Music Curriculum

 Learning Expectations

 

Grade K

Begin process of finding singing voice and matching pitch.

Learn simple songs appropriate to grade level interest and ability.

Create movements that fit songs.

Keep the beat or pulse of music with clapping, tapping, etc.

Keep the beat of music through movements such as marching, skipping, etc.

Use simple rhythm instruments to keep the beat and recognize their timbre.

Identify concepts such as fast/slow, loud/soft, start/stop, short/long.

Begin to learn simple rhythm patterns.

Begin to learn the solfege syllables and hear the intervals between them.

 

                                       Grade One

Match or echo tones. 

Begin process of singing in tune in group and as individual

Learn that a melody may go up (higher) or down (lower).

Learn songs appropriate to grade level to create a cumulative repertoire.

Continue to learn simple rhythm patterns and how to notate them.

Reinforce keeping a steady beat.

Learn beginnings of dramatic improvisations.

Echo various clapping patterns.

Learn simple dances and movement games.

 

Grade Two

Develop awareness of difference between beat and rhythm.

Refine awareness of high and low.

Develop awareness of sound and silence (rests).

Continue building cumulative repertoire and use of rhythm instruments.

Become aware of patterns for use in accompaniments.

Become aware of multiple sounds that can occur together.

Become aware of phrasing and musical form.

Begin to learn musical symbols.

Continue awareness of dynamics, tempo and other elements of music.

Expand knowledge of various instruments of the orchestra.

Begin appreciation of different styles of music.

Continue refinement of movement and dramatization skills.

Continue solfege and interval recognition including performance of same.

Grade Three

 

Demonstrate awareness of accurately repeating rhythm patterns.

Develop and refine skills in simple rhythmic notation.

Expand cumulative song repertoire, while focusing on unison singing.

Work on listening skills, vocal production and awareness of each child’s voice within the group.

Become aware of melodic movement (step/skip) and appropriate notation.

Begin learning notation on the musical staff.

Learn to play the recorder while learning the skills of ensemble playing, concert etiquette, stage presence and following of the conductor.

Study instruments of the orchestra and musical styles in further detail.

Begin awareness of harmony.

Refine awareness of dynamics and other elements of music.

Incorporate use of rhythm instruments in performance of repertoire songs.

Incorporate use of movements/drama in performance of repertoire songs.

 

                                                   Grade Four

 

 

Encourage participation in Band and/or Chorus

Introduce Orff instruments for use alone and as song accompaniments

Study, rehearse and perform lessons involving singing, movement and instruments

Continue work with instrumental families, incl. recognition in classical recordings

Study composers & periods of music history = relationship to world history & culture

Learn about musical form through listening and performance

Continue singing & playing of barred instruments (listening, recognition)

Challenge individual coordination and skill through movement

Continue music reading in correlation with other lessons

 

                                                  Grade Five

 

 

Continue to encourage Band & Chorus participation

Continue adding to song repertoire

Expand musical listening of various styles and periods of music

Increase level of difficulty of songs & instrumental pieces

Focus on increasing musical memory through songs and Orff instruments

Include music reading as part of each lesson

Continue study of composers and music history

Provide opportunities for individual students to accompany performances on instruments


Grade Six

 

Continue to encourage Band & Chorus participation

Continue to reinforce concepts of form & style through performance & analysis

Extend students’ technique and memorization skills on all instruments

Focus on meter, modality, and aural analysis of music

Provide opportunities to learn music strictly from notation

Challenge movement abilities through folk & traditional dances

Discuss the child’s singing voice in relation to songs performed

Discuss the boy’s changing voice and placement in choral singing

Study job opportunities in the music field

Explain NY state requirements for 7th grade/choose music class for next year

 

4th Grade Chorus

 

Intensive work in large group singing

Focus on individual vocal growth & understanding

Introduction to reading a vocal octavo

Work on group blend

Introduce sight reading

Present 2 concerts & assemblies each year

 

5th & 6th Grade Chorus

 

Continue experience in large group singing

Extend knowledge of vocal octavo format

Increase difficulty of sight reading

Provide opportunities for vocal solos

Continue individual vocal growth & understanding

Present 2 concerts & assemblies each year

Provide experience preparing a NYSSMA Vocal solo, by audition

Provide experience performing in All County Chorus, as chosen