Elementary General Music

The elementary music programs in School District 54 serve all students in grades 1-6. Through singing, listening, moving, creating, playing, and reading music, students develop and refine their skills in the music concepts of duration, pitch, tone color, expression, design and cultural context.  These concepts connect directly with the Fine Arts Standards for the State of Illinois. Each class has two 30-minute music lessons a week. The music text currently being used in all grades is “Spotlight on Music” published by Macmillan/McGraw Hill (http://spotlightonmusic.macmillanmh.com/national/students. Efforts are always made to integrate music instruction with specific themes being studied in other curricular areas and multicultural music is presented in all classes throughout the year.

Essential Learning Outcomes for Elementary Music

First Grade

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

Close section

Second Grade

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

Close section

Third Grade

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 or moving

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

Close section

Fourth Grade

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

Close section

Fifth Grade

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 or moving

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

Close section

Sixth Grade

Duration

Students will

  • Read and write rhythm patterns with whole, dotted half, half, quarter, eighth and sixteenth notes, and whole, half, quarter and 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

Close section

Download the District 54 Essential Outcomes for Elementary Music (PDF).