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Kindergarten Music
Rhythm
Distinguish between short and long sounds
Perform beat (speak, pat, clap, play, and step)
Introduce quarter note, quarter rest, and eighth note pairs
Distinguish between like and unlike phrases
Melody
Sing unaccompanied, accompanied, and in unison
Distinguish higher from lower pitches. Sing and locate pitches on
instruments.
Echo-sing melodic motives
Imitate, then improvise melodies vocally and with instruments using
the sol mi interval
Play aural recognition games using the sol mi syllables
Distinguish between like and unlike phrases
Accompaniment
Perform the beat simultaneously with a spoken text
Sing melody and play the beat simultaneously
Add a simple tonic accompaniment to appropriate melodies
Listening
To encourage listening skills and the beginnings of understanding,
students will be exposed to various kinds of music often and
repeatedly. In the kindergarten class, music can be played for
enjoyment, to accompany activities, to inspire creative movement, etc.
Students will be exposed to a wide range of music including childrens
songs, instrumental music, and music from various cultures.
Identify environmental sounds in the classroom and outside
Summarize the story of Peter and the Wolf, Sergei Prokofiev
Recognize excepts from Peter and the Wolf, Sergei Prokofiev
Movement
Move responsively to music
Musical Vocabulary and Concepts
Recognize classroom rhythm instruments by site and sound
Use barred and unpitched instruments as sound-carpets for stories
Distinguish louder from softer dynamics
Demonstrate appropriate use of different voices: whispering,
speaking, singing, shouting
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First Grade Music
Most children entering first grade have already had 2 years of the music program in which they experienced the basic elements of music through speaking, singing, moving, playing games, and exploring instruments. The first exciting transition from this experience is the naming of the elements they have been working with. Experiences in rhythm, melody and harmony are now carefully sequenced to provide step-by-step development in both skill and understanding. A brief overview is as follows:
Rhythm
· Hearing, naming, understanding, and expressing beat in a variety of tempos in a variety of ways (patting, clapping, gesturing, moving, walking, playing on instrument, etc.)
· Recognizing, expressing, reading and writing these rhythmic duration values
· Maintaining 2 or more rhythmic textures in ensemble situations
· Simple rhythmic improvisation.
Melody
· Matching pitch one-to-one; singing in tune in a group.
· Singing, playing, reading pitches sol, mi and la.
· Improvising on xylophones in pentatonic scale (do, re, mi, sol, la).
Harmony
· Playing and understanding drone bass accompaniment (do-sol).
Skills in some of the other strands include:
Movement
· Review of basic locomotor and non-locomotor movement.
· Structures to evoke expressive movement are introduced and continued throughout the elementary program. As these are designed so that each student brings to the exercise his or her own level of physical and creative accomplishment, there is no delineated sequence per se, other than the repetition of improvisational opportunities.
Folk Dance
· Basic folk dance steps and vocabulary.
· Simple circle and line dances.
Ensemble
· Basic technique in a variety of unpitched percussion
· Basic mallet technique for barred instruments
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Second Grade Music
In second grade, the children are solidifying their sense of beat and pitch and are ready for more sophisticated orchestrations, particularly in regards to layers of musical texture. Nursery rhymes and children's poetry continue to provide text for musical improvisation and ensemble pieces. Games are played with greater precision and expertise and more opportunities are given for children to play, sing and dance without the teacher's participation. In addition to the review of concepts and experiences introduced in first grade, the following new concepts are applied:
Rhythm
· Continued internalization of beat
· Recognizing, expressing, reading, and writing duration values
· Recognizing and expressing 2/4 and 4/4 meter
· Continued rhythmic improvisation
Melody
· Full pentatonic scale-singing, playing, improvising, reading
· The pentatonic modes- beginning on la and re
Harmony
· The drone bass accompaniment to la and re modes
· Moving drone bass
Movement
· Review of basic locomotor and nonlocomotor movement
· Continued opportunities for creative and expressive movement
· Moving with props: scarves, sticks, paper plates, etc.
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