quarter note, quarter rest, and eighth note pairs

·  Distinguish between like and unlike phrases

Melody

·  Sing unaccompanied and accompanied in unison

·  Distinguish between higher from lower pitches

·  Sing and locate pitches on instruments

·  Echo-sing melodic motives

·  Imitate, then improvise melodies vocally and with instruments using the do-re-me motive

·  Play sound recognition games using the do-re-me syllables

·  Distinguish between like and unlike phrases

Accompaniment

·  Perform the beat simultaneously with a spoken text

·  Sing melody and play the beat simultaneously

·  Add a simple tonic accompaniment to appropriate melodies (percussion beats to a song)

Movement

·  Move responsively to music

 

Musical Vocabulary and Concepts

·  Recognize classroom rhythm instruments by sight and sound

·  Use barred and unpitched instruments as sound-carpets for stories

·  Distinguish between loud and soft volume

·  Demonstrate appropriate use of different voices: whispering, speaking, singing, shouting

 

Listening

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In Preparatory class, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

·  Identify environmental sounds in the classroom and outside

·  Summarize the story of Peter and the Wolf, Sergei Prokofiev

·  Recognize excepts from Peter and the Wolf, Sergei Prokofiev

Attitude & Behavior

·  Respect the abilities of self and others

 

GRADE 1

 

By the end of Grade 1, in addition to the pre-Kindergarten through Preparatory skills, students will be able to know and do the following:

 

Rhythm

·  Perform beat (speak, pat, clap, play, and step)

 

·  Transfer text rhythm to sound color (body percussion and un-pitched percussion) to distinguish rhythm from beat

·  Create rhythmic compositions using texts

·  Echo four beat rhythm patterns

·  Read, clap, and play quarter note, quarter rest, and eighth note pairs

·  Create one, then two voice rhythm pieces using quarter note, quarter rest, and eighth note pairs

·  Identify accent in two meter

 

·  Conduct in two meter

Melody

·  Sing unaccompanied and accompanied in unison

·  Distinguish between high, middle, and low pitches

·  Sing and locate pitches on instruments

·  Echo-sing melodic motives

·  Imitate, then improvise melodies vocally and with instruments using the do-re-me motive

·  Identify upward and downward movement of a melody

·  Recognize repeated pitches

·  Recognize steps and skips between pitches

·  Play sound recognition games using the do-re-me syllables

·  Add a simple tonic accompaniment

Accompaniment

·  Perform the beat simultaneously with a spoken text

·  Sing melody and play the beat simultaneously

·  Add a simple tonic accompaniment to appropriate melodies (percussion beats to a song)

Tempo

 

·  Distinguish faster from slower tempi

 

·  Identify gradual change in tempo

 

Form

  

·  Sing, play and listen to music in binary (AA, AB) form

 

·  Respond to a repeat sign

Movement

·  Imitate movement motives in place; later in space

 

Musical Vocabulary and Concepts

 

·  Identify double bar line, repeat sign, and ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch)

·  Discriminate between loud and soft using the terms forte and piano

·  Identify treble clef

·  Identify staff

 

·  Understand that a composer is someone who writes music

 

·  Understand that the leader of the orchestra is called the conductor

 

·  Become familiar with the families of instruments in the orchestra: strings, brass, woodwinds, percussion

Listening

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In Preparatory class, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

·  Recognize selections from The Carnival of the Animals, Camille Saint-Saëns

Attitude & Behavior

·  Respect the abilities of self and others

GRADE 2

 

By the end of Grade 2, in addition to the pre-Kindergarten through Grade 1 skills, students will be able to know and do the following:

 

Rhythm

·  Introduce the half note by adding a tie to two quarter notes.

 

·  Define 2/4 meter. Determine bar line placement for rhymes and rhythm patterns in 2/4

 

·  Perform movement, speech, and rhythm canons (overlapping imitation)

 

·  Read, write, and perform half note and half rest in songs, rhythm and instrumental pieces

 

·  Create rhythm pieces using eighth note pairs, quarter note, quarter rest, half note, and half rest. Add one complimentary ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch)

 

·  Take simple rhythmic dictation (four beat patterns)

 

·  Clap rhythm of songs and rhymes while walking the beat

 

·  Clap simple complementary ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch) while singing

 

·  Identify a whole note as four tied quarter notes or two tied half notes

 

·  Read, write, and perform whole note and whole rest in melody and rhythm pieces.

 

·  Define 4/4 meter. Determine bar line placement for rhymes and rhythm patterns in 4/4

 

·  Construct eight beat rhythmic phrases using eighth note pairs, quarter note, half note, whole note, quarter rest, half rest, and whole rest. Add one or two accompanying ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch) parts or varying lengths

 

Melody

·  Review mi re do motive. Locate on the staff; sing and play on barred instruments

 

·  Review sol mi do and mi sol la motives. Locate on the staff; sing and play on barred instruments

 

·  Accompany mi re do songs with moving bordun (two players). A complementary sound color or ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch) may be added

 

·  Recognize a scale as a series of notes

 

·  Recognize that musical notes have names

 

·  Read, write, sing, and play songs in pentatonic

 

·  Sing the C Major scale using solfege (use of the sol-fa syllables to note the tones of the scale)

 

Improvisation

 

·  Use texts as basis for rhythmic exploration on pitched and un-pitched instruments

 

·  Build rhythmic phrases using four beat questions and answers performed with un-pitched instruments or body percussion

 

·  Vocally improvise a short rhyme using mi re do motive

 

·  Improvise questions and answers on barred instruments using mi re do motive

 

Texture

 

·  Perform speech, movement, body, and un-pitched percussion ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch) as accompaniments to texts (one or two accompaniment voices)

 

·  Perform vocal ostinato (a short melody or pattern that is constantly repeated, usually in the same part at the same pitch) as accompaniments to pentatonic melodies

 

·  Learn simple two-part rhythm canons

 

·  Learn simple two-part melodic canons

 

Form

 

·  Perform verse and refrain

 

·  Perform and listen to ABA form

 

Musical Vocabulary and Concepts

 

·  Demonstrate knowledge of measure

 

·  Become familiar with instruments in the string family: violin, viola, cello, double bass

 

·  Become familiar with instruments in the percussion family: drums (tympani, snare), xylophone, woodblock, maracas, cymbals, triangle, tambourine

 

Listening

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In Preparatory class, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

·  Provide brief, child-friendly biographical profiles of composers and listen to representative works.

Attitude & Behavior

·  Respect the abilities of self and others

GRADE 3

 

By the end of Grade 3, in addition to the pre-Kindergarten through Grade 2 skills, students will be able to know and do the following:

 

Rhythm

 

·  Contrast duple with triple meter using movement

 

·  Define 3/4 meter. Determine bar line placement for rhymes and songs in 3/4

 

·  Perform 3/4 meter in songs and in pitched and un-pitched percussion pieces. Conduct triple meter

 

·  Conduct in 2/4, 3/4, and 4/4 meter

 

·  Take four measure rhythmic dictation using all note values

 

Melody

 

·  Learn absolute pitch names of the treble clef

 

·  Identify pentatonic tonal centers of C, F, and G

 

·  Add low la to the tonal vocabulary

 

·  Identify la tonal center pentatonic (minor)

 

·  Add low sol to the tonal vocabulary

 

·  Add fa to the tonal vocabulary. Read, write, sing, and play in the keys of C and G.

 

Texture

 

·  Perform speech, movement, body, or un-pitched ostinati as accompaniments to texts (two complimentary accompaniment parts)

 

·  Perform body percussion canons from imitation

 

·  Develop canons using movement and vocal sounds

 

·  Perform vocal contrapuntal material: melodies with vocal ostinati, melodies with a second complementary voice part, and three-part canons

 

·  Perform instrumental canons

 

Accompaniments

 

·  Perform arpeggiated bordun accompaniments for pentatonic songs and instrumental pieces

 

·  Perform moving bordun accompaniments to songs and instrumental pieces (one player)

 

Improvisation

 

·  Improvise with instruments and voices in pentatonic using texts, rhythmic phrases, and question and answer phrase building

 

·  Create introductions, interludes, and codas for songs and instrumental pieces

 

Form

 

·  Perform, create and listen to Rondo form

 

Musical Vocabulary and Concepts

 

·  Demonstrate knowledge of the terms pianissimo, piano, forte, and fortissimo and their symbols.

 

·  Demonstrate knowledge of D.S. al fine and D.C al fine

 

·  Become familiar with brass instruments: trumpet, French horn, trombone, tuba

 

·  Become familiar with woodwind instruments: flute, piccolo, clarinet, oboe, bassoon

 

Listening

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In Preparatory class, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

·  Provide brief, child-friendly biographical profiles of composers and listen to representative works.

Attitude & Behavior

·  Respect the abilities of self and others

GRADE 4

 

By the end of Grade 4, in addition to the pre-Kindergarten through Grade 3 skills, students will be able to know and do the following:

 

Rhythm

 

·  Read, write, sing and play sets of four sixteenth notes

 

·  Introduce division of the beat into eighth-sixteenth-sixteenth and sixteenth-sixteenth-eighth; read, write, sing, and play

 

·  Read, write, and perform eighth rest in songs and instrumental pieces

 

·  Perform syncopated rhythm pattern: eighth-quarter-eighth

 

·  Read, write, sing, and play dotted quarter note rhythm patterns: dotted quarter-eighth and eighth-dotted quarter

 

·  Take rhythmic dictation: eight and twelve beat patterns using all learned note values

 

·  Read, write, sing, and play piece beginning with pick-up beats. Conduct pick-up beats

 

Melody

 

·  Add fa in the key of F. Recognize the need for the flatted fourth scale degree

 

·  Add ti to the tonal vocabulary in C and F

 

·  Recognize the need for the raised seventh scale degree ( ti) in the key of G

 

·  Write key signatures in C, F, and G diatonic

 

Texture

 

·  Sing three- and four-part diatonic canons

 

·  Sing chord roots and play pieces requiring I-V harmonic setting on barred instruments

 

Improvisation

 

·  Create instrumental introductions, codas, and contrasting sections for song material

 

Musical Vocabulary and Concepts

 

·  Demonstrate knowledge of mezzo piano and mezzo forte and their symbols

 

·  Demonstrate knowledge of legato and staccato

 

·  Demonstrate knowledge of crescendo and diminuendo

 

·  Demonstrate knowledge of D.S. al fine and D.C. al fine

 

·  Review the orchestra, including families of instruments and specific instruments

 

·  Become familiar with keyboard instruments: piano, organ, harpsichord.

 

Listening

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In Preparatory class, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

·  Provide brief, child-friendly biographical profiles of composers and listen to representative works.

 

Categorize into the appropriate family of instruments

 

·  Recognize vocal ranges of the female voice: high=soprano, middle=mezzo soprano, low=alto

 

·  Recognize vocal ranges of the male voice: high=tenor, middle=baritone, low=bass

Attitude & Behavior

·  Respect the abilities of self and others

GRADE 5

 

By the end of Grade 5, in addition to the pre-Kindergarten through Grade 4 skills, students will be able to know and do the following:

 

Rhythm

 

·  Read, write, sing, and play songs and instrumental piece using dotted eighth-sixteenth, sixteenth-dotted eighth, sixteenth-eighthsixteenth, and sixteenth rest

 

·  Change beat unit to eight. Perform rhythm and barred instrument pieces in 4/8 and 3/8 meters

 

·  Read, write, sing, and play pieces in 6/8 meter

 

·  Perform and listen to pieces with irregular phrase length construction

 

Melody

 

·  Identify la tonal center in diatonic material (aeolian mode)

 

·  Sing melodies while reading scores

 

Tempo

 

·  Demonstrate knowledge of accelerando and ritardando

 

Texture

 

·  Sing and play pieces using parallel thirds and sixths

 

·  Sing chord roots and play on barred instruments pieces requiring a IIV-V harmonic setting

 

·  Perform three- and four-voice canons with accompaniment

 

·  Perform pieces with three independent voice parts

 

Form

 

·  Perform, create, and listen to examples of theme and variations form

 

Improvisation

 

·  Improvise pieces with barred and other instruments employing expressive contrasts

 

Musical Vocabulary and Concepts

 

·  Introduce students to American musical traditions

 

Listening

To encourage listening skills and the beginnings of understanding music, students will be exposed to various kinds of music often and repeatedly. In Preparatory class, music can be played for enjoyment, to accompany activities, to inspire creative movement, etc. Students will be exposed to a wide range of music including children’s songs, instrumental music, and music from various cultures.

·  Provide brief, child-friendly biographical profiles of composers and listen to representative works.

Attitude & Behavior

·  Respect the abilities of self and others