M - Make Safe Choices
U - Use listening ears and follow the directions
S - Show respect to others and materials
I - I will participate
C - Come in ready to learn
At the end of each class students will reflect with the music teacher over how they did on following the five classroom rules. Points will be added for the whole class to receive an incentive as well as "High Five" tickets given out to recognize individuals demonstrating the monthly life skills such as effort, honesty, responsibility, etc. Those reports will be communicated to their classroom teacher, so that they are aware of any behavior issues or displays of excellence that should be documented.
1) Verbal warning or silent signal during class
2) Student is asked to sit out during class activity
3) Student is spoken to at the end of class to discuss issue
4) Classroom teacher is notified
5) Student fills out behavior "think sheet" either during class time or at lunch/recess to further brainstorm how child can be successful in class, and this is scanned and sent to the family
6) Skyward behavior
7) Referral to principal/dean of students
after behavior think sheet, teacher and parent contact, if the behavior does not change
OR there is an incident that puts another student in extreme danger with total defiance of the teacher
8) Sent to the office immediately if there is danger to another person and total defiance of the teacher
Grades in music are divided into two categories: Effort/Participation and Musical Knowledge/Skills
Participation is an important part of a developing musician as we prepare students for future ensembles:
Putting forth best effort with a good attitude
Attempting all activities of the lesson to the best of one's ability
Listening and Following Directions
Demonstrates body control with movement activities
Showing respect for others and the instruments
Capable of working independently as well as paired or in a small group
Contributing to the lesson by raising a hand to ask/answer questions
Completing physical written work, but also actively engaged in singing/moving/playing instruments
Knowledge is based on individual performance over information expected to be mastered in each grade level. This is dictated by national, state, and district standards for the music classroom and below I have provided some examples for your understanding.
First Grade
Identifying vocal sounds such as whisper, shout, sing, talk
Hearing simple rhythmic patterns with quarter note/rest and paired eighths
Matching melodic patterns using sol-mi-do
Using simple word syllables, such as hat to match to rhythmic notes
Knowing the names and sounds of classroom percussion instruments
Differentiates between beat and rhythm
Second Grade
Hearing if a melody is major or minor, especially with familiar songs sung in class
Identifying short melodic patterns using 2-5 notes, such as la-sol-mi-do, or do-re-mi
Identifying short rhythmic patterns in duple or triple (simple/compound) meter
Dictating or writing out a familiar pattern using quarter, eighths, and rests
Identifying parts of a composition that go along with a story such as Peter and the Wolf or Carnival of the Animals or the Nutcracker, etc.
Matching pictures of notation markings, such as treble clef, with their name
Knowing melodic steps/skips and up/down movement across the staff
Third Grade:
Identifying notes of the lines and spaces on the Treble Clef
Identifying the name and family of different instruments in the orchestra
Identifying pictures of a variety of notation markings with their name
Listening for beamed sixteenth notes
Finding matching rhythms that use a "skipping pattern" in triple meter
Demonstrating hand positions that match pitches for the recorder to play
Understanding basic key signature markings with sharps, flats, and solfege
Please notice how some standards are grouped K-2 or 3-5. Some skills that we are covering in our lessons may take more time to master depending on your student's grade and often skills build on prior knowledge and experience from previous school years.