Yearly Plan
KINDERGARTEN
Singing
High vs low /Sol-mi Patterns /Loud/soft
Vocal exploration (singing, speaking, shouting, whispering)
Sing with and without accompaniment
Echo tonal patterns (matching pitch)
Sing alone and with others
Instruments
Ready and playing position /Respond to teacher cues
Respond to poem and story cues
Timbre exploration
Listening
Wide variety of styles, timbres, genres, cultures, tonalities, meters
Respond to the treatment of musical elements
Exposure to tonal and rhythmic patterns
Taking turns (e.g. I sing, you sing)
Distinguish between sound and silence
Melody
Songs and patterns utilizing a variety of modes and tonalities use of props or symbols to reinforce pitch changes
Rhythm:
Experience quarter and eight (ta/ti ti)
steady beat use of props or symbols
Musical Elements
Tempo: fast vs. slow
Timbre: explore the sounds created with instruments
Form: same vs. different
Dynamics: loud vs. soft
Culture/History
Folk songs of different culture
Nursery rhymes
Wide variety of styles, genres, cultures
Connections to children’s literature (folk tales and legends)
Song games
Audience/ performance etiquette
Holiday and seasonal songs and dances
Movement
Respond to the treatment of musical elements
Locomotor (walk, jump, skip)
non-locomotor (tap, clap, stamp, patsching)
Respond to music with an awareness of self vs. shared space
Improvising:
Imitative and non-imitative (improvised), based on musical elements
Improvising vocal, instrumental and body percussion patterns
Call and response (vocal, instrumental, or body percussion)
FIRST/SECOND GRADES
Singing
Pentatonic and Major tonality songs
Recognize and sing mi, sol, la, melodic patterns
Correct singing posture
Read simple pitch and rhythmic patterns on the staff (sol, mi, la)
Ostinati, rounds
Hold a melody with a simple accompaniment
Instruments
Demonstrate appropriate playing technique
Produce characteristic sound on classroom
instruments
Read simple pitch and rhythmic patterns on the staff
Express a story using instruments and voice
Listening
Differentiate between long and short sounds
Follow written musical notation while listening to a recording or performance
Discriminatory listening for tempo, timbre, type/genre, harmony, mood
Identify classroom instrument families by sight and sound Follow listening map
Listen for downbeats
Musical Elements
Melody: pentatonic scale , Major scales
treble clef patterns using sol, la, mi
Rhythm: sing, play, compose, and improvise using
Beat: steady ritardando (getting slower)
accelerando (getting faster)
Timbre: identify classroom instruments by sight and sound experiment with different instrument sounds
Form: AB ABA rounds repeat signs “ ‘
Harmony: melody vs accompaniment
Dynamics: crescendo < decrescendo
Culture/History
Listen to and identify genres, including orchestral, choral, jazz, world and
popular music
Patriotic music
Expanded repertoire of folk songs of different cultures Dramatic interpretation
Movement
Move to the beat and rhythm
Move to show melodic contour
Simple folk dance: full group, moving on well
defined phrases to beat, or with words that accompany song
THIRD/FOURTH GRADES
Singing
Partner songs and rounds
Sing patterns using do, re, mi, fa, sol, la
Respond to phrasing as it relates to text
Follow single line of written notation while singing
Instruments
Perform appropriately on pitched and
non- pitched classroom instruments
Utilize quarter, eighth, half, and quarter in patterns and songs
Listening
Discriminatory listening for form
Identify families of instruments from sound and sight
Musical Elements
Melody: Major minor do, re, mi, fa, sol, la
Rhythm: 2 3 4
4 4 4
Strong and weak beats in 3 and 4
Timbre: identify families of instruments from sound and sight Form: motive repetition and contrast within composition rondo
First and second endings
D.C. al fine
1st and 2nd endings
introduction coda
History/Culture
Connection to Native American,
world music, and holidays/festivals
Connect music to other arts
Listen to and identify genres, including orchestra, band, chorus, jazz, small ensemble, world and popular music Understanding music within social context
Introduction and discussion of well known composers
Movement
Interpretative movement
Expanded folk dance repertoire: using multiple directions, partners, improvising movements
Improvising:
Improvise question/answer phrases rhythmically, melodically, and with sensitivity to basic dynamics
Harmony: partner songs round
Expression
Dynamic levels: pp p mp mf f ff
staccato legato
FIFTH/SIXTH GRADES
Singing
2-part
2-part with instrumental ostinato
Awareness of basic singing technique (posture, breath support, musical line, diction)
Sing diatonic scale
Sing melodies using do, re, mi, fa, sol, la, ti, do
Instruments
Perform appropriately on pitched and
non- pitched classroom instruments
Utilize quarter, eighth, half, and quarter in patterns and songs
Demonstrate proper instrument performance technique, and care
Listening
Discuss musical elements, using content specific vocabulary to identify differences in style
Identify meter (triple/duple)
Musical Elements
Melody: identify one octave melodies
Major minor follow own part, in a 2-part score
5 line staff , letter names in treble clef
Rhythm: identify time signature (especially bottom number) Tempo symbols: Andante Allegro Largo others, according to music
Beat: find strong and/or weak beat to identify meter:
Timbre: use adjectives to describe music individual instruments vocal: soprano alto tenor bass
Form: DS al fine DS al coda theme and variation motive: repetition sequence contrast symphony (movements) opera (overture, chorus, aria, recitative)
Timbre: use adjectives to describe music individual instruments vocal: soprano alto tenor bass Form: DS al fine, DS al coda , theme and variation motive: repetition sequence contrast symphony (movements) opera (overture, chorus, aria, recitative
Texture/Harmony
I-IV-V chords can accompany melodies
Monophonic, polyphonic, homophonic music
HISTORY/CULTURE
Roles of musicians (conductor, performer, composers) Functions of music in society
Introduction to style periods middle ages thru contemporary Connections to North and South American history, and ancient cultures
Listen to and distinguish between genres, including orchestra, band, chorus, jazz, small ensemble, world and popular music
Demonstrate audience/performer etiquette
Explore careers in music