Syllabus

NATIONAL MUSIC STANDARDS

1. Singing, alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied repertoire of music.

3. Improvising melodies, variations, and accompaniments.

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.

6. Listening to, analyzing, and describing music.

7. Evaluating music and music performances.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.

9. Understanding music in relation to history and culture.

Kindergarten: I can keep steady beat with body percussion and rhythm instruments and to distinguish between beat and rhythm; to hear changes in melodic direction (high/low/same), dynamcs (loud/soft/same) and tempo (fast/slow/same); to respond to music with appropriate movement; concepts from regular classroom reinforced with music (alphabet, months, seasons, etc.)

1st Grade: I can keep steady beat with body percussion and rhythm instruments and to distinguish between beat and rhythm; learning to echo simple rhythm patterns; learning to hear changes in melodic direction (high/low/same), dynamcs (loud/soft/same) and tempo (fast/slow/same); learning to respond to music with appropriate movement; learning the numerical values of quarter note, half note, and whole note; singing more complicated songs.

2nd Grade: I can distinguish between beat and rhythm and be able to articulate difference, both by playing rhythm patterns and verbal response; learning more complex rhythms; learning to hear more subtle differences in melodic, dynamic, and tempo changes; learning numerical values of quarter note, eighth note, half note, whole note, and coordinating music rests both visually and aurally;

singing more complicated songs.

3rd Grade: I can demonstrate knowledge of numerical values of all notes and rests; playing complex rhythm patterns with body percussion and rhythm instruments; to read music symbols that represent dynam

ics and tempo; to navigate through a song by recognizing the basics of music reading (the notes on the music staff, measures, repeat signs, coda, verses and refrain)

4th Grade: I can read and play more complex rhythms; learning how to read music on the staff and all its components; begin to learn note names and coordinating Curwen hand signals and Solfege symbols; identify multiple music symbols and their Italian names that represent dynamics, and tempo; sing more complex songs.

5th Grade: I can demonstrate knowledge of...music concepts above, including tonality and texture; learn to read music on the music staff by learning note names and symbols; sing complex songs, and read and play complex rhythms.