Throughout the year, kindergarteners will demonstrate pulse/beat, experience fast/slow, demonstrate long/short, experience short rhythm patterns through speech, body percussion and unpitched instruments, experience meter in 2/4, 4/4 and 6/8, differentiate between sound/silence. Melodically, students will develop a repertoire of songs (folk/seasonal/multicultural/patriotic), establish proper vocal tone production, differentiate between high/low, experience sol mi melodies and demonstrate up and down. Harmonically students will experience pulse against rhythm and demonstrate proper mallet technique. Kindergarteners will experience same/different forms of songs, explore time/space/shape and force in movement. They will also identify unpitched percussion instruments, explore dramatic play, develop body awareness, differentiate between vocal qualities (speaking/singing/whisper/shout), demonstrate with instruments and voices loud/quiet sounds.
Kindergarten students participate in the Christmas Program held on Wednesday, December 20th at 7pm in the gym.
First Grade Objectives will include, but is not limited to the following:
Rhythmically, students will demonstrate pulse (individual/group), identify quarter note pulse, differentiate between sound/silence, identify sound/silence as quarter note or rest, experience fast/slow, identify fast/slow as eighth notes or quarter, experience meter (2/4, 4/4, 6/8), Identify quarter and eighth notes. Melodically, students will differentiate between high/low, experience up/down, develop a repertoire of songs (folk/seasonal/multicultural/patriotic), experience sol mi, so mi la melodies, identify so mi and so mi la scale tones and hand signs and demonstrate contour. Harmonically, students will develop proper mallet technique, demonstrate simple bordun and ostinato. Through form, students experience same/different, identify a phrase, identify an introduction to a song, identify a repeat sign as well as identify same/different at AB or ABA form. Students will identify unpitched percussion instruments, differentiate between vocal qualities (speaking/sing/whisper/shout), demonstrate dynamics (loud/quiet), classify unpitched percussion instruments (wood/metal/skin), identify four levels of body percussion (snap, clap, pat, stomp) and classify pitched percussion (wood/metal).
First graders participate in the Christmas Program on Wednesday, December 20th at 7pm in the gym.
Second Grade Student objectives will include, but is not limited to the following:
Rhythmically, students will demonstrate quarter note/half note pulse, identify barred 8th notes as single flag eighth notes, identify two, tied quarter notes as a half note, label half note, identify two quarter rests as a half rest, label half rest, define tempo, experience meter (2/4, 3/4, 4/4, 6/8), recognize time signatures of 2/4, 3/4 and 4/4. Melodically, students will demonstrate contour, demonstrate proper vocal technique, develop a repertoire of songs (fold/seasonal/multicultural/patriotic), experience mi, re do melodies, identify Do and Re scale tones and hand signs, perform mi re do, sol me re do, sol mi do and so mi la do. Harmonically, students will develop proper mallet technique, demonstrate ostinato, experience major/minor, experience vocal ostinato, demonstrate simple bordun, experience suspended pitch. Through Form, students will demonstrate a phrase of music, identify a Coda, Identify form of ABC, explore time/space/shape/force in movement, identify bar line/double bar and measures of music. Students will identify dynamics of piano and forte, identify pitched percussion (xylophone/metallaphonoe/glockenspiel), demonstrate proper drumming technique and identify and play an accent on classroom instruments.
2nd graders participate in the Christmas Program as readers and members of the Nativity which will be held on Wednesday, December 20th at 7pm in the gym.
In third grade, the students will further their knowledge of music through singing of American folksongs, church songs and playing of classroom instruments. The following rhythmic concepts from second grade will be reviewed: quarter notes, eighth notes, and quarter rest. To the students’ musical repertoire we will add: half note, sixteenth notes and an understanding of two-beat meter. Third graders will review the following notes in third grade: SOL, MI, LA, and DO, and will become conscious of RE. Students will practice concepts through physical, aural and visual activities, songs and games. Students will be assessed on their understanding of
these concepts and their development as singers and instrumentalists.
Third Graders participate in Cultural Fair on Wednesday, October 25, 2017 at 7pm in the gym.
Grade Four Objectives will include, but is not limited to the following:
Rhythmically, students will demonstrate pulse, feel syncopation in music, demonstrate question-answer using body percussion/unpitched/barred instruments, identify eighth rest, experience accelerando/ritardando, identify pickup/anacrusis, visualize 6/8 time signature, demonstrate conducting in 3/4 pattern, and identify a triplet. Melodically, students will develop a repertoire of songs (folk/seasonal/multicultural/patriotic), review treble clef lines and spaces, demonstrate question-answer on classroom instruments, experience countermelody, identify Ti, identify ledger lines, experience a scale and identify sharp/flat notes. Harmonically, demonstrate proper mallet technique, experience canon/round, experience ostinato, demonstrate simple bordun, distinguish between Major/minor, demonstrate moving bordun and experience I-V chord progression. Through Form, students will demonstrate a phrase of music, experience rondo, Identify A prime, Label DC al Fine, experience additive form and experience 12-bar blues. Through timbre, identify orchestral woodwind and brass family instruments and the dynamics of pianissimo and fortissimo. Fourth graders conclude the year learning about the opera: Hansel and Gretel. This unit brings opera to life as an art form that can be understood and enjoyed by all. Students will think about communication and storytelling as something that can reach beyond speaking and writing. Students will explore ways of communicating through: words, music, dance, drama and visual arts.
Fourth grade students participate in the Cultural Fair held on Wednesday, October 25th at 7pm in the gym.
5th Grade students will learn their final Cultural Fair pieces as well as review notes of the treble clef which will allow them to play classroom instruments such as: boomwhackers, xylophones and tone chimes, while reading the music on their own. 5th Grade students will practice pulse, rhythm patterns through improvisation, classify unpitched percussion, sing in a canon, identify orchestral instrument families, practice vocal technique through singing of church, patriotic and folk songs. We will also be learning the history of ukulele and learning to play basic chords and picking. Fifth graders will be introduced to a wide range of theatrical skills through the lens of the show, The Lion King Jr. Students will explore theater from many different angles including performance, design, directing, writing and technical theater.
Fifth grade students participate in the Cultural Fair held on Wednesday, October 25th at 7pm in the gym.
The music curriculum will be a year exploring Music from Around the World. The purpose of choosing multi-cultural music is to engage students in a topic with which students are mostly unfamiliar, as well as expose them to many cultures and types of music from across the globe. I hope to engage students directly through composition, singing, and listening activities that will deepen their understanding of how different cultures’ music is composed and performed, so they may then listen for similarities and differences in the music they listen to everyday. Students will be assessed on their understanding of learned concepts and their development as singers and instrumentalists.
The 7th grade curriculum will be spent exploring the history of music. The purpose of choosing music history is to expose students to the diverse historical music periods, so they may see the progression of music through the times. I hope to engage students directly through composition, singing and in-depth listening activities that will deepen their understanding of how and why music was and is written. This way students may listen for similarities and differences in the music they listen to on a daily basis. In this students will explore music of various time periods. Students will be assessed on their understanding of learned concepts and their development as singers and instrumentalists.
8th Graders will begin the year learning the history of ukulele and learning to play basic chords and picking. The 8th grade curriculum will also include the history of American Pop Music. We will begin with the Music of Stephen Foster and travel through time to learn how current pop music has evolved in the United States. Topics that we will cover include: Blues, Ragtime, Tin Pan Alley, Dixieland Jazz, Jazz, Gershwin, Irving Berlin, Bebop, Crooners, Elvis Presley, Motown, Jackson 5, British Invasion, Sounds of the Sixties, Disco and Funk, Easy-Listening Music, Punk and New Wave, Rap, MTV and Influences of Television, Alternative Music, Contemporary Christian Music and current pop music.
When not focusing on the history of American Pop Music, 8th graders will also review basic music notation, learn basic rudiments of drumming and participate in bucket drumming to master bucket ensemble pieces that challenge students musically.