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Study Guide Kindergarten Quarter 1 1. Please work with your son and daughter on different environmental sounds such as a train, siren, water running, etc. 2. Please work with your son and daughter on the four voices: Whisper voice, Talking voice, Shouting voice, and singing voice. Study Guide First Grade Quarter 1 1. Please work with your son child on the difference between a pitched instrument and an unpitched instrument. A. Pitched Instrument: A percussion instrument used to produce multiple pitches (As Mrs. Isaacs’ says “You can sing along with it because it has a pitch or a melody”). For example a piano or xylophone. B. Unpitched Instrument: A percussion instrument that does not produce multiple pitches. (As Mrs. Isaacs’ says “You can’t sing along with it because it has no pitch”). For example, a drum, tambourine, woodblock, triangle or maracas. 2. Please work with your child on the definition Tempo and Dynamics. A. Tempo: The speed of the piece (how fast, medium or slow the music is). B. Dynamics: The volume of the piece (how loud, medium or soft the music is). Study Guide Second Grade Quarter 1 1. Please work with your child on the differences between an adult male voice, an adult female voice and a child’s voice. A. You can go to the iTunes store and type in “Old Man River” for an adult male voice. B. You can go to the iTunes store and type in “Let It Go” by Idina Menzel for an adult female voice. C. You can go to the iTunes store and type in “Children’s Chorus” and click on “When Johnny Comes Marching Home Again” for a child’s voice. 2. Please work with your child on Tempo and Dynamics A. Tempo: The speed of a piece (how fast, medium or slow the music is). B. Dynamics: The volume of a piece (how loud, medium or soft the music is). 3. Please work with your child on how music is celebrated in different cultures. A. Singing “Happy Birthday” is sung to celebrate a birthday. B. The “Star Spangled Banner” is used to instill national pride. C. The song “Happy” by Pharrell is used to create a feeling of happiness Study Guide for Third Grade Quarter 1 1. Please work with your child on the definitions of Tempo and Dynamics and form. A. Tempo: The speed of a piece of music (how fast, medium or slow the music is. Some tempo markings could be Allegro, Andante or Largo B. Dynamics: The volume of a piece of music (how loud, medium or soft the music is. Some dynamic markings could be “p” for piano or soft or “f” for forte or loud. C. Form: The pattern or structure of a piece of music. Some patterns could be ABA, or ABAB (as in poetry) Study Guide Fourth Grade Quarter 1 1. Please work with your child on the following definitions: A. Tempo: The speed of a piece (how fast, medium or slow the music is). B. Dynamics: The volume of a piece (how loud, medium or soft the music is). C. Intonation: When musicians sing their music on pitch. D. Diction: To sing the words clearly. E. Form: The pattern or the structure of a piece of music (ABABACA). This definition can also be connected to poetry. F. Melody: The tune of a piece of music. A series of pitches made to create an agreeable arrangement of sounds. G. Variation: Taking the original sound of a piece of music and changing certain elements of that music (for example; changing the melody, tempo, dynamics, harmony, instrumentation) to change the original sound (One piece of music we studied was Aaron Copland’s “Variations on a Shaker Melody”). 2. Please work with your child on how music relates to other subjects. A. How music relates to math. A question could read: Which of the following equals half of a whole note? The answer would be “Half Note.” B. What makes a violin sound higher in pitch from a string bass? The answer would be “Strings are shorter so they vibrate faster.” 3. Please work with your child on both legal and illegal ways to get a new song on their computer. A. A legal way would be to purchase the song from iTunes B. An illegal way would be to borrow a CD from a friend and download that CD on to your computer. Fifth Grade Study Guide Quarter 1 4. Please work with your child on the following definitions: A. Tempo: The speed of a piece (how fast, medium or slow the music is). B. Dynamics: The volume of a piece (how loud, medium or soft the music is). C. Intonation: When musicians sing their music on pitch. D. Diction: To sing the words clearly. E. Form: The pattern or the structure of a piece of music (ABABACA). This definition can also be connected to poetry. F. Melody: The tune of a piece of music. A series of pitches made to create an agreeable arrangement of sounds. G. Variation: Taking the original sound of a piece of music and changing certain elements of that music (for example; changing the melody, tempo, dynamics, harmony, instrumentation) to change the original sound. (Aaron Copland’s “Variation on a Shaker Melody”). H. Syncopation: A temporary displacement of the meter (eqeqq Short long short long long). Syncopation is widely used in Jazz music. 3. Please work with your child on why composers write music (many times this question will be accompanied by either a score or a sound clip). A. Why did Ray Charles write the song “50 Nifty United States?” The answer would be “To express feelings of national pride” B. Why did Pharrell write the song “Happy?” The answer would be “To express feelings of happiness.” C. Why did Beethovan write the piece “Symphony no. 5?” The answer would be “To express feelings of frustration.” 4. Please work with your child on the melodic direction they are hearing. Students will listen to a series of four pitches or more and they will need to determine with direction the melody is going. For example if I sing the pitches D, C, B, A that means the melody is going downward. If I sing A, B, C, D, then the melody is going upward. The students will see the notes on the staff and will choose the staff that has the correct direction. You could practice this in the car while listening to any song on the radio or just sing to them or they could sing pitches to you and you would ask your child which direction did you sing.