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Loudoun County Public Schools

Elementary Music Curriculum Guide

Dr. Eric Williams, Superintendent Dr. Michael Richards, Chief of Staff

Dr. Cynthia Ambrose, Assistant Superintendent for Instruction James Dallas, Director of Teaching and Learning

Michael Pierson, Music Supervisor Elaine P. Stanford, Music Specialist

Curriculum Revision Committee:

Johanna M. Abell Kathy Bennett

Robert W. Mainhart Jeffery Stinson

Mara Tarantino-Morgan

Wendy Testa Elizabeth Wessel

Table of Contents

Statement of Philosophy .......................................................................................................3

Quick Reference Table .........................................................................................................4

Mastery Objective per Grade Level......................................................................................6

Scope and Sequence...........................................................................................................24

Alignment with Virginia SOL and National Standards .....................................................37

Glossary .............................................................................................................................52

ELL Elementary ELD Music Standards............................................................................58

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Statement of Philosophy

Music is an art form through which feeling is expressed. Music adds quality to life as it promotes mental development and provides an outlet for emotional expression. It has motivating characteristics that inspire all people to appreciate some form or genre of music. Considering the intrinsic value of music, the primary purpose of music education is to contribute to the quality of life for all students by developing their capabilities to participate fully in a musical culture.

Music provides a powerful means of engaging students in learning and improving their achievement. Fundamental in a student’s overall social, emotional, and cognitive development, music enhances reasoning, inspires creativity, and encourages critical thinking, self-discipline, problem-solving, decision-making, cooperation, and imagination. Music enables students to learn about themselves, other people, and humanity in general.

The Loudoun County elementary general music program is a strong, diverse, vocal music curriculum that enhances each child’s education while simultaneously establishing an understanding and appreciation of this art form. The purpose of the program is to develop awareness that music is a vital part of each student’s daily life. A comprehensive, well-planned, and logical sequence of developmentally appropriate experiences lead to clearly defined skills and knowledge and allow for exploration, cultural and aesthetic enrichment, and personal satisfaction.

The elementary general music program is offered to students of all learning modalities in grades one through five, and is designed to offer a myriad of opportunities for active participation and success. Students are regularly engaged in singing, playing instruments, moving to music, learning to read and notate music, creating music, and listening to, analyzing, and evaluating music and music performances. Carefully selected materials are utilized for their aesthetic value to the program and provide a framework whereby students learn to understand and appreciate their own historical and cultural heritage as well as those of other cultures.

This document outlines the highest priority skills and knowledge students should acquire in elementary music as defined by the National Standards for Arts Education and the Virginia Standards of Learning (SOL) for Music.

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LCPS Elementary Music Curriculum Quick Reference Table

Please refer to other sections of this document for greater detail.

Grade One Grade Two Grade Three Grade Four Grade Five Rhythm □ steady beat

□ melodic rhythm□ similar/different□ ± , √ ∝ , ≤□ strong/weak beats

□ ° , ← , ∑ , ™□ tie□ duple/triple meter

□ ⊗ , √ − ∝ , ± ⊗ , ±.⊗ , °.

□ ″… and ƒ…□ ≥… and ⎭⎯

□ ∂ = = ≈ , √ ⎡ ≈ , ∂ ⎢ ∝ , ◊, ⟨

□ syncopation□ explain function of time

signatures

□ √.≈□ triplets□ counting

Melody □ 4 voice qualities□ sing in tune□ imitate patterns□ higher/lower□ upward/downward/same□ staff□ mi so la

□ G clef□ pitches F G A B□ do□ re

□ ledger lines□ pitches from middle

C to line 5 F□ low so□ low la□ high do□ do-pentatonic (do=C,

F, G)

□ fa□ la-pentatonic□ ascending/descending/

repeating□ recorder (3 pitches)

□ system□ F clef□ bass clef pitches□ ti□ diatonic melodies□ major/minor□ key sigs. vs. accidentals□ # ≅ ∃□ recorder (+2 pitches)

Harmony/ Texture

□ speech ostinato□ body percussion□ rhythm ostinato□ simple bordun□ one-chord accomp.□ solo/group□ accomp./no accomp.

□ 2-part canon□ 2-layer inst. ens.□ broken bordun□ two-chord accomp.□ duet

□ partner songs□ multi-part canon□ 3-layer inst. ens.□ level bordun□ arpeggiated bordun□ trio□ create accomp. and

ostinati

□ descant□ multi-part inst. ens.□ moving bordun□ three-chord accomp.□ quartet□ create accomp. and

ostinati

□ independent 2-partharmony

□ chordal accomp. inmajor and minor

□ quintet

Form □ phrase□ same/different□ call & response□ AB form□ repeat sign

□ same/similar/different□ question & answer□ ABA□ verse/refrain (chorus)□ introduction

□ ABC□ intro/interlude/coda

□ rondo□ D.C., D.S., al Fine, al

Coda□ multiple endings

□ theme and variations

Expression □ loud/soft □ fast/slow□ smooth/jerky

□ forte, piano□ largo, presto□ accent□ fermata

□ crescendo,decrescendo

□ accelerando,ritardando

□ marcato, staccato,legato

□ mezzo-forte, mezzo-piano

□ adagio, allegro□ slur

□ fortissimo, pianissimo□ andante, moderato

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Grade One Grade Two Grade Three Grade Four Grade Five Timbre □ speak, sing, whisper, call

□ voice vs. instrument□ pitched/non-pitched

classroom inst.□ visually ID 4 orch.

families

□ brass instruments□ aurally ID 4 orch.

families□ 4 non-pitched perc.

groups (metal, drum,scraper/shaker, wood)

□ band, orchestra,chorus

□ string instruments

□ SATB□ woodwind instruments□ visually ID indiv. orch.

inst.

□ percussion instruments□ aurally ID indiv. orch.

inst.□ experience world inst.

Genre Students will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. In the effort to meet the cross-curricular needs of students, it may be necessary to realign the cultural studies. □ Alaska□ Hawaii□ Australia□ Pacific region

□ China□ Egypt□ North America

(including Canada,Mexico, and indigenousNations)

□ Greece□ Italy□ Mali / West Africa

□ Virginia History □ Regions of the U.S.

□ classical Western music1

□ jazz□ folk□ popular

□ Recognize a composer and a music composition fromeach of four different periods of music history

Movement □ Pat, clap, stamp, bend,stretch, twist, shake

□ Pat-clap, pat-tap, pat-stamp

□ Walk, run, hop, jump,twirl, skip, slide, leap,gallop

□ Rhythm, accent, duration□ Level, direction, size,

place-pathway, focus□ Attack, weight,

strength/tension, flow□ Flick, tap, thrust, slash,

float, glide

□ Snap, hand jive□ Line and folk dances,

circle dances, play-parties

□ Rhythm, accent,tempo, duration

□ Level, direction, size,place-pathway, focus

□ Attack, weight,strength/tension, flow

□ Wring, press, thrust,slash, float, glide

□ Refine nonlocomotormovements

□ Clap-snap, stamp-snap, pat-clap-snap

□ Square dances, lineand folk dances,circle dances

□ Refine bilateralmovements

□ Alternating snap,stamp-pat-clap

□ Social and populardances, square dances,line and folk dances

□ Alternating pat-snap,clap-snap, stamp-snap,pat-clap-snap, stamp-pat-clap-snap

Technology □ utilize available technology to augment experiences in the other program objectives Vocabulary □ recognize and apply appropriate music vocabulary as they relate to other program objectives2

1 Music of the classical Western tradition shall include music from each of four historical periods: Baroque, Classical, Romantic, and Modern. Please see page XXX for a list of suggested (but not mandatory) significant composers. Teachers are encouraged to use music of composers not listed here; further, teachers are not required to use music of all composers listed.

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Elementary (1-5) General Music Curriculum Guide

Mastery Objectives per Grade Level

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Grade One

Rhythm MelodyHarmony /

Texture Form Expression Timbre

1-R.1 Maintain steady beat

1-M.1 Recognize and employ four voice qualities

1-H.1 Perform a speech ostinato

1-F.1 Recognize a musical phrase

1-E.1 Identify and perform dynamics as loud or soft

1-T.1 Identify four voice qualities: speak, sing, whisper, call

1-R.2 Distinguish between steady beat and melodic rhythm

1-M.2 Sing in tune 1-H.2 Employ body percussion

1-F.2 Identify phrases as same or different

1-E.2 Identify and perform tempi as fast or slow

1-T.2 Distinguish between voices and instruments

1-R.3 Recognize rhythmic patterns as similar to or different from each other

1-M.3 Accurately imitate melodic patterns

1-H.3 Perform, on instruments, a rhythm ostinato

1-F.3 Identify and perform call-and-response phrase form

1-E.3 Identify and perform articulations as connected (smooth) or disconnected (jerky)

1-T.3 Identify pitched and non-pitched classroom instruments

1-R.4 Employ ± , √ ∝ , ανδ ≤ in rhythmic patterns

1-M.4 Compare pitches as higher or lower than one another

1-H.4 Perform, on mallet instruments, a simple bordun (drone)

1-F.4 Identify and perform AB sectional form

1-T.4 Identify, visually, four orchestral instrument families

1-R.6 Recognize strong and weak beats (macrobeats and microbeats) in usual meters

1-M.5 Recognize and identify melody patterns that move upward, downward, or remain the same

1-H.5 Perform tonic chords on a chording instrument

1-F.6 Identify and explain the function of the repeat sign ∨|: :|∨

1-M.6 Identify the music staff

1-H.6 Identify solo vs. group texture

1-M.7 Employ mi, so, and la in melodic patterns, including:

so–mi so–la–so–mi so–mi–la–so–mi

1-H.7 Distinguish between accompanied and unaccompanied vocal music

Genre: Alaska, Hawaii, Australia, Pacific region (including Japan) (1-G.1)

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Grade Two



2-R.4 Employ ° , ← , ™ , ∑ , and the tie ( _ and ⊃ ) in rhythmic patterns

2-M.6 Identify the clef ∞, and pitches F G A B

2-H.1 Sing in two-part canon

2-F.2 Identify phrases as same, similar, or different (aa, aa′, or ab)

2-E.1 Identify and perform dynamics as forte f or piano p

2-T.3 Identify brass instruments

2-R.6 Employ meters that are represented by the time signatures ″…, ƒ…, and ⎭⎯

2-M.7 Employ do and re in melodic patterns, including:

so–mi–do la–so–mi–do mi–re–do so–mi–re–do la–so–mi–re–

do

2-H.3 Perform in a two-part (two-layer) instrument ensemble

2-F.3 Identify and perform question-and-answer phrase form

2-E.2 Identify and perform tempi as largo or presto

2-T.4 Identify, aurally, four orchestral instrument families

2-H.4 Perform, on mallet instruments, a broken bordun (drone)

2-F.4 Identify and perform ABA and verse/refrain (verse/chorus) sectional forms

2-E.3 Identify and perform accent > and fermata ⇓

2-T.5 Identify four non-pitched percussion groups: metal, drum, scraper/shaker, wood

2-H.5 Perform tonic and dominant chords on a chording instrument

2-F.5 Identify an introduction

2-H.6 Identify duettexture

2-H.7 Create ostinati

Genre: China, Egypt, North America (2-G.1)

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Grade Three



3-R.4 Employ ⊗ , √ − ∝ , ± ⊗ , ±. ⊗ ,and °. in rhythmic patterns

3-M.6 Identify ledger lines and treble staff pitches from ledger line C through line 5 F

3-H.1 Sing partner songs and multi-part canon

3-F.4 Identify and perform ABC sectional form

3-E.1 Identify and perform crescendo

and decrescendo

3-T.2 Identify band, orchestra, chorus

3-R.6 Employ the time signatures ″… and ƒ… in usual duple meter, and the time signatures ≥… and ⎭⎯ in usual triple meter

3-M.7 Employ so¸, la¸, and do′ in melodic patterns, including:

do′–so–la–so do′–so–mi–do mi–so–do′ re–do–la¸ mi–re–do–la¸ so–mi–re–

do–la¸ re–do–la¸–so¸mi–re–do–

la¸–so¸ so–mi–re–

do–la¸–so¸

3-H.3 Perform in a three-part (three-layer) instrument ensemble

3-F.5 Identify an introduction, interlude, and coda

3-E.2 Identify and perform accelerando and ritardando

3-T.3 Identify string instruments

3-M.8 Identify, read, and notate do-pentatonic melodic patterns where do = C, F, and G

3-H.4 Perform, on mallet instruments, level and arpeggiated borduns (drones)

3-E.3 Identify and perform marcato ⇒ , legato ± , and staccato ±

3-H.6 Identify trio texture

3-H.7 Create accompaniments and

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ostinati

Genre: Greece, Italy, West Africa and Mali (3-G.1)

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Grade Four



4-R.4 Employ ∂ = = ≈ , √ ⎡ ≈ , ∂ ⎢ ∝ , ◊ , and ⟨ in rhythmicpatterns

4-M.4 Recognize and identify melodic patterns as ascending, descending, or repeating

4-H.1 Sing descants

4-F.4 Identify and perform rondo (ABACA) sectional form

4-E.1 Identify and perform mezzo-forte mf and mezzo-piano mp

4-T.1 Identify four adult vocal registers: soprano, alto, tenor, bass

4-R.5 Recognize and employ syncopation patterns, including ∂ − ≈ , ⊗ ± ⊗ , ± ° ± , ◊ ± ⊗ , ≤ ° ± , andvariations of these patterns that employ the tie (both _ and ⊃ )

4-M.7 Employ fa in melodic patterns, including:

so–fa–mi–re–do mi–fa–so do–re–mi–fa–so re–fa

4-H.3 Perform in a multi-part (multilayer) instrumental ensemble

4-F.6 Identify and explain the function of musical directives, including repeat sign ∨|: :|∨, Da Capo (D.C.), Del Segno (D.S.), %, al Fine, Fine, al Coda, , and multiple endings (1st and 2nd endings)

4-E.2 Identify and perform adagio and allegro

4-T.3 Identify woodwind instruments

4-R.6 Employ and explain the function of the time signatures ″… and ƒ… in usual duple meter, and the time signatures ≥… and ⎭⎯ in usual triple meter

4-M.8 Identify, read, and notate do-pentatonic and la-pentatonic melodic patterns in a variety of keys

4-H.4 Perform, on mallet instruments, a moving bordun (drone)

4-E.3 Identify and perform slur √∇∝

4-T.4 Identify, visually, individual orchestral instruments

4-M.10 Perform at least 3 pitches on soprano recorder

4-H.5 Perform tonic, subdominant, and dominant chords on a chording instrument 4-H.6 Identify quartettexture 4-H.7 Createaccompaniments and ostinati

Genre: History of Virginia (4-G.1); composers & compositions (4-G.3)

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Grade Five



5-R.4 Employ √.≈ in rhythmic patterns

5-M.6 Identify a system, the clef ♦ and pitches on the grand staff

5-H.1 Sing independent two-part harmony

5-F.4 Identify and perform theme-and-variations (A A′ A″ etc.) sectional form

5-E.1 Identify and perform fortissimo ff and pianissimo pp

5-T.3 Identify percussion instruments

5-R.7 Experience the metric counting system

5-M.7 Employ ti¸ in melodic patterns, including:

do–ti¸–la¸ do–ti¸–do

5-H.5 Perform, on chording instruments, various chords in major and minor tonalities

5-E.2 Identify and perform andante and moderato

5-T.4 Identify, aurally, individual orchestral instruments

5-M.8 Identify, read, and notate diatonic melodic patterns in a variety of keys

5-H.6 Identify quintet texture

5-T.5 Experience available world instruments

5-M.9 Identify major and minor tonality, key signatures, and accidentals (# ≅ ∃ )

5-M.10 Perform at least 2 additional pitches (a total of at least 5) on soprano recorder

Genre: Regions of the United States (5-G.1); composers & compositions (5-G.3)

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Elementary (1-5) General Music Curriculum Guide

Scope and Sequence

24

Rhythm • The student will experience, recognize, respond to, read, notate, perform, and create rhythms

and rhythmic patterns in a variety of meters.

Grade One Grade Two Grade Three Grade Four Grade Five

1-R.1 Maintain steady beat 2-R.1 3-R.1 4-R.1 5-R.1 1-R.2 Distinguish between steady beat and melodic rhythm (rhythm of the melody)

2-R.2 3-R.2 4-R.2 5-R.2

1-R.3 Recognize rhythmic patterns as similar to or different from each other 2-R.3 3-R.3 4-R.3 5-R.3

1-R.4 Employ ± , √ ∝ , and ≤ ιν ρηψτημιχ παττερνσ

2-R.4 Employ ± , √ ∝ , ° , ← , ≤ , ™ ,∑ , and the tie (_ and ⊃) in rhythmic patterns

3-R.4 Employ ± , √ ∝ , ° , ← , ⊗ , √ − ∝ , ± ⊗ , ±. ⊗ , °. , ≤ , ™ , ∑ , and the tie (_ and ⊃) in rhythmic patterns

4-R.4 Employ ± , √ ∝ , ∂ = = ≈ , √ ⎡ ≈ , ∂ ⎢ ∝ , ° , ← , ⊗ , √ − ∝ , ± ⊗ , ±. ⊗ , °. , ≤ , ◊ , ⟨ , ™ , ∑ , and the tie ( _ and ⊃ ) in rhythmic patterns

5-R.4 Employ ± , √ ∝ , ∂ = = ≈ , √ ⎡ ≈ , ∂ ⎢ ∝ , √.≈ , ° , ← , ⊗ , √ − ∝ , ± ⊗ , ±. ⊗ , °. , ≤ , ◊ , ⟨ , ™ , ∑ , and the tie ( _ and ⊃ ) in rhythmic patterns

4-R.5 Recognize and employ syncopation patterns, including ∂ − ≈ , ⊗ ± ⊗ , ± ° ± ,◊ ± ⊗ , ≤ ° ± , and variations of these patterns that employ the tie (both _ and ⊃ )

5-R.5

1-R.6 Recognize strong and weak beats (macrobeats and microbeats) in usual meters

2-R.6 Employ meters that are represented by the time signatures ″…, ƒ…, and ⎭⎯

3-R.6 Employ the time signatures ″… and ƒ… in usual duple meter, and the time signatures ≥… and ⎭⎯ in usual triple meter

4-R.6 Employ and explain the function of the time signatures ″… and ƒ… in usual duple meter, and the time signatures ≥… and ⎭⎯ in usual triple meter

5-R.6

5-R.7 Experience the metric counting system

25

Melody • The student will experience, recognize, respond to, read, notate, perform, and create melodic

patterns.• The melodic solfege system to be employed is movable do syllables with a la-based minor.


1-M.1 Recognize and employ four qualities of the voice

2-M.1 3-M.1 4-M.1 5-M.1

1-M.2 Sing in tune 2-M.2 3-M.2 4-M.2 5-M.2

1-M.3 Accurately imitate melodic patterns 2-M.3 3-M.3 4-M.3 5-M.3

1-M.4 Compare pitches as higher or lower than one another

2-M.4 3-M.4 4-M.4 5-M.4

1-M.5 Recognize and identify melody patterns that move upward, downward, or remain the same

2-M.5 3-M.5

4-M.5 Recognize and identify melody patterns as ascending, descending, or repeating

5-M.5

1-M.6 Identify the music staff

2-M.6 Identify the staff, the clef ∞, and pitches F G A B

3-M.6 Identify the staff, the clef ∞, ledger lines, and treble staff pitches from ledger line C through line 5 F

4-M.6

5-M.6 Identify the staff, system, the clef ∞, the clef ♦, ledger lines, and pitches on the grand staff

26



• so–mi• so–la–so–mi• so–mi–la–so–mi

2-M.7 Employ do, re, mi, so, and la in melodic patterns, including:

• so–mi–do• la–so–mi–do• mi–re–do• so–mi–re–do• la–so–mi–re–do

3-M.7 Employ so¸, la¸, do, re, mi, so, la, and do′ in melodic patterns, including: do′–so–la–so do′–so–mi–do mi–so–do′ re–do–la¸ mi–re–do–la¸ so–mi–re–do–la¸ re–do–la¸–so¸ mi–re–do–la¸–so¸ so–mi–re–do–la¸–so¸

4-M.7 Employ so¸, la¸, do, re, mi, fa, so, la, and do′ in melodic patterns, including: so–fa–mi–re–do mi–fa–so do–re– mi–fa–so re–fa

5-M.7 Employ so¸, la¸, ti¸, do, re, mi, fa, so, la, ti, and do′ in melodic patterns, including:

• do–ti¸–la¸• do–ti¸–do


4-M.8 Identify, read, and notate do-pentatonic and la-pentatonic melodic patterns in a variety of keys

5-M.8 Identify, read, and notate pentatonic and diatonic melodic patterns in a variety of keys

5-M.9 Identify major and minor tonality, key signatures, and accidentals (# ≅ ∃ )

4-M.10 Perform at least 3 pitches on soprano recorder

5-M.10 Perform at least 2 additional pitches (a total of at least 5) on soprano recorder

27

Harmony / Texture • The student will experience, respond to, and perform a variety of musical textures and

harmonic structures.


1-H.1 Perform a speech ostinato

2-H.1 Sing in two-part canon

3-H.1 Sing partner songs and multi-part canon

4-H.1 Sing descants, partner songs, and in multi-part canon

5-H.1 Sing independent two-part harmony, descants, partner songs, and in multi-part canon

1-H.2 Employ body percussion 2-H.2 3-H.2 4-H.2 5-H.2

1-H.3 Perform, on instruments, a rhythm ostinato

2-H.3 Perform in a two-part (two-layer) instrument ensemble



5-H.3

1-H.4 Perform, on mallet instruments, a simple bordun (drone)

2-H.4 Perform, on mallet instruments, a broken bordun (drone)



5-H.4

1-H.5 Perform tonic chords on a chording instrument

2-H.5 Perform tonic and dominant chords on a chording instrument

3-H.5

4-H.5 Perform tonic, subdominant, and dominant chords on a chording instrument


1-H.6 Identify solo vs. group texture 2-H.6 Identify duet texture 3-H.6 Identify trio texture 4-H.6 Identify quartet

texture 5-H.6 Identify quintet texture

1-H.7 Distinguish between accompanied and unaccompanied vocal music

2-H.7 Create ostinati 3-H.7 Createaccompaniments and ostinati 4-H.7 5-H.7

28

Form • The student will experience, recognize, identify, and explain aspects of musical form.


1-F.1 Recognize a musical phrase 2-F.1 3-F.1 4-F.1 5-F.1


2-F.2 Identify phrases as same, similar, or different (aa, aa′, or ab)

3-F.2 4-F.2 5-F.2


2-F.3 Identify and perform question-and-answer and call-and-response phrase forms

3-F.3 4-F.3 5-F.3


2-F.4 Identify and perform AB, ABA, and verse/refrain (verse/chorus) sectional forms

3-F.4 Identify and perform AB, ABA, ABC, and verse/refrain (verse/chorus) sectional forms

4-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA) sectional forms

5-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus), rondo (ABACA), and theme-and-variations (A A′ A″ etc.) sectional forms

2-F.5 Identify an introduction

3-F.5 Identify an introduction, interlude, and coda

4-F.5 5-F.5

1-F.6 Identify and explain the function of the repeat sign ∨|: :|∨

2-F.6 3-F.6

4-F.6 Identify and explain the function of musical directives, including repeat sign ∨|: :|∨, Da Capo (D.C.), Del Segno (D.S.), %, al Fine, Fine, al Coda, , and multiple endings (1st and 2nd endings)

5-F.6

29

Expression • The student will recognize, identify, and respond to expressive elements of music, including

dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities.




3-E.1 Identify and perform forte f, piano p, crescendo

, and decrescendo

4-E.1 Identify and perform forte f, mezzo-forte mf, mezzo-piano mp, piano p, crescendo , and decrescendo

5-E.1 Identify and perform fortissimo ff, forte f, mezzo-forte mf, mezzo-piano mp, piano p, pianissimo pp, crescendo , and decrescendo

1-E.2 Identify and perform tempi as fast or slow


3-E.2 Identify and perform largo, presto, accelerando, and ritardando

4-E.2 Identify and perform largo, adagio, allegro, presto, accelerando, and ritardando

5-E.2 Identify and perform largo, adagio, andante, moderato, allegro, presto, accelerando, and ritardando

1-E.3 Identify and perform articulations as connected (smooth) or disconnected (jerky)

2-E.3 Identify and perform accent > and fermata ⇓

3-E.3 Identify and perform marcato ⇒ , legato ± , staccato ± , accent >, and fermata ⇓

4-E.3 Identify and perform slur √∇∝, marcato ⇒ , legato ± , staccato ± , accent >, and fermata ⇓

5-E.3

30

Timbre • The student will experience, recognize, and respond to a variety of instrumental and vocal

timbres.


1-T.1 Identify four voice qualities: speak, sing, whisper, call

2-T.1 3-T.1 4-T.1 Identify four adult vocal registers: soprano, alto, tenor, bass

5-T.1

1-T.2 Distinguish between voices and instruments 2-T.2 3-T.2 Identify band,

orchestra, chorus 4-T.2 5-T.2

1-T.3 Identify pitched and non-pitched classroom instruments

2-T.3 Identify brass instruments

3-T.3 Identify string instruments

4-T.3 Identify woodwind instruments

5-T.3 Identify percussion instruments

1-T.4 Identify, visually, four orchestral instrument families

2-T.4 Identify, aurally, four orchestral instrument families

3-T.4 4-T.4 Identify, visually, individual orchestral instruments

5-T.4 Identify, aurally, individual orchestral instruments

2-T.5 Identify four non-pitched percussion groups: metal, drum, scraper/shaker, wood

3-T.5 4-T.5 5-T.5 Experience available world instruments

31

Genre • The student will experience and respond to music of various styles and genres from a variety of

world cultures, including music of the classical Western tradition.• In the effort to meet the cross-curricular needs of students, it may be necessary to realign the

cultural studies.


1-G.1 Experience music from Alaska, Hawaii, Australia, and the Pacific region (including Japan)

2-G.1 Experience music from China, Egypt, and North America (including Canada, Mexico, and indigenous Nations)

3-G.1 Experience music from Greece, Italy, and West Africa (including Mali)

4-G.1 Experience music associated with the history of Virginia

5-G.1 Experience music associated with the various regions of the United States

1-G.2 Experience a variety of musical styles and genres, including: □ classical Western music*□ jazz□ folk□ popular

2-G.2 3-G.2 4-G.2 5-G.2

4-G.3 Recognize a composer and a music composition from each of four different periods of music history*

5-G.3

* Music of the classical Western tradition shall include music from each of four historical periods: Baroque, Classical, Romantic, and Modern. The student mayexperience music masterworks of the following suggested (but not mandatory) significant composers. Teachers are encouraged to use music of composers not listed here; further, teachers are not required to use music of all composers listed.

□ Antonio Vivaldi (1678-1741)□ Johann Sebastian Bach (1685-1750)□ George Frideric Handel (1685-1759)□ Franz Josef Haydn (1732-1809)□ Wolfgang Amadeus Mozart (1756-1791)

□ Ludwig von Beethoven (1770-1827)□ Johannes Brahms (1833-1897)□ Peter Ilyich Tchaikovsky (1840-1893)□ Camille Saint-Saëns (1845-1924)□ John Philip Sousa (1854-1932)

□ Claude-Achille Debussy (1862-1918)□ Sergey Prokofiev (1891-1953)□ George Gershwin (1898-1937)□ Mercer K. “Duke” Ellington (1899-1974)□ Aaron Copland (1900-1990)

32

Movement • The student will respond to musical experiences and create movement, using developmentally

appropriate movement and dramatization.


1-MOV.1 Practice a basic repertoire of nonlocomotor movements in finger plays and action songs:

• Pat• Clap• Stamp• Bend• Stretch• Twist• Shake

2-MOV.1 Develop a repertoire of bilateral movements:

• Snap• Hand jive

3-MOV.1 Refine nonlocomotor movements previously developed

4-MOV.1 Refine bilateral movements previously developed

5-MOV.1

1-MOV.2 Develop alternating patterns:

• Pat-clap• Pat-tap• Pat-stamp

2-MOV.2


• Clap-snap• Stamp-snap• Pat-clap-snap


• Alternating snap• Stamp-pat-clap


• Alternating pat-snap• Clap-snap• Stamp-snap• Pat-clap-snap• Stamp-pat-clap-snap

1-MOV.3 Develop and practice coordinating basic locomotor movements during singing games and circle dances:

• Walk• Run• Hop• Jump• Twirl• Skip• Slide• Leap• Gallop

2-MOV.3 Develop facility with basic patterned locomotor movements during:

• line and folk dances• circle dances

3-MOV.3 Develop patterns of locomotor movement during:

• square dances• line and folk dances• circle dances

4-MOV.3 Develop patterns of locomotor movements during:

• social and popular(contemporary) dances

• square dances• line and folk dances

5-MOV.3

33


1-MOV.4 Perform creative movements while exploring concepts of time:

• rhythm (pulse, beat,speed-time or tempo)

• accent (light or strong)• duration (length)

2-MOV.4 Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration

3-MOV.4 4-MOV.4 5-MOV.4

1-MOV.5 Perform creative movements while exploring concepts of space:

• level (low, middle,high)

• direction (forward,backward, sideways, up, down)

• size (large or small)• place-pathways (on

the floor, in the air)• focus

2-MOV.5 Perform creative movements while exploring concepts of space: level, direction, size, place-pathway, and focus

3-MOV.5 4-MOV.5 5-MOV.5

1-MOV.6 Perform creative movements while exploring concepts of energy:

• attack (smooth, sharp)• weight (heavy, light)• strength/tension (tight

or loose)• flow (sudden or

sustained, bound orfree)

2-MOV.6 Perform creative movements while exploring concepts of energy: attack, weight, strength/tension, and flow

3-MOV.6 4-MOV.6 5-MOV.6

1-MOV.7 Experiment with qualities of movement including effort actions:

• flick• tap• thrust• slash• float• glide

2-MOV.7 Experiment with qualities of movement including effort actions:

• wring• press• thrust• slash• float• glide

3-MOV.7 4-MOV.7 5-MOV.7

34

Vocabulary • The student will recognize and apply appropriate music vocabulary as they relate to the other

program objectives.


1. accompaniment2. beat3. brass4. call (voice)5. different6. downward7. fast8. group9. higher10. instrument11. jerky12. line13. loud14. lower15. mallet16. maracas17. melody18. note19. pattern20. percussion21. phrase22. pitch23. repeat24. rest25. rhythm26. same27. sing28. slow29. smooth30. soft31. solo32. space33. speak34. staff35. strings

44. accent45. answer46. bordun47. call (form)48. canon49. clef50. drum51. duet52. dynamics53. fermata54. form55. forte56. French horn57. glockenspiel58. introduction59. largo60. metal61. metallophone62. meter63. non-pitched64. ostinato65. piano66. pitched67. presto68. question69. refrain70. response71. scraper/shaker72. section73. similar74. tempo75. tie76. treble77. trombone78. trumpet

82. accelerando83. bar line84. band85. cello86. chorus87. classical88. coda89. crescendo90. descrescendo91. duple92. folk93. interlude94. jazz95. ledger line96. legato97. marcato98. measure99. meter sign100. orchestra 101. partner song 102. pentatonic 103. popular 104. ritardando 105. staccato 106. string bass 107. style 108. time signature 109. trio 110. triple 111. viola 112. violin

113. adagio 114. al Coda 115. al Fine 116. allegro 117. alto 118. articulation 119. bass 120. bassoon 121. clarinet 122. composer 123. conductor 124. da Capo 125. del Segno 126. descant 127. ending 128. Fine 129. flute 130. mezzo-forte 131. mezzo-piano 132. oboe 133. quartet 134. recorder 135. rondo 136. saxophone 137. slur 138. soprano 139. syncopation 140. tenor 141. tonal center

142. accidental 143. andante 144. Baroque 145. chord 146. Classical 147. countermelody 148. diatonic 149. flat 150. fortissimo 151. key signature 152. major 153. minor 154. moderato 155. Modern 156. natural 157. pianissimo 158. quintet 159. Romantic 160. score 161. sharp 162. system 163. theme 164. timpani 165. tonality 166. variation

35


36. strong beat37. triangle38. upward39. voice40. weak beat41. whisper42. woodwinds43. xylophone

79. tuba80. verse81. wood

Technology Objective #: 1-TECH, 2-TECH, 3-TECH, 4-TECH, 5-TECH • The student will employ available technology to augment experiences in the other program

objectives.

36

37

Loudoun County Public Schools Elementary (K-5) General Music Curriculum Guide

Alignment with 2013 Virginia Standards of Learning

Grade One

Rhythm The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters.

Obj. # Objective SOL

1-R.1 Maintain steady beat 1.6

1-R.2 Distinguish between steady beat and melodic rhythm 1.6, 1.1.2

1-R.3 Recognize rhythmic patterns as similar to or different

from each other

1.13

1-R.4 Employ in rhythmic patterns 1.5, 1.1

1-R.6 Recognize strong and weak beats (macrobeats and

microbeats) in usual meters

3.5.1

Melody

The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor.


1-M.1 Recognize and employ four voice qualities 1.9, 1.2

1-M.2 Sing in tune 1.3, 3.2

1-M.3 Accurately imitate melodic patterns 1.3, 1.4

1-M.4 Compare pitches as higher or lower than one another 1.2

1-M.5 Recognize and identify melody patterns that move

upward, downward, or remain the same

1.2, 1.4.1

1-M.6 Identify the music staff 1.1


so-mi

so-la-so-mi

so-mi-la-so-mi

1.3, 1.9

38

Harmony / Texture

The student will experience, respond to, and perform a variety of musical textures and harmonic structures.


1-H.1 Perform a speech ostinato 1.9, 2.3.3

1-H.2 Employ body percussion 1.7, 1.4

1-H.3 Perform, on instruments, a rhythm ostinato 2.3, 2.4

1-H.4 Perform, on mallet instruments, a simple bordun

(drone)

1.4

1-H.5 Perform tonic chords on a chording instrument 3.3

1-H.6 Identify solo vs. group texture 1.13

1-H.7 Distinguish between accompanied and unaccompanied

vocal music

1.13

Form

The student will experience, recognize, identify, and explain aspects of musical form.


1-F.1 Recognize a musical phrase

2.10.3,

3.1


1.13,

2.10.3


2.4

2.10.3


2.3

2.10.3

1-F.6 Identify and explain the function of the repeat sign 1.1

Expression

The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities.



1.2, 1.4,

1.13

1-E.2 Identify and perform tempi as fast or slow 1.2, 1.4.2

1-E.3 Identify and perform articulations as connected

(smooth) or disconnected (jerky)

1.2

39

Timbre

The student will experience, recognize, and respond to a variety of instrumental and vocal timbres.


1-T.1 Identify four voice qualities: speak, sing, whisper, call 1.2

1-T.2 Distinguish between voices and instruments 1.13.2

1-T.3 Identify pitched and non-pitched classroom instruments 1.13.1

1-T.4 Identify, visually, four orchestral instrument families 2.10.1

Genre

The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition.


1-G.1 Experience music from Alaska, Hawaii, Australia, and the Pacific region (including Japan)

1.10

1-G.2 Experience a variety of musical styles and genres 1.10

1-G.3 Experience music masterworks of selected significant composers

3.8, 4.7

Movement


1-

MO

V

Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization

1.8, 1.9

Technology

Obj. Objective SOL

1- TECH

Employ available technology to augment experiences in the other program objectives

1.12

Vocabulary

Obj. Objective SOL

1-VCB Recognize and apply appropriate music vocabulary as they relate to the other program objectives

1.12

40

Grade Two

Rhythm

The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters.


2-R.4 Employ , , , , , , , and the tie ( and ) in rhythmic patterns

2.1.4

2.4

2-R.6 Employ meters that are represented by the time

signatures , and

4.1.6

Melody



2-M.6 Identify the staff, the clef , and pitches F G A B 2.1

2-M.7 Employ do, re, mi, so, and la in melodic patterns,

including:

so-mi-do

la-so-mi-do mi-re-

do

so-mi-re-do

la-so-mi-re-do

2.2, 2.6

Harmony / Texture



2-H.1 Sing in two-part canon 3.2

2-H.3 Perform in a two-part (two-layer) instrument ensemble 3.3

2-H.4 Perform, on mallet instruments, a broken bordun

(drone)

2.3

2-H.5 Perform tonic and dominant chords on a chording

instrument

3.3

2-H.6 Identify duet texture 3.2

2-H.7 Create ostinati

2.6

2.3.3

41

Form



2-F.2 Identify phrases as same, similar, or different (aa, aa′, or

ab)

2.5.3

2.10.3

2-F.3 Identify and perform question-and-answer and call-

and-response phrase forms

2.4

2.5.3

2.10.3

2-F.4 Identify and perform AB, ABA, and verse/refrain

(verse/chorus) sectional forms

2.4

2.5.3

2-F.5 Identify an introduction 2.10.3

Expression




2.1.5

2.10.2


2.1.5

2.10.2

2-E.3

Identifyandperformaccent>andfermata

2.1.5

2.10.4

Timbre



2-T.3 Identify brass instruments 2.10.1

2-T.4 Identify, aurally, four orchestral instrument families 2.10.1

2-T.5 Identify four non-pitched percussion groups: metal,

drum, scraper/shaker, wood

2.10.1

42

Genre



2-G.1 Experience music from Canada, China, Egypt, Mexico, and Native America

3.8.2



4.7

Movement


2-MOV Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization

2.5, 2.6

Technology


2-TECH Employ available technology to augment experiences in the other program objectives

2.9

Vocabulary



2.9 2.10.4

43

Grade Three

Rhythm



3-R.4 Employ , , , , , , , , , , , , and

the tie ( and ) in rhythmic patterns

3.4

3-R.6 Employ the time signatures and in usual duple

meter, and the time signatures and in usual triple meter

4.1.6

Melody



3-M.6 Identify the staff, the clef , ledger lines, and treble staff

pitches from ledger line C through line 5 F

3.1

3-M.7 Employ so¸, la¸, do, re, mi, so, la, and do′ in melodic

patterns, including:

do′-so-la-so do′-so-

mi-do mi-so-do′

re-do-la¸ mi-re-do-la¸

so-mi-re-do-la¸ re-do-la¸-so¸

mi-re-do-la¸-so¸

so-mi-re-do-la¸-so¸

3.2, 3.7

3-M.8 Identify, read, and notate do-pentatonic melodic patterns

where do = C, F, and G

3.1, 3.2

44

Harmony / Texture



3-H.1 Sing partner songs and in multi-part canon 3.2.5


3.3


3.3

3-H.6 Identify trio

3-H.7 Create accompaniments and ostinati 3.7

Form



3-F.4 Identify and perform AB, ABA, ABC, and verse/refrain (verse/chorus) sectional forms

3.11.1

3-F.5 Identify an introduction, interlude, and coda 3.11.1

Expression



3-E.1 Identify and perform forte f, piano p, crescendo , and decrescendo

3.1.7 3.3.3

3-E.2 Identify and perform largo, presto, accelerando, and ritardando

3.2.4 3.3.3

3-E.3 Identify and perform marcato legato , staccato

, accent >, and fermata

3.1.7 3.2, 3.3

Timbre



3-T.2 Identify band, orchestra, chorus 3.11

3-T.3 Identify string instruments 3.11.2

45

Genre



3-G.1 Experience music from Greece, Italy, and West Africa and Mali

3.8



4.7

Movement


3-MOV Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization

3.6, 3.7

Technology

Obj. Objective SOL

3- TECH

Employ available technology to augment experiences in the other program objectives

3.10

Vocabulary

Obj. Objective SOL


3.10

46

Grade Four

Rhythm


Obj. # Objective SOL 4-R.4 Employ , , , , , , , , 4.1.4

, , , , , , and the tie ( and ) in rhythmic 4.4

patterns

4-R.5 Recognize and employ syncopation patterns, including 4.1.4

, , , , and variations of these 4.4

patterns that employ the tie (both and )

4-R.6 Employ and explain the function of the time signatures

and in usual duple meter, and the time signatures

4.1.6

Melody

The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # Objective SOL

4-M.7 Employ so , la , do, re, mi, fa, so, la, and do′ in melodic patterns, including:

s f m r d

m f s

d r m f s r f

4.2

4-M.8 Identify, read, and notate do-pentatonic and la- pentatonic melodic patterns in a variety of keys

4-M.10 Perform at least 3 pitches on soprano recorder 4.3.3

Harmony / Texture


Obj. # Objective SOL 4-H.1 Sing descants, partner songs, and in multi-part canon 4.2,

3.2.5


4.3


4.3

4-H.5 Perform tonic, subdominant, and dominant chords on a chording instrument

4.3.5

4-H.6 Identify quartet texture 4.10.4

4-H.7 Create accompaniments and ostinati 4.6

Form



4-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA) sectional forms

4.5.3, 4.10.5

4-F.6 Identify and explain the function of musical directives,

including repeat sign Da Capo (D.C.), Del Segno

(D.S.), , al Fine, Fine, al Coda, , and multiple endings (1st and 2nd endings)

Expression



4-E.1 Identify and perform forte f, mezzo-forte mf, mezzo-

piano mp, piano p, crescendo , and

decrescendo

4.1.7 4.2.4 4.3.4

4-E.2 Identify and perform largo, adagio, allegro, presto,

accelerando, and ritardando

5.1.6

4-E.3 Identify and perform slur , marcato legato ,

staccato , accent >, and fermata

Timbre



4-T.1 Identify four adult vocal registers: soprano, alto, tenor,

bass

4-T.3 Identify woodwind instruments 5.11.1

4-T.4 Identify, visually, individual orchestral instruments 5.11.1

47

48

Genre


Obj. # Objective SOL 4-G.1 Experience music from England, France, Germany, and

music associated with the history of Virginia

5.7



4.7

Movement

Obj. # Objective SOL 4-MOV Respond to musical experiences and create movement,

using developmentally appropriate movement and dramatization

4.5, 4.6

Technology

Obj. # Objective SOL 4-TECH Employ available technology to augment experiences

in the other program objectives

4.9

Vocabulary

Obj. # Objective SOL 4-VCB Recognize and apply appropriate music vocabulary

as they relate to the other program objectives

4.9

Grade Five

Rhythm


Obj. # Objective SOL 5-R.4 Employ , , , , , , ,

, , , , , and the tie ( and ) in rhythmic patterns

, , 5.1.4 5.4

5-R.7 Experience the metric counting system 5.1.5

Melody


Obj. # Objective SOL 5-M.6 Identify the staff, system, the clef , the clef , ledger

lines, and pitches on the grand staff

5.1.1

5-M.7 Employ so , la , ti , do, re, mi, fa, so, la, ti, and do′ in melodic patterns, including:

d t l

5.1.2 5.2

5-M.8 Identify, read, and notate pentatonic and diatonic melodic patterns in a variety of keys

5.1.2 5.2

5-M.9 Identify major and minor tonality, key signatures, and

accidentals (

4.10.2

5-M.10 Perform at least 5 pitches on soprano recorder 5.3

Harmony / Texture


Obj. # Objective SOL 5-H.1 Sing independent two-part harmony, descants, partner

songs, and in multi-part canon

5.2


5.3

5-H.6 Identify quintet texture

49

50

Form


Obj. # Objective SOL 5-F.4 Identify and perform AB, ABA, ABC, verse/refrain

(verse/chorus), rondo (ABACA), and theme-andvariations (A A′ A″ etc.) sectional forms

5.11.4

Expression


Obj. # Objective SOL 5-E.1 Identify and perform fortissimo ff, forte f, mezzo-forte

mf, mezzo-piano mp, piano p, pianissimo pp, crescendo , and decrescendo

4.1.7 4.2.4 4.3.5

5-E.2 Identify and perform largo, adagio, andante, moderato, allegro, presto, accelerando, and ritardando

5.1.6

Timbre


Obj. # Objective SOL 5-T.3 Identify percussion instruments 5.11.1

5-T.4 Identify, aurally, individual orchestral instruments 5.11.1

5-T.5 Experience available world instruments 5.11.1

51

Genre


Obj. # Objective SOL 5-G.1 Experience music from Africa, Russia, Spain, and

music associated with the history of the United States

5.7



5.7

Movement

Obj. # Objective SOL 5-MOV Respond to musical experiences and create movement,

using developmentally appropriate movement and dramatization

5.5, 5.6

Technology

Obj. Objective SOL 5-TECH Employ available technology to augment experiences

in the other program objectives

5.14

Vocabulary

Obj. Objective SOL


5.7, 5.9, 5.13

Glossary

a cappella Choral music sung without instrumental accompaniment.

accelerando Becoming faster in tempo.

accent Emphasis on a note or chord.

accompaniment A musical background to a melody.

adagio Slow tempo.

al coda Literally, “to the coda”. See also coda.

al fine Literally, “to the ending”. See also fine.

allegro Fast, cheerful tempo.

alto The lowest female voice classification; also can refer to the lowest unchanged boy’s voice.

andante Moderately slow tempo; “walking speed”.

bass The lowest male voice classification.

body percussion Refers to stamping, patting, clapping, and snapping.

bordun A repeated pattern on an open fifth or octave. Also referred to as a bordoun or drone.

broken bordun A repeated pattern on an open fifth or octave, with hands alternating.

call and response Phrase form where a phrase is sung or played by a solo leader and is followed by a phrase sung or played by a group; the response is usually a repeated phrase or pattern. (In call and response form, the call changes and the response stays the same.) See also question and answer.

canon Literally, “rule”. A musical form in which a melody is imitated in one or more parts, similar to a round, but with all parts ending at the same time. See also round.

coda Literally, “tail”. The last part of a piece, usually added to a standard form to bring it to a close.

52

crescendo Getting louder in dynamics.

crossover bordun A repeated pattern on an open fifth to an octave, with hands crossing over.

D.C. (da capo) Literally, “from the head”; go back to the beginning.

D.S. (del segno) Literally, “from the sign”; go back to the sign % .

decrescendo Getting softer in dynamics.

descant An added melody, usually higher than the fixed melody.

diatonic melody A melody made from the diatonic scale. Also, a melody that moves by half steps and whole steps but does not include chromatic pitches.

diatonic scale A scale composed of seven pitches, such as major, minor, or modal scales.

drone See bordun.

duple meter A pattern of beats indicated by the meter that can be divided into twos (ƒ…, ″…, occasionally ≥… ); also known as simple meter.

fermata Hold the note longer than rhythm indicated.

fine The end.

folk music Music that is accepted in the community and usually is passed on by oral communication.

forte Loud.

fortissimo Very loud.

interlude A short musical connection between sections or verses.

introduction The first part of a piece, usually presenting a part of the main theme.

jazz Music mainly created by African-Americans in the twentieth century; uses elements of European-American and tribal African music; characteristics include improvisation, bent pitches, swing, and polyrhythm.

53

largo Broad; very slow tempo.

ledger line A line added above or below the staff.

legato Smooth and connected; opposite of staccato.

level bordun A repeated pattern on an open fifth or octave, alternating instrument voices.

macrobeats The fundamental beats in a rhythm pattern. In ″… meter, quarter notes are the macrobeats. In ⎭⎯ meter, dotted quarter notes are the macrobeats. In ≥… meter, dotted half notes are the macrobeats.

marcato Marked; stressed.

melodic rhythm The rhythm of the melody.

mezzo-forte Moderately loud.

mezzo-piano Moderately soft.

microbeats The equal divisions of a macrobeat. In ″… meter, groups of two eighth notes (√ ∝ ) are the microbeats. In ⎭⎯ meter, groups of three eighth notes (√ − ∝ ) are the microbeats. In ≥… meter, groups of three quarter notes (± ± ± ) are the microbeats.

moderato Moderate tempo.

moving bordun A repeated pattern on an open fifth or octave, from tonic to a new chord.

musical theatre A story told with singing, speech, drama and dancing.

opera A drama with scenery and acting, which is generally sung throughout to accompaniment of an orchestra.

ostinato A constantly repeated pattern or phrase.

pentatonic melody A melody made from the pentatonic scale.

pentatonic scale A scale composed of five pitches, usually do, re, mi, so, and la.

54

phrase A musical unit, often referring to melody; a “musical sentence”.

pianissimo Very soft.

piano Soft.

presto Very fast.

question and answer Phrase form where a repeated phrase is performed, followed by an improvised phrase, as if conversation. (In question and answer form, the question stays the same and the answer changes.) See also call and response.

ragtime American popular music that features strongly syncopated melodies and steady beat accompaniment.

ritardando Getting slower in tempo. (ritard., rit.)

rondo ABACA sectional form.

round A musical form in which a melody is imitated in one or more parts, with each part completing the melody. See also canon.

slur Two or more pitches connected by a single articulation.

soprano The highest female voice classification.

staccato Short, detached notes.

strong beat Emphasized or accented unit in each measure. In ƒ… meter, the strong beats are 1 and 3; in ″…, ≥…, ανδ ⎭⎯ meters, the strong beat is 1. See also macrobeats.

system Staffs, connected by a vertical line, which are performed at the same time.

tenor A high natural male voice.

theme and variations Compositional procedure in which a theme is stated and then altered in successive statements.

55

triple meter A pattern of beats indicated by the meter that can be divided into threes (⎭⎯ and usually ≥…); also known as compound meter

voice functions Refers to whispering, speaking, calling, and singing voices.

weak beat Unemphasized or unaccented unit in each measure. In ƒ… meter, the weak beats are 2 and 4; in ″… or ⎭⎯ meter, the weak beat is 2; in ≥… meter, the weak beats are 2 and 3. See also microbeats.

56

Sample Instrument List

Unpitched Percussion:

Metal: · Finger Cymbals· Jingle Bells· Sleigh Bells· Tambourine· Cow Bell· Agogo Bells· Gankogui· Bell Tree· Wind Chimes· Hanging Cymbal· Gong

Wood: · Piccolo Blocks· Claves· Slapstick· Wood Block· Tic-Toc Block· Castanets· Temple Blocks· Log Drum

Shaker/Scraper: · Maracas· Cabasa· Shakers· Shekere· Guiro· Vibraslap· Ratchet· Flex-a-tone· Washboard

Unpitched Percussion, cont.:

Drum: · Hand Drum· Bongo Drum· Snare Drum· Conga Drum· Bass Drum· Djembe Drum· Talking Drum

Pitched Percussion: · Soprano Glockenspiel· Alto Glockenspiel· Soprano Xylophone· Soprano Metallophone· Alto Xylophone· Alto Metallophone· Bass Xylophone· Bass Metallophone· Contra Bass Bars· Timpani

Other Miscellaneous Instruments:

· Soprano Recorder· Alto Recorder· Autoharp· Ukulele· Guitar· Hand Bells· Tone Bars· Piano

·

57

ELL Elementary ELD

Music Standards

58

OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor.

1-M.7 Employ mi, so and la in melodic patterns, including: so-mi; so-la-so-mi; and so-mi-la-so-mi.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) prepared with only pitches so, mi, and la in an appropriate key. Students will work in small groups (2-3 students) and place mini post-it notes with pictures and corresponding one-syllable words provided by the teacher (e.g., fish, star, sun, moon) on the so, mi, and la bars of their instruments. Students will choose one word (post-it note) per bar. In their groups, students will practice playing the melodic patterns so-mi, so-la-so-mi, and so-mi-la-so-mi. When comfortable playing these patterns, students will compose a silly song by singing the alternate words on the post-it notes assigned to each bar while playing the solfege patterns on their barred instruments. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using mi, so, and la.

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Level 3 Developing

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Level 5 Bridging

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eaching

Follow teacher modeled directions to create a song using mi, so, and la in a melody based on simple oral instructions and aural and visual cues in a small group in L1 or L2

Follow teacher modeled directions to create a song using mi, so, and la in a melody based on simple oral instructions and aural cues in small groups

Apply teacher modeled directions to create a song using mi, so, and la in a melody based on multi-step oral instructions and aural cues in small groups

Build on teacher modeled directions to create a song using mi, so, and la in a melody based on multi-step oral instructions and aural cues with a partner

Change teacher modeled directions to create a song using mi, so, and la in a melody based on multi-step oral instructions and aural cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, mi-so-la, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, melody, barred instruments (e.g., xylophone)

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 1-F.2 Identify phrases as same or different.

EXAMPLE CONTEXT FOR LANGUAGE USE: As they listen to a simple nursery rhyme (e.g., Twinkle, Twinkle Little Star), students will be instructed to listen and respond as follows: when they hear two phrases that are the same, they will clap once and say the word “same.” When they hear two phrases that are different, they will tap their heads and say the word “different.” This process should be explained and modeled by the teacher prior to students completing the activity.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE phrases in musical form, distinguishing between same or different.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Choose phrases that are the same and phrases that are different with teacher modeling, using music and gestures in whole group, using L1 or L2

Identify phrases that are the same and phrases that are different with teacher guidance, using music and gestures in whole group, using L1 or L2

Distinguish between characteristics of phrases that are the same and phrases that are different with teacher guidance, using music and gestures in small groups

Distinguish between characteristics of phrases that are the same and phrases that are different, using music with a partner

Explain characteristics of phrases that are the same and phrases that are different using music with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: same, different, phrases, characteristics, musical form, choose, identify, distinguish, explain

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 1-F.4 Identify and perform AB sectional form.

EXAMPLE CONTEXT FOR LANGUAGE USE: Following whole group instruction on the concept AB sectional form, the students will listen to a song (e.g., Home on the Range). At pauses in the music, the students will identify the section of music played as being either A (a verse) by saying “A” and holding up a letter A, or as B (the chorus) by saying “B” and holding up a letter B. Students will then sing the song, in small groups or in pairs, and hold up the letters A or B during the appropriate sections.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE and perform AB sectional form of music.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Distinguish between A and B sections in songs with teacher modeling, using music and graphic support in whole group, using L1 or L2

Distinguish between A and B sections in songs, with teacher modeling, using music and graphic support in whole group

Compare the characteristics of A and B sections in songs, with teacher guidance using music and graphic support in whole group.

Identify A and B sections in songs, using music and graphic support with a partner

Present A and B sections in songs using music and graphic support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, sections, verse, chorus, compare, characteristics, phrases, patterns, repetition, distinguish, compare, identify, present

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OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition

1-G.1 Experience music from Alaska, Hawaii, Australia and the Pacific region (including Japan)

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to “traditional music” from Alaska, Hawaii, Australia, and/or Japan. While standing in small groups or in pairs, students will listen and clap (or move) to the rhythm and beat of the music. After listening to a musical piece, students will individually mark on a classroom chart (with an “X”) their experience of the tempo (fast or slow) and how the music made them feel (happy, sad, excited, nervous, etc.). COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the experience of music from a variety of cultures including music from Alaska, Hawaii, Australia, and the Pacific region.

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Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Follow teacher modeled directions to experience and respond to music from different cultures based on simple oral instructions and visual cues in L1 or L2 with a partner

Follow teacher modeled directions to experience and respond to music from different cultures based on multi-step descriptive oral commands and visual cues in small groups

Use physical movements to experience and respond to music from different cultures based on oral instructions in small groups

Categorize the experience and response to music from different cultures based on oral instructions using a model with a partner

Compare and contrast the experience and response to music from different cultures based on oral instructions with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high pitch, low pitch, movement, body percussion, instrument, ceremonial music, percussion, percussion instrument(s), folk songs, Native American, Inuit, throat singing, Alaska, Hawaii, Australia, Pacific region, Japan, local, koto (Japan), shamisen (Japan) , shakuhachi (Japan), biwa (Japan), ukulele (Hawaii), pahu (Hawaii), ipu (Hawaii), didjeridu (Australia), bull roarer (Australia), claves (Australia), kelutviag (Alaska), tautirut (Alaska), drum (Alaska), dance rattles (Alaska), hand drums (Alaska), categorize, compare and contrast

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OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 1-G.2 Experience a variety of musical styles and genres

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, in small groups, will take a listening tour around the classroom to 4 CD stations playing music (e.g., Folk, Classical, Traditional, or Modern) from a variety of cultures, especially those represented by the student population. After each listening experience, students will evaluate the music by marking a survey chart at the station, noting if the music made them want to (1) clap their hands, (2) tap their feet, (3) twirl, and/or (4) smile. Students will regroup as a class to listen and view each piece as a musical video on an interactive whiteboard. The teacher will ask students if and how listening to the music while watching the video clips changed their experience of the music.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE the experience of listening to musical styles and genres from diverse world cultures.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Follow simple oral directions to experience a variety of musical styles and genres from diverse world cultures based on teacher-modeling, gestures, and an illustrated chart in a small group in L1

Follow simple oral directions to experience a variety of musical styles and genres from diverse world cultures based on teacher-modeling, a word bank, and an illustrated chart in a small group

Follow multi-step oral directions to experience a variety of musical styles and genres from diverse world cultures based on peer-modeling and an illustrated chart in a small group

Rate the experience of listening to a variety of musical styles and genres from diverse world cultures in response to multi-step oral directions using an illustrated chart in a small group

Rate the experience of listening to a variety of musical styles and genres from diverse world cultures in response to multi-step oral directions

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: accompanied, ballet, body percussion, circle dance, cultures, dance, ensemble, evaluate, forte, genre, instrumental, largo, line dance, melodic rhythm, melody, mood, musical styles, non-pitched instruments, note, paired eighth notes, percussion, performance, piano (dynamic), piano (instrument), piece of music, pitch, pitched instruments, poetry, presto, quarter note, quarter rest, repeat sign, staff, unaccompanied, vocal, experience, rate

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SOL Strand and Bullet: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 1-G.3 Experience music masterworks of selected significant composers

Example Context for Language Use: Students will identify feelings created by instruments, rhythm, and tempo after listening to music masterworks (e.g., music composed by Johann Sebastian Bach). In pairs, students will take turns asking and answering illustrated survey questions and filling in a graph posted on the board to identify and categorize feelings created by music.

COGNITIVE FUNCTION: Students at all levels of English proficiency will APPLY their knowledge of rhythm and tempo while experiencing music pieces of selected composers.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify feelings created by rhythm and tempo when experiencing music masterworks of significant composers using illustrated word banks with teacher guidance in L1 or L2

Specify feelings created by rhythm and tempo when experiencing music masterworks of significant composers with teacher modeling using illustrated word banks in pairs

Communicate feelings created by rhythm and tempo when experiencing music masterworks of significant composers with teacher modeling using oral sentence frames in pairs

Compare and contrast feelings created by rhythm and tempo when experiencing music masterworks of significant composers using oral sentence starters with a partner

Explain feelings created by rhythm and tempo when experiencing music masterworks of significant composers using phrase banks with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, apply, identify, masterworks, feeling, identify, specify, communicate, compare and contrast, explain

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OBJECTIVE: The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. 1-T.1 Identify four voice qualities: speak, sing, whisper, call.

EXAMPLE CONTEXT FOR LANGUAGE USE: The students will split into four groups. Each group will select a simple sentence from a jar (e.g., “I am cold.” “I am hungry.” “What is your name?” etc.). Groups will then rotate around 4 stations in the classroom. Each station will be marked: “SPEAK” – “SING” – “WHISPER” – “CALL.” At each station, the students will “read” the sentence as directed -- speaking it, singing it, whispering it, or calling (i.e., shouting).Students will listen to each other and share what they noticed within their group before moving to the next station. Students will then share their observations as a class. As a whole group, students will listen to the teacher explain and demonstrate (with one or more instruments) the connection between voice qualities and instrumental and vocal timbres.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency ANALYZE vocal and instrumental timbres through the identification of voice qualities.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging L

evel 6-Reaching

Follow teacher-modeled directions to distinguish among voice qualities (whisper, speak, sing, and call) in a small group using gestures and one-step oral commands

Identify voice qualities (whisper, speak, sing, and call) following peer modeling and using illustrated word banks

Classify voice qualities (whisper, speak, sing, and call) in response to multi-step oral commands in a small group

Compare and contrast voice qualities (whisper, speak, sing, and call) using a word bank with a partner

Draw conclusions about voice qualities (whisper, speak, sing, and call) using content vocabulary with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: timbre, apply, vocal, whisper, call, sing, speak, loud, lower, soft, hollow, thin, smooth, liquid, sweet, rich, warm, mellow, airy, deep, dark, full, gentle, reedy (reed instruments), nasal, harsh, brilliant, bright, rough, brassy (brass instruments) round, fat, pitch (high, medium high, medium low, low, follow directions, identify, classify, compare and contrast, draw conclusions

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OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 1-T.4 Identify, visually, four orchestral instrumental families.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will view a short video clip explaining the four orchestral instrumental families (e.g., Little Einstein’s Leo and the Musical Families). Following the video, students will split into 4 groups. Each group will receive a card with the name of one of the instrument families. Groups will name examples and describe visual characteristics of instruments in that family (e.g., shape, size, material). A student from each group will report to the class. Finally, as a whole group, students will view images of related instrument groups on an interactive whiteboard and verbally classify them as String, Woodwind, Brass, or Percussion. As an extension, students may report on how sound is made by any one or more of the instrument families.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the four orchestral instrumental families based on the visual characteristics of the instruments.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Select and name visual characteristics of the four orchestral instrumental families with teacher modeling, using music and graphic support in whole group, in L1 or L2

Identify visual characteristics of the four orchestral instrumental families, with teacher modeling, using music and graphic support in whole group, using L1 or L2

Distinguish among visual characteristics of the four orchestral instrumental families, with teacher guidance using music and graphic support in whole group

Compare visual characteristics of the four orchestral instrumental families, using music and graphic support with a partner

Ask questions about the visual characteristics of the four orchestral instrumental families, using music and graphic support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: orchestral instrumental families, string, brass, woodwind, percussion, characteristics, select, identify, distinguish, compare

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2-M.7 Employ do, re, mi, so and la in melodic patterns, including: so-mi-do, la-so-mi-do, mi-re-do, so-mi-re-do, and la-so-mi-re-do.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) in an appropriate key. In small groups (2-3 students), students will work on singing 3 assigned solfege patterns while playing the corresponding melody on their barred instruments. When students are comfortable with their solfege patterns (melodies), they will compose silly songs by using one-syllable words (ex. fish, star, sun, moon, etc.) in place of the solfege syllables in the melody. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using do, re, mi, so and la.

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Level 2 Emerging

Level 3 Developing

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Level 5 Bridging L

evel 6-Reaching

Follow teacher modeled directions to create a song using an assigned melody based on simple oral instructions and aural and visual cues in a small group in L1 or L2

Follow teacher modeled directions to create a song using an assigned melody based on simple oral instructions and aural cues in small groups

Apply teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues in small groups

Build on teacher modeled directions to create a song using an assigned melody based on oral instructions and aural cues with a partner

Change teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, do-re-mi-so-la, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, barred instruments (e.g., xylophone), melody

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 2-F.2 Identify phrases as same, similar, or different (aa, aa', or ab).

EXAMPLE CONTEXT FOR LANGUAGE USE: As they listen to a familiar musical selection (e.g., Yankee Doodle Dandy), students will listen for patterns in the music and respond as follows: when they hear two phrases that are the same (aa), they will put up one finger and say the word “same.” When they hear two phrases that are similar, they will put up two fingers and say the word “similar.” When they hear two phrases that are different, they will put up three fingers and say the word “different.” This process will be explained and modeled by the teacher prior to students engaging in the activity. Students will then form small groups or pairs and apply this process while listening to another song.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE phrases in musical form, categorizing them as same, similar, or different.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Choose phrases in musical form that are the same, similar, or different with teacher modeling, music, and gestures in whole group, using L1 or L2

Identify phrases in musical form that are the same, similar, or different with teacher modeling, music, and gestures in whole group

Distinguish among characteristics of phrases in musical form that are the same, similar, or different with teacher guidance, music, and gestures in small groups

Distinguish among characteristics of phrases in musical form that are the same, similar, or different using music in small groups

Explain characteristics of phrases in musical form that are the same, similar, or different using music with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: same, similar, different, phrases, characteristics, patterns, musical form, categorize, choose, identify, distinguish, explain

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 2-F.4 Identify and perform AB, ABA, and verse/refrain (verse/chorus) sectional forms.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will split into small groups to rotate around 3 stations in the classroom. (1) At the station called “AB Sectional Form Station,” students will listen to Home on the Range, examine a handout of the lyrics (the chorus will be blocked), and discuss why it is an example of both, the AB and Verse/Chorus sectional forms. (2) At the “Verse/Refrain Sectional Form Station,” students will listen to Twinkle, Twinkle Little Star, examine the lyrics, and discuss why it is an example of a verse/refrain sectional form (the refrain, “Twinkle, twinkle little star, how I wonder where you are,” will be underlined). (3) At the station marked “ABA Sectional Form” students will find two sets of index cards with lyrics to Mary Had a Little Lamb – each set will have 1 verse per card typed on it. Students will organize the lyrics in ABA form and sing a sample. As an extension, students will describe or explain the difference between the A section and the B section of the forms.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE and perform AB, ABA, and verse/refrain sectional forms of music.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify AB, ABA, and verse/refrain sectional forms in songs with teacher modeling, and music and graphic support in small groups, using L1 or L2

Distinguish among AB, ABA, and verse/refrain sectional forms in songs, with teacher modeling, using music and graphic support in small groups

Explain the characteristics of AB, ABA, and verse/refrain sectional forms in songs, with teacher guidance using music and graphic support in small groups

Present AB, ABA, and verse/refrain sectional forms in songs, using music and graphic support with a partner

Produce AB, ABA, and verse/refrain sectional forms in songs using music and graphic support

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, verse, chorus, refrain, sectional forms, compare, characteristics, phrases, patterns, repetition, identify, distinguish, explain, present, produce

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2-G.1 Experience music from Canada, China, Egypt, Mexico and Native America

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to “traditional music” from Canada, China, Egypt, Mexico, and/or Native America. Students will listen to identify a variety of musical instruments. After listening to a musical piece, students will work in pairs or in small groups to mark on a classroom chart (with an “X”) under the appropriate category at least 4 instruments they heard. Students will gather as a group, replay the music, and “play” the melody, rhythm, and tempo through body percussion. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music from a variety of cultures, including Canada, China, Egypt, Mexico, and Native America.

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Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify musical instruments when experiencing and responding to music from different cultures based on teacher-modeled simple oral directions using L1 or L2 in pairs

Identify musical instruments when experiencing and responding to music from different cultures based on multi-step oral directions and graphic support in pairs

Distinguish musical instruments when experiencing and responding to music from different cultures following multi-step oral directions in pairs

Categorize musical instruments when experiencing and responding to music from different cultures based on oral directions and a model in a small group

Categorize musical instruments when experiencing and responding to music from different cultures based on oral directions in a small group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), ceremonial music, tribal music culture, ritual dance, folk songs, fiddling, Canada, China, Egypt, Mexico, Native America, Hardanger fiddle (Canada), violin (Canada), harmonica (Canada), kokle (Canada), langspil (Canada), button accordion (Canada), bagpipe (Canada), sheng (China), dagu (China), bawu (China), muyu (China), yu (China), paiban (China), slit drums (China), dizi (China), silk instruments (China), gong (China), bamboo (China), yangqin (China), huqin (China), maracas (Mexico), tambourine (Mexico), mariachi (Mexico), guitarron (Mexico), ocarina (Mexico), friction drum (Mexico), trumpet (Mexico), marimba (Mexico), vihuela (Mexico), charango (Mexico), oud (Egypt), ney (Egypt), mazhar (Egypt), darabukka (Egypt), cymbal (Egypt), duft (Egypt), tar (Egypt), riqq (Egypt), double headed drum (Egypt), Native American flute, powwow (Native America), rattle (Native America), box drum (Native America), peyote songs (Native America), ghost dance (Native America), sun dance (Native America), identify, distinguish, categorize

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EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to authentic examples of traditional Native American music and Mexican Mariachi music (or styles or genre from any two cultures or countries). Students will sit in small groups. Each group will show their experience of the beat of the music by responding in one or more of the following: moving their heads up and down, or tapping a foot, or tapping one or both knees with their hands, or pretending to play a musical instrument (e.g., a drum or a guitar). Students will discuss their experience of the music as a whole group.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies APPLY physical movement as a response to the experience of listening to musical styles and genres from diverse world cultures.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Follow simple oral directions to experience and respond to musical styles and genres from diverse world cultures based on teacher-modeling, physical movement, and illustrated word cards in L1

Follow simple oral directions to experience and respond to musical styles and genres from diverse world cultures based on teacher-modeling, physical movement, and a word bank in small groups

Follow multi-step oral directions to experience and respond to musical styles and genres from diverse world cultures based on peer modeling and physical movement in small groups

Compare an experience of and response to musical styles and genres from diverse world cultures based on multi-step oral directions and aural/visual cues in small groups

Compare and contrast an experience of and response to a variety of musical styles and genres from diverse world cultures following multi-step oral directions and aural/visual cues

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: AB form, ABA form, accelerando, allegro, andante, bourdon, bordun, brass, call-and-response, canon, choreography, chorus (of a song), conductor, crescendo, cultures, decrescendo, downbeat, dynamic level, dynamics, expression, folk music, form, genre, half note, half rest, lyrics, mezzo forte, mezzo piano, moderato, musical alphabet, musical styles, notate, orchestra, ostinato, ostinato, refrain, ritardando, ritard, round, strings, symphony, tempo, tone color, variety, verse, whole note, whole rest, woodwind experience, compare, compare and contrast

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Example Context for Language Use: Students will identify feelings created by instruments, rhythm, and tempo after listening to music masterworks (e.g., music composed by John Philip Sousa). In pairs, students will take turns asking and answering illustrated survey questions and filling in a graph posted on the board to identify and categorize feelings created by music.

COGNITIVE FUNCTION: Students at all levels of English proficiency will APPLY their knowledge of instruments, rhythm, and tempo while experiencing music pieces of selected composers.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Choose and name feelings created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher modeling using illustrations with captions in L1 or L2

Identify feelings created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher modeling using illustrated sentence frames in pairs

Distinguish feelings created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher modeling using sentence frames in pairs

Compare and contrast feelings created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using oral sentence starters with a partner

Explain feelings created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using word banks with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, apply, identify, masterworks, feeling, choose, identify, distinguish, compare and contrast, explain

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OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 2-T.4 Identify, aurally, four orchestral instrumental families.

EXAMPLE CONTEXT FOR LANGUAGE USE: Following a whole class review of the four instrument families, students will form small groups or partnerships. Students will close their eyes as the teacher plays a series of audio clips of instrumental music, pausing after each one. At each pause in the music, student groups or pairs will discuss and identify the instrument family featured in the clip (string, woodwind, brass, or percussion). The teacher will count to 3, and the whole class will “whisper” the answer. As an extension, students will be asked to identify two instrument families playing in an audio clip.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE by sound (aurally) the four orchestral instrumental families, sting, woodwind, brass, and percussion.

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Level 2 Emerging

Level 3 Developing

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Level 5 Bridging

Level 6-R

eaching

Identify instrument families by their musical sounds with teacher modeling, using audio and graphic support in small groups using L1 or L2

Identify instrument families by their musical sounds with teacher modeling using audio and graphic support in small groups

Distinguish instrument families by their musical sounds with teacher guidance using audio support in small groups

Distinguish instrument families by their musical sounds using audio support with a partner

Elaborate on unique characteristics of instrument families and their musical sounds using audio support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: aurally, audio, orchestral instrumental families, string instruments (e.g., guitar, banjo, violin, harp, cello, bass), brass instruments (e.g., trombone, tuba, trumpet, French horn), woodwind instruments (e.g., oboe, flute, bassoon, piccolo, clarinet, saxophone, recorder), percussion instruments (e.g., drums, cymbals, timpani, tambourine, triangle, xylophone), identify, distinguish, elaborate, characteristics

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3-M.7 Employ so, la, do, re, mi, so, la, and do′ in melodic patterns, including: do′-so-la-so; do′-so-mi-do; mi-so-do′; re-do-la; mi-re-do-la; so-mi-re-do-la; re-do-la¸-so; mi-re-do-la¸-so; so-mi-re-do-la¸-so.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) in an appropriate key. In small groups (2-3 students), students will work on singing 3 assigned solfege patterns while playing the corresponding melody on their barred instrument. When students are comfortable with their solfege patterns (melodies), they will create song lyrics related to language arts vocabulary (e.g., words that are synonyms, antonyms, verbs, nouns, etc.) to replace the solfege syllables. Students may alter the rhythm of the melody while maintaining the melodic structure of their solfege patterns. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using so, la, do, re, mi, so, la, and do′.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching


Analyze teacher modeled directions to create a song using an assigned melody based on simple oral instructions and aural cues in small groups

Apply teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues in small groups

Analyze teacher modeled directions to create a song using an assigned melody based on oral instructions and aural cues with a partner

Adjust teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, do-re-mi-so-la-do′, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, xylophone, melody, vocal, analyze, adjust

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 3-F.4 Identify and perform AB, ABA, ABC, and verse/refrain (verse/chorus) sectional forms.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will listen to 3 versions of multiplication facts set to poetry and music (lyrics will be displayed on the interactive whiteboard). After each musical clip, students will briefly discuss and identify, in small groups or with a partner, the musical form of each song as an AB, ABA, ABC, or verse/refrain (verse/chorus) sectional form. Students will then form small groups and given the lyrics to one of the versions. For the class, each group will sing the multiplication song assigned and explain how it represents the sectional form identified. As an extension, individual students will explain how one change in the lyrics would change the musical form of the song, and give an example.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE and perform a variety of sectional forms of music, including AB, ABA, ABC and verse/refrain.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify AB, ABA, ABC and verse/refrain sectional forms in songs with teacher modeling, using music, graphic support, and an illustrated word bank in L1 or L2

Distinguish among AB, ABA, ABC and verse/refrain sectional forms in songs, with teacher modeling, using music and graphic support in small groups

Compare the characteristics of AB, ABA, ABC and verse/refrain sectional forms in songs, with teacher guidance using music and graphic support in small groups

Present AB, ABA, ABC and verse/refrain sectional forms in songs, using music and graphic support in small groups or with a partner

Produce AB, ABA, ABC and verse/refrain sectional forms in songs using music and graphic support

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, ABC sectional form, verse, refrain, chorus, sectional forms, compare, characteristics, phrases, patterns, repetition, identify, distinguish, compare, present, produce

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3-G.1 Experience music from Greece, Italy, and West Africa and Mali

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to “traditional music for children” from Greece, Italy, and/or West Africa and Mali. Students will listen to discover how the tone (sound) of the music creates the mood of the music (i.e., how the music makes them feel).

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the experience of music from a variety of cultures, including music from Greece, Italy and West Africa and Mali.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify the mood (feelings) created by tone (sound) when experiencing and responding to music from different cultures using visual clues and graphic support in L1 or L2 with a partner

Identify the mood (feelings) created by tone (sound) when experiencing and responding to music from different cultures using visual clues and graphic support in small groups

Make a personal connection when experiencing and responding to music from different cultures based on single-step oral directions using graphic support with a partner

Make a personal connection when experiencing and responding to music from different cultures based on multi-step oral directions in a small group

Develop an awareness of the intent of a musical piece when experiencing and responding to music from different cultures using visual cues in a small group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high pitch, low pitch, instrument, percussion, percussion instrument(s), ceremonial music, tribal music culture, ritual dance, folk songs, ancient, opera, ballet, bagpipe, zampogna (Italy), folk accordion, clarinet, violin, bells, flute, tambourine, drums, lyra (Greece), bouzoki (Greece), baglamas (Greece), santouri (Greece), outi (Greece), sirtaki (Greece), thumb piano, rattles, rain stick, harp, wood sticks, xylophone, trumpet, identify, connection, develop an awareness

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EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to and view video performances of traditional and modern music from Mali, Greece, and Rome (third grade Social Science areas of study). While holding and playing rhythm sticks, students will listen to the tempo and rhythm of each piece, rate their experience of the music on a scale from one to ten, and chart it on a line graph for Math class. Students will locate Mali, Greece, and Rome on a world map.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE the experience of listening and responding to musical styles and genres from diverse world cultures.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Discover the tempo and rhythm of a variety of musical styles and genres from diverse world cultures based on simple oral directions, teacher-modeling, visual cues, and illustrated word cards in L1

Identify the tempo and rhythm of a variety of musical styles and genres from diverse world cultures based on simple oral directions, peer- modeling, oral sentence frames, and visual cues in small groups

Distinguish the tempo and rhythm of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions, peer-modeling, and visual cues in small groups

Compare the tempo and rhythm of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions and visual cues in small groups

Compare and contrast the tempo and rhythm of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions and visual cues

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: I–V–I chord progression, a cappella, ABC form, bar line, bass clef, brass family, chord, coda, composition, dotted half note, fermata, genre, grand staff (system), harmony, improvisation, interlude, jazz, leap, ledger lines, legato, measure, melodic shape, motif, movement (section of a composition), musical score, musical styles, octave, oral tradition, partner song, pentatonic scale, percussion family, phrase, rhythm sticks, scat, shape, single eighth note, sixteenth notes, staccato, step, string family, tempo, timbre, treble clef, variety, woodwind family, world music, compare, compare and contrast, discover, distinguish, experience, identify

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Example Context for Language Use: Students will identify mood created by instruments rhythm, and tempo after listening to music masterworks (e.g., music composed by Antonio Lucio Vivaldi). In pairs, students will take turns asking and answering questions on a survey created by the teacher.

COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE use of instruments, rhythm, and tempo to identify the mood created by music masterworks.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using illustrated word walls with teacher guidance in L1 or L2

Specify mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher think aloud using illustrated sentence frames in pairs

Compare and contrast mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher modeling using oral sentence starters in pairs

Analyze mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using word walls with a partner

Infer mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, analyze, mood, masterworks, identify, specify, compare and contrast, analyze, infer

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EXAMPLE CONTEXT FOR LANGUAGE USE: Following instruction on the pentatonic melodic patterns (where do = C, F, or G), students will form partnerships or small groups to listen to a variety of musical snippets (e.g., nursery rhymes, folksongs, jazz, opera, etc.) to aurally identify those that are created and performed in the pentatonic scale. Each pair or group will be given a set of maracas to shake when they identify a musical piece as pentatonic. At the end of the activity, the students will follow oral directions and teacher modeling to notate on a laminated music sheet a pentatonic scale, where do = C, F, or G.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency ANALYZE do-pentatonic melodic patterns.

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Level 2 Emerging

Level 3 Developing

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Level 5 Bridging

Level 6-R

eaching

Identify simple do-pentatonic melodic patterns where do = C, F, or G based on simple oral and segmented teacher-modeled directions, word banks, and gestures in a small group in L1 or L2

Identify simple do-pentatonic melodic patterns where do = C, F, or G based on simple oral teacher-modeled directions, word banks, and non-verbal cues in a small group

Distinguish among simple do-pentatonic melodic patterns where do = C, F, or G based on multi-step oral teacher- modeled directions and non-verbal cues in a small group

Distinguish among simple do-pentatonic melodic patterns where do = C, F, or G based on multi-step oral directions and non-verbal cues with a partner

Compare and contrast simple do-pentatonic melodic patterns where do = C, F, or G following multi-step oral directions and aural cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: I–V–I chord progression, a cappella, ABC form, bar line, bass clef, brass family, chord, coda, composition, dotted half note, fermata, genre, grand staff (system), harmony, improvisation, interlude, jazz, leap, ledger lines, legato, measure, melodic shape, motif, movement (section of a composition), musical score, musical styles, octave, oral tradition, partner song, pentatonic scale, percussion family, phrase, rhythm sticks, scat, shape, single eighth note, sixteenth notes, staccato, step, string family, tempo, timbre, treble clef, variety, woodwind family, world music, compare and contrast, distinguish, identify

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4-M.7 Employ soⓞ , laⓞ , do, re, mi, fa, so, la, and do′ in melodic patterns, including: s f m r d; m f s; d r m f s; r f.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns with Curwen hand symbols by echoing the teacher. As a whole group, students will practice playing a tonic chord in an appropriate key on a baritone ukulele (or other chording instrument) by echoing the teacher in a variety of rhythmic patterns. With a partner or in small groups (3-4 students), students will work on singing 3 assigned solfege patterns while playing a steady beat on the ukulele. When students are comfortable with their solfege patterns (melodies), they will create silly “content” songs by replacing each solfege syllable with one-syllable words related to the solar system (ex., star, sun, moon, etc.). Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using soⓞ , laⓞ , do, re, mi, fa, so, la, and do′.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching


Analyze teacher modeled directions to create a song using an assigned melody based on simple oral instructions and aural cues in small groups

Interpret teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues in small groups


Modify teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: ensemble, performance, do-re-fa-mi-so-la-do′, solfege, melodic pattern, note, pitch, steady beat, rhythm, rhythmic pattern, baritone ukulele, pitched instrument, accompaniment, chord, chord instrument, strum, vocal, analyze, interpret, modify

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 4-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA) sectional forms.

EXAMPLE CONTEXT FOR LANGUAGE USE: After listening to the song, Let it Go, students will examine the lyrics and analyze its form. Students will: (1) identify the sectional form of the song; (2) discuss how the composer used the sectional form to communicate the main idea of the song; and (3) how the song lyrics would have to be shifted in order to create each of the other forms: AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA). Students may, individually or in small groups, sing the song using an alternate form. As a whole group, students will sing the song in its original sectional form.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE information about and perform a variety of sectional forms of music, including AB, ABA, ABC, verse/refrain, and rondo (ABACA).

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify sectional forms in songs (i.e., AB, ABA, ABC, verse/refrain and rondo) with teacher modeling, using music and graphic support in whole group, using L1 or L2 (first or second language)

Distinguish among sectional forms in songs (i.e., AB, ABA, ABC, verse/refrain and rondo), with teacher modeling, using music and graphic support in whole group

Explain the characteristics of sectional forms in songs (i.e., AB, ABA, ABC, verse/refrain and rondo), with teacher guidance using music and graphic support in whole group

Present examples of sectional forms in songs (i.e., AB, ABA, ABC, verse/refrain and rondo), using music and graphic support with a partner

Produce examples of sectional forms in songs (i.e., AB, ABA, ABC, verse/refrain and rondo) using music and graphic support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, ABC sectional form, verse, refrain, rondo, ABACA sectional form, sectional form, compare, characteristics, phrases, patterns, repetition, identify, distinguish, compare, explain, present, produce

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OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 4-G.1 Experience music from England, France, Germany, and music associated with the history of Virginia

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to music from England, France, Germany, and/or music associated with the history of Virginia. Students will be asked to participate in an “I see a song” activity in which they will visualize a story, while listening to the music, focusing on its rhythm (the pattern of sounds) and on tempo (the beat or cadence of the music) and respond through creative movement. Following this activity, students will reflect on the music of each country by drawing or writing about what they felt and visualized while listening to the music.

COGNITIVE FUNCTION: Students at all levels of English proficiency EVALUATE music styles and genres from a variety of cultures, including music from England, France, Germany, and music associated with the history of Virginia.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Follow simple oral directions on moving to rhythm and tempo when experiencing and responding to music from different cultures using visual and graphic support in L1 or L2 with a partner

Identify rhythm and tempo when experiencing and responding to music from different cultures using visual and graphic support with a partner

Use rhythm and tempo when experiencing and responding to music from different cultures based on a grade-level interactive presentation using illustrated word banks with a partner

Compare and contrast rhythm and tempo when experiencing and responding to music from different cultures based on a grade-level interactive presentation using word banks with a partner

Evaluate rhythm and tempo when experiencing and responding to music from different cultures based on a grade-level interactive presentation in small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, Europe, France, England, Germany, Virginia, ball, wedding dance, folk songs, harp, accordion, guitar, flute, tambourine, bagpipe, fiddle, fiddling, French horn, romantic music, opera, cabaret, chanson, anglo concertina, dulcimer, lute guitar, stringed instruments, zither, brass band, acoustic bass guitar, oompah, classical music, ballad(s), lament(s), banjo, bluegrass, gospel, blues, country music, string band, harmonica, shout-band(s), colonial, reflect, illustrate, identify, compare and contrast, evaluate

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EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will listen to traditional and popular music from three cultures: English, Native American, and United States (cultures involved in Virginia history). Students will work in small groups or with a partner to predict the instrument family most likely highlighted in each country’s sample musical clip and give a reason for that prediction. Students will then compare and contrast their experience of the music, focusing on tempo, rhythm, and melody. Responses will be recorded on a Venn Diagram.


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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Discover the tempo, rhythm, and melody of a variety of musical styles and genres from diverse world cultures based on simple segmented oral instructions, tone of voice, gestures, and teacher-modeling in a small group

Identify the tempo, rhythm, and melody of a variety of musical styles and genres from diverse world cultures based on simple oral instructions, teacher-modeling, and a labeled and illustrated graphic organizer in small groups

Distinguish the tempo, rhythm, and melody of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions, peer-modeling, a labeled graphic organizer, and oral cues in small groups

Compare and contrast the tempo, rhythm, and melody of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions, a graphic organizer, and oral cues with a partner

Compare and contrast the tempo, rhythm, and melody of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions and a graphic organizer with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: I–IV–V7 –I chord progression, alto, arranger, articulation, Baroque, bass, Classical, coda, da capo, dal segno, dotted quarter note, fine, genre, intonation, lyricist, major, meter, minor, Modern, musical, musical styles, opera, recorder, Romantic, rondo form, scale, sight-read, slur, soprano, soprano recorder, syncopation, tenor, texture, tie, time signature, tonic, compare and contrast, discover, distinguish, identify

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Example Context for Language Use: Students will identify and discuss mood created by instruments, rhythm, and tempo after listening to music masterworks (e.g., Wolfgang Amadeus Mozart). In pairs, students will take turns asking and answering questions on a survey created by the teacher.

COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE use of instruments, rhythm and tempo to identify and discuss the mood created by music masterworks.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Select and name mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using illustrated sentence phrase banks with teacher think aloud in L1 or L2

Communicate mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with visual support using oral sentence models in pairs

Compare and contrast mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher modeling using oral sentence starters in pairs

Interpret mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using phrase banks with a partner

Infer mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using word walls with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, analyze, mood, masterwork, discuss, select, communicate, compare and contrast, interpret, infer

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OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 4-M.8 Identify, read, and notate do-pentatonic and la-pentatonic melodic patterns in a variety of keys.

EXAMPLE CONTEXT FOR LANGUAGE USE: Following a whole group review of do-pentatonic and la-pentatonic melodic patterns, students will split into 6 groups named: (1) C-do pentatonic; (2) A-la pentatonic; (3) F-do pentatonic; (4) D-la pentatonic; (5) G-do pentatonic; and (6) E-la pentatonic. Students will listen to the teacher play the beginning clip of “My Girl,” by the Temptations, as a C-do pentatonic scale, with the chords displayed on the whiteboard. Students will then play the chords on a xylophone. The same process will be repeated for all six pentatonic versions. At the conclusion, each group will play its version, and students will discuss similarities and differences noted in the pattern, the number of keys tapped, and the sound produced.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE do-pentatonic and la-pentatonic melodic patterns.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify do-pentatonic and la-pentatonic melodic patterns based on an interactive presentation, simple oral directions, gestures, and teacher modeling in L1 or L2

Distinguish between do-pentatonic and la-pentatonic melodic patterns based on an interactive presentation, simple oral directions, teacher modeling, and aural cues

Classify do-pentatonic and la-pentatonic melodic patterns based on an interactive presentation, multi-step oral directions, peer modeling, and aural cues

Compare do-pentatonic and la-pentatonic melodic patterns based on an interactive presentation, multi-step oral directions, and aural cues

Compare and contrast do-pentatonic and la-pentatonic melodic patterns based on an interactive presentation, oral directions, and aural cues

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: I–IV–V7 –I chord progression, alto, arranger, articulation, Baroque, bass, Classical, coda, da capo, dal segno, dotted quarter note, fine, genre, intonation, lyricist, major, meter, minor, Modern, musical, musical styles, opera, recorder, Romantic, rondo form, scale, sight-read, slur, soprano, soprano recorder, syncopation, tenor, texture, tie, time signature, tonic, classify, compare, compare and contrast, distinguish, identify

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OBJECTIVE: The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. 4-T.1 Identify four adult vocal registers: soprano, alto, tenor, bass

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group and while standing, students will listen to snippets of vocal performances by adult artists. They will identify, through body movement, the vocal register of each performer, as follows: (1) “soprano” -- place their hands on their heads; (2) “alto” -- place their hands on their shoulders; (3) “tenor” -- place their hands on their tummies; and (4) “bass” --- touch their toes. The snippets will become shorter, to challenge recognition and create faster movement. Following this activity, students may individually “model” a vocal register.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency will ANALYZE adult vocal registers as soprano, alto, tenor, and bass.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify adult vocal registers as soprano, alto, tenor, or bass following segmented oral instructions, auditory cues, peer modeling, and gestures in L1 or L2

Identify adult vocal registers as soprano, alto, tenor, or bass based on simple oral instructions, teacher modeling, physical movement, and auditory cues

Distinguish adult vocal registers as soprano, alto, tenor, or bass in response to multi-step oral instructions, teacher modeling, and auditory cues

Distinguish adult vocal registers as soprano, alto, tenor, or bass, in response to multi-step oral instructions and auditory cues

Classify adult vocal registers as soprano, alto, tenor, or bass following auditory cues

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words/expressions such as: vocal, range, frequency, bass, tenor, soprano, alto, register, symbol, sound, vocalist, frequency, range, tone, identify, distinguish, classify

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OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 4-T.4 Identify, visually, individually orchestral instrumental families.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a group, students will review how musical instruments are classified into families, with a focus on the visual characteristics of the instruments. Students will then view, on an interactive whiteboard, images and names of individual instruments. Students will Turn and Talk, in small groups or in pairs, to discuss the instrument on the screen and identify the family to which it belongs. Student groups or pairs will give a thumbs-up sign if they agree and a thumbs-down sign if they disagree. Class discussions will follow any thumbs down responses. As a finale, the instruments will flash quickly on the screen and students, as a group, will rapidly identify the instrument’s “family name” using a loud whisper.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE individual orchestral instruments based on the visual characteristics of each instrument.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Choose and name the instrument family to which an instrument belongs using illustrated word banks and visual support in whole group, using L1 or L2

Identify the instrument family to which an instrument belongs using oral sentence models and visual support in small groups

Identify the instrument family to which an instrument belongs with visual support in small groups

Identify and explain the instrument family to which an instrument belongs with visual support with a partner

Elaborate on the characteristics of the instrument family to which an instrument belongs with visual support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: orchestral instruments, string instruments (e.g., guitar, banjo, violin, harp, cello, bass), brass instruments (e.g., trombone, tuba, trumpet, French horn), woodwind instruments (e.g., oboe, flute, bassoon, piccolo, clarinet, saxophone, recorder), percussion instruments (e.g., drums, cymbals, timpani, tambourine, triangle, xylophone), characteristics, choose, identify, explain, elaborate

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5-M.7 Employ soⓞ , laⓞ , ti ⓞ, do, re, mi, fa, so, la, ti, and do′ in melodic patterns, including: d tⓞ, lⓞ ◌; d tⓞ , d.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing a tonic chord in an appropriate key on a baritone ukulele (or other chording instrument) by echoing the teacher in a variety of rhythmic patterns. With a partner or in small groups (3-4 students), students will work on singing 3 assigned solfege patterns while playing a steady beat on the ukulele. When students are comfortable with their solfege patterns (melodies), they will create song lyrics related to a topic of study in Math (e.g., Mean, Medium, Mode, and Range, etc.) or Science (e.g., Light, Sound, Oceans, etc.) to replace the solfege syllables. Students may alter the rhythm of the melody while maintaining the melodic structure of their solfege patterns. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using soⓞ , laⓞ , ti ⓞ, do, re, mi, fa, so, la, ti, and do′.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

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Examine teacher modeled directions to create a song using an assigned melody based on simple oral instructions and aural cues in small groups

Evaluate teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues in small groups


Modify teacher modeled directions to create a song using an assigned melody based on multi-step oral instructions and aural cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: ensemble, performance, do-re-fa-mi-so-la-ti-do′, solfege, melodic pattern, note, pitch, steady beat, rhythm, rhythmic pattern, baritone ukulele, pitched instrument, accompaniment, chord, chord instrument, tonic chord, strum, vocal, examine, evaluate, modify

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OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 5-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus), rondo (ABACA) and theme-and-variations (A A’A”) sectional forms.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will work in small groups or in pairs to write lyrics based on a unit of study they need to review (e.g., “Circles” in Math, “Cells” in Science, “Landforms” in Social Science, etc.). Each group will randomly select a card with a known melody and its sectional form (e.g., Home on the Range as an example of sectional form AB; Twinkle, Twinkle Little Star as an example of the sectional form verse/refrain, etc.). Students will use graphic organizers to identify the main idea for their song and brainstorm important details to use in the various parts of their song. Groups will sing their song to the class and explain how or why they can be categorized into the sectional forms noted.

COGNITIVE FUNCTION: Students at all levels of English language proficiency SYNTHESIZE information about sectional forms of music, including AB, ABA, ABC, verse/refrain, rondo (ABACA), and theme-and-variations (A A’A”).

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify and name sectional forms of music (e.g., AB, ABA, ABC, verse/refrain, rondo, and theme-and-variations A A’ A”) with teacher modeling, using illustrated graphic organizers in small groups using L1 or L2

Distinguish among sectional forms of music (e.g., AB, ABA, ABC, verse/refrain, rondo, and theme-and-variations A A’ A”) with teacher modeling, using graphic organizers and oral sentence starters in small groups

Compare the characteristics of sectional forms of music (e.g., AB, ABA, ABC, verse/refrain, rondo, and theme-and-variations A A’ A”) with teacher guidance using graphic organizers in small groups

Explain sectional forms of music (e.g., AB, ABA, ABC, verse/refrain, rondo, and theme-and-variations A A’ A”) using graphic organizers in small groups

Present sectional forms of music (e.g., AB, ABA, ABC, verse/refrain, rondo, and theme-and-variations A A’ A”) using graphic organizers with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as AB sectional form, ABA sectional form, ABC sectional form, verse, refrain, rondo, ABACA sectional form, theme-and-variations (A, A’, A”) sectional form, sectional form, compare, characteristics, phrases, patterns, repetition, identify, distinguish, compare, explain, present

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OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 5-G.1 Experience music from Africa, Russia, Spain, and music associated with the history of the United States

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to music from Africa, Russia, Spain, and/or music associated with the history of the United States. Students will be asked to physically respond to the music, focusing on its rhythm (the pattern of sounds) and tempo (the beat or cadence of the music) through body percussion. Following this activity, students will reflect on the genre by writing about the mood (how the music made them feel) created by each type of music. COGNITIVE FUNCTION: Students at all levels of English proficiency EVALUATE music styles and genres from a variety of cultures, including music from Africa, Russia, Spain, and music associated with the history of the United States.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Follow oral directions to identify moods created by rhythm and tempo when experiencing and responding to music using visual and graphic support in L1 or L2 with a partner

Identify moods created by rhythm and tempo when experiencing and responding to music from different cultures using illustrated word banks with a partner

Classify moods created by rhythm and tempo when experiencing and responding to music from different cultures using word banks with a partner

Make an inference about moods created by rhythm and tempo when experiencing and responding to music from different cultures based on grade level oral discourse with a partner

Interpret moods created by rhythm and tempo when experiencing and responding to music from different cultures based on oral clues in small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, improvisation, percussion, percussion instrument(s), past, present, Europe, Africa, Russia, Spain, United States, balalaika, orchestra, solo, ball, wedding dance, folk songs, harp, accordion, guitar, flute, tambourine, animal horns/skin, elephant tusk trumpet, mask, decorate, create, harp, musical bow, thumb piano, finger piano, rattle, shakers, gourd, bamboo cane, turtle shell, slit gong, xylophone, hornpipe, balalaika, ocarina, accordion, tambourine, trumpet horn, spoons, flamenco, guitar, stringed instruments, castanets, gralla (oboe), bagpipe, flute, lament(s), wedding songs, work songs, ritual songs, choral singing, solo, banjo, bluegrass, gospel, blues, country music, string band, harmonica, shout-band(s), colonial, mood(s), identify, classify, inference, interpret

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EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will listen to music from two countries represented at the last or current Olympics: (1) the country with the greatest number of participants and (2) the country with the least number of participants. Musical selections may include folk songs, traditional songs, and the most current popular songs. Students will rate each musical piece based on rhythm, melody, tone, and level of enjoyment. Results will be charted on bar graphs for Math class.


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Level 3 Developing

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Level 5 Bridging

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eaching

Discover and rate the rhythm, melody, and tone of a variety of musical styles and genres from diverse world cultures following simple oral directions, gestures, physical movement, and a word bank in L1

Compare and rate the rhythm, melody, and tone of a variety of musical styles and genres from diverse world cultures following simple oral directions, physical movement and a labeled graphic organizer with a partner

Compare and rate the rhythm, melody, and tone of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions, physical movement, and a labeled graphic organizer with a partner

Compare, contrast, and rate the rhythm, melody, and tone of a variety of musical styles and genres from diverse world cultures based on multi-step oral directions, physical movement, and a graphic organizer with a partner

Compare, contrast, and rate a variety of musical styles and genres from diverse world cultures based on multi-step, oral directions, physical movement, and a graphic organizer

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: accidental, arpeggio, critic, critique, dotted eighth note, duple meter, eighth rest, flat, fortissimo, genre, key, key signature, melody, natural, pianissimo, repertoire, rhythm, sharp, style, theme, theme-and-variations, tone, triple meter, variety, compare, compare and contrast, discover

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OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 5-G.3 Experience music masterworks of selected significant composers

Example Context for Language Use: Students will identify and discuss mood created by instruments, rhythm, and tempo after listening to music masterworks (e.g., Ludwig van Beethoven). In pairs, students will take turns asking and answering questions on a survey created by the teacher.

COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE use of instruments, rhythm and tempo to identify and discuss the mood created by music masterworks.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using illustrated phrase banks with teacher guidance in L1 or L2

Infer mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with visual support using oral sentence frames in pairs

Compare and contrast mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers with teacher modeling using oral sentence models in pairs

Explain mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using phrase banks with a partner

Justify mood created by instruments, rhythm, and tempo when experiencing music masterworks of significant composers using word banks with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, analyze, mood, masterwork, discuss, identify, infer, compare and contrast, explain, justify

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OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 5-M.8 Identify, read, and notate pentatonic and diatonic melodic patterns in a variety of keys.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to folksongs, popular music, and traditional music from the geographic region they are studying in Social Science. Working independently, in pairs, or in groups, students will categorize a song’s melody as pentatonic or diatonic. After 15 seconds, the teacher will display a song’s lyrics and chords on the interactive whiteboard. The students will read the note-labeled music and identify the pattern. Once the pattern is identified, students will follow oral directions and teacher modeling to show the pattern using Curwen/Glover Hand Signs.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies ANALYZE pentatonic and diatonic melodic patterns.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify pentatonic and diatonic melodic patterns based on simple oral directions, using gestures and aural cues in a small group in L1 or L2

Distinguish between pentatonic and diatonic melodic patterns based on simple oral directions and aural cues in small groups

Classify pentatonic and diatonic melodic patterns based on multi-step oral directions and aural cues in small groups

Compare pentatonic and diatonic melodic patterns based on multi-step oral directions and aural cues with a partner

Compare and Contrast pentatonic and diatonic melodic patterns based on multi-step oral directions and aural cues

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: accidental, arpeggio, critic, critique, dotted eighth note, duple meter, eighth rest, flat, fortissimo, genre, key, key signature, melody, natural, pianissimo, repertoire, rhythm, sharp, style, theme, theme-and-variations, tone, triple meter, variety, classify, compare, compare and contrast, distinguish, identify

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OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 5-T.4 Identify, aurally, individual orchestral instruments.

EXAMPLE CONTEXT FOR LANGUAGE USE: Following a whole class review of the four instrument families, students will form small groups or partnerships. Students will listen to a series of individual musical instrument sound clips. The teacher will press “pause” after each audio clip and set a timer for 1 minute. Students, in small groups or with a partner, will discuss (1) the name of the instrument, (2) the orchestral family to which it belongs, and (3) how that instrument produces sound. At the sound of the timer, the teacher reveals the answers on the whiteboard.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE by sound (aurally) individual orchestral instruments.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Identify a musical instrument by its sound with teacher modeling, audio support, and illustrated word banks in small groups using L1 or L2

Identify a musical instrument by its sound with teacher modeling, using audio support and illustrated work banks in small groups

Distinguish a musical instrument by its sound with teacher guidance using audio support and oral sentence frames with a partner

Compare musical instruments by their sounds with teacher guidance, using audio support with a partner

Identify and categorize a musical instrument by its sound using audio support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: aurally, audio, orchestral instruments, string (e.g., guitar, banjo, violin, harp, cello, bass), brass (e.g., trombone, tuba, trumpet, French horn), woodwind (e.g., oboe, flute, bassoon, piccolo, clarinet, saxophone, recorder) , percussion (e.g., drums, cymbals, timpani, tambourine, triangle, xylophone), characteristics, select, identify, distinguish, compare, categorize

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OBJECTIVE: VCB-1 --The student will recognize and apply appropriate music vocabulary as they relate to other program objectives.

EXAMPLE CONTEXT FOR LANGUAGE USE: After being introduced to the names and sounds of instruments in the percussion family (e.g., xylophone, metallophone, glockenspiel, hand drum, rhythm sticks, maracas, agogo bells, cowbell, guiro, triangle, claves, etc.), students will chorally name each instrument as the teacher points to it. As a whole group following teacher modeling, students will distinguish between pitched and unpitched percussion instruments. Students will then view a flipchart with pictures of all of the instruments demonstrated at the beginning of the class. Working in small groups or with a partner, students will categorize instruments as pitched or unpitched by moving images to the appropriate side of a diagram on the flipchart. A volunteer from each group will verbally justify their choice. Students will then work in pairs to categorize picture cards of the percussion instruments (each labeled with the instrument name) into pitched and unpitched categories. The teacher will visit each pair of students, and the students will verbally identify the instruments under each category. As an extension activity, students will categorize the instrument cards into percussion instruments that you hit with hand, hit with a beater/mallet, or shake and scrape.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to percussion instruments while experiencing instrumental and vocal timbres.

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Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging L

evel 6-Reaching

Identify instruments of the percussion family with realia, teacher modeling, and graphic support in whole group using L1 or L2

Identify and categorize instruments of the percussion family with realia, teacher modeling, graphic support, and oral sentence frames in whole group

Distinguish instruments of the percussion family with realia, teacher modeling, graphic support, and oral sentence starters in small groups

Compare and contrast instruments of the percussion family with realia, teacher modeling, and graphic support in small groups

Explain instruments of the percussion family with realia and teacher modeling with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, note, pitch, bars, pitched percussion instrument, unpitched percussion instrument, melody, xylophone, metallophone, glockenspiel, hand drum, rhythm sticks, maracas, agogo bells, cowbell, guiro, triangle, claves, beater, identify, categorize, distinguish, compare and contrast, explain

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EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will be introduced to the key parts of brass instruments. Students will examine authentic brass mouthpieces and, while viewing posters of brass instruments (and following teacher modeling), students will chorally echo the names of each part. Students will then work with a partner or in small groups and take turns identifying and verbally naming each part. As a way of distinguishing brass instruments from highest to lowest pitch, students will associate each instrument with a part of the body (e.g., trumpet = head, French horn = shoulders, trombone = stomach, tuba = toes). As teacher motions toward one of the identified body parts, all students chorally name the corresponding instrument while imitating the teacher’s motions.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to brass instruments while experiencing instrumental and vocal timbres.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

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Identify with music vocabulary the instruments of the brass family using teacher modeling, realia, labeled illustrations, and gestures in whole group in L1 or L2

Identify and categorize with music vocabulary the instruments of the brass family using teacher modeling, realia, labeled illustrations, and gestures in whole group

Distinguish with music vocabulary the instruments of the brass family using teacher modeling, realia, labeled illustrations, and gestures in small groups

Compare and contrast with music vocabulary the instruments of the brass family using labeled illustrations and gestures with a partner

Explain with music vocabulary the instruments of the brass family using labeled illustrations and gestures with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: brass instruments, trumpet, French horn, trombone, tuba, orchestra, jazz, mouthpiece, bell, valves, slide, tubing, buzz, high, low, identify, categorize, distinguish, compare and contrast, explain

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EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, and using authentic instruments, students will be introduced to the parts of the orchestral string instruments. Students will follow teacher modeling and echo chorally as the teacher points to each part of a string instrument and states its name. Students will then “Turn and Talk” to their neighbor, identifying the name of the instrument part as the teacher points to it. As a way of distinguishing string instruments from highest to lowest pitch, students will associate each instrument with a part of the body (e.g., violin = head, viola = shoulders, cello = stomach, bass = toes). As the teacher motions toward one of the identified body parts, all students chorally name the corresponding instrument while imitating the teacher’s motions.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to orchestral sting instruments while experiencing instrumental and vocal timbres.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging L

evel 6-Reaching

Identify with music vocabulary the instruments of the string family using teacher modeling, realia, and gestures in whole group in L1 or L2

Identify and categorize with music vocabulary the instruments of the string family using teacher modeling, realia, and gestures in whole group

Distinguish with music vocabulary the instruments of the string family using teacher modeling, realia, and gestures in small groups

Compare and contrast with music vocabulary the instruments of the string family using realia and gestures with a partner

Explain with music vocabulary the instruments of the string family using realia and gestures with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: string instruments, violin, viola, cello, bass, orchestra, tuning pegs, bridge, scroll, tone holes, fingerboard, strings, bow, high, low, orchestra, identify, distinguish, compare and contrast, explain

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EXAMPLE CONTEXT FOR LANGUAGE USE: In preparing to learn how to play ukuleles, students will expand their understanding of rhythm, quarter notes, eighth notes, quarter rests, and triplets through a game of “Say it/Play it” with the teacher. A variety of rhythms containing quarter notes, eighth notes, quarter rests, and triplets will be displayed on a flipchart. Students will “Say it” -- read the rhythms chorally using syllables or words of the teacher’s preference (e.g., ta, ti-ti, blue, jello, etc.). Following teacher modeling, each student will then “Play it” -- play the corresponding rhythm with a G major or e minor chord on the ukulele. After the class verbally reads all of the rhythms, students will work in small groups or with a partner on one of the posted rhythms. Each small group or pair of students will decide if the rhythms are composed of quarter notes, eighth notes, quarter rests, or triplets. Students will verbally share their answers with the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to experiencing, recognizing, and responding to rhythmic patterns.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging L

evel 6-Reaching

Identify with music vocabulary notes and rests in a rhythmic pattern using realia, teacher modeling, and graphic support in whole group in L1 or L2

Identify with music vocabulary notes and rests in a rhythmic pattern using realia, teacher modeling, graphic support, and oral sentence frames in whole group

Distinguish with music vocabulary notes and rests in a rhythmic pattern using realia, teacher modeling, graphic support, and oral sentence starters in small groups

Analyze with music vocabulary notes and rests in a rhythmic pattern using realia, teacher modeling, and graphic support in small groups

Explain with music vocabulary notes and rests in a rhythmic pattern using realia and teacher modeling, with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: ensemble, performance, strum, tuning pegs, fingerboard, fret, tone hole, ukulele, quarter notes, eighth notes, quarter rests, triplets, measure, time signature, G major, e minor, rhythm, identify, distinguish, analyze, explain

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EXAMPLE CONTEXT FOR LANGUAGE USE: Students will work in small groups (3-4 students) to discuss, plan, and compose a piece of music on one type of classroom instruments (e.g., drums, cowbell, recorder, ukulele, claves, triangles, etc.). Students will select their instruments and choose a musical form (e.g., AB, ABA, call and response, theme and variations, rondo). Prior to performing their piece, students will name which instrument they are playing, identify its instrument family, and describe the musical form they will play. Each student will also say what types of rhythms he or she will be playing (e.g., quarter notes, eighth notes, triplets, sixteenth notes, etc.). Students will perform their original composition for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency SYNTHESIZE music vocabulary related to musical performance and expression.

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Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eaching

Discuss a musical production using correct music vocabulary with teacher guidance, realia, and visual support in a small group in L1 or L2

Discuss a musical production using correct music vocabulary with teacher guidance, realia, and visual support in a small group

Describe a musical production using correct music vocabulary with peer modeling, realia, and visual support in a small group

Describe a musical production using correct music vocabulary with visual support and realia in a small group

Explain a musical production using correct music vocabulary with visual support and realia in a small group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, strings, ensemble, performance, hand drum , cowbell, claves, ukulele, agogo bells, triangle, wood block, cowbell, recorder, rhythm sticks, maracas, temple blocks, log drum, tambourine, AB form, ABA form, call/response, theme and variations, rondo, quarter note, eighth note, triplet, sixteenth note, discuss, describe, explain

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loudoun county public schools · 2016-11-27 · loudoun county public schools elementary music...

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