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  1. Academics
  2. Music
  3. Elementary Music
  4. Music Curriculum

Music Curriculum

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