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MASSAPEQUA PUBLIC SCHOOLS

ELEMENTARY GENERAL MUSIC CURRICULUM

SUMMER 2009

COMMITTEE MEMBERS

Jill CzarneckiKathleen Dyckman

Gary LoockThomas Tucker

Janice VacchianoJeanine Yako

BOARD OF EDUCATION

Christine Lupetin Perrino - PresidentMaryanne Fisher - Vice President

Thomas Caltabiano - SecretaryTimothy Taylor - Trustee

Jane Ryan - Trustee

ADMINISTRATION

Charles V. Sulc, SuperintendentAlan Adcock, Assistant Superintendent for Business

Lucille F. Iconis, Assistant Superintendent for Elementary EducationSusan Woodbury, Assistant Superintendent for Secondary Education

Thomas J. Fasano, Ed.D., Assistant to the Superintendent for HR & General Admin.

Robert Schilling, Executive Director for Assessment, Student Data and Technology Services

TABLE OF CONTENTS:

Course Description and Rational.........................................................................................3

Curriculum Map...................................................................................................................4Element 1 – Rhythm .......................................................................................................5Element 2 – Melody ........................................................................................................6Element 3 – Harmony .....................................................................................................7Element 4 – Expression ..................................................................................................8Element 5 – Form ...........................................................................................................9Element 6 – Timbre ......................................................................................................10

GRADE 1...........................................................................................................................11Assessments...................................................................................................................18






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Course Description and Rational

The purpose of this General Music Curriculum is to give the elementary student a strong knowledge and understanding of musical elements. These include rhythm, melody, harmony, form, timbre and expression. To learn this material, students need to experience and engage in music in variety of ways, including playing, singing, analyzing, creating, performing, and listening.

Proper and early exposure to music is crucial in the development of a child’s education. Music helps students to become better listeners. Additionally, it develops their ability to think and process information in a different manner. Music introduces and reinforces the creative process. Students learn to process information, and then use that information to create works of art or appreciate and perform the creative output of others.

Elementary General Music is one area of music education that affects every student in Massapequa. A large majority of our students will further their music education and become members of the band, orchestra, and/or chorus programs, but every student takes elementary general music. General Music therefore has an obligation to introduce our students to music in a sequential manner. This philosophy is the basis of this curriculum.

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Curriculum Map

4

Element 1Rhythm

Grade Rhythm Meter Temposteady beat strong beat fast/slow

unsteady beat weak beat faster/slower

1 changes in tempo

quarter & eighth notes

quarter rests

Add: Add: Add:

half and whole notes distinguish between fermata

2 half and whole rests duple and triple meter

beat verses rhythm

Add: Add: Add:

dotted half note time signatures accelerando

3 2/4, 3/4 and 4/4 ritardando

Add: Add: Add:

dotted quarter noteconducting 2/4, 3/4

and vocabulary

4 eighth rest 4/4 patterns Andante

4 sixteenth Moderato

Allegro

Add: Add: Add:

triplets time signature 6/8 vocabulary

5 Largo

Presto

Add: Add: Add:

varied sixteenth note changing meter vocabulary

6 patterns Adagio

syncopation

5

Element 2Melody

Grade Melody Note Readingsol, mi, add la high/low

with Kodaly Hand Signals iconic representation

1 steps, skips, same of melody

melodic contour line and space notes

high/ low staff

Add: Add:

re, do direction of melody on

2 mi re do pattern staff, Treble Clef

letter note reading

notation

Add: Add:

melodic repetition Bar line, repeat sign,

3 unison measure, time signature

pentatonic Treble Clef

mi - sol pattern

Add: Add:

ti, fa and octave do ledger line above & below

4

Add: Add:

whole and half steps sharp, flat, and natural

5

Add: Add:

using solfege: sing major key signature

6 sing major & la -based Bass Clef

minor scale

6

Element 3Harmony

Grade Harmony/Texture Singing Skillsone sound/more sounds pitch matching

accompaniment/ no echo singing

1 accompaniment unison, call and response

read and perform sol, mi

la patterns

Add: Add:

Ostinato solo singing

2 Bordun read and perform sol, mi

and mi, re, do

rounds

Add: Add:

Unison vs. Solo and Group two part canon

3 singing

Add: Add:

Partner Song partner songs

4 Major/minor

2 part Harmony

Add: Add:

Chord Changes two part harmony

5 I, IV, V Blues Scale

Add: Add:

3 part Harmony 3 part harmony/ canons

6 hearing SATB canons

Element 47

ExpressionGrade Dynamics Articulation

loud/soft concept of legato

getting louder staccato

1 getting softer glissando

Add: Add:

piano tie

2 forte

Add: Add:

Crescendo slur

3 Decrescendo

mp

mf

Add: Add:

pp accent

4 ff music vocabulary:

staccato

legato

Add: Add:

subito marcato

5

Add: Add:

6 mezzo di voce diction

8

Element 5Form

Grade Form Major Works American Repertoire

same/different NutcrackerAmerica (My Country Tis of

Thee)

echo Surprise Symphony Star Light, Star Bright

1 concept of a phrase Twinkle, Twinkle

Little Sally Water

Farmer In the Dell

Add: Carnival of the Animals This Land is Your Land

call and response Peter and the Wolf God Bless America

2 question and answer There was an Old Lady

cumulative songs Bow Wow WOW

AB; ABA I'll be Working On the Railroad

Add: The Young Person's America the Beautiful

solo/ chorus Guide to the Orchestra Oh Susanna

3 canon Beethoven's 9th Rocky Mountain

round Clementine

verse/ refrain Take Me Out to the Ballgame

Add: 1812 Overture Star Spangled Banner

Introduction Danse Macabre You're a Grand Old Flag

4 Coda Erie Canal

D.C al fine Tideo

1st and 2nd ending Dry Bones

AABA

Add: March of the Toreadors Fifty Nifty

theme and Variation Auld Lang Syne

5 Rondo Vive L Amour

Zum Gali Gali

76 Trombones

Add: Firebird Suite Battle Hymn of the Republic

12 bar blues Bruckner's 7th When Johnny Comes Marchin Home

6 Fugue Simple Gifts

The Water Is Wide

9

Element 6Timbre

Grade Timbre Instrument Skillsparts of the voice: Perform eighth and quarter

sing, speak, shout, whisper notes

1 Perform sol -mi patterns

work on steady beat

repeats

Add: Add:

Orchestra and Band perform by rote simple

2 Instruments accompaniment patterns

Classroom Instruments. Read/perform sol la mi

patterns on classroom

instruments

Add: Add:

Woodwinds, String, BrassRead and perform mi - re -

do

3 Percussion patterns

(see attached for Recorder

Calendar)

Add: Add:

Alto; Soprano Read and perform

4 voice categories pentatonic

A capella

Add: Add:

the concept of voice Read and perform

5 categories Tenor; Bass melodic patterns from

C major scale

vocal styles Add: while singing

Read and perform melodic

6 pattern middle C through

Treble Clef

and Harmonic patterns

10

GRADE 1

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ELEMENT ONE: Rhythm Meter, Tempo

Rhythm: Introduction to Steady Beat Introduction to Rhythm

Introduction to Quarter NoteIntroduction to Quarter RestIntroduction to Eighth Note

Meter: Discuss Strong Beat and Weak Beat Tempo: Introduction to fast and slow; getting faster/slower Introduction to changing tempos

Objective: By the end of 1st Grade students will have a basic understanding of beat, rhythm, meter and tempo. Students will be able to find, feel and perform steady beat; they will be able to identify and perform quarter note, rest and eighth note; they will be able to identify whether the music is fast, slow or changing tempos.

State Standards:1b. Creating, Performing, and Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics”1c. Creating, Performing, and Participating: “Read simple

standard notation in performance and follow vocal or keyboard scores in listening.” Rhythm, meter, tempo

3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm,

harmony, dynamics, timbre, form, style, etc.”

Technology:Music Ace 2

Smartboard

Differentiated Instruction: Aural: Listen to the rhythm, meter, and tempo being performed.

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Visual: Read the rhythm, meter, and tempo on the board.Kinesthetic: Students will find various ways to perform rhythm;

Pat, clap, snap, etc.

ELEMENT TWO: Melody and Note Reading/Notation

Melody: Introduction to melody and melodic contour; high/low, up/down Introduction to pitches Sol, La, Mi

Note Reading/Notation : Introduction to the staff

Line Notes and Space Notes Iconic representation of Melody High and Low

Objective: By the end of 1st grade, students will have a basic understanding melody as well as of the staff and how it works. Students will be able to identify high pitches and low pitches; they will be able to identify the contour of the pitches, up/down/same; they will be able to identify line notes and space notes. Students will be able to perform and identify the pitches Sol, La and Mi vocally, aurally and with Kodaly hand signs.

State Standards:1b. Creating, Performing, and Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and

dynamics”1c. Creating, Performing, and Participating: “Read simple standard

notation in performance, and follow vocal or keyboard scores in listening.”



Technology: Music Ace 2 Smartboard

Differentiated Instruction: Aural: Listen to the melody and describe what they hear

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Visual: Read the melody on the board or Smart board and describe what they see.

Kinesthetic: Students will perform the melody vocally and on Orff instruments. Students can trace the melody in the air with hands or scarves. Students can use their bodies and hands to demonstrate where the pitches are.

ELEMENT THREE: Harmony and Singing Skills

Harmony: Introduction to harmony; one sound vs. more than one sound; Accompaniment vs. no accompaniment

Singing Skills: Pitch matching

Echo singing Unison Call and Response Read and perform Sol, Mi, and La patterns

Objective: By the end of 1st grade, students will have a basic understanding of harmony; They will be able to differentiate between music with one sound and music with more than one sound; They will be able to identify

when there is or is not an accompaniment. By the end of 1st grade, students will have acquired basic beginning singing skills; They will start to match pitches, specifically Sol, Mi and La; They will read and perform Sol, Mi and La patterns; They will also begin to echo sing as well as sing in unison and with call and response.

State Standards:1b. Creating, Performing, and Participating: “Sing songs and play

instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics”

1c.Creating, Performing, and Participating: “Read simple standard notation in performance, and follow vocal or keyboard scores in

listening.”3b. Responding to and Analyzing Works of Art: “Describe the

music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”


Smartboard

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Differentiated Instruction:

Aural: Listen to the music and describe the sounds they hear.Visual: Read the melody on the board or smart board and describe

what they see.Kinesthetic: Students can use their bodies and hands to perform singing

patterns.

ELEMENT FOUR: Expression: Dynamics and Articulation

Dynamics: Introduce loud and soft Introduce the concept of getting louder and getting softer

Articulation: Introduce the concept of Legato, Staccato and Glissando

Objective: By the end of 1st grade, students will have a basic understand of Dynamics and Articulation. Students will be able to identify loud sounds and soft sounds; They will be able to tell when music is getting louder and/or getting softer; They will begin to identify with the concepts of legato, staccato and glissando.




harmony, dynamics, timbre, form, style, etc.” 3c. Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timber.

Technology: Music Ace 2 Finale

Smartboard Differentiated Instruction:

Aural: Listen to the music and describe the sounds they hear.Visual: Students will be able to look at pictures of instruments and

objects and describe the sounds they make in terms of levels of loud and soft.

Kinesthetic: Students will perform the various dynamic levels and articulations on various pitched and unpitched instruments.

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ELEMENT FIVE: Form and Major Works

Form: Introduction to phrase Introduction same vs. different Introduction to echo

Major Works : Introduce Tchaikovsky’s Nutcracker Suite

Introduce Haydn’s Surprise Symphony

Objective: By the end of 1st grade, students will have a basic understanding of the concept of form. They will begin to develop and grasp the feeling of phrases in music; They will differentiate between things that sound the same and different; They will begin to investigate echo. By the end of 1st grade, students will be familiar with the composers Tchaikovsky and Haydn; They will listen to and become familiar with The Nutcracker Suite and Surprise Symphony.

State Standards:3a. Through listening, identify the strengths and weaknesses

of specific musical works and performances, including their own and others.


harmony, dynamics, timbre, form, style, etc.” 3e. Describe their understanding of particular pieces of music and how they relate to their surroundings 4b. Identify the titles and composers of well-known examples of Classical concert music and blues/jazz selections.

Technology: Music Ace 2 Smartboard Differentiated Instruction:

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Aural: Listen to the music and describe what they hear.Visual: Use visual aids when introducing classical music and

composers. Students can draw to identify the phrases in music.

Kinesthetic: Students can perform the phrases using their body movements or tactile objects such as scarves.

ELEMENT SIX: Timbre and Instrumental Skills

Timbre: Differentiate between their 4 voices: Speak, Shout, Whisper, Sing

Instrumental Skills : Perform ostinato patterns on Sol and Mi with eighth and quarter

notes. Perform various rhythm patterns and keep the beat with classroom instruments

Objective: By the end of 1st grade, students will have a basic understanding of timbre. They will be able to identify and use their 4 voices: Speak, Shout, Whisper and Sing. By the end of 1st grade, students will have obtained basic instrumental skills using classroom instruments. They will be able to keep a beat and perform various rhythmic and sol - mi patterns on classroom instruments. State Standards:

1b. Creating, Performing and Participating: Sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs and harmonizing parts.

2a. Knowing and Using Arts Materials and Resources: Use classroom and nontraditional instruments in performing and creating instruments. 3b. Responding to and Analyzing Works of Art: Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc. 3c. Discuss the basic means by which the voice and instruments alter pitch, loudness, duration, and timbre.

Technology: Music Ace 2 Differentiated Instruction:

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Aural: Listen to the music and sounds and describe what they hear.

Visual: Use pictures to help describe the 4 types of voices. Use visual aides to represent the rhythms to be played.

Kinesthetic: Students can create movements to represent the different voices.

GRADE 1(Assessments)

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Name _________________________

Sometimes music has steady beats.

Sometimes music has no beat.

Circle the type of beat you hear.

Steady Beat No Beat

1.

2.

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I I I I

I I I I

I I I I

3.Name: ___________________________

Teacher: _________________________

How many beats do you hear?1.

2.

3.

4.

20

I I I I

GRADE 2

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Rhythm: Review steady beat and unsteady beat.Review rhythm verses beat.Review notation (Quarter Note, Quarter Rest and Eighth Note)Introduce Half and Whole Notes.Introduce to Half and Whole Rests.

Meter: Review strong beat and weak beat Distinguish between duple and triple meter

Tempo: Review fast and slow. Review changing tempos.

Introduce the fermata (hold).

Objective:By the end of 2nd Grade students will have a basic understanding of beat, rhythm, meter and tempo. Students will be able to find, feel and perform steady beat. They will show proficiency in identifying and performing quarter note, quarter rest and eighth note. They will be able to identify and perform half and whole notes as well as half and whole rests. They will be able to identify duple and triple meter. They will be able to identify whether the music is fast, slow and changing tempos. They will also be able to perform and identify musical examples that use fermatas.



1c. Creating, Performing, and Participating: “Read simple standard notation in performance and follow vocal or keyboard

scores in listening.” Rhythm, meter, tempo 3b. Responding to and Analyzing Works of Art: “Describe the


Technology:Music Ace 2FinaleSmartboard

Differentiated Instruction: Aural: Students will listen to the rhythm, meter, and tempo being

performed.Students will recognize notation from echoing patterns.

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Visual: Students will view the rhythm, meter, and tempo on the board/smartboard.Students will locate rhythms, and meter within music examples of simple songs.Students will use rhythm cards to practice skills

Kinesthetic: Students will notate the rhythm, meter, and tempo. Students will move to the beat. Students will perform the rhythm on instruments. Students will clap the rhythm. Students will use various ways to perform the rhythm such as clapping, patting, etc.

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Melody:Review of melody and melodic contour such as high/low, and up/down.

Review pitches Sol, La, and MiIntroduce Do and Re.Introduce melodic steps, skips and repeats.

Note Reading/Notation : Review line notes and space notes

Introduce note reading/letter names.

Objective:By the end of 2nd grade, students will have a real understanding of melody as well as of the function of the musically staff. Students will be able to identify high pitches and low pitches; they will be able to identify the contour of the pitches. They will be able to identify line notes and space notes and call them by their letter name. Students will be able to perform and identify the pitches Sol, La, Mi, Re and Do vocally, aurally and with Kodaly hand signs.


dynamics”1c. Creating, Performing, and Participating: “Read simple standard notation in performance, and follow vocal or keyboard scores in listening.”3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”


SmartboardFinale

Differentiated Instruction: Aural: Listen to the melody and describe what they hearVisual: Read the melody on the board/smartboard and describe

what they see.Draw pictures to describe what is heardStudents will use melody cards to practice skills

Kinesthetic: Students will perform the melody vocally and on Orff instruments.

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Students can trace the melody in the air with hands or scarves. Students can use their bodies and hands to demonstrate melodic direction.

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Harmony: Introduction to ostinato (A short melody or pattern that is constantly repeated, usually in the same part at the same pitch) and bordun (An open fifth accompaniment in which Do and Sol are played).

Singing Skills: Solo singingRead and Perform Sol – mi and Mi- Re- Do patternsRounds

Objective: By the end of 2nd grade, students will have a more concrete understanding of harmony; they will be able to perform music with an accompanied sound of ostinato and/or bordun. By the end of 2nd grade, students will have mastered beginning singing skills; and become more confident in pitch matching; specifically Sol, Mi and La; They will read and perform Sol, Mi with the addition of La, as well as Mi – Re - Do patterns. They will continue to work on echo singing and singing unison songs. They will also begin to understand the concept of sing in rounds.


dynamics”1c. Creating, Performing, and Participating: “Read simple standard





Finale Differentiated Instruction:

Aural: Listen to the music and describe the sounds they hear.Students will recognize melody patterns by echoing patterns.

Visual: Read the melody on the board or smartboard and describe what they see. Students will use melody cards to practice skills

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Kinesthetic: Students can use their bodies and hands to perform singing patterns and help them to understand where to place the pitches. Students will use Kodaly hand signals to help with pitch placement. Students can pat the patterns in the air or on their laps to prepare for playing ostinato and bordun patterns on instruments.

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Dynamics: Review loud and soft Review the concept of getting louder and getting softer

Introduce piano and forte

Articulation: Review the concepts of legato, staccato and glissandoIntroduce the concept of tie.

Objective: By the end of 2nd grade, students will have a more concrete understanding of dynamics and articulation. Students will be able to identify loud sounds and soft sounds and properly label them with piano and forte. They will confidently identify the concepts of legato, staccato and glissando. 2nd grade students will be introduce to simple uses of ties in notation.

State Standards:

1b. Creating, Performing, and Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and

dynamics”3b. Responding to and Analyzing Works of Art: “Describe the


3c. Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timber.


Finale

Differentiated Instruction: Aural: Listen to the music and describe the sounds they hear.

Students will recognize volume after hearing music examples

Visual: Students can use pictures that represent volume. Large pictures for large sound. Students will label the dynamics of the large pictures and small pictures with the terms of piano and forte.

Kinesthetic: Students can perform the various dynamic levels and articulations with various pitched and unpitched instruments. Students can become music notes. They can hold hand to represent the ties and the rest of the class can clap the rhythms they see.

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Form: Review phrase, the concepts of same vs. different and continue working with echoing.Introduce call and response and question and answer phrasesIntroduce AB and ABA patterns in musical examplesBegin working with cumulative songs.

Major Works: Introduce Saint-Saens Carnival of the AnimalsIntroduce Prokofiev’s Peter and the Wolf

Objective: By the end of 2nd grade, students will have a more definite understand the concept of form. They will begin working with call and response patterns and question and answer patterns in music. They will begin to learn cumulative songs. The students will be able to identify and label the patterns in music. By the end of 2nd grade, students will be familiar with the composers Saint –Saens and Prokofiev. They will listen to and become familiar with Carnival of the Animals and Peter and the Wolf..

State Standards:

3a. Through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others.


harmony, dynamics, timbre, form, style, etc.” 3e. Describe their understanding of particular pieces of music and

how they relate to their surroundings4b. Identify the titles and composers of well-known examples of classical concert music and blues/jazz selections.

Technology: Music Ace 2 Smartboard Finale Differentiated Instruction:

Aural: Listen to the music and describe what they hear.Visual Students can look at music and see how and where the

phrases are. Also, use visual aides when introducing classical music and composers. Students can draw to identify the phrases in music. Show the picture book of Carnival of the AnimalsUse the video (cartoon) Peter and the Wolf

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Kinesthetic: Students can perform the phrases using their body movements, or tactile objects such as scarves.Students can use objects to create patterns to represent the different phrases in the music.

30


Timbre: Review different parts of the voice Speak, Shout, Whisper, Sing Begin to recognize classroom instruments as well as the sounds from band and orchestra.

Instrumental Skills: Read and perform so- la- mi patterns on classroom instruments. Continue to practice ostinato and bordun patterns using Sol and Mi with eighth and quarter notes.Perform various rhythm patterns and keep the beat with classroom

instruments.

Objective: By the end of 2nd grade, students will have developed an understanding of timbre. They will begin to identify by sound the instruments of the band and orchestra. They will also begin to identify by sound the instruments of the classroom. By the end of 2nd grade, students will have developing instrumental skills of using classroom instruments. They will be able to keep a beat and perform various rhythmic and sol, la mi patterns on classroom instruments.

State Standards:

1b. Creating, Performing and Participating: Sing songs and Play instruments, maintaining tone quality, pitch, rhythm,

tempo and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs and harmonizing parts.

2a. Knowing and Using Arts Materials and Resources: Use classroom and nontraditional instruments in performing and creating instruments. 3b. Responding to and Analyzing Works of Art: Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc. 3c. Discuss the basic means by which the voice and instruments alter pitch, loudness, duration, and timbre.

Technology: Music Ace 2 Finale

Smartboard Differentiated Instruction:

Aural: Listen to the music and sounds and describe what they hear.

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Visual: Use pictures to help describe the instrument sounds. Use visual aides of instruments to help correlate the sound of what is being heard.

Kinesthetic: Students can create movements to represent their different sounds in the musical example being played

32


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Name _______________________ Dynamics

Circle the best answer.

1. The musical word for soft/quiet is:

Piano Forte

2. The musical word for loud/strong is:

Piano Forte

3. The letter p stands for:

Piano Forte

4. The letter f stands for:

Piano Forte

Was the music piano or forte?

5. Piano Forte

6. Piano Forte

7. Piano Forte

8. Piano Forte

9. Piano Forte

10. Piano Forte

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Name _________________________ Carnival of the Animals 1. An introduction is found at the:

Beginning Middle Ending

2. The composer of the Carnival of the Animals is:

Peg Hoenack Camille Saint-Saens Beethoven

3. Which animal is represented by this song?

Lion Horse Tortoise


Monkeys Tortoise Rabbit


Zebra Lion Elephant


Monkeys Tortoise Rabbit

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Name _______________________ Tubby the Tuba

Name or draw the instruments you heard or saw in the movie:

Strings: Brass:

_________________ _______________

_________________ _______________

_________________ _______________

_________________ _______________

Percussion: Woodwind:

_________________ _________________

_________________ _________________

_________________ _________________

_________________ _________________

_________________

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Name:________________________Teacher:______________________

What do you hear?Circle the instrument you hear, from the recording

1. FluteOboeViolinKettle DrumClarinetBassoonFrench Horn



4. FluteOboeViolinKettle DrumClarinetBassoon French Horn



37

Matching – draw a line to match the character to the correct instrument

HuntersPeterBirdCatGrandpaWolfDuck

FluteOboeViolinKettle DrumClarinetBassoonFrench Horn

38

GRADE 3

39

ELEMENT ONE: Rhythm, Meter, Tempo

Rhythm: Introduce dotted half noteReview quarter note/rest, eighth notes, half note/rest, whole note/restReview beat vs. rhythmReview steady beat

Meter : Introduce time signatures: 2/4, ¾, 4/4, Common TimeReview strong/weak beat

Tempo: Introduce accelerando and ritardandoReview fast/slow, getting faster/slower, changing tempo, fermata

Objective: By the end of third grade, students will be able to identify, perform (play/sing), notate, and count the following rhythms with a steady

beat in 2/4, ¾, and 4/4 meters: dotted half note, quarter note/rest, eighth notes, half note/rest, and whole note/rest. Students will also be able to identify and perform tempo changes such as accelerando and ritardando.



1c. Creating, Performing, and Participating: “Read simple standard notation in performance and follow vocal or keyboard

scores in listening.” Rhythm, meter, tempo1d. Creating, Performing, and Participating: “In performing

ensembles, read very easy music and respond appropriately to the gestures of the conductor.” Accelerando, ritardando,

fermata3b. Responding to and Analyzing Works of Art: “Describe the


Technology: Music Ace 2Finale

Differentiated Instruction: Aural: Listen to the rhythm, meter, and tempo being performed. Visual: Read the rhythm, meter, and tempo on the board. Kinesthetic: Have the students notate the rhythm, meter, and

tempo. Students will move to the beat. Students will perform the rhythm on instruments. Students will clap the rhythm.

Students will find various ways to perform the rhythm such as clapping, patting, etc.


Melody: Introduce pentatonic, melodic repetition, and unisonReview high/low, melodic contour (up/down), step/skip/same, So-mi-la do-re-mi

Note Reading/Notation:Introduce bar line, measure, melody, time signature, and

repeat signReview staff: line/space, treble clef, letter names

Objective: By the end of third grade, students will be able to identify and describe the characteristics of the staff including measures, bar lines, time signatures,

and repeat signs. Students will be able to sing, play, and compose pentatonic melodies. Students will also be able to identify

melodic repetition.



1c. Creating, Performing, and Participating: “Read simple standard notation in performance, and follow vocal or keyboard scores in

listening.”1e. Creating, Performing, and Participating: “Identify and use, in

individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and

others.”3b. Responding to and Analyzing Works of Art: “Describe the


Technology: FinaleMusic Ace 2Smartboard

Differentiated Instruction: Compositions can be done individually and/or with small groups.

ELEMENT THREE: Harmony and Texture

Harmony/Texture: Introduce unison vs. solo vs. group singingReview ostinato/bordunReview one sound/more than one sound; accompaniment/no

accompaniment

Objective: By the end of third grade, students will be able to identify, describe, perform, and compare solo singing, group singing, and

unison singing.



1e. Creating, Performing, and Participating: “Identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and



Technology: Smartboard.

Differentiated Instruction: Aural: Listen to the various textures (solo/group/unison)

performed. Visual: Read the various textures on the board.

Follow listening maps with traces of various texture layouts.

Kinesthetic: Have students notate/draw/trace the various texture layouts (ex. One single line for solo

singing, one thick block for unison, etc.)

ELEMENT FOUR: Expression: Articulation and Dynamics

Articulation: Introduce slurReview tie, glissando, and concepts of legato and staccato.

Dynamics: Introduce crescendo, decrescendo, mezzo piano, and mezzo forteReview piano, forte, loud/soft, getting louder/softer

Objective: By the end of third grade, students will be able to identify, describe, notate, and perform slurs. Students will also be able to identify,

describe, notate, and perform with crescendo, decrescendo, mezzo piano, mezzo forte, piano, and forte dynamics.


instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics.”


listening.”1e. Creating, Performing, and Participating: “Identify and use, in

individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and




Differentiated Instruction: Aural: Listen to slurred passages vs. non-slurred passages. Listen

to various dynamic levels. Visual: Read the slurred passages and dynamics on the board. Kinesthetic: Move smoothly and gracefully for slurred passages.

Move with detached steps/movements for non-slurred passages.

Use large movements for louder passages, and small movements for softer passages. (Stomp vs. tip-toe)


Form: Introduce verse/refrain, canon, round, solo/chorusReview same/different, echo, phrasing, ABA, AB, call and response,

cumulative song

Major Works : Beethoven’s 9th Symphony (Ode to Joy)The Young Person’s Guide to the Orchestra

Objective: By the end of third grade, students will be able to identify, describe, and perform canons and rounds. Students will also be able to identify

and describe verse/refrain, and solo/chorus. Third grade students will also be able to identify and describe Beethoven’s 9th Symphony and The Young Person’s Guide to the Orchestra.

State Standards: 1c. Creating, Performing, and Participating: “Read simple standard


1e. Creating, Performing, and Participating: “Identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and



3e. Responding to and Analyzing Works of Art: “Describe their understandings of particular pieces of music and how they relate to their surroundings.”


Differentiated Instruction: Aural: Listen to compositions with specific forms such as rondo

and canons. Listen to The Young Person’s Guide to the Orchestra.

Visual: Read The Young Person’s Guide to the Orchestra. Present the different sections of specific forms (such as the

rondo) using pictures on the board.

Kinesthetic: Place students into different groups when performing a rondo (each group performs a different section of

the rondo).Tap/clap/pat the beat on a different body part for each

section of the musical form.ELEMENT SIX: Timbre and Instrumental Skills

Instrument Skills:Introduce reading and performing mi-re-do melodies on classroom

instruments**See attached for recorder**Review reading and performing so-la-mi melodies with eighth and

quarter notes/restsReview ostinato on sol-mi with eighths and quartersReview rhythm patterns and steady beat on classroom instruments

Timbre: Introduce the four instrument familiesReview orchestral, band, and classroom instrumentsReview various voices: whisper, speak, sing, shout

Objective: By the end of third grade students will be able to read, perform, and identify mi-re-do melodies on classroom instruments.

Students will also be able to identify and describe the four instrument families. Students will also be able to

perform in the recorder concert.




listening.”1d.Creating, Performing, and Participating: “In performing

ensembles, read very easy/easy music and respond appropriately to the gestures of the conductor.”



Technology: Smartboard

Differentiated Instruction: Aural: Listen to the instruments of all four families.

Listen to mi-re-do patterns. Visual: Look at pictures of the instruments of all four families.

Kinesthetic: Use Kodaly hand signs for mi-re-do patterns.Have a hands-on day with instruments from the four

families to discover how they produce sound.

Month In Class Sample Songs AssessmentsSeptember Recorder Care, To B or not to B, Let's Learn B,

New Note B

Parts of the recorder

Practice tips, Good/ Bad sound

Line/space notes quarter, whole, half notes and rests musical sayings

Teach “B” Rhythm examples

October Teach “A” A and B in Harmony, Let's Learn A, New Note A

Rhythm examples

Teach “G” Merrily We Roll Along Mad Minute B-A-G Pierrot Lullaby Au Claire De La Lune Hot Cross Buns

November Teach New Note “C” Merrily We Roll Along High C Juba Sweet Tooth

December Teach Ode to Joy (A section) High “D” Harvest Song Jingle Bells Dreidel Song

January Review Blue Jean (duet) Mad minute

B-A-G-C-D G Scale patterns B-A-G-C-D Mary Had a Little Lamb When the Saint's Go Marchin In Lightly Row

February Teach E The Owl Ode to Joy (A -Section)Sing About Martin

Skin and BonesRattlin BogIntroduce Concert music Song 1

March Teach D Old MacDonald Amazing GraceIntroduce Concert Music Song 2

April Teach F# Happy Birthday Mad MinuteWilliam Tell Overture B-A-G-C-D-E -F# -DThis Land Is Your Land Introduce Concert Music Song 3

May D -Scale Concert Music

All Concert MusicJune Teach low C C- Scale


GRADE 4


Rhythm: Introduce four sixteenth notesIntroduce dotted quarter noteIntroduce eighth restReview dotted half note, quarter note/rest, eighth notes, half note/rest, whole note/restReview beat vs. rhythm and steady beat

Meter: Introduce Conducting Patterns in 2/4, ¾, 4/4Review 2/4, ¾, 4/4, common timeReview strong and weak beat

Tempo: Introduce andante, moderato, allegroReview accelerando, ritardando, fermata, changing tempo

Objective: By the end of fourth grade, students will be able to identify, perform (play/sing/clap), notate and count the following rhythms with a steadybeat in 2/4, ¾ and 4/4 meters: four sixteenth notes, dotted quarter note, dotted half note, quarter note/rest, eighth note/rest, half note/rest, whole note/rest. Students will be able to identify and perform various tempi such as andante, moderato and allegro. The students will be able to conduct the following meter patterns: 2/4, ¾, 4/4.

State Standards:1b. Creating, Performing, Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics.”1c. Creating, Performing, Participating: “Read simple standard notation in performance and follow vocal or keyboard scores in listening.” Rhythm, meter, tempo1d. Creating, Performing, Participating: “In performing ensembles, read very easy music and respond appropriately to the gestures of the conductor.” Andante, moderato, allegro, accelerando, ritardando, fermata and conducting patterns.3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”

Technology: SmartboardFinaleMusic Ace 2

Differentiated Instruction: Aural: Students will listen to the rhythm, meter and tempo being performed. Visual:Students will read the rhythm, meter and tempo on a piece of music.

Kinesthetic: Students will notate rhythm. Students will move to the beat. Students will clap/pat rhythms and perform them on various classroom instruments. Students will conduct in various meters.


Melody: Introduce ti, fa and octave doIntroduce melodic sequenceReview pentatonic scale, melodic repetition, unison, sol-mi-la, do-re-mi, step/leap/repeat, melodic contour (up/down)

Note Reading/Notation : Introduce leger lines (above/below staff)Review bar line, measure, melody, time signature, repeat signReview staff: line/space, treble clef, letter names

Objective: By the end of fourth grade, students will be able to identify and describe the characteristics of the staff including leger lines, bar lines, measures, time signatures and repeat signs. Students will be able to sing melodic patterns containing fa, ti and octave do as well as all the notes in a major scale. Students will be able to identify and perform melodic sequences and repetition.

State Standards:

1b. Creating, Performing, Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics.”1c. Creating, Performing, Participating: “Read simple standard notation in performance and follow vocal or keyboard scores in listening.” 3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”


Differentiated Instruction: Aural: Students will listen to various songs using all notes in a

major scale.Visual: Students will read melodies and patterns, leger lines, bar lines,

measures and letter names on a staff.Kinesthetic: Students will notate barlines, notes, treble clef and time

signature on a staff. Students will use Kodaly hands signswhile singing syllables of a scale. Students will perform various melodies on classroom instruments.


Harmony/Texture:Introduce partner songsIntroduce harmony/two part harmonyIntroduce hearing/performing major and minor scalesReview unison vs. solo vs. group, ostinato, bordun,

Singing Skills:Introduce singing partner songsReview two part canon, rounds, solo singing, call and response and various patterns using sol-mi-la, sol-mi, and do-re-mi

Objective: By the end of fourth grade, students will be able to sing partner songs, two part canons, rounds, vocally perform songs with two part harmony, sing ostinato patterns while the melody is performed at the same time and sing solo. Students will be able to listen and identify major vs. minor scales. Students will be able to perform ostinato patterns and a bordun on classroom instruments at the same time the melody is being performed by someone else.

State Standards:1b. Creating, Performing, Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinato) with familiar songs, rounds, partner songs, and harmonizing parts.”3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”

Technology:SmartboardFinaleMusic Ace 2

Differentiated Instruction: Aural: Students will listen to the difference between harmony

and unison, major vs. minor, partner songs vs. canons and rounds

Visual: Student will read and perform ostinato patterns.Kinesthetic: Students will perform ostinato and bordun patterns

on various classroom instruments.


Dynamics: Introduce pianissimo (pp)Introduce fortissimo (ff)Review crescendo, decrescendo, mezzoforte (mf), mezzopiano (mp), piano (p), forte (f)

Articulation: Introduce legato, staccatoIntroduce accentsReview slur and tie

Objective: By the end of fourth grade, students will be able to identify (aurally and visually) and perform (sing and play instruments) various dynamics including: pianissimo, piano, mezzopiano, mezzoforte, forte, fortissimo, crescendo and decrescendo. They will also be able to identify and perform various articulations including: legato, staccato, accents, ties and slurs.

State Standards:1b. Creating, Performing, Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics; perform the music expressively.”(Legato, staccato, accents, ties, slurs)1d. Creating, Performing, Participating: “In performing ensembles, read very easy music and respond appropriately to the gestures of the conductor.” (Gestures to express dynamics and articulation)3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”3c. Responding to and Analyzing Works of Art: “Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timbre.” (dynamics)


Differentiated Instruction: Aural: Students will listen to various dynamics and articulation in a song.Visual:Students will read the dynamic and articulation symbols on a piece of music.Kinesthetic: Students will perform various dynamics and articulationsto a song on classroom instruments.


Form: Introduce introduction and codaIntroduce D.C. al fineIntroduce 1st and 2nd endingIntroduce AABA formReview canon/round, verse and refrain, AB/ABA, call and response, cumulative song

Major Works:Introduce Tchaikovsky’s 1812 OvertureIntroduce Danse Macabre

Objective: By the end of fourth grade, students will be able to identify and perform the following elements of form: introduction, coda, D.C. al fine, 1st and 2nd

endings, AABA form, canon/round, verse/refrain, AB, ABA, call and response and cumulative songs. Students will be able to identify the following major works: 1812 Overture, Danse Macabre

State Standards:1c. Creating, Performing, Participating: “Read simple standard notation in performance and follow vocal or keyboard scores in listening.” Find the form1e. Creating, Performing and Participating: “Identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others.” Major Works—composer’s methods 3a. Through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others’. Major Works3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”4b. Understanding the Cultural Dimensions and Contributions of the Arts: “Identify the titles and composers of well-known examples of classical concert music and blues/jazz selections.”

Technology: Smartboard FinaleMusic Ace 2

Differentiated Instruction: Aural: Students will listen to various major works.Visual: Students will read various symbols as related to form on

a piece of music.

Kinesthetic: Students will use different motions to distinguish between different sections of a song to illustrate the form.


Timbre: Introduce the concept of vocal rangeIntroduce soprano, alto, a capellaReview the four families of instruments

Instrument Skills:Introduce reading and performing pentatonic patternsReview reading and performing sol-la-mi, do-re-mi as well as ostinato patterns on sol-mi using the following rhythms: eighth note, quarter note, half note, whole note and the corresponding rests.

Objective: By the end of fourth grade, students will be able to read andperform patterns containing notes in the pentatonic scale using basic rhythms on classroom instruments. Students will be able to listen and identify the soprano voice, the alto voice and performances that are sung a capella as well as aurally identify instruments in the four families.

State Standards:1b. Creating, Performing, Participating: “Sing songs and play instruments, maintaining tone, quality, pitch, rhythm, tempo, and dynamics.”1c. Creating, Performing, Participating: “Read simple standard notation in performance and follow vocal or keyboard scores in listening.” 2a. Knowing and Using Arts Materials and Resources: “Use classroom and nontraditional instruments in performing and creating music.”3b. Responding to and Analyzing Works of Art: “Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.”3c. Responding to and Analyzing Works of Art: “Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timbre.”


Differentiated Instruction: Aural: Students will listen and identify various instruments and

voices based on the timbre of the sound.Visual: Students will read pentatonic patterns and basic rhythms.Kinesthetic: Students will play classroom instruments.

Name ______________________________ Instrument Families Assessment

1. List the 4 instrument families:

1. __________________________________

2. __________________________________

3. __________________________________

4. __________________________________

2. Instruments from this family produce sound by buzzing the lips:

Woodwind Brass Percussion Strings

3. Instruments from this family produce sound by hitting or striking:


4. Instruments from this family produce sound with a bow:


5. Reeds can be found on instruments from this family:


6. An example of a brass instrument is:

Flute Trumpet Cymbal Violin

7. An example of a string instrument is:

Tuba Clarinet Cello Maracas

8. An example of a woodwind instrument is:

Saxophone Trombone Viola Xylophone

9. An example of a percussion instrument is:

Piccolo Snare Drum Violin French Horn

10. Listen to the recording and identify which instrument family you hear:


************************EXTRA CREDIT*****************************

Which instrument family does the piano belong to? _______________________

Name ______________________________ Dynamics Quiz

Circle the best answer.

1. Piano means:

Loud Soft To Gradually Get Louder

2. The symbol for loud is:

F < MP

3. The Italian word for ff is:

Piano Fortissimo Crescendo

4. The symbol for medium soft is:

P MP F

5. The English translation of mezzo forte is:

Medium Loud Very Soft Very Loud

6. The Italian word for loud is:

Piano Mezzo Piano Forte

7. The symbol that means diminuendo or to get softer is:

P > MF

8. Pianissimo or pp means:

Very Soft Very Loud Medium Loud

9. MP stands for:

Medium soft Very soft Soft

10.The symbol for crescendo or to get louder is:

< FF MF

NAME:_________________________ TEACHER:__________________________

“Pop Quiz”

Draw the music symbol (on the 1st blank) and write the definition (on the second blank):

1. Repeat Sign _______________ –_______________________________________.

2. Whole Note _______________– _______________________________________.

3. Half Note _______________– _______________________________________.

4. Quarter Rest – _______________ - _______________________________________.

5. Staff _______________– _______________________________________.

6. Bar Line _______________– _______________________________________.

7. Time Signature _______________ - _______________________________________.

8. Treble Clef/G – Clef ______________ - _______________________________________.

9. Bass Clef /F- Clef _____________ -_______________________________________.

10. Fermata _____________ – _______________________________________.

11. Accent _____________ - _______________________________________.

Write the definition for each of the following:

12.Ostinato - __________________________________________________________.

13.Steady Beat - __________________________________________________________.

14.Rhythm (uses only what? Doesn’t need what?) __________________________________________________________.

15.Name an instrument the ONLY plays rhythm: __________________________________________________________.

16.Melody (needs to have what? To create what?)__________________________________________________________.

17.Name an instrument that can play melody:__________________________________________________________.

Tell me what note?18. What note comes after LA? _________19. What note comes after Do? _________20. What note comes after FA? _________21. What note comes after RE? _________22. What note comes after SOL? _________23. What note comes after MI? _________24. What note comes before DO? _________25. What note comes before FA? _________26. What note comes before RE? _________27. What note comes before LA? _________28. What note comes before TI? _________29. Write the major scale forward using Music Syllables: DO ______ ______ ______ ______ ______ ______ ______ DO

30.Write the major scale backwards using Music Syllables:

DO ______ ______ ______ ______ ______ ______ ______ DO

Name __________________________________

Major vs. Minor

1. Major Minor

2. Major Minor

3. Major Minor

4. Major Minor

GRADE 5

ELEMENT ONE : Rhythm , Meter, Tempo

Rhythm: Introduce triplet rhythmsReview quarter, eighth, half and whole notes/restsReview dotted half and quarter notesReview 4 sixteenth notes

Meter: Introduce 6/8 timeReview 2/4, ¾ and 4/4 time(Both notation and conducting patterns)

Tempo: Introduce Largo and PrestoReview Andante, Moderato and AllegroReview accelerando, ritardando and fermata

Objective: By the end of fifth grade, the general music student will be able to visually recognize and aurally perceive triplet patterns in music. They will comprehend and explore triplets not only in 6/8 time, but in 2/4, ¾ and 4/4 as well. In addition the students will add presto and largo in their tempo vocabulary. They will explore and aurally perceive music which uses these tempo markings.

State Standards: 1a. Creating, Performing and Participating: “Compose simple pieces that reflect knowledge of melodic, rhythmic, harmonic, timbre and dynamic elements.” In this example, the students will use their knowledge of 6/8 time to create a short “rhythm piece.” This assignment would be done in groups and afterwards the groups will perform their pieces for the class.3b. Responding to and Analyzing Works of Art: “Use appropriate terms to reflect a working knowledge of the musical elements.” In this example the fifth grade general music class would listen to a piece (or various pieces) of music and identify the tempo using the vocabulary listed above.

Technology: Music Ace 2FinaleSmart board

Differentiated Instruction : Standard 1a above can easily have differentiated instruction applied to it by arranging the student groups based on ability. The groups that do not fully understand the concept are given a starting point from the teacher and the groups that do fully understand the concept are given more freedom to create the entire piece.


Melody: Introduce whole and half stepsReview the entire scale from Do-Do

Note Reading/Notation:Introduce sharps, flats and natural signsIntroduce the key signatures for C, G and F

Objective: Upon completion of fifth grade, the general music student will be able to sing the major scale aurally perceiving where the half and whole steps are located. They will also visually identify where the same intervals are notated on the music staff. In addition they will be able to visually recognize sharps, flats and natural signs and the key signatures for C, G and F.

State Standards:1b. Creating, Performing and Participating: “Sing a varied repertoire of folk art and contemporary songs, from notation, with a good tone, pitch, duration and loudness.” In this lesson students will sing a melody using solfege that uses whole steps and half steps.2c. Knowing and Using Art Materials and Resources: “ Use current technology to create, produce and record/playback music.” In this lesson students are introduced to singing the blues scale which uses accidentals to raise and lower certain notes in the scale. (C Eb F F# G Bb C) The students will sing these accidentals as well as visually identifying them on the staff.


Differentiated Instruction: Standard 2c has students performing with their singing voice. Although

all students are required and encouraged to sing in general music class, some students feel uncomfortable singing for a recording. The teacher can differentiate those students by allowing them to play the blues scale on a pitched percussion instrument. The teacher can also differentiate by encouraging those students who do feel comfortable singing in front of others to improvise using the blues scale.

ELEMENT THREE: Harmony and Singing skills

Harmony: Introduce chord changes for I – IV and I – IV – V7Review 2-part harmonyReview rounds, partner songs and ostinato

Singing Skills:Introduce singing the Blues scaleReview singing in two parts

Objective: Upon completion of 5th grade, the students will be able to use pitched classroom instruments to play chord changes employing the tonic, dominant and subdominant chords as notated above. In addition, they will be able to sing and visually recognize the difference between a blues scale and a major scale.

State Standards:1c. Creating, Performing, and Participating: Students improvise over a four measure melody. In this lesson the students will use the blues scale to sing/play/improvise over a four measure phrase.4d. Understanding the Cultural Dimensions and Contributions of the Arts: In performing ensembles, read and perform repertoire in a culturally authentic manner.


Differentiated Instruction Standard 4d above can easily have differentiated instruction applied to it by arranging the student groups based on ability. The groups that do not fully understand the concept are given a starting point from the teacher and the groups that do fully understand the concept are given more freedom to create the entire piece.

ELEMENT FOUR: Expression: Articulation and Dynamics

Dynamics: Introduce “subito p” and “subito f”Review pp, p, mp, mf, f, ff, crescendo and decrescendo

Articulation: Introduce “marcato”Review legato, staccato, ties, slurs and accents

Objective: By the end of fifth grade, the general music student will be able to aurally perceive and visually recognize “subito p,” “subito f,” and “marcato.” They will understand these concepts in four ways:

1. Aurally identify by listening to them in a piece of music.2. Visually identify by seeing examples in written music.3. Perform them by singing4. Perform them by playing on classroom instruments

State Standards:1d. Creating, Performing, and Participating: Students understand and respond appropriately to the gestures and interpretation communicated by the conductor.3b. Responding to and Analyzing Works of Art: Use appropriate terms to reflect a working knowledge of the musical elements.


Differentiated Instruction: Differentiated Instruction can be achieved to teach dynamic/articulation markings through the use of anchors. Anchors are extra worksheets or dittos that insure that students who finish their work early have more work available to reinforce the objective described above. The teacher should have multiple worksheets, of various learning styles, readily available so that there is never a student who has nothing to do.

ELEMENT FIVE: Form, and major works

Form: Introduce Rondo form and Theme and VariationsReview ABA, DC al fine, 1st and 2nd endings, Call and ResponseReview intro and coda and verse/refrain

Major Works:Introduce March of the Torreadors from CarmenIntroduce “Russian Sailor’s Dance”

Objective: At the end of 5th grade, the students will aurally perceive rondo form and Theme and Variations. They will be able to identify these two forms through listening as well as through creating their own examples. The students can identify rondo form by listening to March of the Torreadors and they can identify theme and variations by listening to Gliere’s Russian Sailor’s Dance.

State Standards:3f. Responding to and Analyzing Works of Art: Use terminology from music and other arts to analyze and compare the structures of musical and other artistic and literary works. 2a. Knowing and using Art Materials and Resources: Use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces. In this lesson the students will work in groups create their own piece of music in either rondo form or a theme and variations.


Differentiated Instruction: Standard 2c above can easily have differentiated instruction applied to it by arranging the student groups based on ability. The groups that do not fully understand the concept are given a starting point from the teacher and the groups that do fully understand the concept are given more freedom to create the entire piece.


Timber: Introduce the concept of Soprano, Alto, Tenor and BassReview the four families of instruments

Instrumental Skills:Introduce the C major ScaleReview the pentatonic scale

Objective: Upon completion of 5th grade, the general music student will be able to aurally perceive the voice classifications soprano, alto, tenor and bass. This should be achieved conceptually through listening examples, not through student singing. The 5th grade student will also be able to perform and visually notate a C major scale using pitched percussion instruments, such as xylophones and/or boomwhackers.

State Standards:2a. Knowing and Using Arts Materials and Resources: Use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces. In this lesson the students can use soprano, alto, tenor and bass xylophones to create a piece of music which explores the high and low sounds each instrument produces. The class will work in small groups to create their composition with each group on a different sized xylophone. When they are all complete they will perform their piece as a class, making it into one large composition.

Technology: Music Ace 2FinaleSmart board technology

Differentiated Instruction:Differentiated Instruction can be achieved to teach the voice classifications and families of instruments through the use of anchors. Anchors are extra worksheets or dittos that ensure that students who finish their work early have more work available to reinforce the objective described above. The teacher should have multiple worksheets, of various learning styles, readily available so that there is never a student who has nothing to do.

Name:_________________________________________

Classroom Teacher:_______________________________

I. Matching (5pts each):

1.______ Sixteenth note A.

2.______ Whole note B.

3. ______ Whole rest C.

4. ______ Quarter Note D.

5. ______ Half note E.

6. ______ Dotted Quarter Note F.

7. ______ Half rest G.

8. ______ Dotted Quarter Note H.

9. ______ Triplet I.

10. ______ Quarter rest J.

------------------------------------------------------------------------------------------------------------

How many beats are in each measure? (5 pts each)

3 6 2 44 4 4 4

11. _____ 12. ______ 13. ______ 14. ______

15. Write 2 measures of ¾ time (4pts each):

16. Write 2 measures of 2/4 time (4pts each):

17. Write 2 measures of 4/4 time (4pts each):

In 4/4 time, tell how many beats each of the following notes would receive (1 pt each):

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

BONUS: (10 points!) Write 2 measures of 6/4 time:

Name: _______________________Teacher: _____________________

PATRIOTIC SONG TEST

Write the missing word from each patriotic song on the blank provided.

________________________________________________AMERICA

MY _________________ ‘TIS OF __________,SWEET LAND OF ________________,OF ____________ I _______________!

LAND WHERE MY__________________DIED,LAND OF THE ___________ PRIDE,FROM EVERY __________________,LET ___________ ______________!

________________________________________________AMERICA, THE BEAUTIFUL

OH, ______________ FOR ___________________ SKIESFOR ____________WAVES OF ______________

FOR ______________ MOUNTAINS ________________ABOVE THE _____________ PLAIN.

_________________! ___________________!GOD SHED HIS _________ ON ___________!

AND ________THY __________ WITH _____________________

FROM _________ TO SHINING ________________!

THE STAR-SPANGLED BANNER

OH, SAY CAN YOU ________BY THE _____________EARLY ___________

WHAT SO PROUDLY WE _________AT THE ______________ LAST _______________?

WHOSE _________ STRIPES AND _____________ STARS

THROUGH THE __________________ FIGHTO’ER THE RAMPARTS WE WATCHED

WERE SO __________________ __________________?AND THE ___________ RED ____________

THE ___________ BURSTING IN __________GAVE ___________THROUGH THE _____________

THAT OUR _______ WAS STILL ____________!OH SAY DOES THAT _________ -SPANGELD _________

YET WAVE?________ THE LAND OF THE _________________

AND THE ___________ OF THE _________________?

______________________________________________________________________________________

GRADE 6


Rhythm: Review steady beat, sixteenth, eighth, eighth note triplets, quarter, half, dotted half, as well as whole notes and rests. Introduce varied sixteenth note patterns such as an eighth note connected to two sixteenths and two sixteenths connected to an eighth note. In addition, introduce eighth note syncopation and compare / contrast it to sixteenth, eighth, sixteenth note rhythm.

Meter: Review strong and weak beat, 2/4, ¾, 4/4, and 6/8. Introduce changing meters with a possibility of 5/4, 7/4, and 7/8, as well as appropriate conducting patterns.

Tempo: Review consistent tempo, changing tempo, fermata, accelerando, ritardando, andante, moderato, allegro, largo, and presto. Introduce adagio, andante, and vivace.

Objective: By the end of sixth grade, students will be able to identify, notate, count and perform the previously stated rhythms in all of the above tempo indicators.

State Standards:1a: Compose simple pieces that reflect knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements. 1e: Identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them.3a: Through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events.

Technology: Music Ace 2 Smart board

Finale

Differentiated Instruction: Present the material in various ways such as aurally, visually, and kinesthetically. The use of stations, partners and groups will ensure achievement.


Melody: Review sol, la mi, line and space notes, steps, skips, full scale solfege with hand signs, ledger lines above and below the treble clef staff, flat, sharp, natural, whole and half steps, octave, and melodic sequence. Introduce key signatures and Bass clef. Sing major and La based minor.

Objective: By the end of sixth grade, students will be able to identify notes on, above, and below the Treble and Bass clefs, assign solfege syllables for those notes, identify range and perform steps, skips, and sequences.

State Standards: 1a: Compose simple pieces that reflect knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements.1b: Sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.1c: Improvise short musical compositions that exhibit cohesiveness and musical expression.


Finale

Differentiated Instruction: Present the material in various ways such as aurally, visually, and kinesthetically. Students may choose to either sing and / or play melodies with use of the smartboard, xylophones, piano, or a cappella. The use of stations, partners, and groups will ensure achievement.


Review: One sound, more that one sound, accompaniment, no accompaniment, ostinato, bordun, unison, solo, group singing, partner songs, major, minor, two part singing, chord changes I, IV, V7. Introduce three – part singing and SATB.

Objective: By the end of sixth grade, students will be able to identify and perform various vocal parts within a given piece of polyphonic music.

State Standards:1b: Sing and / or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.3c: Demonstrate a basic awareness of the technical skills musicians must develop to produce an aesthetically acceptable performance.


Finale

Differentiated Instruction: Individual parts are color coded on the smartboard. Each part is assigned a different tone color. Pairing and grouping of students with varied skill levels on each part will balance the performance. Various stations such as voice, marimba, keyboards, and boomwhackers are available for students to choose from.


Review: Dynamics and articulations; loud, soft, getting louder, getting softer, pp, p, mp, mf, f, ff, crescendo, decrescendo, subito, staccato and legato. Introduce ppp, sfz, mezzo divoce, marcato, and tenuto.

Objective: By the end of sixth grade, students will be able to identify and execute vocally, various volume levels of music as well as five ways of pronouncing lyrics.

State Standards: 1b: Sing and / or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.1e: Identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them. 3b: Use appropriate terms to reflect a working knowledge of the musical elements.3c: Demonstrate a basic awareness of the technical skills musicians must develop to produce an aesthetically acceptable performance.


Differentiated Instruction: Students must perform a given melody three different ways. They may choose which way as per group and station. Part of their participation is to explain to another student what and how to do, at a particular group and / or station.

ELEMENT FIVE: Form, and major works

Review: Same, different, echo, AB, ABA, ABACA, cumulative song, call and response, canon, round, verse, refrain, solo, chorus, call and response, theme and variation, rondo, march, overture, finale, movement, ballad, D.S. al fine, D.C. al fine, first and second endings, and coda. Introduce twelve bar blues and fugue.

Objective: By the end of sixth grade, students will be able to identify the above musical forms, similar and contrasting parts within pieces of music, and be able to describe their differences.

State Standards: 3b: Use appropriate terms to reflect a working knowledge of the musical elements.3f: Use terminology from music and other arts to analyze and compare the structures of musical and other artistic and literary works.4b: Identify from a performance or recording the titles and composers of well - known examples of classical concert music and blues / jazz selections.


Finale.Differentiated Instruction:

Working in groups, each student is responsible for given sections of music. They may make up a movement, draw a picture, or play something on a classroom instrument when their section(s) begin. Students make up word phrases for the three sections of a twelve bar blues. This is done in groups of three.

ELEMENT SIX: Timbre and Instrument Skills

Review: Review to sing, speak, shout, whisper, orchestra, band, classroom instruments, soprano, alto, tenor, and bass voice categories. Introduce various vocal styles.Review eighth and quarter note sol – la - mi, mi – re – do, pentatonic, and c – major patterns. Introduce melodic and harmonic patterns from middle C through the treble clef.

Objective: By the end of sixth grade, students will be able to identify by sound various instruments and vocal styles as well as perform and compose a wide variety of melodic patterns on both recorder and classroom instruments.

State Standards:1a: Compose simple pieces that reflect knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements.1b: Sing and / or play alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.1c: Improvise short musical compositions that exhibit cohesiveness and musical expression. 3a: Through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events.


Finale

Differentiated Instruction:Students work in groups. Each is assigned a different role / responsibility such as performer, arranger, rhythm, and melody. The group members each write out the project. Then they agree on what timbre to assign to the melody.

GRADE 6

(Assessments)

Name:_________________________ Teacher:____________________Jazz

Circle the correct answer (8 points each:)

1. Where did Jazz Begin?a) New Yorkb) New Jerseyc) New Orleansd) New Hampshire

2. Who was the first person to write down Jazz music?

a) Danny Riceb) Daddy Raisinc) Danny Resizesd) Daddy Rice

3. Where were the slaves permitted to dance and sing on Sundays?

a) Congo Squareb) Congo Linec) Square Triangled) Bermuda

4. What time period did jazz music begin developing in?

a) 1600’sb) 1800’sc) 1500’sd) 1900’s

5. Improvise means:a) To make it up as you go

alongb) To eat bolognac) To make a song have a

drummer

6. New Orleans was known to be:a) Quiet cityb) Boring placec) A wild place with lots of

musicd) A place to go and retire

7. Call and response is:a) A dialogue or question

and answers between musicians

b) A steady beatc) A drum and a saxophoned) Spaghetti and meat balls

8. Work Songs were sung by:a) Smurfsb) Slavesc) Sandwichesd) White people

9. Did Jazz music help bring together black and whites?

a) Yesb) No

10. Jazz music began in?a) Russiab) Europec) Americad) Africa

ESSAY (10 points each)What happened to Jazz music after the slaves became free?

Explain why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List 7 musical influences of Jazz music. And explain in one sentence each influence:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: _______________________ Home Room Teacher: _______________________Blues Unit

1. What is the form of the Blues?

a) 12- bar blues b) improvisation c) call and response

2. What is the time signature used in the Blues?

a) 2/4 b) 3/4 c) 4/4

3. What is the name of the lines that separate the measures?

a) staff lines b) bar lines c) straight lines

4. Circle the beats that are played for the shuffle beat:

1 2 3 4

5. Circle the beats that are played for the off beat:

1 2 3 4

6. Circle the three chords that are used in the blues:Do Re Mi Fa Sol La Ti Do

7. If G =Do then C =__ and D =__

8. When musicians ask and answer each other with their voices or instruments as if they were in a conversation it is called:

a) 12 bar blues b) improvisation c) call and response

9. What is the word used to describe the process of making up a random melody played over the Blues chords?

a) 12 bar blues b) improvisation c) call and response

10. What instrument was Louis Armstrong known for playing?

a) saxophone b) guitar c) trumpet

6TH GRADE MUSIC PROJECT

SONG REVIEW:

Choose a song. (Your song must be pre-approved by your music teacher.) Pretend that you are a music critic. Using the following questions write a critique of the song. Your reports should be organized as follows:

Paragraph 1. Introduction: -What is the name of the song? -Name the artist or group -Name the title of the CD/Tape the song comes from -Tell a little about the artist or group -When was this song written? Paragraph 2. The Music -What are the tone colors used in this song? (Description of all sounds)-Describe the tempo of the song. Does the tempo stay the same or change? (Speed)-Describe the dynamics used in the song? Do they stay the same or change? (Volume) Paragraph 3. The Lyrics (attach copy of lyrics to report)-What is the song about? -Does it tell a story? -Can you relate to this song? -What does it mean to you? Paragraph 4. Conclusion -Why did you pick this song? -What do you like best about this song? -What don’t you like about it? -If you could change anything about this song what would it be?

Oral Presentation - Have a recording of the song to play in class –be prepared to play your song for the class- If you plan to use your IPOD – you must have the permission slip signed by a parent/guardian-Be prepared to present your report to the class

** Remember song title belongs in “quotation marks” and the title of the CD/TAPE should be underlined. Your report can be neatly hand written or typed. No ripped outpaper will be accepted. Your report should have a cover. Be creative! Have Fun! *******************************************************************

Due Dates:

6th Grade General Music Project

Name: _______________________Teacher: ____________________

Points Earned:

1st paragraph (& cover page) (10pts) ____________________2nd paragraph (30 pts): ____________________3rd paragraph (30 pts): ____________________4th paragraph (20 pts): ____________________Presentation (10 pts.): ____________________

Turned in on time (-10 pts): ____________________

COMMENTS: ___________________________________________________________________________________________________________________________________________________________________________________________________

Total Score: ________

6th Grade Song Review Project(Alternate Project – Teacher Page)

Song Review Project; Analyzation, Criteria, and Elements.

This project can be a work in progress, or one assignment that is completed within two to three weeks. Students analyze their favorite song with concern to sections (form), instrumentation, measures per section, lyrics, i.e. story, feelings, thoughts, and overall assessment. Standards 2e, 2f, 3a, 3f, and 4c apply. Explaining these standards to the students with the expectation that they address at least one, if not all of them will help students to focus on what is important, therefore enhancing their learning experience with concern to a piece of music they enjoy. Preparing students to analyze a piece of music begins with their understanding of how to go about this. (Simple form exercises ex. ABA, ABACAB) Within it is form, measure numbers, solo instruments, collective improvisation, and the like are displayed and color coded to help students to see and hear differences

6th Grade Song Review Project (Alternate Project – Student Page)

Due The Week Of _________.

- Instrumentation: Describe which instrument(s) play in each part of the song. Include combinations of instruments.

- Tempo: Explain if the tempo is slow, medium, or fast. If it changes, describe how.

- Dynamics: The louds and softs in music. In each section, explain if the volume changes. If it does, explain how.

- Form: Is there an introduction? Describe the verses, chorus, and if there are any other sections. Example – A section = verse, B section = chorus.

In a different paragraph, explain the meaning of the lyrics. Does this song tell a story? What is it?

If there happens to be a video for the song, do your best to explain it. Also, if there is any relationship between the video and the lyrics, write about it.

If you would like to include a SMALL paragraph about the band members or the history of the band, feel free.

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