1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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a. Experiment with a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums
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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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a. Classify band and orchestra instruments by sight according to methods of sound production such as blow, pluck and bow, strike, and shake
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b. Identify repeated patterns heard in music
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b. Identify same and different patterns heard in music
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b. Identify call-and-response and verse-and-refrain when presented aurally
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c. Identify sounds as fast/slow, loud/soft (quiet), long/short, high/low
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c. Compare musical sounds: fast/slow, loud/soft (quiet), long/short, high/low
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c. Listen to, perform, and describe music that illustrates fast/slow, loud/soft (quiet), long/short, high/low
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d. Explore and discuss sounds heard in selected environments such as classroom, playground, field trip, cafeteria
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d. Use and simulate environmental sounds
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d. Identify and describe environmental sounds
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e. Listen to and perform music in major and minor modes
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e. Listen to, perform, and describe 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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2. Experience performance through singing, playing instruments, and listening to performances of others
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2. Experience performance through singing, playing instruments, and listening to performances of others
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a. Experiment with vocal sounds that use a variety of pitches: singing in an age-appropriate range, speaking, whispering, and calling
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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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a. Use the head voice to sing a varied repertoire of songs, singing games, and songs with instrumental accompaniment, matching pitches within an age-appropriate vocal range
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b. Listen to examples of adult male voices, adult female voices, and children's voices
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b. Distinguish among adult male voices, female voices, and children's voices in aural examples
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b. Describe the differences among adult male voices, adult female voices, and children's voices
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c. Wait and listen before imitating rhythmic and melodic patterns
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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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c. Echo a variety of short rhythmic and melodic patterns (quarter note, two eighths connected, half note, whole note, and quarter rest)
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d. Explore steady beat through singing, speaking, and playing classroom instruments
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d. Practice steady beat through singing, speaking, and playing classroom instruments
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d. Demonstrate the ability to maintain a steady beat through singing, speaking, and playing classroom instruments
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e. Explore beat groupings (meter) through singing, speaking, and playing classroom instruments
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e. Demonstrate meter through chanting, and playing classroom instruments
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e. Perform and identify simple and compound meters
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f. Explore use of simple 2- or 4-beat rhythmic ostinatos
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f. Perform simple 2- or 4-beat rhythmic ostinatos
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f. Sing one part of a 2-part round while the teacher sings the other part
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g. Sing or play in groups, matching tempo (fast and slow)
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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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g. Perform an ostinato while other students perform a contrasting ostinato
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h. Experience as an audience member a variety of concerts, plays, and other age-appropriate programming
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h. Sing or play in groups, matching dynamic levels (soft and loud)
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h. Use good singing and playing posture as demonstrated by the teacher
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i. Demonstrate appropriate audience behavior
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i. Sing from memory a varied repertoire of songs representing genres and styles from diverse world cultures
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j. Listen to a group of voices singing and differentiate between blending voices and voices which are not blending
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k. Describe and demonstrate appropriate audience behavior
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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a. Demonstrate understanding of personal space while moving to music
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a. Demonstrate musical characteristics through movement to music
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a. Create movement patterns for music and describe the relationships of movement to music
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b. Explore and recognize steady beat through locomotor and non-locomotor movement
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b. Demonstrate steady beat through locomotor and non-locomotor movement
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b. Demonstrate ability to maintain steady beat through locomotor and non-locomotor movement
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c. Follow simple directions or verbal cues in singing games
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c. Follow musical cues to sequence movement in singing games
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c. Demonstrate sequences of movement in singing games
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d. Use a variety of locomotor and non-locomotor movements to show meter
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d. Respond to meter with a variety of locomotor and non-locomotor movements
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d. Identify meter in aural music examples and convey the meter through movement
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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a. Interpret picture symbols representing musical characteristics
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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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a. Identify and apply 2, 3, 4, and 6 as representing meter in aural and visual examples
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b. Interpret stem notation used to represent rhythms
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b. Relate melodic contour to standard and non-standard notation
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b. Experiment with standard and non-standard notation to represent simple melodies or melodic patterns
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