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Music Teachers

Music instruction at Cutchogue East is a resource for expanding students’ experiences beyond their immediate surroundings.  It follows New York State Learning Standards by encouraging students to take pleasure in performing and creating, regardless of their talent or experience.  Our students learn how to utilize tools and resources. They learn to listen, appreciate and comment on music while understanding how music reflects the history and cultures of the world.

Music instruction also helps to tap into the various intelligences children possess.  Studies show that these intelligences most directly addressed in music education programs, are important not only for their own sake, but as vehicles for learning in other areas of study.  Students who take part in music do better on standardized tests in core areas and become more productive and creative thinkers in various professions later in life.

Classroom music includes such things as singing, dancing, moving, instrument playing, listening and analyzing.  All lessons and activities (classroom, chorus and band) support both the NYS Standards and the Common Core Standards with the aim to improve each child’s individual musicianship and overall learning.

    • 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.

    • Begin process of singing in tune in group and as individual.
    • Match or echo tones.
    • 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.

    • 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.

    • Demonstrate awareness by 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 and vocal production.
    • 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.
    • 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.

    • Encourage participation in Band and/or Chorus
    • Introduce Orff instruments for use alone and as song accompaniment
    • Study, rehearse and perform lessons involving singing, movement and instruments
    • Continue work with instrumental families, incl. recognition in classical recording
    • 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
    • Begin study of American Musical Theater

    • 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 performance on instruments
    • Continue study of American Musical Theater making comparisons with fourth grade

    • 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
    • Extend American Musical Theater experience through new and comparative exposure
    • Explain NY state requirements for seventh grade/choose music class for next year