KINDERGARTEN
The students will be able to distinguish/recognize/identify
Mussorgsky’s “Ballet of the Unhatched Chicks” pg. 167
4
FIRST GRADE
The students will be able to distinguish/recognize/identify
Haydn’s “Surprise Symphony No. 94” pg. 85
6
SECOND GRADE
The students will be able to distinguish/recognize/identify
7
Tchaikovsky’s ballet “The Nutcracker” supplement
8
THIRD GRADE
The students will be able to distinguish/recognize/identify
Saint-Saëns’ “Carnival of the Animals” (see standards document for page numbers)
20
FOURTH GRADE
The students will be able to distinguish/recognize/identify
· woodwind family
· string family
· brass family
Beethoven’s Symphony No. 9 “Ode to Joy” pg. 151
22
“Sakura” pg. 308
The students will be able to distinguish/recognize/identify
Copeland’s ballet “Appalachian Springs” pg. 185
25
Questions?
Comments?
Want to share?
Feel free to email Mr. Wayman at [email protected].
The students will be able to distinguish/recognize/identify
- high/low
- fast/slow
- loud/soft
- same/different
- steady beat/ta – ti ti
- mood
- rules for question/answer form
- environmental sounds/music
- singing/speaking voice
- triangle
- maracas
- xylophone
- drum
- tambourine
- jingle bells
- rhythm sticks
- woodblock
- sing an echo song correctly
- demonstrate proper audience etiquette
- sing a so-mi song with correct pitches
- play a steady beat with an instrument
- demonstrate proper mallet technique
- sing in unison
- follow a cut off gesture
- play high/low on an instrument
- improvise “answers” in the same style as “question”
- use creative movement to match musical style
Mussorgsky’s “Ballet of the Unhatched Chicks” pg. 167
- Historical/cultural background
- Countries/regions of music
- Ideas and emotions expressed through music
- Compare and contrast different time periods in music
- Historical/cultural background
- Countries/regions of music
- 3
Compare a musical piece with another art form - Ideas and emotions expressed through music
- Compare and contrast different time periods in music
- Arts vocabulary to discuss works of music
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
4
FIRST GRADE
The students will be able to distinguish/recognize/identify
- rhythm/beat
- strong/weak beat
- forte (f) piano (p)
- staff
- treble clef sign
- repeat sign
- introduction
- AB form
- environmental sounds/music
- bassoon
- clarinet
- flute
- French horn
- timpani
- oboe
- violin
- rhythm instrument from Kindergarten
- 4 voices
- quarter note/rest
- barred 8th notes
- ta/ti-ti reading notation
- line/space notes
- skips/steps/repeated notes
- demonstrate/perform an ostinato
- demonstrate proper audience etiquette
- demonstrate 4 voices
- demonstrate steady beat
- demonstrate simple bordun
- sing so, la, mi
- follow entrance/cut off cues
- improvise musical “answer” in the same style as “question”
- Use creative movement to match musical style
Haydn’s “Surprise Symphony No. 94” pg. 85
- Historical/cultural background
- Countries/regions of music
- 5
Compare a musical piece with another art form - Ideas and emotions expressed through music
- Compare and contrast different time periods in music
- Arts vocabulary to discuss works of music
- Historical/cultural background
- Countries/regions of music
- Compare a musical piece with another art form
- Ideas and emotions expressed through music
- Compare and contrast different time periods in music
- Arts vocabulary to discuss works of music
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
6
SECOND GRADE
The students will be able to distinguish/recognize/identify
- ballet/opera
- melody
- composer/conductor
- crescendo/decrescendo
- fortissimo (ff) and pianissimo (pp)
- measure
- bar line
- tie
- ABA form
- call and response form
- coda
- rondo
- string family
- male/female/child’s voice
- half notes/rests
- 2/4 and 4/4 meter signatures
- demonstrate moving bordun
- sing in unison
- demonstrate/perform ostinato
- follow entrance/cut off/dynamic cues
- sing do, re, mi, so la
- demonstrate proper audience etiquette
- use organized and creative movement to match musical style
7
Tchaikovsky’s ballet “The Nutcracker” supplement
- Historical/cultural background
- Countries/regions of music
- Compare a musical piece with another art form
- Ideas and emotions expressed through music
- Compare and contrast different time periods in music
- Arts vocabulary to discuss works of music
- Compare a musical piece with another art form
- Ideas and emotions expressed through music
- Compare and contrast different time periods in music
- Arts vocabulary to discuss works of music
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
- Music for various occasions and traditions
- Preferences of musical examples
- Importance of music in one’s own life
- Identify and perform songs from different cultures and genres
- Group singing and response to conductor cues
- Read music notation in simple meters
8
THIRD GRADE
The students will be able to distinguish/recognize/identify
- musical careers
- rondo form
- half note/rest
- dotted half note
- whole note/rest
- fermata
- largo
- presto
- ritardando
- accelerando
- adult male/female/children voices
- mezzo-forte (mf) and mezzo-piano (mp)
- sing do, re, mi, fa, so, la, high do, low so, and low la
- 19
sing expressively with dynamics, phrasing, interpretation - follow simple beat patterns, cut off, dynamic cues
- use mallets with hands together and separately
- echo short rhythmic/melodic patterns
- perform in groups
- accurately play a given rhythm
- perform ostinato
- perform round/canon
Saint-Saëns’ “Carnival of the Animals” (see standards document for page numbers)
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- recognize the uses of music in everyday life
- describe music as a form of communication
- discuss specific compositions of various styles and cultures
- express personal preferences for a specific work
- recognize and identify specific elements of music
- sing accurately with dynamics phrasing and interpretation
- sing expressively in a group or alone
- sing in harmony using descants
- respond to the conductor
- recognize the uses of music in everyday life
- describe music as a form of communication
- discuss specific compositions of various styles and cultures
- express personal preferences for a specific work
- recognize and identify specific elements of music
- sing accurately with dynamics phrasing and interpretation
- sing expressively in a group or alone
- sing in harmony using descants
- respond to the conductor
- recognize the uses of music in everyday life
- describe music as a form of communication
- discuss specific compositions of various styles and cultures
- express personal preferences for a specific work
- recognize and identify specific elements of music
- sing accurately with dynamics phrasing and interpretation
- sing expressively in a group or alone
- sing in harmony using descants
- respond to the conductor
20
FOURTH GRADE
The students will be able to distinguish/recognize/identify
- musical careers
- ways music is related to other subject areas
- ethical issues in music
- different concert etiquette genres
- symphony orchestra
· woodwind family
· string family
· brass family
- marching band
- 8th note/rest
- allegro
- lento
- andante
- staccato
- legato
- 2/4, ¾, 4/4 meter signatures
- note names of the treble clef lines and spaces
- major scale
- pentatonic scale
- sing do, re, mi, fa, so, la, ti, do
- sing a partner song/descant
- accurately accompany songs with class on pitched and non-pitched instruments
- accurately perform in groups on pitched and non-pitched instruments
- use proper mallet technique on pitched instruments
- perform a broken bordun
- sing expressively following a conductor’s cue
Beethoven’s Symphony No. 9 “Ode to Joy” pg. 151
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- 21
identify specific instrument in a recording - recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
22
“Sakura” pg. 308
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
The students will be able to distinguish/recognize/identify
- music careers
- relationship between music and other art forms
- ethical issues relating to music
- proper concert etiquette between different genres
- orchestral/cultural instruments
- dotted quarter note
- sixteenth notes/rest
- 3/8, 6/8 meter signatures
- meter changes
- syncopation
- theme and variation form
- bass clef
- key signatures
- I-IV-V chord progression
- harmony
- difference between major and minor scales
- describe ways that music relates to other subjects
- use music vocabulary to discuss and analyze a specific work
- sing harmony
- sing/play in a group following conductor cues
- sing low so to high do
Copeland’s ballet “Appalachian Springs” pg. 185
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- 23
describe music as a form of communication - listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- identify relationships between music and the various arts
- describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
- understand music in relation to history and culture
- 24
identify relationships between music and the various arts - describe music as a form of communication
- listening, analyzing, describing music
- express personal preferences
- use music vocabulary to discuss compositions
- identify the sounds of various instruments
- identify specific instrument in a recording
- recognize and identify specific elements of music
25
Questions?
Comments?
Want to share?
Feel free to email Mr. Wayman at [email protected].