music curriculum kindergarten
TRANSCRIPT
Strand:7
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists.
PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL K.1 The student will sing songs and play instruments. • Participate individually and in groups; • Accompany songs and chants with
body percussion and classroom instruments; and
• Imitate two pitch (sol-mi) patterns sung or played.
K.1.1 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL K.1) K.1.2 The student will sing alone or in a group in unison. (SOL K.1) K.1.3 The student will sing in unison in a group using sol-mi. (SOL K.1)
SOL K.8 The student will recognize and demonstrate expressive qualities of music: fast/slow and loud/soft. K.8.1 The student will demonstrate that music can move at a fast or slow tempo. (SOL K.8) K.8.2 The student will recognize that music can be loud or soft. (SOL K.8) SOL K.9 The student will identify classroom instruments by sight and sound. K.9.1 The student will identify unpitched percussion instruments when presented.(SOL K.9)
K.11 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of
demonstrating good citizenship.
K.11.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
K.12 The student will recognize the relationships between music and other disciplines. K.12.1 The student will recognize how music relates to other disciplines. (SOL K.12) K.12.2 The student will discuss feelings expressed in music.
MUSIC CURRICULUM Kindergarten
JUDGMENT AND CRITCISM AESTHETICS
K.1.4 The student will identify and perform melodic contours. Emphasis should be on pitch direction. SOL K.2 The student will perform rhythm patterns that include sounds and silences. K.2.1 The student will echo-clap or play rhythm patterns presented by the teacher. (SOL K.2) SOL K.3 The student will sing, play, or move at the appropriate time following a vocal/instrumental introduction. K.3.1 The student will recognize and respond to introduction and/or coda. SOL K.4 The student will respond to music with movement. • Match movement to rhythm patterns; • Employ large body movement; • Employ locomotor and non-locomotor
movement; • Use movement to enhance music,
stories, and poems; • Perform dances and games from
various cultures; and • Use the body to illustrate moods and
contrasts in music. K.4.1 The student will move interpretively to various styles of music. (SOL K.4) K.4.2 The student will devise unique motions to interpret what is heard. K.4.3 The student will perform patterned dances/movement activities. (SOL K.4)
SOL K.10 The student will distinguish between tone colors. • Identify voices and
instruments; and • Identify men’s, women’s and
children’s voices. K.10.1 The student will identify male and female voices. (SOL K.10) K.10.2 The student will identify by timbre basic classroom instruments. (SOL K.10) K.10.3 The student will recognize when music phrases are same or different. K.10.4 The student will experience and identify unison melody, accompanied and/or unaccompanied.
K.11.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Kindergarten
JUDGMENT AND CRITCISM AESTHETICS
SOL K.5 The student will demonstrate the difference between a singing voice and a speaking voice. K.5.1 The student will imitate a variety of voice inflections as spoken by the teacher to include pitch and vocal quality. (SOL K.5) SOL K.6 The student will demonstrate steady beat. • Use body percussion, instruments, and
movement; and • Use children’s literature, chant, and
song. K.6.1 The student will demonstrate steady beat. (SOL K.6) SOL K.7 The student will create music through a variety of experiences. • Use classroom instruments, body
percussion, or movement; • Use the voice in speech and song; and • Dramatize songs, stories, and poems. K.7.1 The student will devise unique motions to interpret what is heard. (SOL K.7) K.7.2 The student will move (dance) interpretively to various styles of music. (SOL K.7) K.7.3 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL K.7)
MUSIC CURRICULUM First Grade
10
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 1.1 The student will sing a repertoire of songs and play instruments. • Sing songs that contain sol, mi, and la
pitches; • Sing a variety of songs individually and
in groups; and • Play pitched and non-pitched
instruments.
1.1.1 The student will sing melodies using sol, mi, and la. (SOL 1.1) 1.1.2 The student will play a simple bordun on melodic percussion instruments. 1.1.3 The student will improvise accompaniments on pitched and unpitched percussion instruments. (SOL 1.1)
SOL 1.5 The student will distinguish between melodic rhythms and steady beat by sight and sound. 1.5.1 The student will replicate rhythm patterns presented aurally. (SOL 1.5) 1.5.2 The student will notate using manipulatives, rhythm patterns to include quarter note, quarter rest and eighth note. (SOL 1.5) 1.5.3 The student will demonstrate the ability to maintain a steady beat.
SOL 1.11 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
1.11.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
1.12 The student will recognize the relationships between music and other disciplines. 1.12.1 The student will recognize how music relates to other disciplines. (SOL 1.12) 1.12.2 The student will describe and discuss ideas and emotions communicated in music.
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 1.2 The student will perform rhythm patterns. • Perform and notate rhythm patterns that
include quarter notes, paired eighth notes, and quarter rests.
• Demonstrate melodic rhythm. 1.2.1 The student will perform rhythm patterns to include quarter notes, paired eighth notes, and quarter rests. (SOL 1.2) 1.2.2 The student will recognize iconic notation for quarter notes, eighth notes and quarter rests. (SOL 1.2) 1.2.3 The student will improvise using a given set of rhythm patterns. SOL 1.3 The student will respond to music with movement. • Perform line and circle dances; • Perform dances and games from
various cultures; • Demonstrate locomotor and non-
locomotor movements; and • Dramatize songs, stories and poems. 1.3.1 The student will perform student choreographed and/or teacher directed movement activities. (SOL 1.3) 1.3.2 The student will devise unique motions to interpret what is heard to include contrasting sections, tempo and dynamic changes. (SOL 1.3) 1.3.3 The student will move (dance) interpretively to various styles of music. (SOL 1.3)
1.5.4 The student will demonstrate the difference between steady beat and rhythm. SOL 1.6 The student will recognize when music changes from one section to a contrasting section. 1.6.1 The student will identify changes in contrasting sections of music to include AB and ABA form. (SOL 1.6) SOL 1.7 The student will recognize and describe sudden changes in expressive qualities of music. • Demonstrate changes in
dynamics vocally instrumentally or with movement.
1.7.1 The student will recognize that music can be loud or soft. (SOL 1.7) 1.7.2 The student will identify and perform changes in dynamics. (SOL 1.7) 1.7.3 The student will identify and perform changes in tempo. (SOL 1.7)
1.11.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
1.3.4 The student will dramatize songs, poems, or stories. SOL 1.4 The student will create music through a variety of experiences. • Improvise using classroom instruments,
body percussion, and movement; • Use the voice in speech and song; • Dramatize songs, stories, and poems;
and • Create melodies to familiar nursery
rhymes or chants. 1.4.1 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 1.4) 1.4.2 The student will devise unique motions to interpret what is heard. (SOL 1.4) 1.4.3 The student will create melodic patterns that move up, down, or stay the same. 1.4.4 The student will create movement to dramatize songs, poems, or stories.
SOL 1.8 The student will identify high pitches and low pitches. • Demonstrate different pitches
vocally, instrumentally, and with movement; and
• Distinguish between extreme contrasts of sound.
1.8.1 The student will recognize melodies using sol, mi, and la. (SOL 1.8) 1.8.2 The student will identify changes of musical sound, pitch and/or vocal quality using movement and/or vocabulary. (SOL 1.8) 1.8.3 The student will explore the relationship between size of instrument and pitch. SOL 1.9 The student will identify pitched and non-pitched classroom instruments by sight and sound. 1.9.1 The student will identify by timbre pitched and unpitched classroom instruments. (SOL 1.9) SOL 1.10 The student will distinguish between accompanied and unaccompanied vocal music. 1.10.1 The student will identify unison melody, accompanied and unaccompanied. (SOL 1.10)
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
1.10.2 The student will identify voices by timbre to include male, female and child. (SOL 1.10)
MUSIC CURRICULUM Second Grade
14
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 2.1 The student will sing a repertoire of songs and play instruments. • Sing melodies within the range of a
sixth; • Sing a variety of songs, individually
and in groups; and • Play ostinato and single chord
accompaniments on classroom instruments.
2.1.1 The student will sing melody patterns in tune using sol, la, mi, re, and do. (SOL 2.1) 2.1.2 The student will play a broken bordun on melodic percussion instruments. 2.1.3 The student will play a moving bordun on melodic percussion instruments.
SOL 2.6 The student will recognize form in music. • Identify like and unlike
melodic phrases; • Identify and perform music in
AB and ABA forms; and • Identify the beginning and
ending phrases. 2.6.1 The student will recognize and perform compositions in AB and ABA form. (SOL 2.6) 2.6.2 The student will recognize phrase beginnings and endings. (SOL 2.6) 2.6.3 The student will recognize same and different phrases. (SOL 2.6)
SOL 2.10 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
2.10.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 2.12 The student will recognize the relationships between music and other disciplines. 2.12.1 The student will recognize how music relates to other disciplines. (SOL 2.12) 2.12.2 The student will describe the meanings and feelings evoked by music.
MUSIC CURRICULUM Second Grade
JUDGMENT AND CRITCISM AESTHETICS
2.1.4 The student will perform harmony to include vocal ostinati and canons. (SOL 2.1) SOL 2.2 The student will perform and notate rhythm patterns using traditional notation, including paired eighth notes, quarter notes, quarter rests, half notes and whole notes. 2.2.1 The student will echo-clap and perform rhythm patterns to include half note, half rest, whole note, and whole rest. (SOL 2.2) 2.2.2 The student will notate rhythm patterns using manipulatives. (SOL 2.2) 2.2.3 The student will identify and perform sets of beats grouped in twos and fours. SOL 2.3 The student will respond to music with movement. • Perform line and circle dances; • Perform dances and games from
various cultures; • Demonstrate locomotor and non-
locomotor movements; • Dramatize songs, stories, and poems;
and • Perform choreographed and non-
choreographed movements. 2.3.1 The student will perform student choreographed and/or teacher directed movement activities. (SOL 2.3)
2.6.4 The student will recognize melodic movement of step, skip, and repeat. 2.6.5 The student will recognize measures, bar lines, double bar lines, and repeat signs. 2.6.6 The student will recognize the function of the top number of the meter signature in two and four. SOL 2.7 The student will recognize sudden and gradual changes in expressive qualities of music. • Demonstrate changes in
dynamics and tempo vocally, instrumentally, and with movement; and
• Use music terminology to describe changes.
2.7.1 The student will identify and perform gradual changes in dynamics. (SOL 2.7) 2.7.2 The student will identify and perform gradual changes in tempo. (SOL 2.7) SOL 2.8 The student will identify selected orchestral and folk instruments by sight and sound.
2.10.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Second Grade
JUDGMENT AND CRITCISM AESTHETICS
2.3.2 The student will devise unique motions to interpret what is heard. (SOL 2.3) 2.3.3 The student will move (dance) interpretively to various styles of music. SOL 2.4 The student will read lyrics containing more than one verse and including words divided into syllables. 2.4.1 The student will demonstrate ability to follow multi-versed score. (SOL 2.4) SOL 2.5 The student will create music through a variety of experiences. • Create lyrics to familiar melodies; • Create new verses to songs; • Create accompaniments and ostinato; • Create music to enhance songs,
stories, and poems; and • Create movement to illustrate meter
and form. 2.5.1 The student will move creatively to various styles of music. (SOL 2.5) 2.5.2 The student will compose a vocal or instrumental ostinato. (SOL 2.5) 2.5.3 The student will select and use a classroom instrument to accompany and/or embellish a song, story, or poem. (SOL 2.5) 2.5.4 The student will improvise a melody using given pitches and rhythm patterns.
2.8.1 The student will identify by timbre, selected classroom, orchestral, and folk instruments. (SOL 2.7) SOL 2.9 The student will identify melody patterns that move upward and downward, and remain the same. • Use the voice, instruments,
and movement; • Use music terminology; and • Use the seven letters of the
music alphabet. 2.9.1 The student will identify and perform melodic contours to include do, re, mi, sol, and la. (SOL 2.9) 2.9.2 The student will recognize melodic movements of up, down, and stay the same. (SOL 2.9)
MUSIC CURRICULUM Third Grade
17
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 3.1 The student will sing a repertoire of songs in tune with a clear tone quality. • Sing melodies within the range of an
octave; • Perform in a two-part music ensemble; • Accompany singing with rhythm and/or
melody instruments; and • Use terminology to interpret a music
selection. 3.1.1 The student will perform melodies within the range of an octave with emphasis on do-centered pentatonic. Emphasis should be placed on vocal tone quality and intonation. (SOL 3.1) 3.1.2 The student will perform in a two-part music ensemble. (SOL 3.1)
SOL 3. 8 The student will identify and perform sets of beats that are grouped in twos and threes using descriptive terminology to identify which beats are strong and which beats are weak. 3.8.1 The student will identify and perform sets of beats grouped in threes. (SOL 3.8) SOL 3.9 The student will identify ABA form. 3.9.1 The student will identify and perform AB, ABA, and Rondo form. (SOL 3.9)
SOL 3.14 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
3.14.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 3.15 The student will describe the relationships between music and other disciplines. 3.15.1 The student will recognize how music relates to other disciplines. (SOL 3.15) 3.15.2 The student will develop and describe personal reasons for valuing music.
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
3.1.3 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 3.1) SOL 3.2 The student will notate and perform rhythm patterns using body percussion, melodic, or non-pitched percussion instruments that include sixteenth notes, single eighth notes, paired eighth notes, quarter notes, quarter rests, half notes, dotted half notes, and whole notes. 3.2.1 The student will notate using standard notation or manipulatives, rhythm patterns to include whole note, whole rest, half rest, dotted half. (SOL 3.2) SOL 3.3 The student will notate and perform melodies from the treble staff using traditional notation. • Use voice or melodic instruments; • Use a wide range of tempos and
dynamics; and • Recognize that music is divided into
measures. 3.3.1 The student will identify and perform melodic contours to include do, re, mi, sol, and la. (SOL 3.3) 3.3.2 The student will demonstrate gradual changes of musical sound to include tempo and dynamics. (SOL 3.2) 3.3.3 The student will follow and perform a single line on melodic percussion instruments and/or recorders. (SOL 3.2)
3.9.2 The student will explore guided listening to music through the use of call charts or maps, following changes in dynamics, instrumentation, form, etc. SOL 3.10 The student will recognize music symbols within a composition and use music terminology to explain their functions. 3.10.1 The student will identify rhythm patterns to include whole note, dotted half note, half note, quarter note, eighth note, whole rest, half rest, and quarter rest. (SOL 3.10) 3.10.2 The student will recognize dynamic markings to include crescendo and decrescendo. (SOL 3.10) 3.10.3 The student will recognize directional markings to include D.C. al Fine, D.C. al Coda, D.S. Fine, and Coda. (SOL 3.10)
3.14.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 3. 4 The student will respond to music with movement. • Perform line and circle dances; • Perform dances and games from
various cultures; • Dramatize songs, stories, and poems;
and • Perform choreographed and non-
choreographed movement. 3.4.1 The student will move creatively to music using manipulatives. (SOL 3.4) 3.4.2 The student will devise unique motions to interpret music. (SOL 3.4) 3.4.3 The student will perform student choreographed and/or teacher directed movement activities. (SOL 3.4) SOL 3.5 The student will perform in a two- part ensemble using pitched and non- pitched instruments. SOL 3.6 The student will perform I and V (V7) chords to accompany a two-chord melody using classroom instruments. 3.6.1 The student will use melodic percussion to perform I –V harmony. (SOL 3.6) 3. 6.2 The student will add harmony by performing a crossover bordun on melodic percussion instruments.
SOL 3.11 The student will explore the music of world cultures through song, dance, and movement. • Study folk tales and musical
settings of folk tales; • Listen to examples of
instruments not traditionally found in bands or orchestras;
• Interpret music through movement; and
• Perform traditional dances. 3.11.1 The student will identify instrumentation in a variety of musical compositions. (SOL 3.11) 3.11.2 The student will move creatively to music using manipulatives. (SOL 3.11) 3.11.3 The student will devise unique motions to interpret the music. (SOL 3.11) 3.11.4 The student will perform student choreographed and/or teacher directed movement activities. (SOL 3.11) SOL 3.12 The student will identify the four orchestral families (woodwind, string, brass, percussion) by sight and sound. 3.12.1 The student will identify orchestral instruments visually and aurally. (SOL 3.12)
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 3.7 The student will create music through a variety of experiences. • Create accompaniments and ostinati
for songs and chants; • Create movement to illustrate meter
and form; • Create lyrics to familiar melodies; and • Create new verses to songs.
3.7.1 The student will create movement to music using manipulatives.(SOL 3.7) 3.7.2 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 3.7) 3. 7.3 The student will improvise a melody to a set rhythm pattern. (SOL 3.7)
SOL 3.13 The student will demonstrate the melodic shape (contour) of a musical phrase using music terminology to describe how pitch levels may move upward, downward, or stay the same. 3.13.1 The student will recognize melodic movement of step, skip, and repeat. (SOL 3.13) 3.13.2 The student will identify and perform melodic contours within the range of an octave, using do-centered pentatonic. (SOL 3.13)
MUSIC CURRICULUM Fourth Grade
21
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 4.1 The student will sing a repertoire of songs in tune with a clear tone quality. • Sing with expression using indicated
dynamics and phrasing; and • Sing in a group performing songs in
simple harmony. 4.1.1 The student will perform in tune and with good tone quality melodic patterns in the hexatonic scale. (SOL 4.1) 4.1.2 The student will distinguish between do-centered (major) and la-centered (minor) tonalities. 4.1.3 The student will identify and perform dynamic markings to include pp and ff. 4.1.4 The student will follow a single line from a two-part score. (SOL 4.1)
SOL 4.8 The student will identify rondo form. 4.8.1 The student will recognize and perform AB, ABA, Rondo, and Theme and Variations. (SOL 4.8) SOL 4.9 The student will recognize dynamic markings and interpret them in performance. 4.9.1 The student will respond to changes of dynamics within a musical composition. (SOL 4.9) 4.9.2 The student will recognize and interpret dynamic markings to include pp and ff. (SOL 4.9)
SOL 4.14 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
4.14.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 4.15 The student will compare the relationship between music and other disciplines. 4.15.1 The student will recognize how music relates to other disciplines. (SOL 4.15) 4.15.2 The student will recognize, explore, and demonstrate aesthetic experience through creating music. 4.15.3 The student will discuss how criteria used to value music may vary from on culture to another.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 4.2 The student will notate and perform rhythm patterns using body percussion, voice, pitched, or non- pitched instruments that include sixteenth notes, single eighth notes, paired eighth notes, eighth rests, quarter notes, quarter rests, half notes, half rests, dotted half notes, whole notes, and whole rests. 4.2.1 The student will identify and perform rhythm patterns to include syncopation, dotted rhythms, and eighth rests. (SOL 4.2) 4.2.2 The student will notate grade appropriate rhythms when dictated by the teacher. (SOL 4.2) 4.2.3 The student will perform rhythm patterns in large and small ensembles. (SOL 4.2) SOL 4.3 The student will notate and perform melodies from the treble staff using traditional notation. • Identify melodic movements as step,
leap, or repeat. • Use voice or melodic instruments. 4.3.1 The student will perform a single line on melodic percussion instruments and/or recorders. (SOL 4.3) SOL 4.4 The student will respond to music with movement. • Perform choreographed and non-
choreographed movements; • Perform traditional folk dances; and • Use body percussion.
SOL 4.10 The student will identify instruments from various music ensembles by sight and sound including instruments from other cultures. 4.10.1 The student will identify music and instrumentation from various cultures. (SOL 4.10) SOL 4.11 The student will identify the function of the top and bottom numbers of a meter signature involving 2, 3, and 4 beats. 4.11.1 Identify and perform meter signatures of 2, 3, and 4 beats. (SOL 4.11) SOL 4.12 The student will distinguish between major and minor tonality. 4.12.1 The student will identify major and minor tonality. (SOL 4.12) SOL 4.13 The student will use music terminology to describe various styles of music. • Place musical examples into
broad categories of style; and • Recognize a composer and a
music composition from four different music historical periods.
4.14.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
4.4.1 The student will move creatively using manipulatives. (SOL 4.4) 4.4.2 The student will perform student choreographed and/or teacher directed movement activities. (SOL 4.4) SOL 4.5 The student will perform in a two- part musical ensemble using pitched and non-pitched instruments. SOL 4.6 The student will play I, IV, and V (or V7) chords to accompany a three-chord melody. 4. 6.1 The student will perform an accompaniment pattern on melodic percussion instruments. (SOL 4.6) 4.6.2 The student will perform in a I-IV-V accompaniment pattern on melodic percussion instruments. (SOL 4.6) SOL 4.7 The student will create music through a variety of experiences. • Improvise simple melodic and rhythmic
accompaniments; • Create melodic or rhythmic motives to
enhance literature using a variety of sound sources, including technology; and
• Create movement to illustrate meter and form.
4.7.1 The student will create movement to music using manipulatives. (SOL 4.7) 4.7.2 The student will improvise melodic and rhythmic patterns on instruments. (SOL 4.7)
4.13.1 The student will identify and discuss music from various cultures. (SOL 4.11) 4.13.2 The student will explore guided listening through the use of listening charts or maps. Follow changes in dynamics, instrumentation, form, etc. 4.13.3 The student will follow changes in dynamics, instrumentation, form, etc.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
4.7.3 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 4.7) 4.7.4 The student will create a four- measure song for melodic instruments.
MUSIC CURRICULUM Fifth Grade
25
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 5.1 The student will sing a repertoire of songs in tune with a clear tone quality. • Demonstrate beginning choral
behaviors and skills in group singing; • Participate in group singing involving
three-part harmony; and • Develop age-appropriate ability in
singing skills. 5.1.1 The student will perform in tune and with good tone, quality melodic patterns in the diatonic scale. (SOL 5.1) 5.1.2 The student will identify and perform a single line from a two-part and/or three- part score. (SOL 5.1)
SOL 5.7 The student will identify theme and variations form. 5.7.1 The student will recognize form to include AB, ABA, Rondo, and Theme and Variations. (SOL 5.7) SOL 5.8 The student will use music terminology to describe music performances and compositions. 5.8.1 The student will identify and perform dynamic markings to include mp and mf. (SOL 5.8)
SOL 5.12 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
5.12.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 5.13 The student will compare and contrast the relationships between music and other disciplines. 5.13.1 The student will recognize how music relates to other disciplines. (SOL 5.13) 5.13.2 The student will discuss the role of music and musicians in society. 5.13.3 The student will articulate reasons for personal preferences in music using appropriate vocabulary.
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 5.2 The student will notate and perform rhythm patterns using body percussion, voice, pitched, or non-pitched instruments that include sixteenth notes, dotted eighth followed by a sixteenth note, single eighth notes, paired eighth notes, eighth rests, quarter notes, quarter rests, half notes, half rests, dotted half notes, whole notes, and whole rests. 5.2.1 The student will identify and perform rhythm patterns of increased complexity to include sixteenth note and sixteenth rest, dotted eighth with sixteenth, and sixteenth, with eighth note combinations. (SOL 5.2) 5.2.2 The student will notate grade- appropriate rhythms when dictated by the teacher. (SOL 5.2) SOL 5.3 The student will notate and perform melodies from the treble staff using traditional notation. • Use voice or melodic instruments; and • Use computer technology. 5.3.1 The student will perform an accompaniment pattern from a two-part score. (SOL 5.3) 5.3.2 The student will follow and perform a single line on melodic percussion instruments and/or recorders. (SOL 5.3)
5.8.2 The student will recognize directional markings commonly found in a score. (SOL 5.8) SOL 5.9 The student will identify instruments from various music ensembles by sight and sound including instruments from other cultures. 5.9.1 The student will explore guided listening through the use of listening charts or maps. The student will follow changes in dynamics, instrumentation, form, etc. 5.9.2 The student will identify music and instruments from various cultures. (SOL 5.9) SOL 5.10 The student will identify the functions of the top and bottom numbers of meter signatures in duple and triple meters. 5.10.1 The student will identify and perform repertoire in duple and triple meter to include 6/8 meter. (SOL 5.10)
5.12.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 5.4 The student will respond to music with movement. • Perform choreographed and non-
choreographed movements; • Perform dances and games from
various cultures including traditional folk dances; and
• Use body percussion. 5.4.1 The student will move creatively to music using manipulatives. (SOL 5.4) 5.4.2 The student will perform music from various cultures. (SOL 5.4) 5.4.3 The student will perform student choreographed and/or teacher directed movement activities. (SOL 5.4) SOL 5.5 The student will perform music of increasing difficulty in musical ensembles using pitched and rhythm instruments. SOL 5.6 The student will create music through a variety of experiences. • Improvise melodies and rhythms of
increasing complexity; • Create movement to illustrate meter
and form; and • Compose short melodic or rhythmic
phrases within specified guidelines. 5.6.1 The student will create movement to music using manipulatives. (SOL 5.6) 5.6.2 The student will select and use a classroom instrument to accompany and/or embellish a song or poem.
SOL 5.11 The student will place music examples into broad categories of style. • Use music terminology to
compare and contrast a variety of music styles;
• Explore how vocal style contributes to the quality and enjoyment of musical selections;
• Explore and perform a variety of music styles;
• Identify notable characteristics of the music of world cultures; and
• Identify a composer and one music composition from each of four different music historical periods.
5.11.1 The student will describe and discuss major differences between eras and styles of music. (SOL 5.11) 5.11.2 The student will identify music from various cultures. (SOL 5.11)
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
5.6.3 The student will create a four- measure song for a melodic instrument. 5.6.4 The student will improvise melodic and rhythmic patterns using instruments. 5.6.5 The student will create and perform Rondo form.
ELEMENTARY LITERACY CONCEPTS
PERFORMANCE AND PRODUCTION
1. Articulation – Start and release of a note. In voice, clearly pronouncing consonants and vowels when singing. 2. Bowings – Technique of using the bow 3. Breath Support – Speed of air, use of diaphragmatic muscles to give carrying power to the voice/instrument 4. Chord – Simultaneous sounding of three or more notes 5. Diction – Clarity of pronunciation 6. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Form – Certain scheme, structure of a composition; and • Melody – A succession of musical tones , thematic pattern of fixed units
7. Embellishments – Ornamentation 8. Expression – Emotional effect of music – involves tempo, rhythm, dynamics, phrasing, articulations. 9. Improvise – Performing spontaneously 10. Instruments – The generic name for all contrivances producing musical sounds, with the exception of the voice. They are usually classified
into four categories: strings, woodwind, brass, percussion. 11. Intonation – Singing or playing in tune 12. Meter – Pattern of fixed units indicated by a time signature 13. Pattern – A repeated melodic and or rhythmic set of notes, chords or harmonies 14. Performance – A presentation before an audience 15. Phrase – Division of musical line comparable to a sentence. 16. Posture – A position or attitude of the body or of body parts. 17. Practice – To perform repeatedly in order to acquire or polish a skill 18. Rehearsal – A session of practice for a performance 19. Scale – Tonal pattern of music 20. Sight Read – To read, conduct, or perform without prior preparation. 21. Tempo – Speed of the music 22. Tuning – Adjustment of proper pitch 28. Voice – Vocal Production 23. Warm-up – Routine to prepare muscles, aural skills and brain for working
ELEMENTARY LITERACY CONCEPTS
CULTURAL CONTEXT AND MUSIC THEORY
1. Arrange – Adapt a composition with instruments or other voices for performance 2. Clef – Symbol at the beginning of the staff indicating the pitch of notes: labels lines and spaces 3. Chord - Simultaneous sounding of three or more notes 4. Compose – Construct or create a musical piece 5. Conduct – To direct and coordinate a musical ensemble through the use of motions of the hands and body. 6. Cultural Context – The circumstances in which artistic activities are produced. 7. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Form – Certain scheme, structure of a composition; and • Melody – A succession of musical tones , thematic pattern of fixed units
8. Ensemble - Group of musicians performing/playing together 9. Expression - motional effect of music – involves tempo, rhythm, dynamics, phrasing, articulations.
10. Historical Period – That which has occurred in the past within a specific time frame 11. Improvise - Perform spontaneously 12. Instrument – A device for producing a musical sound 13. Instrumentation – Arrangement of music for a particular group of voices and/or instruments 14. Key Signature – The sharps or flats appearing at the beginning of each staff, indicating the scale and the key of the composition. 15. Meter - The basic grouping of beats and rhythms as found in each measure and indicated by the Time Signature 16. Movement – Various complete and comparatively independent divisions of a musical composition. 17. Notation – Representation of music with symbols 18. Pattern – A repeated melodic and or rhythmic set of notes, chords or harmonies 19. Scale - Tonal pattern of music 20. Sequence – Repetition of a melody or phrase at a higher or lower pitch 21. Style - Mode of expression of performance 22. Tempo - Speed of the music
ELEMENTARY LITERACY CONCEPTS
JUDGMENT AND CRITICISM
1. Analyze - Identifying and examining separate parts as they function independently and together in creative works. Identifying how the elements of music are used in a work of music.
2. Concert Etiquette – the practices of social convention prescribed for both performers and audience members. 3. Elements of Music:
• Pitch – Location of a musical sound in the tonal scale; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Texture – Melodies and harmonies; and • Form – Certain scheme, structure of a composition
4. Ensemble – Group of musicians performing/playing together 5. Expression – Emotional effect of music – involves tempo, rhythm, dynamics, phrasing, articulations. 6. Instruments – The generic name for all contrivances producing musical sounds, with the exception of the voice. They are usually classified
into four categories: strings, woodwind, brass, percussion. 7. Intonation – Singing or playing in tune 8. Meter – The basic grouping of beats and rhythms as found in each measure and indicated by a time signature. 9. Pattern – A repeated melodic and or rhythmic set of notes, chords or harmony 10. Performance – A presentation before an audience 11. Practice – To perform repeatedly in order to acquire or polish a skill 12. Rehearsal – A session of practice for a performance 13. Repertoire – The stock of songs, music, that a player, company, ensemble is prepared to perform. 19. Sight Read – To read, conduct, or perform without prior preparation. 20. Tempo – Speed of the music 21. Voice – Vocal Production 22. Warm-up – Routine to prepare muscles, aural skills and brain for working
ELEMENTARY LITERACY CONCEPTS
32
AESTHETICS
1. Aesthetics – Having a sense of beauty in nature and the arts 2. Audience – Gathering of spectators or listeners 3. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Form – Certain scheme, structure of a composition; and • Melody – a succession of musical tones , thematic pattern of fixed units
4. Emotion – A strong feeling, as of sorrow or joy: affective nature of music 5. Expression – Emotional effect of music – the elements of music, as well as phrasing and articulations 6. Performance – A presentation before an audience
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
33
Strand: PERFORMANCE AND PRODUCTION Goal: Students will express musical ideas through performing individually, in ensembles and in groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will acquire music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITICISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITICISM AESTHETICS
SOL MS.1 The student will participate in a variety of music experiences as a means of studying the elements of music. • Demonstrate an understanding of
melody patterns aurally and visually; • Demonstrate an understanding of
rhythm patterns aurally and visually; • Demonstrate an understanding of
harmony aurally and visually; and • Perform music with the voice and
instruments. MS.1.1 The student will sing two, three and/or four-part rounds and/or partner songs. MS.1.2 Identify and perform a single line from a two-part and/or three- part score. MS.1.3 Read and perform music in various meters, to include duple, triple and compound. MS.1.4 Recognize key signatures of C, G
SOL MS.5 The student will investigate music sounds, forms, styles, and genres through listening, discussing, writing, and performing. MS.5.1 Through listening activities, develop auditory discrimination, memory and sequencing. MS.5.2 Listen to and discuss various forms of music. MS.5.3 Listen to and discuss music of various cultures. MS.5.4 Investigate various types of contemporary music. MS.5.5 Explore different historical periods of Western music. MS.5.6 Explore and perform AB
SOL MS.7 The student will describe performances, live or recorded, using music terminology. • Develop criteria for evaluating
music performances; • Identify music of diverse
cultures including representative composers.
• Identify instruments, voice classifications (soprano, alto, tenor, bass) and a variety of performing ensembles aurally and visually; and
• Investigate traditional and non-traditional sound sources.
MS.7.1 Identify music from various cultures, composers, performers and compositions. MS.7.2 Recognize by timbre individual instruments.
SOL MS.9 The student will identify and compare relationships between music and other disciplines. MS.9.1 Perform music of the world with emphasis on history, literature, and culture. MS.9.2 Develop an awareness of the relationship between music and other disciplines. (SOL MS.9)
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
34
JUDGMENT AND CRITICISM AESTHETICS
and F. MS.1.5 Recognize and perform I, IV, V harmonies. MS.1.6 Identify and perform rhythm patterns of increased complexity to include syncopation. MS.1.7 Perform in instrumental ensembles using pitched and unpitched percussion instruments. Melody may also be performed on recorder or guitar. (SOL MS.1) SOL MS.2 The student will play and/or sing music from notation on the grand staff. MS.2.1 Recognize treble staff notation including use of ledger lines. MS.2.2 Recognize the grand staff. MS.2.3 Recognize and perform tempo and dynamic markings and/or music terminology. MS.2.4 Read and/or sight-read a short melodic line. MS.2.5 Use soprano and/or alto recorder to play two-part compositions. (SOL MS.2) SOL MS.3 The student will participate in a variety of movement activities in the study of music. • Demonstrate a variety of styles,
periods, and forms through structured and unstructured dance and
melodies on melodic instruments from music notation. (S0L MS.5) SOL MS.6 The student will investigate the role of music in society. • Investigate careers in music;
and • Identify the various uses of
music in daily experience. MS.6.1 Differentiate various roles in the music industry. (SOL MS.6)
MS.7.3 Listen to, discuss and evaluate music performances. MS.7.4 Identify voice classifications (SATB). MS.7.5 Notate music using traditional and non-traditional symbols. SOL MS.8 The student will demonstrate appropriate performance behavior as a participant and/or listener. • Exhibit respect for the
contributions of self and others within a music setting; and
• Demonstrate appropriate audience behavior for the context and style of music performed.
MS.8.1 Develop a positive self- image through awareness of the body and its relationship to space by moving, singing and playing instruments. MS.8.2 Gain interpersonal skills by participating in ensembles. MS.8.3 Develop aesthetic awareness through listening and performing. MS.8.4 Develop awareness of concert etiquette appropriate to various settings. (SOL MS.8)
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
35
JUDGMENT AND CRITICISM AESTHETICS
body percussion and other physical responses.
MS.3.1 Perform student choreographed and/or teacher directed movement activities. MS.3.2 Demonstrate and move to music in duple, triple and compound meters. MS.3.3 Conduct music in duple, triple and compound meters. (SOL MS.3) SOL MS.4 The student will employ creativity in a variety of music experiences. • Discuss how a composer
communicates ideas by manipulating elements of music;
• Improvise melodies, rhythms, and harmonies;
• Compose melodies, rhythms, and harmonies; and
• Create arrangements of known melodies using traditional or non- traditional sound sources, including computer-related technology.
MS.4.1 Create rhythms to include dotted quarter notes and dotted eighth notes. MS.4.2 Create a melody using C, F and/or G major tonalities. MS.4.3 Create short compositions that demonstrate feelings, ideas or events. MS.4.4 Improvise rhythmic and melodic phrases instrumentally and/or vocally.
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
36
JUDGMENT AND CRITICISM AESTHETICS
MS.4.5 Create accompaniments that may include vocal, instrumental and/or body percussion. (SOL MS.4)
Strand: JUDGMENT AND CRITCISM
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists.
PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL K.1 The student will sing songs and play instruments. • Participate individually and in groups; • Accompany songs and chants with
body percussion and classroom instruments; and
• Imitate two pitch (sol-mi) patterns sung or played.
K.1.1 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL K.1) K.1.2 The student will sing alone or in a group in unison. (SOL K.1) K.1.3 The student will sing in unison in a group using sol-mi. (SOL K.1)
SOL K.8 The student will recognize and demonstrate expressive qualities of music: fast/slow and loud/soft. K.8.1 The student will demonstrate that music can move at a fast or slow tempo. (SOL K.8) K.8.2 The student will recognize that music can be loud or soft. (SOL K.8) SOL K.9 The student will identify classroom instruments by sight and sound. K.9.1 The student will identify unpitched percussion instruments when presented.(SOL K.9)
K.11 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of
demonstrating good citizenship.
K.11.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
K.12 The student will recognize the relationships between music and other disciplines. K.12.1 The student will recognize how music relates to other disciplines. (SOL K.12) K.12.2 The student will discuss feelings expressed in music.
MUSIC CURRICULUM Kindergarten
JUDGMENT AND CRITCISM AESTHETICS
K.1.4 The student will identify and perform melodic contours. Emphasis should be on pitch direction. SOL K.2 The student will perform rhythm patterns that include sounds and silences. K.2.1 The student will echo-clap or play rhythm patterns presented by the teacher. (SOL K.2) SOL K.3 The student will sing, play, or move at the appropriate time following a vocal/instrumental introduction. K.3.1 The student will recognize and respond to introduction and/or coda. SOL K.4 The student will respond to music with movement. • Match movement to rhythm patterns; • Employ large body movement; • Employ locomotor and non-locomotor
movement; • Use movement to enhance music,
stories, and poems; • Perform dances and games from
various cultures; and • Use the body to illustrate moods and
contrasts in music. K.4.1 The student will move interpretively to various styles of music. (SOL K.4) K.4.2 The student will devise unique motions to interpret what is heard. K.4.3 The student will perform patterned dances/movement activities. (SOL K.4)
SOL K.10 The student will distinguish between tone colors. • Identify voices and
instruments; and • Identify men’s, women’s and
children’s voices. K.10.1 The student will identify male and female voices. (SOL K.10) K.10.2 The student will identify by timbre basic classroom instruments. (SOL K.10) K.10.3 The student will recognize when music phrases are same or different. K.10.4 The student will experience and identify unison melody, accompanied and/or unaccompanied.
K.11.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Kindergarten
JUDGMENT AND CRITCISM AESTHETICS
SOL K.5 The student will demonstrate the difference between a singing voice and a speaking voice. K.5.1 The student will imitate a variety of voice inflections as spoken by the teacher to include pitch and vocal quality. (SOL K.5) SOL K.6 The student will demonstrate steady beat. • Use body percussion, instruments, and
movement; and • Use children’s literature, chant, and
song. K.6.1 The student will demonstrate steady beat. (SOL K.6) SOL K.7 The student will create music through a variety of experiences. • Use classroom instruments, body
percussion, or movement; • Use the voice in speech and song; and • Dramatize songs, stories, and poems. K.7.1 The student will devise unique motions to interpret what is heard. (SOL K.7) K.7.2 The student will move (dance) interpretively to various styles of music. (SOL K.7) K.7.3 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL K.7)
MUSIC CURRICULUM First Grade
10
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 1.1 The student will sing a repertoire of songs and play instruments. • Sing songs that contain sol, mi, and la
pitches; • Sing a variety of songs individually and
in groups; and • Play pitched and non-pitched
instruments.
1.1.1 The student will sing melodies using sol, mi, and la. (SOL 1.1) 1.1.2 The student will play a simple bordun on melodic percussion instruments. 1.1.3 The student will improvise accompaniments on pitched and unpitched percussion instruments. (SOL 1.1)
SOL 1.5 The student will distinguish between melodic rhythms and steady beat by sight and sound. 1.5.1 The student will replicate rhythm patterns presented aurally. (SOL 1.5) 1.5.2 The student will notate using manipulatives, rhythm patterns to include quarter note, quarter rest and eighth note. (SOL 1.5) 1.5.3 The student will demonstrate the ability to maintain a steady beat.
SOL 1.11 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
1.11.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
1.12 The student will recognize the relationships between music and other disciplines. 1.12.1 The student will recognize how music relates to other disciplines. (SOL 1.12) 1.12.2 The student will describe and discuss ideas and emotions communicated in music.
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 1.2 The student will perform rhythm patterns. • Perform and notate rhythm patterns that
include quarter notes, paired eighth notes, and quarter rests.
• Demonstrate melodic rhythm. 1.2.1 The student will perform rhythm patterns to include quarter notes, paired eighth notes, and quarter rests. (SOL 1.2) 1.2.2 The student will recognize iconic notation for quarter notes, eighth notes and quarter rests. (SOL 1.2) 1.2.3 The student will improvise using a given set of rhythm patterns. SOL 1.3 The student will respond to music with movement. • Perform line and circle dances; • Perform dances and games from
various cultures; • Demonstrate locomotor and non-
locomotor movements; and • Dramatize songs, stories and poems. 1.3.1 The student will perform student choreographed and/or teacher directed movement activities. (SOL 1.3) 1.3.2 The student will devise unique motions to interpret what is heard to include contrasting sections, tempo and dynamic changes. (SOL 1.3) 1.3.3 The student will move (dance) interpretively to various styles of music. (SOL 1.3)
1.5.4 The student will demonstrate the difference between steady beat and rhythm. SOL 1.6 The student will recognize when music changes from one section to a contrasting section. 1.6.1 The student will identify changes in contrasting sections of music to include AB and ABA form. (SOL 1.6) SOL 1.7 The student will recognize and describe sudden changes in expressive qualities of music. • Demonstrate changes in
dynamics vocally instrumentally or with movement.
1.7.1 The student will recognize that music can be loud or soft. (SOL 1.7) 1.7.2 The student will identify and perform changes in dynamics. (SOL 1.7) 1.7.3 The student will identify and perform changes in tempo. (SOL 1.7)
1.11.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
1.3.4 The student will dramatize songs, poems, or stories. SOL 1.4 The student will create music through a variety of experiences. • Improvise using classroom instruments,
body percussion, and movement; • Use the voice in speech and song; • Dramatize songs, stories, and poems;
and • Create melodies to familiar nursery
rhymes or chants. 1.4.1 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 1.4) 1.4.2 The student will devise unique motions to interpret what is heard. (SOL 1.4) 1.4.3 The student will create melodic patterns that move up, down, or stay the same. 1.4.4 The student will create movement to dramatize songs, poems, or stories.
SOL 1.8 The student will identify high pitches and low pitches. • Demonstrate different pitches
vocally, instrumentally, and with movement; and
• Distinguish between extreme contrasts of sound.
1.8.1 The student will recognize melodies using sol, mi, and la. (SOL 1.8) 1.8.2 The student will identify changes of musical sound, pitch and/or vocal quality using movement and/or vocabulary. (SOL 1.8) 1.8.3 The student will explore the relationship between size of instrument and pitch. SOL 1.9 The student will identify pitched and non-pitched classroom instruments by sight and sound. 1.9.1 The student will identify by timbre pitched and unpitched classroom instruments. (SOL 1.9) SOL 1.10 The student will distinguish between accompanied and unaccompanied vocal music. 1.10.1 The student will identify unison melody, accompanied and unaccompanied. (SOL 1.10)
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
1.10.2 The student will identify voices by timbre to include male, female and child. (SOL 1.10)
MUSIC CURRICULUM Second Grade
14
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 2.1 The student will sing a repertoire of songs and play instruments. • Sing melodies within the range of a
sixth; • Sing a variety of songs, individually
and in groups; and • Play ostinato and single chord
accompaniments on classroom instruments.
2.1.1 The student will sing melody patterns in tune using sol, la, mi, re, and do. (SOL 2.1) 2.1.2 The student will play a broken bordun on melodic percussion instruments. 2.1.3 The student will play a moving bordun on melodic percussion instruments.
SOL 2.6 The student will recognize form in music. • Identify like and unlike
melodic phrases; • Identify and perform music in
AB and ABA forms; and • Identify the beginning and
ending phrases. 2.6.1 The student will recognize and perform compositions in AB and ABA form. (SOL 2.6) 2.6.2 The student will recognize phrase beginnings and endings. (SOL 2.6) 2.6.3 The student will recognize same and different phrases. (SOL 2.6)
SOL 2.10 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
2.10.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 2.12 The student will recognize the relationships between music and other disciplines. 2.12.1 The student will recognize how music relates to other disciplines. (SOL 2.12) 2.12.2 The student will describe the meanings and feelings evoked by music.
MUSIC CURRICULUM Second Grade
JUDGMENT AND CRITCISM AESTHETICS
2.1.4 The student will perform harmony to include vocal ostinati and canons. (SOL 2.1) SOL 2.2 The student will perform and notate rhythm patterns using traditional notation, including paired eighth notes, quarter notes, quarter rests, half notes and whole notes. 2.2.1 The student will echo-clap and perform rhythm patterns to include half note, half rest, whole note, and whole rest. (SOL 2.2) 2.2.2 The student will notate rhythm patterns using manipulatives. (SOL 2.2) 2.2.3 The student will identify and perform sets of beats grouped in twos and fours. SOL 2.3 The student will respond to music with movement. • Perform line and circle dances; • Perform dances and games from
various cultures; • Demonstrate locomotor and non-
locomotor movements; • Dramatize songs, stories, and poems;
and • Perform choreographed and non-
choreographed movements. 2.3.1 The student will perform student choreographed and/or teacher directed movement activities. (SOL 2.3)
2.6.4 The student will recognize melodic movement of step, skip, and repeat. 2.6.5 The student will recognize measures, bar lines, double bar lines, and repeat signs. 2.6.6 The student will recognize the function of the top number of the meter signature in two and four. SOL 2.7 The student will recognize sudden and gradual changes in expressive qualities of music. • Demonstrate changes in
dynamics and tempo vocally, instrumentally, and with movement; and
• Use music terminology to describe changes.
2.7.1 The student will identify and perform gradual changes in dynamics. (SOL 2.7) 2.7.2 The student will identify and perform gradual changes in tempo. (SOL 2.7) SOL 2.8 The student will identify selected orchestral and folk instruments by sight and sound.
2.10.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Second Grade
JUDGMENT AND CRITCISM AESTHETICS
2.3.2 The student will devise unique motions to interpret what is heard. (SOL 2.3) 2.3.3 The student will move (dance) interpretively to various styles of music. SOL 2.4 The student will read lyrics containing more than one verse and including words divided into syllables. 2.4.1 The student will demonstrate ability to follow multi-versed score. (SOL 2.4) SOL 2.5 The student will create music through a variety of experiences. • Create lyrics to familiar melodies; • Create new verses to songs; • Create accompaniments and ostinato; • Create music to enhance songs,
stories, and poems; and • Create movement to illustrate meter
and form. 2.5.1 The student will move creatively to various styles of music. (SOL 2.5) 2.5.2 The student will compose a vocal or instrumental ostinato. (SOL 2.5) 2.5.3 The student will select and use a classroom instrument to accompany and/or embellish a song, story, or poem. (SOL 2.5) 2.5.4 The student will improvise a melody using given pitches and rhythm patterns.
2.8.1 The student will identify by timbre, selected classroom, orchestral, and folk instruments. (SOL 2.7) SOL 2.9 The student will identify melody patterns that move upward and downward, and remain the same. • Use the voice, instruments,
and movement; • Use music terminology; and • Use the seven letters of the
music alphabet. 2.9.1 The student will identify and perform melodic contours to include do, re, mi, sol, and la. (SOL 2.9) 2.9.2 The student will recognize melodic movements of up, down, and stay the same. (SOL 2.9)
MUSIC CURRICULUM Third Grade
17
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 3.1 The student will sing a repertoire of songs in tune with a clear tone quality. • Sing melodies within the range of an
octave; • Perform in a two-part music ensemble; • Accompany singing with rhythm and/or
melody instruments; and • Use terminology to interpret a music
selection. 3.1.1 The student will perform melodies within the range of an octave with emphasis on do-centered pentatonic. Emphasis should be placed on vocal tone quality and intonation. (SOL 3.1) 3.1.2 The student will perform in a two-part music ensemble. (SOL 3.1)
SOL 3. 8 The student will identify and perform sets of beats that are grouped in twos and threes using descriptive terminology to identify which beats are strong and which beats are weak. 3.8.1 The student will identify and perform sets of beats grouped in threes. (SOL 3.8) SOL 3.9 The student will identify ABA form. 3.9.1 The student will identify and perform AB, ABA, and Rondo form. (SOL 3.9)
SOL 3.14 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
3.14.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 3.15 The student will describe the relationships between music and other disciplines. 3.15.1 The student will recognize how music relates to other disciplines. (SOL 3.15) 3.15.2 The student will develop and describe personal reasons for valuing music.
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
3.1.3 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 3.1) SOL 3.2 The student will notate and perform rhythm patterns using body percussion, melodic, or non-pitched percussion instruments that include sixteenth notes, single eighth notes, paired eighth notes, quarter notes, quarter rests, half notes, dotted half notes, and whole notes. 3.2.1 The student will notate using standard notation or manipulatives, rhythm patterns to include whole note, whole rest, half rest, dotted half. (SOL 3.2) SOL 3.3 The student will notate and perform melodies from the treble staff using traditional notation. • Use voice or melodic instruments; • Use a wide range of tempos and
dynamics; and • Recognize that music is divided into
measures. 3.3.1 The student will identify and perform melodic contours to include do, re, mi, sol, and la. (SOL 3.3) 3.3.2 The student will demonstrate gradual changes of musical sound to include tempo and dynamics. (SOL 3.2) 3.3.3 The student will follow and perform a single line on melodic percussion instruments and/or recorders. (SOL 3.2)
3.9.2 The student will explore guided listening to music through the use of call charts or maps, following changes in dynamics, instrumentation, form, etc. SOL 3.10 The student will recognize music symbols within a composition and use music terminology to explain their functions. 3.10.1 The student will identify rhythm patterns to include whole note, dotted half note, half note, quarter note, eighth note, whole rest, half rest, and quarter rest. (SOL 3.10) 3.10.2 The student will recognize dynamic markings to include crescendo and decrescendo. (SOL 3.10) 3.10.3 The student will recognize directional markings to include D.C. al Fine, D.C. al Coda, D.S. Fine, and Coda. (SOL 3.10)
3.14.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 3. 4 The student will respond to music with movement. • Perform line and circle dances; • Perform dances and games from
various cultures; • Dramatize songs, stories, and poems;
and • Perform choreographed and non-
choreographed movement. 3.4.1 The student will move creatively to music using manipulatives. (SOL 3.4) 3.4.2 The student will devise unique motions to interpret music. (SOL 3.4) 3.4.3 The student will perform student choreographed and/or teacher directed movement activities. (SOL 3.4) SOL 3.5 The student will perform in a two- part ensemble using pitched and non- pitched instruments. SOL 3.6 The student will perform I and V (V7) chords to accompany a two-chord melody using classroom instruments. 3.6.1 The student will use melodic percussion to perform I –V harmony. (SOL 3.6) 3. 6.2 The student will add harmony by performing a crossover bordun on melodic percussion instruments.
SOL 3.11 The student will explore the music of world cultures through song, dance, and movement. • Study folk tales and musical
settings of folk tales; • Listen to examples of
instruments not traditionally found in bands or orchestras;
• Interpret music through movement; and
• Perform traditional dances. 3.11.1 The student will identify instrumentation in a variety of musical compositions. (SOL 3.11) 3.11.2 The student will move creatively to music using manipulatives. (SOL 3.11) 3.11.3 The student will devise unique motions to interpret the music. (SOL 3.11) 3.11.4 The student will perform student choreographed and/or teacher directed movement activities. (SOL 3.11) SOL 3.12 The student will identify the four orchestral families (woodwind, string, brass, percussion) by sight and sound. 3.12.1 The student will identify orchestral instruments visually and aurally. (SOL 3.12)
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 3.7 The student will create music through a variety of experiences. • Create accompaniments and ostinati
for songs and chants; • Create movement to illustrate meter
and form; • Create lyrics to familiar melodies; and • Create new verses to songs.
3.7.1 The student will create movement to music using manipulatives.(SOL 3.7) 3.7.2 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 3.7) 3. 7.3 The student will improvise a melody to a set rhythm pattern. (SOL 3.7)
SOL 3.13 The student will demonstrate the melodic shape (contour) of a musical phrase using music terminology to describe how pitch levels may move upward, downward, or stay the same. 3.13.1 The student will recognize melodic movement of step, skip, and repeat. (SOL 3.13) 3.13.2 The student will identify and perform melodic contours within the range of an octave, using do-centered pentatonic. (SOL 3.13)
MUSIC CURRICULUM Fourth Grade
21
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 4.1 The student will sing a repertoire of songs in tune with a clear tone quality. • Sing with expression using indicated
dynamics and phrasing; and • Sing in a group performing songs in
simple harmony. 4.1.1 The student will perform in tune and with good tone quality melodic patterns in the hexatonic scale. (SOL 4.1) 4.1.2 The student will distinguish between do-centered (major) and la-centered (minor) tonalities. 4.1.3 The student will identify and perform dynamic markings to include pp and ff. 4.1.4 The student will follow a single line from a two-part score. (SOL 4.1)
SOL 4.8 The student will identify rondo form. 4.8.1 The student will recognize and perform AB, ABA, Rondo, and Theme and Variations. (SOL 4.8) SOL 4.9 The student will recognize dynamic markings and interpret them in performance. 4.9.1 The student will respond to changes of dynamics within a musical composition. (SOL 4.9) 4.9.2 The student will recognize and interpret dynamic markings to include pp and ff. (SOL 4.9)
SOL 4.14 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
4.14.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 4.15 The student will compare the relationship between music and other disciplines. 4.15.1 The student will recognize how music relates to other disciplines. (SOL 4.15) 4.15.2 The student will recognize, explore, and demonstrate aesthetic experience through creating music. 4.15.3 The student will discuss how criteria used to value music may vary from on culture to another.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 4.2 The student will notate and perform rhythm patterns using body percussion, voice, pitched, or non- pitched instruments that include sixteenth notes, single eighth notes, paired eighth notes, eighth rests, quarter notes, quarter rests, half notes, half rests, dotted half notes, whole notes, and whole rests. 4.2.1 The student will identify and perform rhythm patterns to include syncopation, dotted rhythms, and eighth rests. (SOL 4.2) 4.2.2 The student will notate grade appropriate rhythms when dictated by the teacher. (SOL 4.2) 4.2.3 The student will perform rhythm patterns in large and small ensembles. (SOL 4.2) SOL 4.3 The student will notate and perform melodies from the treble staff using traditional notation. • Identify melodic movements as step,
leap, or repeat. • Use voice or melodic instruments. 4.3.1 The student will perform a single line on melodic percussion instruments and/or recorders. (SOL 4.3) SOL 4.4 The student will respond to music with movement. • Perform choreographed and non-
choreographed movements; • Perform traditional folk dances; and • Use body percussion.
SOL 4.10 The student will identify instruments from various music ensembles by sight and sound including instruments from other cultures. 4.10.1 The student will identify music and instrumentation from various cultures. (SOL 4.10) SOL 4.11 The student will identify the function of the top and bottom numbers of a meter signature involving 2, 3, and 4 beats. 4.11.1 Identify and perform meter signatures of 2, 3, and 4 beats. (SOL 4.11) SOL 4.12 The student will distinguish between major and minor tonality. 4.12.1 The student will identify major and minor tonality. (SOL 4.12) SOL 4.13 The student will use music terminology to describe various styles of music. • Place musical examples into
broad categories of style; and • Recognize a composer and a
music composition from four different music historical periods.
4.14.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
4.4.1 The student will move creatively using manipulatives. (SOL 4.4) 4.4.2 The student will perform student choreographed and/or teacher directed movement activities. (SOL 4.4) SOL 4.5 The student will perform in a two- part musical ensemble using pitched and non-pitched instruments. SOL 4.6 The student will play I, IV, and V (or V7) chords to accompany a three-chord melody. 4. 6.1 The student will perform an accompaniment pattern on melodic percussion instruments. (SOL 4.6) 4.6.2 The student will perform in a I-IV-V accompaniment pattern on melodic percussion instruments. (SOL 4.6) SOL 4.7 The student will create music through a variety of experiences. • Improvise simple melodic and rhythmic
accompaniments; • Create melodic or rhythmic motives to
enhance literature using a variety of sound sources, including technology; and
• Create movement to illustrate meter and form.
4.7.1 The student will create movement to music using manipulatives. (SOL 4.7) 4.7.2 The student will improvise melodic and rhythmic patterns on instruments. (SOL 4.7)
4.13.1 The student will identify and discuss music from various cultures. (SOL 4.11) 4.13.2 The student will explore guided listening through the use of listening charts or maps. Follow changes in dynamics, instrumentation, form, etc. 4.13.3 The student will follow changes in dynamics, instrumentation, form, etc.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
4.7.3 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL 4.7) 4.7.4 The student will create a four- measure song for melodic instruments.
MUSIC CURRICULUM Fifth Grade
25
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 5.1 The student will sing a repertoire of songs in tune with a clear tone quality. • Demonstrate beginning choral
behaviors and skills in group singing; • Participate in group singing involving
three-part harmony; and • Develop age-appropriate ability in
singing skills. 5.1.1 The student will perform in tune and with good tone, quality melodic patterns in the diatonic scale. (SOL 5.1) 5.1.2 The student will identify and perform a single line from a two-part and/or three- part score. (SOL 5.1)
SOL 5.7 The student will identify theme and variations form. 5.7.1 The student will recognize form to include AB, ABA, Rondo, and Theme and Variations. (SOL 5.7) SOL 5.8 The student will use music terminology to describe music performances and compositions. 5.8.1 The student will identify and perform dynamic markings to include mp and mf. (SOL 5.8)
SOL 5.12 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating good citizenship.
5.12.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary.
SOL 5.13 The student will compare and contrast the relationships between music and other disciplines. 5.13.1 The student will recognize how music relates to other disciplines. (SOL 5.13) 5.13.2 The student will discuss the role of music and musicians in society. 5.13.3 The student will articulate reasons for personal preferences in music using appropriate vocabulary.
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 5.2 The student will notate and perform rhythm patterns using body percussion, voice, pitched, or non-pitched instruments that include sixteenth notes, dotted eighth followed by a sixteenth note, single eighth notes, paired eighth notes, eighth rests, quarter notes, quarter rests, half notes, half rests, dotted half notes, whole notes, and whole rests. 5.2.1 The student will identify and perform rhythm patterns of increased complexity to include sixteenth note and sixteenth rest, dotted eighth with sixteenth, and sixteenth, with eighth note combinations. (SOL 5.2) 5.2.2 The student will notate grade- appropriate rhythms when dictated by the teacher. (SOL 5.2) SOL 5.3 The student will notate and perform melodies from the treble staff using traditional notation. • Use voice or melodic instruments; and • Use computer technology. 5.3.1 The student will perform an accompaniment pattern from a two-part score. (SOL 5.3) 5.3.2 The student will follow and perform a single line on melodic percussion instruments and/or recorders. (SOL 5.3)
5.8.2 The student will recognize directional markings commonly found in a score. (SOL 5.8) SOL 5.9 The student will identify instruments from various music ensembles by sight and sound including instruments from other cultures. 5.9.1 The student will explore guided listening through the use of listening charts or maps. The student will follow changes in dynamics, instrumentation, form, etc. 5.9.2 The student will identify music and instruments from various cultures. (SOL 5.9) SOL 5.10 The student will identify the functions of the top and bottom numbers of meter signatures in duple and triple meters. 5.10.1 The student will identify and perform repertoire in duple and triple meter to include 6/8 meter. (SOL 5.10)
5.12.2 The student will be able to express characteristics of music using appropriate vocabulary while listening to a music example.
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 5.4 The student will respond to music with movement. • Perform choreographed and non-
choreographed movements; • Perform dances and games from
various cultures including traditional folk dances; and
• Use body percussion. 5.4.1 The student will move creatively to music using manipulatives. (SOL 5.4) 5.4.2 The student will perform music from various cultures. (SOL 5.4) 5.4.3 The student will perform student choreographed and/or teacher directed movement activities. (SOL 5.4) SOL 5.5 The student will perform music of increasing difficulty in musical ensembles using pitched and rhythm instruments. SOL 5.6 The student will create music through a variety of experiences. • Improvise melodies and rhythms of
increasing complexity; • Create movement to illustrate meter
and form; and • Compose short melodic or rhythmic
phrases within specified guidelines. 5.6.1 The student will create movement to music using manipulatives. (SOL 5.6) 5.6.2 The student will select and use a classroom instrument to accompany and/or embellish a song or poem.
SOL 5.11 The student will place music examples into broad categories of style. • Use music terminology to
compare and contrast a variety of music styles;
• Explore how vocal style contributes to the quality and enjoyment of musical selections;
• Explore and perform a variety of music styles;
• Identify notable characteristics of the music of world cultures; and
• Identify a composer and one music composition from each of four different music historical periods.
5.11.1 The student will describe and discuss major differences between eras and styles of music. (SOL 5.11) 5.11.2 The student will identify music from various cultures. (SOL 5.11)
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
5.6.3 The student will create a four- measure song for a melodic instrument. 5.6.4 The student will improvise melodic and rhythmic patterns using instruments. 5.6.5 The student will create and perform Rondo form.
ELEMENTARY LITERACY CONCEPTS
PERFORMANCE AND PRODUCTION
1. Articulation – Start and release of a note. In voice, clearly pronouncing consonants and vowels when singing. 2. Bowings – Technique of using the bow 3. Breath Support – Speed of air, use of diaphragmatic muscles to give carrying power to the voice/instrument 4. Chord – Simultaneous sounding of three or more notes 5. Diction – Clarity of pronunciation 6. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Form – Certain scheme, structure of a composition; and • Melody – A succession of musical tones , thematic pattern of fixed units
7. Embellishments – Ornamentation 8. Expression – Emotional effect of music – involves tempo, rhythm, dynamics, phrasing, articulations. 9. Improvise – Performing spontaneously 10. Instruments – The generic name for all contrivances producing musical sounds, with the exception of the voice. They are usually classified
into four categories: strings, woodwind, brass, percussion. 11. Intonation – Singing or playing in tune 12. Meter – Pattern of fixed units indicated by a time signature 13. Pattern – A repeated melodic and or rhythmic set of notes, chords or harmonies 14. Performance – A presentation before an audience 15. Phrase – Division of musical line comparable to a sentence. 16. Posture – A position or attitude of the body or of body parts. 17. Practice – To perform repeatedly in order to acquire or polish a skill 18. Rehearsal – A session of practice for a performance 19. Scale – Tonal pattern of music 20. Sight Read – To read, conduct, or perform without prior preparation. 21. Tempo – Speed of the music 22. Tuning – Adjustment of proper pitch 28. Voice – Vocal Production 23. Warm-up – Routine to prepare muscles, aural skills and brain for working
ELEMENTARY LITERACY CONCEPTS
CULTURAL CONTEXT AND MUSIC THEORY
1. Arrange – Adapt a composition with instruments or other voices for performance 2. Clef – Symbol at the beginning of the staff indicating the pitch of notes: labels lines and spaces 3. Chord - Simultaneous sounding of three or more notes 4. Compose – Construct or create a musical piece 5. Conduct – To direct and coordinate a musical ensemble through the use of motions of the hands and body. 6. Cultural Context – The circumstances in which artistic activities are produced. 7. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Form – Certain scheme, structure of a composition; and • Melody – A succession of musical tones , thematic pattern of fixed units
8. Ensemble - Group of musicians performing/playing together 9. Expression - motional effect of music – involves tempo, rhythm, dynamics, phrasing, articulations.
10. Historical Period – That which has occurred in the past within a specific time frame 11. Improvise - Perform spontaneously 12. Instrument – A device for producing a musical sound 13. Instrumentation – Arrangement of music for a particular group of voices and/or instruments 14. Key Signature – The sharps or flats appearing at the beginning of each staff, indicating the scale and the key of the composition. 15. Meter - The basic grouping of beats and rhythms as found in each measure and indicated by the Time Signature 16. Movement – Various complete and comparatively independent divisions of a musical composition. 17. Notation – Representation of music with symbols 18. Pattern – A repeated melodic and or rhythmic set of notes, chords or harmonies 19. Scale - Tonal pattern of music 20. Sequence – Repetition of a melody or phrase at a higher or lower pitch 21. Style - Mode of expression of performance 22. Tempo - Speed of the music
ELEMENTARY LITERACY CONCEPTS
JUDGMENT AND CRITICISM
1. Analyze - Identifying and examining separate parts as they function independently and together in creative works. Identifying how the elements of music are used in a work of music.
2. Concert Etiquette – the practices of social convention prescribed for both performers and audience members. 3. Elements of Music:
• Pitch – Location of a musical sound in the tonal scale; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Texture – Melodies and harmonies; and • Form – Certain scheme, structure of a composition
4. Ensemble – Group of musicians performing/playing together 5. Expression – Emotional effect of music – involves tempo, rhythm, dynamics, phrasing, articulations. 6. Instruments – The generic name for all contrivances producing musical sounds, with the exception of the voice. They are usually classified
into four categories: strings, woodwind, brass, percussion. 7. Intonation – Singing or playing in tune 8. Meter – The basic grouping of beats and rhythms as found in each measure and indicated by a time signature. 9. Pattern – A repeated melodic and or rhythmic set of notes, chords or harmony 10. Performance – A presentation before an audience 11. Practice – To perform repeatedly in order to acquire or polish a skill 12. Rehearsal – A session of practice for a performance 13. Repertoire – The stock of songs, music, that a player, company, ensemble is prepared to perform. 19. Sight Read – To read, conduct, or perform without prior preparation. 20. Tempo – Speed of the music 21. Voice – Vocal Production 22. Warm-up – Routine to prepare muscles, aural skills and brain for working
ELEMENTARY LITERACY CONCEPTS
32
AESTHETICS
1. Aesthetics – Having a sense of beauty in nature and the arts 2. Audience – Gathering of spectators or listeners 3. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes; feeling of movement; • Harmony – Chordal structure of a musical composition; • Dynamics – Louds and softs of music; • Timbre – Tone color of instruments; • Form – Certain scheme, structure of a composition; and • Melody – a succession of musical tones , thematic pattern of fixed units
4. Emotion – A strong feeling, as of sorrow or joy: affective nature of music 5. Expression – Emotional effect of music – the elements of music, as well as phrasing and articulations 6. Performance – A presentation before an audience
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
33
Strand: PERFORMANCE AND PRODUCTION Goal: Students will express musical ideas through performing individually, in ensembles and in groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will acquire music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITICISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITICISM AESTHETICS
SOL MS.1 The student will participate in a variety of music experiences as a means of studying the elements of music. • Demonstrate an understanding of
melody patterns aurally and visually; • Demonstrate an understanding of
rhythm patterns aurally and visually; • Demonstrate an understanding of
harmony aurally and visually; and • Perform music with the voice and
instruments. MS.1.1 The student will sing two, three and/or four-part rounds and/or partner songs. MS.1.2 Identify and perform a single line from a two-part and/or three- part score. MS.1.3 Read and perform music in various meters, to include duple, triple and compound. MS.1.4 Recognize key signatures of C, G
SOL MS.5 The student will investigate music sounds, forms, styles, and genres through listening, discussing, writing, and performing. MS.5.1 Through listening activities, develop auditory discrimination, memory and sequencing. MS.5.2 Listen to and discuss various forms of music. MS.5.3 Listen to and discuss music of various cultures. MS.5.4 Investigate various types of contemporary music. MS.5.5 Explore different historical periods of Western music. MS.5.6 Explore and perform AB
SOL MS.7 The student will describe performances, live or recorded, using music terminology. • Develop criteria for evaluating
music performances; • Identify music of diverse
cultures including representative composers.
• Identify instruments, voice classifications (soprano, alto, tenor, bass) and a variety of performing ensembles aurally and visually; and
• Investigate traditional and non-traditional sound sources.
MS.7.1 Identify music from various cultures, composers, performers and compositions. MS.7.2 Recognize by timbre individual instruments.
SOL MS.9 The student will identify and compare relationships between music and other disciplines. MS.9.1 Perform music of the world with emphasis on history, literature, and culture. MS.9.2 Develop an awareness of the relationship between music and other disciplines. (SOL MS.9)
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
34
JUDGMENT AND CRITICISM AESTHETICS
and F. MS.1.5 Recognize and perform I, IV, V harmonies. MS.1.6 Identify and perform rhythm patterns of increased complexity to include syncopation. MS.1.7 Perform in instrumental ensembles using pitched and unpitched percussion instruments. Melody may also be performed on recorder or guitar. (SOL MS.1) SOL MS.2 The student will play and/or sing music from notation on the grand staff. MS.2.1 Recognize treble staff notation including use of ledger lines. MS.2.2 Recognize the grand staff. MS.2.3 Recognize and perform tempo and dynamic markings and/or music terminology. MS.2.4 Read and/or sight-read a short melodic line. MS.2.5 Use soprano and/or alto recorder to play two-part compositions. (SOL MS.2) SOL MS.3 The student will participate in a variety of movement activities in the study of music. • Demonstrate a variety of styles,
periods, and forms through structured and unstructured dance and
melodies on melodic instruments from music notation. (S0L MS.5) SOL MS.6 The student will investigate the role of music in society. • Investigate careers in music;
and • Identify the various uses of
music in daily experience. MS.6.1 Differentiate various roles in the music industry. (SOL MS.6)
MS.7.3 Listen to, discuss and evaluate music performances. MS.7.4 Identify voice classifications (SATB). MS.7.5 Notate music using traditional and non-traditional symbols. SOL MS.8 The student will demonstrate appropriate performance behavior as a participant and/or listener. • Exhibit respect for the
contributions of self and others within a music setting; and
• Demonstrate appropriate audience behavior for the context and style of music performed.
MS.8.1 Develop a positive self- image through awareness of the body and its relationship to space by moving, singing and playing instruments. MS.8.2 Gain interpersonal skills by participating in ensembles. MS.8.3 Develop aesthetic awareness through listening and performing. MS.8.4 Develop awareness of concert etiquette appropriate to various settings. (SOL MS.8)
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
35
JUDGMENT AND CRITICISM AESTHETICS
body percussion and other physical responses.
MS.3.1 Perform student choreographed and/or teacher directed movement activities. MS.3.2 Demonstrate and move to music in duple, triple and compound meters. MS.3.3 Conduct music in duple, triple and compound meters. (SOL MS.3) SOL MS.4 The student will employ creativity in a variety of music experiences. • Discuss how a composer
communicates ideas by manipulating elements of music;
• Improvise melodies, rhythms, and harmonies;
• Compose melodies, rhythms, and harmonies; and
• Create arrangements of known melodies using traditional or non- traditional sound sources, including computer-related technology.
MS.4.1 Create rhythms to include dotted quarter notes and dotted eighth notes. MS.4.2 Create a melody using C, F and/or G major tonalities. MS.4.3 Create short compositions that demonstrate feelings, ideas or events. MS.4.4 Improvise rhythmic and melodic phrases instrumentally and/or vocally.
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth – Eighth Grades
36
JUDGMENT AND CRITICISM AESTHETICS
MS.4.5 Create accompaniments that may include vocal, instrumental and/or body percussion. (SOL MS.4)
Strand: JUDGMENT AND CRITCISM