Timeframe

Content

Concept

Skills

Assessment

National Standards

Sept. - Dec

 

Unit 1 – Say Hello with a Song

Unit 2 – All About You and Me

Duration

·   Beat

 

 



·   Rhythm

Identify:

·     Steady or non-steady sounds

·     Steady beat

·     Experience 4/4, 2/4, and 6/8

·     Create 4 beat body percussion patterns

·     Experience long & short

·     Experience quarter note, eighth note & quarter rest

·Classroom observation

·Listening

·Worksheets

·Art

·Music Theory

·Discussion

·Quizzes from Text

·Participation

·   Sing expressively with appropriate dynamics phasing and interpretation

·   Move to music

·   Identify long-short sounds

·   Experience call and response

·   Move to long, high and low sounds

·   Identify sounds of various instruments

·   Identify flute and tuba

·   Identify sounds of speaking, singing, whispering and calling voices

·   Name instruments that make higher and lower sounds

 

Pitch

·   Melody

Recognize:

·     Melodic direction upward and downward

·     High and low sounds

Design

·   Texture

 

·   Form/Structure

 

Experience:

·     Unison

·     A Cappella

·     AB form

·     Several verses

·     Echo Song

·     Call-response form

·     Solo or group

·     Verse and refrain

Tone Color

Vocal/Instrumental

Exploration of:

·     Differences between singing and speaking voice

·     High/low vocal registers

·     Recognize flute & tuba

Expressive Qualities

·   Dynamics

 



·   Tempo

Identify:

·   Loud and soft

·   Dynamic levels

·   Changing dynamics

·   Maintain loud and soft

·   Experience fast & slow sounds

Cultural

·   Styles

·   Background

Music styles

·   March, games songs

·   African American, American folk, Hispanic music, Japanese

 

Nov – Dec.

 

Cultural Christmas Program

 

·   Performance

 

 

Jan – Feb.

Unit  3 –Making Friends

Duration

·   Beat

 

 

·   Rhythm

Learn: 

·      Steady beat

·      Faster and slower

·      Meter

·      One and two sounds to beat

·      Quarter and two eighth note rhythm pattern

·      Longer shorter sounds

·      Classroom observation

·      Listening

·      Worksheets

·      Art

·      Music Theory

·      Discussion

·      Quizzes from Text

·      Participation

·   Pat with steady beat

·   Sing in a group

·   Clap to one and two sounds to the beat

·   Describe rhythm and beat

·   Read rhythmic patterns containing quarter notes, eighth notes

·   Move with a steady beat

·   Use appropriate terminology when explaining music

·   Sin song with several verses

·   Read notation

·   Identify and use musical symbols

Pitch

·   Melody

Learn to:

·      Maintain higher & lower pitches

Design

·   Texture

·   Form/structure

Learn to:

·     Accompany using class intervals

·     AB form and verse/refrain

·     ABA form

·     Contrasting sections

Tone Color

·   Vocal/instrumental

Learn:

·      Speaking and singing

Expressive Qualities

·   Dynamics




·   Tempo

Learn:

·      Maintain loud and soft vocal sounds

·      Dynamics in orchestral music

·      Faster and slower changing tempo in song

Cultural Context

·   Styles/Background

Music styles

·      Polish folk music, game songs, African American, Japanese, American, Caribbean, Latin American, English folk music

Feb/March

 

Cultural Spring Program

 

·   Performance

·   Critique Performance

 

March

Unit  4 – Hear and See

Duration

·   Beat/Meter

 

 

·   Rhythm

Learning:

·      To maintain steady beat

·      Tempo as the speed of the beat

·      Faster & slower tempos

·      Maintain and read quarter and two eighth note patterns

·   Classroom observation

·   Listening

·   Worksheets

·   Art

·   Music Theory

·   Discussion

·   Quizzes from Text

·   Participation

·  Perform in rhythm and maintain a steady beat

·  Sing so mi patterns

·  Describe higher and lower pitches

·  Respond to movement to show faster and slower

·  Sing in a group

·  Read so mi on staff

·  Read quarter and two eighth note rhythms in a song

·  Identify sounds of various instruments and voices

·  Identify simple music forms

·  Use appropriate terminology in explaining music

Pitch

·   Melody

Identify

·      Higher, lower and so mi

Design

·   Texture

 

·   Form/Structure

 

Identify:

·      Pitched folk instruments

·      Orchestra

·      Call and Response form

·      Cumulative verses

·      Repeat signs

·      Contrasting sections

Tone Color

·   Vocal/Instrumental

Recognize:

·      Vocal tone color

·      Tone color in orchestral music

Expressive Qualities

·   Dynamics

 

·   Tempo

Identify:

·      Dynamics louder, softer

·      Faster, slower tempos

·      Tempo in orchestral music

Cultural Context

·   Style/Background

Learn:

·      Game songs, classical music, Brazilian folk music, cumulative songs, Baroque, Concerto

April

Unit 5 – We Are a Community

Duration

·   Beat/Meter



·   Rhythm

 

Learn:

·      To maintain steady beat

·      Beat in sets of twos and threes

·      No sound to the beat

·      Quarter rest, two eighths and quarter note rhythm patterns

·   Classroom observation

·   Listening

·   Worksheets

·   Art

·   Music Theory

·   Discussion

·   Quizzes from Text

·   Participation

·        Sing Expressively with appropriate dynamics, phrasing, and interpretation

·        Identify simple musical forms

·        Sing in group

·        Identify no sound to a beat in a song

·        Move to respond to music

·        Read rhythmic patterns that include quarter note, two eighth notes and quarter rest and ABA form

·        Echo – sing pitch pattern with mi-so-la

·        Use symbols to notate the pitches mi-so-la

·        Perform beats in twos and threes

·        Read pitches in a song

·        Sing independently

·        Use appropriate terminology in describing music

Pitch

·   Melody

Identify:

·      La

·      mi-so-la patterns

Design

·   Texture
 
 

 

·   Form

 

·      Use accompaniment using classroom instruments

·      Orchestra

·      Verse/refrain

·      ABA form

·      Cumulative verses

Tone Color

·   Vocal/Instrumental

Learn and Recognize:

·      Tone color in orchestral music

·      Singing & speaking

·      Individual and group singing

Expressive Qualities

·   Dynamics

·   Tempo

Recognize

·      Loud – soft sound and dynamic levels in a song

·      Faster and slower

·      Maintain fast and slow

Cultural Context

·   Style/Background

Learn:

·      African American, Musicals, Mexican, Japanese, Korean music

May

Unit  6 –Working Together

Duration

·   Beat/Meter



·   Rhythm

 

Identify:

·      Maintain steady beat

·      One and two beats in a sound

·      Recognize quarter and two eighth note rhythmic patterns

·   Classroom observation

·   Listening

·   Worksheets

·   Art

·   Music Theory

·   Discussion

·   Quizzes from text

·   Participation

·        Sing expressively with appropriate dynamics, phrasing and interpretation

·        Sing in a group, responding to the form of the music

·        Describe and label AB form

·        Identify AB and ABA form

·        Sing with accurate pitch and rhythm

·        Identify and compare sounds of instruments

·        Read rhythmic patterns from notation

·        Speak rhythmic patterns with accuracy

·        Use appropriate terminology when explaining music

Pitch

·   Melody

Learn to:

·      Create mi-so-la patterns

·      Identify mi-so-la

Design

·   Texture


 

·   Form/Structure

 

Learn:

·      To accompany using un-pitched instruments

·      To accompany with pitched instruments

·      Verse/refrain

·      AB and ABA form

·      One section song

Tone Color

·   Vocal/Instrumental

Identify:

·      Speaking, singing and whispering

Expressive Qualities

·   Dynamics

·   Tempo

Recognize

·      Expression

·      Faster, slower tempos

·      Vary tempos in a piece

Cultural Context

·   Style/Background

Learn:

·      Waltz, Mexican, American, Thai, Latin American and Chinese folk music