Kindergarten

Knowing VOICE CHOICE (speak, whisper, hum, calling out loud, sing), Matching voice (same or

different), Echo, Loud/Quiet, Fast/Slow, Long/Short, High/Low, Beat as the pulse in the music,

Rhythm as the way the words move, Breaking down # of syllables we hear to be rhythm (like

in our names), Audiate (sing/speak in our head), Stop/Go to cues, BEAUTIFUL /Healthy

SINGING practice.

Vocabulary: high/low, loud/quiet, fast/slow, long/short, , singer/performer/audience, voice choice: (sing/hum/whisper/call/speak), sound vs. silence, echo, beat (as heart/pulse of the music), listen, vocal/voice, audiate (inner hearing of sing/speak), same/different, lullabye/march, make up (improvise), smooth/jerky, autoharp, strum.

First Grade

Beautiful Healthy Singing Practice, Beat vs Rhythm, Sung Echo and Answer, High/Low in body scale

Degrees as pitch numbers, Rhythm of Ta and TiTi to the Beat, Upward/Downward, Following a conductor

with focus, Melodic Practice with patterns in songs (sol-mi-la), silence vs sound,

same/different, Melodic Rhythm (the way the words move), Audiate (sing/speak in our head,

1 and 2 line staff for melody dictation, Song Lyrics as stories/rhyming/foreign languages to

say “hi,” improvising lyrics and melodies.

Vocabulary: (see kindergarten), (steady) beat, rhythm, beat groups (meter) in 2,upward/downward (as in melodic

direction), musical patterns (rhythmically/melodically), notes/rests, (melodic) step/skip/repeat, staff line/space,

echo/imitate, musician/conductor/artist, solo.

Second Grade

Beautiful Healthy Singing Practice, Beat vs Rhythm, Sung Echo and Answer, High-Low in

Solfege Scale and Hand, Rhythms (ta, titi, half note, rest), Sections of Song as Form

(verse/refrain,AB , ABA), Recognizing Distance Between Sounds as Skips/Steps on Body Scale,

Melodic Practice with patterns in songs (sol-mi-la-do-re), Ostinato movements to songs, 2

and 3 line staff for melody dictation, descend/ascend, musician/conductor/audience/performer, Song Lyrics

as stories/rhyming/improvised, steady strum on autoharp, auxiliary instrumental accompaniment with

singing (drums/boomwackers, rhythm sticks, etc.).

Vocabulary: (see kindergarten and first grade vocabulary), audience etiquette, call &

response, question/answer, choir/chorus, beat groups in patterns of 2/3/4, posture,

solfege, staff, notes, rests, scale, tempo, verse/refrain, ascend/descend/repeat.

Third/Fourth/Fifth Grade

Beautiful Singing Practices, Head Voice, Basics of Vocal Production, Reading Music, Sight-Reading Music, Sing by Solfege Hand, Decode/Encode Musical Sounds & Symbols, Major/Minor Scale Patterns, Melodic Contour and Intervals, Identify & Describe Musical Elements within Performance and Listening Examples, Harmony Singing through ostinato/rounds/partner songs/2-pt songs/descant, Autoharp Accompaniment with 1-4 chords, Handbell (as melody or chordal harmony), expanded rhythms (dotted half note, whole note, quarter rest, half rest, whole rests, tiritiri, ti tiri, tiri ti, tam ti, ti tam, ri tim, tim ri, sneaky ti (upbeat), tempo terms, dynamic terms, absolute note letter names, conducting patterns, breathing by phrases, scores/systems, symbols for da capo/segna/1^st & 2^nd endings, flat/sharp signs/key signatures, time signatures, breath mark, movable do, Musical Forms with Voices (opera/musical/oratorio),

Vocabulary: (see gr. K-2), solo/duet/trio/quartet, diaphragm, lungs, articulate, vowel mouth, head voice, vocal mask, tempo terms (presto, allegro, andante, moderato, adagio, largo, ritardando, accelerando), dynamic terms (forte, piano, -issimo, -ississimo, crescendo, decrescendo, diminuendo, mezzo), acapella, accompaniment, elements (melody/rhythm/form/tone color or timbre/harmony/expression), phrase, staff/bar lines/measures, brackets, verse/refrain/introduction/coda, fine, da capo, descant, double bar, lyrics, major/minor scale, sharp/flat/key signature, time signature, melodic contour, intervals, libretto, opera, musical, oratorio.