Baltimore City Public School System s4

Baltimore City Public School System

Division of Curriculum and Instruction

Office of Elementary Curriculum and Instruction

Quarter 4 Curriculum Timeline

MUSIC

Kindergarten - Grade 1

Resource: The elementary curriculum overviews are available online at

http:/www.bcpss.org by using your personal login name and password.

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Baltimore City Public School System Division of Curriculum and Instruction

Office of Elementary Curriculum and Instruction

Quarter Four Curriculum Overview

MUSIC

/ Grades K-1 /

Content to be Taught/

Timeframe / Resources / Student Products / Assessments /
April 13-June 16:once per week

MSDE OUTCOME I

Students will demonstrate the ability to perceive, perform and respond to music:
·  Begin to sing songs with good intonation and proper voice placement (head voice) within the pentaton e.g.
Do re mi so la; la do re mi so
·  Imitate using good articulation and diction when speaking and singing
·  Compare and contrast movement of pitch in short phrases and simple songs (high/middle/low-do-mi-so)
·  Identify pulse (beat) visually using shapes, objects and pictures at different tempi
·  Begin to identify short rhythm patterns with corresponding song or rhyme phrases
·  Choose appropriate movement to show contrasting meters
·  Discriminate aurally between high and low pitched instruments (2 each) of the string, wind and percussion instrument families

MSDE OUTCOME II

The student will demonstrate an understanding of music as an essential aspect of history and human experience. ·  Perform songs of a variety of themes and cultures aligned with other curriculum:
Grade 1: Caring for Our Earth
·  Classify instruments from other countries according to family.
·  Relate music to other arts, e.g.. dramatize, choreograph dance movements, and /or make drawings that depict musical themes or song stories

MSDE OUTCOME III

·  The student will demonstrate the ability to creatively organize musical ideas and sounds.
·  Engage in musical conversation and spontaneous singing, e.g. call and response
·  Choose instruments of different timbres to accompany songs and stories and create compositions

MSDE OUTCOME IV

The student will demonstrate the ability to make aesthetic judgements.
·  Express opinions about performances using appropriate musical vocabulary
·  Describe timbres of various classroom instruments using sounds and words
Curricular Connections:
Language Arts:
Themes: Family Treasure; Something Fishy; Big & Little
Literacy: Review all phonics
Social Studies: Caring for Our Earth
Science: Earth’s Land & Water
Mathematics: Patterns; time; temperature, weights, shapes, directions, money values, calendar, addition, subtraction
Health: Be Wise-Be safe- consumer health and safety; injury prevention
Physical Education: Sports skills; locomotor and non-locomotor movement; fitness / ·  Available texts and multimedia materials
·  Recordings
·  Classroom instruments
·  Piano/keyboard
·  Tape/CD player
·  TV/VCR; computer
·  Live performances (in school or elsewhere)
·  Available texts and multimedia materials
·  Recordings
·  Classroom instruments
·  Piano/keyboard
·  Tape/CD player
·  TV/VCR; computer
·  Live performances (in school or elsewhere)
·  Available texts and multimedia materials
·  Recordings
·  Classroom instruments
·  Piano/keyboard
·  Tape/CD player
·  TV/VCR; computer
·  Live performances (in school or elsewhere)
·  Available texts and multimedia materials
·  Recordings
·  Classroom instruments
·  Piano/keyboard
·  Tape/CD player
·  TV/VCR; computer
·  Live performances (in school or elsewhere) / ·  Expanded song repertoire
·  Representation of changes in
pitch through symbols and body movement
·  Representation of beat through symbols and body movement
·  Perform pulse on classroom instruments to accompany singing
·  Drawings of instruments
·  Increased song repertoire
·  Puppet show, dance, and/or drawings that depict songs and
listening excerpts
·  Short musical compositions and accompaniments
·  Student review of musical performance recorded by teacher
·  Bulletin board display showing instruments and matching sounds/words
·  Increased song repertoire
·  Worksheets demonstrating understanding of AB, and ABA form using picture symbols- same –different-same pattern
·  Student-created song about being safe
·  Student-created movements in response to music of differing tempos / ·  Informal observation and recording
·  Graphic representation of musical elements e.g. pitch and beat
·  Musical instrument identification worksheets
·  Group assessment listing songs learned organized by country or topic
·  Assessments of compositions according to rubrics
·  Teacher recorded student comments on compositions based on a rubric that evaluates the use of music terms
·  Teacher record of students’ identification of songs from beginning phrases
·  Teacher assessment of student worksheets

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C. Thomas Bowman, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources ( Type this into search box)

Office- 410-396-8585 Office- 410-396-8573/8593 menc.org ( Music Educator’s National Conference)

Fax- 410-396-8063 Muisc Education Madness ( type into search box)

www.peabody.jhu.edu/archives/storm website

for The Storm is Passing Over- African American

Musicians in Maryland,, Receonstruction thorough

Civil Rights