TABLE OF CONTENTS
Maryland Essential Learner Outcomes for Elementary Music
Elementary Vocal/General Curriculum:
Introduction
Sections:
1. Content and Skills Summaries, Grades K-5
2. Curriculum, Grades Pre-K-5
Sample Lesson Plans (one per grade)
3. Repertoire Lists, Grades Pre-K-5
4. Bibliography/Discography/Websites
Section 5.
Beginning and Intermediate Instrumental
Music Curriculum:
Introduction …………………………………….. pp. 1-2
Overview ……………………………………….. pp. 2-4
Beginning Curriculum …………………………. pp. 5-43
Intermediate Curriculum ……………………… pp. 44-75
Appendices………………………………………. pp. 76-147
( a table of contents for the Appendices is on page 76 )
-a must see!)
ACKNOWLEDGEMENTS
The efforts of the following BCPSS music teachers in producing this work over the course of four weeks in the summer of 2003 is gratefully acknowledged with admiration for their commitment and expertise:
Elementary Vocal/General Curriculum:
Kristy Constantine- Waverly Elementary Middle School #51
Natalie Zajac- North Bend Elementary School #81
Ellen Viksted- Harford Heights Primary School #36
( Pre-K and Diverse Learner sections)
Sena Robinson- Rognell Heights Elementary Middle School
Amanda Embury- Beechfield Elementary School #246
Beginning and Intermediate Instrumental Music Curriculum:
Kevin Embury- Beechfield Elementary School #246
Frank Donn- Federal Hill Academy #45
Kimberly McCollum- Rosemont Elementary School # 63 and
Dickey Hill Elementary Middle School # 201 ( string sections)
Ronald Watson – Canton Middle School #230
Russell Hayward- Harlem Park Middle School #78
Jose Rivas- Pimlico Middle School #222
Presiding:
Jill Warzer, Elementary Music Curriculum Specialist
Bettye McLeod, Middle School Music Specialist
Curriculum Guide for Elementary General Vocal Music
Kindergarten
Ø Overview:
Students at the kindergarten level will explore and experience the excitement of music through singing, moving, and listening to music, as well as playing simple percussion instruments. Students will experiment with the voice by imitating different vocal timbres, as well as listen to and practice various ways of using the human voice including speaking, singing, and whispering. The song repertoire should include at least 30 traditional and composed songs, singing games and action songs, and simple dances, from a variety of cultures. There should be an emphasis on unaccompanied singing within the vocal range of Bb below middle C to the d above middle C. The majority of songs should be comprised of do and la pentatonic melodies that move stepwise, or in consecutive chord tones, generally avoiding larger skips. A portion of each music class should be spent practicing and performing tonal and rhythm patterns. These patterns will be presented in an echo format where the students must wait and listen to the teacher before imitating. Whenever possible, the teacher should hear each student perform individually in order to observe each student’s progress
A large part of musical experience will involve moving to music using loco-motor and non-loco-motor movements while listening to music, learning traditional folk dances from many countries, improvising/creating original movements to fit a musical selection, moving to duple and triple meters, and using gross and fine motor movements. . By the end of the year, students will have begun to develop basic performing skills related to melody, rhythm, tone quality, form and expression.
Ø Prerequisite Skills:
Students may have a sense of steady beat and pitch when entering kindergarten. Any additional skills that students possess will have been received from music in the home environment or pre-kindergarten experiences. However, the teacher should ensure that these skills are covered during the year.
Kindergarten
QUARTER ONE
Indicator Standard / “Big Ideas” / Instructional Objectives / Sample Item or Task / Instructional Focus / Reference(s)B1
Echo short rhythms and melodic patterns. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will match pitch and rhythms by echo clapping or using vocal sounds.
Cross Curricular:
Science-Discuss what an echo is and how sound travels. / Teacher performs; students imitate.
Strategies:
-use a puppet
-nonsense syllables
-clapping simple body percussion
-use neutral syllables to sing tonal patterns within the pentaton (do, re, mi, sol, la)
Adaptation: Provide adequate verbal, visual, and physical cues. / Introducing / Jump Right In: The Instrumental Series by
R. Grunow, E. Gordon, C. Azzara
B4
Sing a variety of songs in tune, at a proper tempo, with appropriate timbre, diction and posture, using appropriate expression. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will sing familiar songs.
Cross Curricular:
Social Studies- Discuss places where students can hear and learn music other than in school. Where have they learned some of their favorite songs? / Ask students to sing songs that they are already familiar with. (e.g. Twinkle, Twinkle Little Star) / Maintaining / Share the Music (Grade K) p.98
B4
Sing a variety of songs from diverse cultures at a proper tempo, with appropriate timbre, diction and posture, using appropriate expression.
B9
Sing or play a varied repertoire of music representing diverse genres and styles, using appropriate expression.
A5
Distinguish aurally between major and minor modes. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will sing songs and chants in major and minor tonalities, as well as recite poems.
Cross Curricular:
Language Arts- Discuss how poems and songs are used to express the author’s thoughts, ideas or experiences. / Students will sing
Bought Me A Cat, using their voices appropriately for imitating the different animal sounds.
Teach songs such as that use the pentatonic combinations: do, re, mi, sol, la / Introducing
B4
Sing a variety of songs in tune, at a proper tempo with appropriate timbre, diction and posture, using appropriate expression. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will experiment using their voices in a variety of ways.
-whisper, speak, sing and shout
Cross Curricular:
Science-Discuss how each type of voice is made and the differences in sound. / Use examples that allow students to experiment with different vocal sounds.
Examples:
-“Our Washing Machine” (poem)
-“Sing! Speak! Whisper! Shout!” / Introducing / Making Music (Grade1) pp.35 and 36
A3
Develop awareness and diversity of sounds in the environment. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will perform music using singing and no-singing voices.
Cross Curricular:
Science-Prepare for a trip to a zoo or a farm. Discuss the different types of animals and environments where they live. / Use songs that allow students to experiment with human versus non-human sounds.
(e.g. “Old MacDonald Had a Farm”) / Introducing / Share the Music (Grade 1) p.1
A4
Improvise vocal and instrumental music using a variety of sources, including traditional, nontraditional and electronic sounds. / Outcome III
Demonstrate the ability to organize musical ideas and sound creatively. / Students will add sounds to a melody, using classroom instruments.
Cross Curricular:
Visual Arts-Create homemade instruments from common materials that make the sounds mentioned in the song, Ritsch, Ratsch, Jingle and Boom. / Create sounds using instruments while singing the song Ritsch, Ratsch / Introducing / World of Music (Grade K) p. 58
C2
Demonstrate contrasts in musical elements through movement.
C3
Conduct music in two, three and four-beat meters. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will move bodies freely in two’s and three’s to different styles of music.
Cross Curricular:
Language/Visual Arts-Read the story of The Nutcracker to the class and have them draw a picture of their favorite character. / Play recordings in duple and triple meters and have students move to the music. / Introducing / Tchaikovsky: The Nutcracker Suit:
Waltz of the
FlowersRussian Dance
CD: Mad About Kids Classics
A1
Describe the tone color and methods of sound production of a variety of instruments.
B2
Play easy rhythmic, melodic and chordal patterns accurately and independently on classroom instruments. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will experiment with a variety of classroom instruments to produce sounds.
Cross Curricular:
Math-recognizing geometric shapes in objects. / Students select instruments according to shape.
(circle, triangle, rectangle) / Introducing
B2
Play easy rhythmic, melodic and chordal patterns accurately and independently on classroom instruments. / Outcome I
Demonstrate the ability to perceive, perform and respond
to music. / Students will perform a steady beat using body percussion or classroom instruments.
Cross Curricular:
Science-Identify objects that make the same sounds as the percussion instruments used in the song. / Students will play instruments to accompany the song The Percussion Family. / Introducing / Kids Make Music:Two & Threes!
By Lynn Kleiner
A3
Describe familiar rhythms, tempi, pitches, intervals, tone colors and dynamics in environmental sounds. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will use fast/slow and loud/soft to compare types of music.
Cross Curricular:
Visual Arts-Draw pictures of things that are opposite; fast/slow or loud/soft. / Use scarves/ribbons and have students move them to the tempo of the music. Use movement to show contrast between loud and soft, e.g. arms open wide for loud, and arms close together for soft. / Introducing
B8
Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.
B9
Sing or play a varied repertoire of music representing diverse genres and styles, using appropriate expression. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will sing songs from memory.
Cross Curricular:
Social Studies-Discuss children’s songs from other cultures. / Play “Name That Tune.” The teacher will hum a melody and student will respond by singing the entire song. / Maintaining / Use materials from past lesson plans.
C1
Perform improvised movement, singing games and traditional dances, responding appropriately to beat, tempo and other rhythmic characteristics. / Outcome I
Demonstrate the ability to perceive, perform and respond to music.
Outcome II
Demonstrate an understanding of music as an essential aspect of history and human experience. / Students will perform improvised movements, singing games, and dances.
Cross Curricular:
Social Studies- Compare/contrast games from other cultures and discuss the history and importance of the game in relation to the culture. / Use a wide variety of singing games and dances.
(Refer to song list.) / Introducing / World Dance Series: Folk Dances Around The World
Wee Sing: Around The World
A2
Discuss ways in which both folk and composed music are used to celebrate holidays in various cultures. / Outcome II
Demonstrate an understanding of music as an essential aspect of history and human experience / Students will perform seasonal/holiday songs. (Autumn and Halloween)
Cross Curricular:
Social Studies-Discuss other countries that have similar holidays to those celebrated in America. / Refer to song list. / Introducing / Holidays and Special Days by Grace C. Nash and Janice Rapley
Round the Seasons by Elizabeth Gilpatrick
Kindergarten
QUARTER TWO
Indicator Standard / “Big Ideas” / Instructional Objectives / Sample Item or Task / Instructional Focus / Reference(s)B1
Echo short rhythms and melodic patterns. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will match high/low pitches sung by the teacher.
Cross Curricular:
Science-Discuss the concept of high and low pitches. Use glasses with different water levels to show high/low pitch. / The teacher will sing a variety of pitches and each student will try to match the pitch. / Developing / Jump Right In: Instrumental Series by R. Grunow, E. Gordon, C. Azzara
B4
Sing a variety of songs in tune, at a proper tempo with appropriate timbre, diction and posture, using appropriate expression. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will sing songs within the pentaton. (do, re, mi, sol, la)
Cross Curricular:
Social Studies-Discuss the elements of a good musical performance. / Refer to song list. / Introducing/ Maintaining
B4
Sing a variety of songs in tune, at a proper tempo with appropriate timbre, diction and posture, using appropriate expression. / Outcome I
Demonstrate the ability to perceive,
perform and respond to music. / Students will demonstrate proper use of the voice by whispering, speaking, singing and shouting.
Cross Curricular:
Social Studies-Discuss different places where it is appropriate to use the different voices. / Select as song such as “Bingo” and have students perform the song using different voices. / Maintaining / Share the Music (Grade 1) p.134
C2
Demonstrate contrasts in musical characteristics through movement.
C3
Conduct music in two, three and four-beat meters. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will move to music using loco- motor skills. (e.g. jumping and skipping)
Cross Curricular:
Science-Explain what a reflection is and where reflections can be seen. (mirrors, water, glass) / Students will mirror the movements of their teacher while listening to a variety of music. / Introducing
B8
Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will sing memorized songs with expression.
Cross Curricular:
Visual Arts-Students will draw pictures of things that make them feel happy. / Students will sing “If You’re Happy and You Know It” using facial expression. / Maintaining / Share the Music (Grade K) p.6
A2
Discuss ways in which both folk and composed music are used to celebrate holidays in various cultures. / Outcome II
Demonstrate an understanding of music as an essential aspect of history and human experience. / Students will perform holiday/seasonal songs.
Cross Curricular:
Language Arts-Write an original song about a certain holiday. / See attached song list for Thanksgiving, Winter, Christmas, Chanukah, Kwanzaa, Boxing Day, and New Years songs. / Maintaining / Holidays and Special Days by Grace C. Nash and Janice Rapley
Round the Seasons by Elizabeth Gilpatrick
B4
Sing a variety of songs in tune, at a proper tempo with appropriate timbre, diction and posture, using appropriate expression. / Outcome I
Demonstrate the ability to perceive, perform and respond to music. / Students will identify the sounds of different vocal tone qualities.