1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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a. Classify classroom instruments by sight and sound such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums
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b. Identify same and different patterns heard in music
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c. Compare musical sounds: fast/slow, loud/soft (quiet), long/short, high/low
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d. Use and simulate environmental sounds
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e. Listen to and perform music in major and minor modes
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2. Experience performance through singing, playing instruments, and listening to performances of others
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a. Demonstrate vocal qualities, such as head voice and chest voice and sing with high and low vocal sounds, matching pitches within an age-appropriate vocal range
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b. Distinguish among adult male voices, female voices, and children's voices in aural examples
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c. Demonstrate ability to echo short rhythmic and melodic patterns (quarter note, two eighths, and quarter rest)
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d. Practice steady beat through singing, speaking, and playing classroom instruments
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e. Demonstrate meter through chanting, and playing classroom instruments
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f. Perform simple 2- or 4-beat rhythmic ostinatos
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g. Sing a variety of songs with the class or individually, independent of the teacher's or recorded voice(s)
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h. Sing or play in groups, matching dynamic levels (soft and loud)
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i. Demonstrate appropriate audience behavior
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3. Respond to music through movement
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a. Demonstrate musical characteristics through movement to music
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b. Demonstrate steady beat through locomotor and non-locomotor movement
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c. Follow musical cues to sequence movement in singing games
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d. Respond to meter with a variety of locomotor and non-locomotor movements
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4. Experiment with standard and individually created symbols to represent sounds
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a. Use stem notation to read and write rhythm patterns including quarter note, quarter rest, and two eighth notes connected
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b. Relate melodic contour to standard and non-standard notation
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