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Listen, Sing, Play and Create!
Listen, Sing, Play and Create!
The biggest focus in Primary music is to get students engaged in making music together, using good singing voices, singing and playing together with great spirit and enthusiasm. Singing is incredibly beneficial for a child's language development. Songs learned in class should be practiced at home. Students will have many opportunities to create, perform and listen to music.
Introduction to Reading Rhythm Video Series
Introduction to Reading Rhythm Video Series
Say and clap along with each video to learn how musicians use syllables to speak rhythms
Creative Games to make your own music!
Creative Games to make your own music!
Where your drawings turn into music. Try making a shape pattern and hear how it becomes a sound pattern!
Chrome Music Lab - Rhythm Creator
Create a cool rhythm on a different percussion instruments. Each time you listen try to pat along with a steady pulse as you watch the rhythm you created.
Each character sings or beatboxes a different musical line that you can use to create a song. Try changing your characters line to change the sound of your song.
The Cat in the Hat Sounda-pa-looza
Create your own Sounda-pa-looza instrument and experiment with how the size of instruments can change them from high to low pitches.
Fundamental Concepts Learned in Primary Music from Ontario Curriculum:
Fundamental Concepts Learned in Primary Music from Ontario Curriculum:
Grade 1
Grade 1
Duration
Fast and slow tempi
Rhythm vs. beat
2 beats vs. 4 beats
Ta, ti-ti, rest,
Simple ostinato
Pitch
High vs. low
Unison
Melodic contour
Mi-so-la
Dynamics and other expressive controls
Loud vs. soft
Accent
Smooth vs. detached
Timbre
Speaking vs. singing
Body percussion
Pitched vs. non pitched instruments
Environmental sounds
Texture/harmony
unison
Form
call/response
phrase
Grade 2
Grade 2
Duration
Fast and slow tempi
Rhythm vs. beat
2 beats vs. 4 beats
Ta-a, half rest
Whole rest, ta-a-a-a, ti-ti, rest,
Pitch
High vs. low
Unison
Melodic contour
Mi-so-la
High do
Simple melodic ostinato
Dynamics and other expressive controls
Crescendo/dimenuendo
Legato (smooth)
Stacatto (detached)
Timbre
Id instruments of the orchestra by sound
Electronic instruments
Membrane and pitched percussion
Texture/harmony
Unison with simple accompaniment, bordun patterns on do and so
Form
Phrase
AB
Verse and chorus
Grade 3
Grade 3
Duration
¾ time signature
Dotted half note
Sixteenth note patterns (Tika tika, ti-tika, tika-ti)
Sixteenth rest
Very fast (Presto)
Very slow (largo)
Pitch
Low so
Low la
Higher and lower pitch on the staff
Pitch contour
Dynamics and other expressive controls
Standard dynamic symbols (pp, p, mp, mf, f, ff)
Articulation and expression markings (stacatto and legato)- id in written music
Timbre
Classify instruments by way of producing sound/playing (strumming, blowing, shaking, striking).
Texture/harmony
Two part rounds
Partner songs
canons
Form
Section
Phrase
ABA
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