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 7^th grade/choose music class for next year

4^th 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

5^th & 6^th 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