Download Students will understand music in relation to history and culture

GRADE 1
CONTENT STANDARD 1: SINGING
Students will sing, alone and with others, a varied repertoire of songs
PERFORMANCE STANDARDS:
1A. Sing independently, with appropriate timbre, and posture, and maintain a steady
tempo
1B. Sing expressively
1C. Sing from memory a varied repertoire of songs
1D. Sing ostinati, and rounds
1E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to
the cues of a conductor
UNDERSTANDINGS:
 Singing voice is different than talking voice
 Teacher cues must be followed when changing volume or mood
 Adjustments must be made to blending voices
 There are many songs, which students learn by rote
ESSENTIAL QUESTIONS:
 Can students change between their speaking & singing voices?
 Can students blend with others?
 Are students singing with correct rhythms and mood?
 Do students sing with good pitch?
KNOWLEDGE & SKILLS:
 Students sing on pitch 2 songs, from memory,
1) a simple song as a solo
2) an ostinato while maintaining a steady beat
3) a full-class unison song
with appropriate timbre and good posture
(Standard 1A, 1B, 1C, 1D, 1E)
 Students sing a short phrase as a solo, on pitch while maintaining a steady
beat (Standard 1A)
 Students sing songs from at least 2 distinct cultures (Standard 1C)
 Students start, end, and make tempo changes in their singing in
response to gestures of a conductor (Standard 1E)
 Students identify and demonstrate use of singing, speaking, inner (audiation)
whispering, and shouting voices (Standard 1E)
 Students start, end, and adjust their tempo and dynamic levels in response
to gestures of a conductor (Standard 1E)
 Students identify and adjust so that their voice blends and balances with
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
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other singers when singing familiar songs in a group (Standard 1E)
ASSESSMENTS:
 Teacher
 Peer
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
2
CONTENT STANDARD 2: PERFORMING
Students will play, alone and with others, a varied repertoire of instrumental
music
PERFORMANCE STANDARDS:
2A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a
steady tempo
2B. Perform easy rhythmic, melodic patterns accurately and independently on rhythmic
and melodic classroom instruments
2C. Perform a varied repertoire of music representing diverse genres and styles
2D. Echo short rhythms and melodic patterns
2E. Perform in groups, blending instrumental timbres, matching dynamic levels, and
responding to the cues of a conductor
2F. Perform independent instrumental parts while other students sing or play contrasting
parts
UNDERSTANDINGS:
 There is a proper technique to play a variety of rhythm instruments
 The beat or pulse is internalized
 Rhythm patterns can be echoed
 Teacher cues must be followed
ESSENTIAL QUESTIONS:
 Are students able to play rhythm instruments using the proper techniques?
 Do students demonstrate correct rhythms when given the rhythmic pattern?
KNOWLEDGE & SKILLS:
 Students perform a simple ostinato part on pitched instruments ( i.e.,
Autoharp) while the class sings (Standard 2F)
 Students perform a given rhythmic pattern on a variety of classroom
percussion instruments to accompany the class singing or dancing.
(Standard 2F)
 Students perform simple rhythmic patterns demonstrating loud and soft.
(Standard 2A)
 Students play or sing a short pattern response in answer to the teacher's
prompt (i.e., "hello") (Standard 2D)
 Students perform 2 pieces of diverse genres and styles on percussion
instruments with appropriate dynamics, and steady beat (Standard 2A, 2B, 2C)
 Students will acquire the appropriate holding, striking, shaking skills for the
various classroom instruments
 Students will perform many written rhythmic patterns on classroom
instruments.
ASSESSMENTS:
 Teacher
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
3
CONTENT STANDARD 3: IMPROVISATION
Students will improvise melodies, variations and accompaniments
PERFORMANCE STANDARDS:
3A. Improvise "answers" in the same style
3B. Improvise simple rhythmic ostinato accompaniments
3C. Improvise short melodies, using a variety of sound sources
UNDERSTANDINGS:
 New combinations of ta, rest and ti-ti can be used to create new rhythms
 There are non-traditional as well as traditional sound sources
 Variations can be created in the call and response form
ESSENTIAL QUESTIONS:
 Are the students willing to explore and improvise?
 Can the students improvise in an appropriate manner?
 How creative is the improvisation?
KNOWLEDGE & SKILLS:
 Students improvise a rhythmic or vocal answer in response to a teacher’s
question (Standard 3A, 3B)
 Students improvise a simple melody to the rhythm of a familiar poem
or rhyme i.e., "Peas Porridge Hot" (Standard 3C)
 Students create simple four beat rhythmic answers, using body
percussion and/or pitched instruments, to rhythmic questions given
by the teacher. (Standard 3A)
ASSESSMENTS:
 Teacher
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
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CONTENT STANDARD 4: COMPOSE & ARRANGE
Students will compose and arrange music
PERFORMANCE STANDARDS:
4A. Create and arrange sound affects to accompany readings or dramatizations
4B. Create and arrange short songs within specified guidelines
4C. Use a variety of sound sources when composing patterns
UNDERSTANDINGS:
 New combinations of ta, rest and ti-ti can be used to create new rhythms
ESSENTIAL QUESTIONS:
 Are students willing to experiment with new ideas while composing?
 How creative is the composition?
KNOWLEDGE & SKILLS:
 Using a variety of sound sources, students create dramatizations,
sound effects for stories, rhymes, and poetry (Standard 4A, 4C))
 Using a variety of traditional and non-traditional sound sources,
students compose 1 rhythmic ostinati to 2 different rhymes, of different moods
(Standard 4B, 4C)
 Students create sounds/patterns using rhythm instruments and body
Percussion (Standard 4C)
ASSESSMENTS:
 Teacher
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
5
CONTENT STANDARD 5: READING & NOTATION
Students will read and notate music
PERFORMANCE STANDARDS:
5A. Read quarter and eighth notes and quarter rests
5B. Use a system (that is, syllables, numbers or letters) to read simple pitch notation in
the treble clef
5D. Use standard symbols to notate rhythm, and pitch in simple patterns performed by
the teacher
UNDERSTANDINGS:
 Music (sound) is represented by notes on a staff
 Note and rest values represent the duration of sounds and silences we hear
 The staff assigns a pitch to each note
 Songs have verses and choruses
ESSENTIAL QUESTIONS:
 Can students demonstrate the concept of quarter rest?
 Can students discriminate between quarter and eighth notes?
 Can students identify the chorus and verse of a song?
KNOWLEDGE & SKILLS:
 Students read and perform quarter and eighth note rhythms using
rhythmic syllables, clapping, marching, etc. (Standard 5A, 5B)
 Students read and perform 2-measure rhythmic patterns using
quarter, eighth, notes and quarter rests (Standard 5A, 5B)
 Students identify whether notes step, skip, leap, or repeat in a given written
melody (Standard 5D)
 Students identify tempo and dynamic changes through moving, body
percussion, speaking, singing and playing instruments (Standard 5C)
 When listening to a given piece of music, students describe dynamics
(loud/soft) and changes in tempo (slow/fast) (Standard 5D)
 Students use invented notation when composing their own works.
(i.e. shapes/colors designating specific instruments---- patterns) (Standard 5B)
 Students read, by singing simple melodies using 3 pitches (i.e., sol-mi-la).
(Standard 5B, 5D)
ASSESSMENTS:
 Teacher
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
6
CONTENT STANDARD 6: ANALYZE MUSIC
Students will listen to, describe and analyze music
PERFORMANCE STANDARDS:
6A. Identify simple music forms when presented aurally
6B. Demonstrate perceptual skills by moving in response to, by answering questions
about, and by describing aural examples of music of various styles representing diverse
cultures
6C. Use appropriate terminology in explaining music, music notation, music instruments
and voices, and music performances
6D. Identify the sounds of a variety of instruments, including many orchestra and band
instruments, as well as children's voices and male and female adult voices
6E. Respond through purposeful movement to selected prominent music characteristics
or to specific music events while listening to music
UNDERSTANDINGS:
 There are 4 basic instrument families
 Music is organized with patterns, melodic and rhythmic
ESSENTIAL QUESTIONS:
 Can students listen to and react to works by composers?
 Can students aurally discern quarter and eighth note patterns?
 Can students determine when a major event occurs in a musical piece?
KNOWLEDGE & SKILLS:
 Students respond by moving or dancing to demonstrate knowledge
(Standard 6A)
 Students move to demonstrate their understanding of differences in
contrasting elements of music (Standard 6B, 6E)
 Students identify instruments (strings, brass, percussion, etc.) used in various
music examples (Standard 6D)
 Students discuss differences in music with correct musical terms (Standard
6C)
ASSESSMENTS:
 Teacher
 Peer
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
7
CONTENT STANDARD 7: EVALUATE MUSIC
Students will evaluate music and music performances
PERFORMANCE STANDARDS:
7A. Evaluate performances and compositions
7B. Explain, using appropriate music terminology, their personal preferences for specific
musical works and styles
UNDERSTANDINGS:
 People have different personal preferences in music
ESSENTIAL QUESTIONS:
 Can students explain a musical event (change in tempo, etc.)?
 Can students support decisions for preferences in music?
KNOWLEDGE & SKILLS:
 Students brainstorm and then choose two elements (dynamics, tempo…) of
music to evaluate:
a) a class performance
b) a group performance
c) a pre-recorded performance
d) an individual performance (Standard 7A)
 Using two terms from the element list they devised, students identify their
preferences (Standard 7B)
 Students explain how effective the background music is in a
particular movie or television show i.e. Snowman video (Standard 7A)
 Students evaluate a performance (Standard 7A)
ASSESSMENTS:
 Teacher
 Peer
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
8
CONTENT STANDARD 8: CONNECTIONS
Students will make connections between music, other disciplines and daily life
PERFORMANCE STANDARDS:
8A. Identify similarities and differences in the meanings of common terms used in the
various arts
8B. Identify ways in which the principles and subject matter of music and other
disciplines taught in the school are interrelated
UNDERSTANDINGS:
 Size and shape of instrument affects sound
 Music is a part of daily life
 Different music elicits different moods
 Songs come from different countries
ESSENTIAL QUESTIONS:
 Can students sing in a different language?
 Can students describe how the mood of music changes for different uses?
KNOWLEDGE & SKILLS:
 Art - Listening to a simple song and looking at a painting, students
identify similarities and differences in:
a) color (tone color)
b) pattern
c) repetition
i.e. Compare the warm and cool colors to loud and soft sounds
(Standard 8A)
 Foreign language- students sing songs in a language other than English.
(Standard 8B)
 Math- Students identify a variety of rhythmic and melodic patterns in
musical compositions (Standard 8B)
 Science- students identify the pitch of large instruments or range of
voices based on size i.e., vibration of a string instrument, a drum head
or air columns generating sounds, children/adult voices, etc. (Standard 8B)
 Geography- students identify music associated with various countries or
regions (Standard 8B)
 Students identify and discuss ways in which music is used in the family
and community i.e., weddings, funerals, church services, parades, holidays,
festivals, etc (Standard 8B)
ASSESSMENTS:
 Teacher
 Peer
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
9
CONTENT STANDARD 9: HISTORY & CULTURE
Students will understand music in relation to history and culture
PERFORMANCE STANDARDS:
9B. Describe in simple terms how elements of music are used in music examples from
various cultures of the world.
9C. Identify various uses of music in their daily experiences and describe characteristics
that make certain music suitable for each use.
9D. Identify and describe roles of musicians in various music settings.
9E. Demonstrate audience behavior appropriate for the context and style of music
performed
UNDERSTANDINGS:
 Composers are people who write music
 The works of various composers have affected music of today
 Works of different composers have elicited different reactions
ESSENTIAL QUESTIONS:
 Can the students describe what a composer is and does?
 Can the students distinguish the difference between different composers’
works?
KNOWLEDGE & SKILLS:
 Listening to examples of music from various historical periods and
cultures, students describe the differences between Popular vs. Classical,
African vs. American, Asian vs. American, etc. (Standard 9A)
 Students discuss similarities and differences between 2 songs from
different cultures, i.e., a simple song in a foreign language like "Frere
Jacques" and "Row, Row, Row Your Boat." (Standard 9B)
 Students explain use and function of music at social /family occasions
(parties, weddings, etc.).
a) Students generate list of where they hear music and discuss
similarities and differences (Standard 9C)
 Students discuss roles of musicians in general terms, for example,
conductor, instrumental musician, popular vocalist, opera singer, music
teacher (Standard 9D)
 Students demonstrate good audience behavior by learning when to clap,
be quiet, and be still while listening (Standard 9E)
ASSESSMENTS:
 Teacher
 Peer
 Self
Andover, Hebron, Marlborough General Music Curriculum
Grade 1
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