Music

Duration:

Students will:

• Demonstrate a steady beat

Pitch:

Students will:

• Identify high and low pitches and melodic direction
• Perform a simple melody using a singing voice

Tone Color:

Students will:

• Distinguish between singing, speaking, shouting and whispering voices
• Identify tone colors of classroom instruments

Design:

Students will:

• Demonstrate call and response singing

Expression:

Students will:

• Identify music that is fast/slow and loud/soft

Cultural Context:

Students will:

• Distinguish between music of various purposes,  such as marches  and lullabies

Duration:

Students will:

• Perform simple rhythm patterns using quarter, paired eighths, and quarter rest

 Pitch:

Students will:

• Label line/space notes on the music staff
• Read and sing simple solfege using mi, so, and la

 Tone Color:

Students will:

• Visually identify familiar instruments by name and category

 Design:

Students will:

• Distinguish between same/different sections in a simple song

 Expression:

Students will:

• Compare and contrast tempo and dynamics in musical examples

 Cultural Context:

Students will:

• Demonstrate an understanding of the difference between audience and performer
• Perform traditional American singing games and folk dances

Duration:

Students will:

• Distinguish between rhythm and beat
• Perform and write whole, half, quarter, and paired eighths notes and quarter rests

Pitch:

Students will:

• Label repeated notes, steps, skips and leaps in a melody
• Demonstrate the ability to sing a simple song in tune
• Read and sing simple solfege using do, re, mi, so, and la

 Tone Color:

Students will:

• Aurally distinguish between a typical singing voice of a man, woman, or child

 Design:

Students will:

• Demonstrate an understanding of ostinato and round through singing, playing, moving, or creating

Expression:

Students will:

• Analyze music for changes in tempo, dynamics, and articulation

 Cultural Context:

Students will:

• Demonstrate an understanding of the difference between the musical roles of composer, conductor and performer
• Perform singing games and folk dances representative of a variety of cultures

Duration:

Students will:

• Perform and write rhythm patterns with whole, half, quarter, eighth, beamed sixteenth notes and quarter rests in 4/4 meter

 Pitch:

Students will:

• Read basic pitch notation on a music staff
• Perform a simple melody on recorder, keyboard, harmonica, or mallet instrument  alone or in an ensemble

 Tone Color:

Students will:

• Visually and aurally identify orchestral instruments and categorize as brass, woodwind, string or percussion
• Identify by sight and/or sound an orchestra, band or chorus

 Design:

Students will:

• Analyze music as a round, ostinato, verse-refrain or ABA form

Expression:

Students will:

• Show an understanding of common tempo, dynamics and articulation terms      through performance

 Cultural Context:

Students will:

• Develop an understanding of significant composers and masterworks

Duration:

Students will:

• Perform and write rhythm patterns with whole, half, quarter, eighth, sixteenth notes and whole, half, quarter rests in 2/4, 3/4, and 4/4 meters

 Pitch:

Students will:

• Label and define clef, meter signature, key signature, sharp, flat, bar line, and measure on a music staff
• Sing a simple song independently

 Tone Color:

Students will:

• Classify world music and instruments by culture or characteristics

 Design:

Students will:

• Apply knowledge of  round, ostinato, verse-refrain, ABA, and rondo forms by singing, playing, moving , or creating

Expression:

Students will:

• Classify standard Italian expressions for tempo, dynamics, and articulation

Cultural Context:

Students will:

• Memorize and understand the first verse of our national anthem, “The Star-Spangled Banner”

• Describe how people use music, such as folk songs, in their own culture

Duration:

Students will:

• Read and write rhythm patterns with whole, dotted half, half, quarter, eighth, sixteenth notes and whole, half, quarter, eighth rests in various meters

 Pitch:

Students will:

• Distinguish between a unison melody with or without accompaniment and a melody with harmony
• Differentiate between major and minor tonalities
• Play a melody or accompaniment on hand chimes, ukulele, dulcimer, world       percussion or mallet instruments

 Tone Color:

Students will:

• Identify voice classifications of soprano, alto, tenor and bass

 Design:

Students will:

• Recognize the function of introduction, coda, repeat sign, 1st and 2nd endings, D.C., D.S. and Fine

Expression:

Students will:

• Apply knowledge of dynamics, tempo, and/or articulation qualities by describing a        selected music example 

Cultural Context:

Students will:

• Distinguish between concert, musical, opera, ballet and play
• Identify musical styles such as jazz, rock, rap, country and classical