Download VALUING MUSIC

ELEMENTARY GENERAL MUSIC SCOPE AND SEQUENCE
VALUING MUSIC
COMMON
CURRICUL
UM GOALS
Recognize the
use of music as
an avenue of
communication
leading to better
understanding of
cultures, peoples
and nations.
Demonstrate a
sense of
accomplishment in
and a commitment
to high quality
performance.
GRADE K
Sing, play, listen
and move to
music of varied
cultures.
GRADE 1
Understand the
diversity and
influence of
music careers,
music
avocations, and
music consumer
products in our
society.
Demonstrate an
open-minded
attitude toward
listening to and
performing many
types of music.
Develop the ability
to describe music
with increasingly
precise musical
terminology.
Develop an
understanding of
the expressive
qualities of
music.
Identify pitch, register, melodic intervals, major
and minor mode, meter and tempo, form, timbre,
and style.
• Participate in a
variety of prepared
performances.
• Respond
appropriately to
many types of
music.
• Listen to and
perform many types
of music.
• Describe music
in terms of fast or
slow, loud or soft.
• Recognize
expressive
qualities.
• Aurally identify music
as fast or slow.
• Distinguish between
singing and speaking
voice.
• Sing, play, listen
and move to
music of varied
cultures.
• Listen to, observe • Become aware
and distinguish
of musical
between varying
instruments.
qualities of
performances.
• Participate in a
variety of prepared
performances.
• Respond appropriately to many
types of music.
• Listen to and
perform many types
of music.
• Describe tempo
and dynamics
through class
discussion.
• Recognize and
understand
expressive
qualities of music
including mood
and message.
• Identify second of two
tones as higher, lower,
or the same.
• Aurally identify music
examples as high,
middle, or low register.
• Aurally identify music
as fast or slow.
•Aurally identify same
and different phrases.
• Aurally identify
different vocal and
classroom instrument
timbres.
GRADE 2
• Sing, play, listen
and move to
music of varied
cultures.
• Listen to, observe • Become aware
and distinguish
of musical
between varying
instruments.
qualities of
performances.
• Participate in a
variety of prepared
performances.
• Respond appropriately to many
types of music.
• Listen to and
perform many types
of music.
• Describe tempo
and, dynamics
through class
discussion.
•Recognize and
understand
expressive
qualities of
music, including
mood and
message.
• Identify intervals as
the same or different.
• Aurally identify music
examples as high,
middle, or low register.
• Discriminate between
duple and triple meter.
GRADE 3
• Sing, play, listen
and move to
music of varied
cultures.
• Listen to, observe
and distinguish
between varying
qualities of
performances.
• Participate in a
variety of prepared
performances.
• Respond appropriately to many
types of music.
• Listen to and
perform may types
of music.
•Describe music
including elements
of melody, tempo,
dynamics, timbre.
• Recognize and
understand
expressive
qualities of
music, including
mood and
message.
• Identify intervals as
steps, skips, or leaps.
• Aurally identify music
examples as high,
middle, or low register.
• Recognize the
difference between
major and minor sound
in music.
• Discriminate between
duple and triple meter.
•Understand the
avocational and
leisure uses of
music.
• Become aware
of musical
products.
PERFORMING MUSIC
DEVELOPING MUSIC LITERACY
Develop a cultural
and historical
perspective of
music.
CREATING MUSIC
Read and notate
music.
Develop the ability
to sing and/or play
an instrument with
appropriate tone,
rhythm, technique,
and maintain
awareness of
intonation, musical
feeling and balance
in the ensemble.
Perform a variety of
musical works alone
or in an ensemble,
either by
rote/memory or
reading notation.
Develop the ability to
improvise and/or
compose music as a
vehicle for
understanding music.
Manipulate the
elements of
music--rhythm,
melody, harmony
form, timbre,
tempo and
dynamics--for
expressive
purposes.
• Imitate the steady
beat.
• Imitate short
melodic patterns.
• Sing on pitch
within a range of a
minor third using a
free singing tone.
• Play a variety of
percussion
instruments demonstrating correct
technique.
• Perform a variety
of songs by
rote/memory.
• Sing with an
accompaniment.
• Experience a
variety of music of
different cultures.
• Read and perform
• Demonstrate the
steady beat.
• Imitate short
melodic patterns.
•Sing on pitch within
a range of a fifth
using a free singing
tone.
• Play a variety of
pitched and nonpitched percussion
instruments
demonstrating
correct technique.
• Perform a variety
of songs by
rote/memory.
• Perform a simple
melodic ostinato
accompaniment.
• Improvise an
accompaniment
using a limited
number of pitches.
• Create a musical
background for
poetry, literature
and/or movement.
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments).
• Aurally identify music
as fast, slow, getting
faster or getting slower.
• Aurally identify AB and
ABA forms.
• Aurally identify
different vocal and
classroom
instrument timbres.
• Experience a
variety of music of
different cultures.
• Read and perform
• Identify and
demonstrate the
steady beat.
• Imitate and
visually recognize
short melodic
patterns.
• Sing on pitch
within a range of a
sixth using a free
singing tone.
• Play a variety of
pitched and nonpitched percussion
instruments
demonstrating
correct technique.
• Perform a variety
of songs by
rote/memory.
• Perform simple
melodic rounds.
• Improvise an
accompaniment
using a limited
number of pitches.
• Create a musical
background for
poetry, literature
and/or movement.
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments).
• Aurally identify music
as fast, slow, getting
faster or getting slower.
• Aurally identify AB and
ABA forms.
• Aurally identify
prominent instruments
from each instrumental
family.
• Aurally identify the
style of music as folk or
classical.
• Recognize a
variety of music of
different cultures.
• Recognize that
music comes from
diverse eras.
• Read and perform
• Read and
demonstrate steady
beats in 2/4, 4/4 and
3/4 meters.
• Recognize and
read 3-note melodic
patterns on a full
five-line staff
•Read and perform
signs and symbols
in music.
• Sing on pitch
within a range of a
sixth using a free
singing tone and
good posture.
• Play a variety of
pitched and nonpitched percussion
instruments
demonstrating
correct technique.
• Perform a variety
of songs and instrumental pieces by
rote/memory and
from notation.
• Improvises simple
melodic ostinato
accompaniment.
• Improvise a short
solo using a limited
number of pitches.
• Create a musical
background for
poetry, literature
and/or movement.
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments).
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments).
ELEMENTARY GENERAL MUSIC SCOPE AND SEQUENCE
GRADE 4
• Sing, play, listen
and move to
music of varied
cultures.
• Listen to, observe
and distinguish
between varying
qualities of
performances.
• Participate in a
variety of prepared
performances.
• Understand the
variety of music
careers.
• Understand the
avocational and
leisure uses of
music.
• Become aware
of musical
products.
• Respond
appropriately to
many types of
music.
• Listen to and
perform many types
of music.
• Describe music
including elements
of melody, tempo,
dynamics, timbre,
rhythm, form,
meter, style, with
increasing
precision.
• Recognize and
understand
expressive
qualities of
music, including
mood and
message.
• Aurally identify simple
intervals in different
examples
• Aurally identify music
examples as high,
middle, or low register.
• Recognize the
difference between
major and minor sound
in music.
• Discriminate between
and perform duple and
triple meter.
• Aurally identify music
as fast, slow, getting
faster or getting slower.
• Aurally identify AB and
ABA forms.
• Aurally identify
prominent instruments
from each instrumental
family.
• Aurally identify
increasingly different
styles of music, such as
folk, classical, or jazz.
• Recognize a
variety of music of
different cultures.
• Recognize that
music comes from
diverse eras.
• Read and perform
and corresponding
rests.
• Read and notate
rhythms in 2/4, 4/4
and 3/4 meters.
• Recognize and
read familiar
melodic patterns on
a full 5-line staff
•Read, perform and
notate signs and
symbols in music.
• Sing on pitch
within a range of an
octave using a free
singing tone, good
posture, and breath
control.
• Play a variety of
pitched and nonpitched percussion
instruments
demonstrating
correct technique.
• Perform a variety
of songs and instrumental pieces by
rote/memory and
notation.
• Perform a simple
melody on recorder.
• Perform partner
songs and simple
harmony parts.
• Improvise question
and answer phrases
and simple ABA
forms.
• Create a musical
background for
poetry, literature
and/or movement.
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments).
GRADE 5
• Sing, play, listen
and move to
music of varied
cultures.
• Listen to, observe
and distinguish
between varying
qualities of
performances.
• Participate in a
variety of prepared
performances.
• Understand the
variety of music
careers.
• Understand the
avocational and
leisure uses of
music.
• Become aware
of musical
products.
• Respond appropriately to many
types of music.
• Listen to and
perform many types
of music.
• Describe music
including elements
of melody, tempo,
dynamics, timbre,
rhythm, form,
meter, style,
harmony.
• Recognize and
understand
expressive
qualities of
music, including
mood and
message.
• Aurally identify simple
melodic intervals in a
song.
• Aurally identify and
classify instruments
according to register.
• Identify the use of
major and minor in
music.
• Discriminate between
and perform duple and
triple meter.
• Aurally identify and
demonstrate the tempo
of music as fast, slow,
getting faster or getting
slower.
• Aurally identify AB,
ABA and rondo forms.
• Aurally identify and
classify instruments
according to families.
• Aurally identify styles
of music, such as folk,
classical, jazz, rock,
gospel and electronic.
• Recognize and
identify a variety of
music of different
cultures.
• Experience music
of various historical
eras.
• Read and perform
corresponding rests.
• Read and notate
rhythms in 2/4, 4/4
and 3/4 meters.
• Read simple
pentatonic melody
patterns on a full 5line staff
•Read, perform and
notate signs and
symbols in music.
• Sing on pitch
within a range of an
octave and a third
using a free singing
tone, good posture,
and breath control.
• Play a variety of
pitched and nonpitched percussion
simple wind, string
or keyboard
instruments,
demonstrating
correct technique.
• Experience a
"hands-on"
keyboard unit.
•Perform a variety of
songs and
instrumental pieces
by rote/ memory
and from notation.
• Perform a simple
melody on
keyboard.
• Carry an advanced
harmony part of a
previously learned
song.
• Perform simple
chord progressions
on an instrument.
•Create simple
improvisations using
question and answer
and ABA form in a
planned format.
• Compose a musical
background for
poetry, literature
and/or movement.
• Chart improvisation
using contrasting timbres to express
moods of music.
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments) and
evaluate the
outcome.
GRADE 6
• Sing, play, listen
and move to
music of varied
cultures.
• Listen to, observe
and distinguish
between varying
qualities of
performances.
• Participate in a
variety of prepared
performances.
• Understand the
variety of music
careers.
• Understand the
avocational and
leisure uses of
music.
• Become aware
of musical
products.
• Respond appropriately to many
types of music.
• Listen to and
perform many types
of music.
• Describe music
including elements
of melody, tempo,
dynamics, timbre,
rhythm, form,
meter, style,
harmony and
texture.
• Recognize and
understand
expressive
qualities of
music, including
mood and
message.
• Aurally and visually
identify simple melodic
intervals.
• Aurally identify voices
as soprano, alto, tenor
or bass.
• Identify the use of
major or minor in music.
• Discriminate between
and perform duple and
triple meter.
• Aurally identify and
demonstrate the tempo
of music as fast, slow,
getting faster or getting
slower.
• Aurally identify AB,
ABA, rondo and theme
and variation forms.
• Aurally identify
different vocal and
instrumental timbres
with increasing
accuracy.
• Aurally identify styles
of music, such as folk,
classical, jazz, rock,
gospel, electronic, and
ethnic.
• Recognize and
identify a variety of
music of different
cultures.
• Experience, recognize, and identify
music of various
historical eras.
• Read and perform
corresponding rests.
• Read and notate
rhythms in 2/4, 4/4
and 3/4 meters.
• Read and notate
simple pentatonic
melody patterns on
a full 5-line staff
•Read, perform and
notate signs and
symbols in music.
• Sing on pitch
within a range of an
octave and a third
using a free singing
tone, good posture,
and breath control.
• Play a variety of
pitched and nonpitched percussion
simple wind, string,
electronic or keyboard instruments,
demonstrating
correct technique.
• Experience a
"hands-on"
keyboard unit.
•Perform a variety of
songs and instrumental pieces by
rote/memory and
from notation.
• Perform a major
and a minor scale
vocally and
instrumentally.
• Carry an advanced
harmony part of a
previously learned
song.
• Perform simple
chord progressions
on an instrument.
•Create simple
improvisations using
question and answer,
ABA and rondo form
in a planned format.
• Compose a musical
background for
poetry, literature
and/or movement.
• Chart improvisation
using contrasting
timbres to express
moods of music.
• Experiment with
elements of
music through a
variety of creative
activities
(moving, singing,
playing
instruments) and
evaluate the
outcome.