CURRICULUM

    T

MUSIC IN THE CLASSROOM

TRANSMISSION OF CULTURAL HERITAGE

What students do in the classroom is what they learn. What they learn to do is the classroom’s message.

Students will sing music, dance to music, improvise music, play instruments, notate and read music, and listen actively to music. 

Kindergarten:  We will focus on the singing of folk songs with self accompaniment, singing games, and acting out the words of the song. Students will learn songs, dances, and customs from China , Kindergarten’s Global Awareness country.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

Rhythm

          Beat-steady beat

          Rhythm patterns-patterns of long and short sounds, repeated pattern, even and uneven patterns

Melody

          Pitch-high and low sounds

          Melodic Contour-upward and downward movement (explore high/low, fast/slow, long/short movements)

Harmony

          Texture-accompaniment and no accompaniment

Form

          Call and response

          Same/Different

Expressive Qualities

          Style-music from a variety of styles and cultures

          Mood-songs in different moods

          Dynamics-loud/soft

          Tempo-fast/slow

 First Grade:  We will focus on the singing of folk songs with self accompaniment, singing games, and acting out the words of the song. Students will learn songs, dances, and customs from Europe , First Grade’s Global Awareness region.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

Rhythm

          Beat-steady beat, no steady beat

          Meter-strong and weak beats in 2 and 3, meter in 2

          Duration-long and short sounds

          Rhythm Patterns-patterns of long and short sounds, repeated patterns, even and uneven patterns

Melody

          Pitch-high and low sounds

          Melodic contour-upward and downward movement (explore high/low, fast/slow, long/short movements)

          Intervals-melodic movement by leaps and repeats

          Melodic patterns-melodic patterns, melodic repetition, melodic rhythm, melodic ostinado

Harmony

          Texture-accompaniment and no accompaniment

Form

          Repetition and contrast

          Solo chorus

          Verse/refrain

          Same/different

Expressive Qualities

          Style-music from variety of styles

          Mood-songs in different moods

          Song chants and rhymes

          Dynamics-loud/soft

          crescendo/decrescendo

          Tempo-fast/slow, accelerando

Second Grade:  We will focus on the singing of folk songs with instrumental accompaniment, rounds, and singing games. Students will learn songs, dances, and customs from Japan , Second Grade’s Global Awareness country.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

 Rhythm

          Beat-steady beat, no steady beat, rests

          Meter-strong and weak beats in 2 and 3, meter in 2

          Duration-long and short notation

          Rhythm Patterns-patterns of long and short sounds, chants, ostinato, repeated patterns, even and uneven   patterns

Melody

          Pitch-high and low pitches

          Melodic contour-upward and downward movement (explore high/low, fast/slow, long/short movements)

          Intervals-melodic movement by leaps and repeats

          Melodic patterns-same and different, ostinato

Harmony

          Texture-accompaniment and no accompaniment

          Add accompaniment to songs, two or more pitches sounding

          Rounds

Form

          Repetition and contrast

          Solo chorus

          Phrases-Long and short

Expressive Qualities

          Style-music from variety of styles

          Mood-songs in different moods

          Song chants and rhymes

          Dynamics-loud/soft

          crescendo/decrescendo

          Tempo-fast/slow, accelerando

Third Grade:  We will focus on the singing of folk songs with instrumental accompaniment and singing in rounds. Students will learn songs, dances, and customs from Native North America, Third Grade’s Global Awareness region. Third grade students will have an opportunity to play the recorder and will focus on notation and wind production. Recorder music will be supplied from “Do-it Recorder!” Book 1.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

Rhythm

          Beat-steady beat, no steady beat, rests

          Meter-strong and weak beats, meter in 2, 3, and 4

          Duration-notation

          Rhythm Patterns-similar patterns, melodic patterns

Melody

          Pitch-high and low pitches

          Melodic contour-upward and downward movement (explore high/low, fast/slow, long/short movements)

          Intervals-melodic movement by leaps and repeats

          Melodic patterns-same and different, ostinato

Harmony

          Add accompaniment to songs, two or more pitches sounding

          Rounds

Tone Color

          Vocal sounds-various tone qualities

          Instrumental sounds-classroom small percussion instruments, pitched and non-pitched instruments

Form

          Introduction

          Repeat sign

          Phrases

Expressive Qualities

          Style-music from variety of styles and differences by tempo, rhythm, melody, and tone color

          Mood-songs in different moods

          Dynamics-as an expression

          Tempo-fast/slow

Fourth Grade:  We will focus on the singing of folk songs with instrumental accompaniment. Fourth grade students will prepare a folk dance and “Stomp” inspired routine to be performed at the annual circus. Students will learn songs, dances, and customs from Mexico (and other Latin American and South American countries), Fourth Grade’s Global Awareness country.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

Rhythm

          Beat-steady beat, syncopation, rests, fermata

          Meter-strong and weak beats, meter in 2, 3, and 4

          Meter signatures

          Duration-notation

          Rhythm Patterns-even and uneven

Melody

          Melodic contour-upward and downward movement (explore high/low, fast/slow, long/short movements)

          Intervals-melodic movement by leaps and repeats

          Melodic phrases

Harmony

          Texture-thick/thin, unison, chordal harmony

          Linear harmony-ostinatos, countermelodies, rounds

Tone Color

          Vocal sounds-duet, trio, chorus

          Instrumental sounds-ensembles, sections

Form

          Introduction

          Repeat sign

          Phrases

          Solo chorus

          AB, ABA

Expressive Qualities

          Style-music from variety of styles and differences by tempo, rhythm, melody, and tone color

          Relationship of words to performance, style, tempo

          Dynamics-as an expression

          Tempo-fast/slow

 Fifth Grade: We will focus on jazz history and appreciation, classical history and appreciation, and the music of oceania . Students will explore the complexities of these genres, engage in active and critical listening, compare and contrast sub-genres, and will observe at least one live performance related to our studies. Music notation will be emphasized throughout these units.

Students will learn songs, dances, and customs from India , Fifth Grade’s Global Awareness country.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

Sixth Grade: Students will learn songs, dances, and customs from the Middle East , Sixth Grade’s Global Awareness region.

Students will compose a song in groups, in preparation for a springtime concert. They will compose lyrics, melodies, instrumental parts, and perhaps choreography for their songs. Throughout the process they will be exposed to a variety of music with the hope that they will incorporate many inspirations into their piece. They will learn to notate their song and will be asked to perform it at the concert. Students will keep a journal about the composition process, write a reflective essay, and maintain a group portfolio.

Students in sixth, seventh, and eighth grade participate in the spring school musical in a variety of roles.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

 Seventh Grade: Students will learn songs, dances, and customs from Africa , Seventh Grade’s Global Awareness region.

Students will compose a song in groups, in preparation for a springtime concert. They will compose lyrics, melodies, instrumental parts, and perhaps choreography for their songs. Throughout the process they will be exposed to a variety of music with the hope that they will incorporate many inspirations into their piece. They will learn to notate their song and will be asked to perform it at the concert. Students will keep a journal about the composition process, write a reflective essay, and maintain a group portfolio.

Students in sixth, seventh, and eighth grade participate in the spring school musical in a variety of roles.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.

 Eighth Grade: Students will learn songs, dances, and customs from the Phillipines (and other regions of Asia ), Eighth Grade’s Global Awareness country.

Students will compose a song in groups, in preparation for a springtime concert. They will compose lyrics, melodies, instrumental parts, and perhaps choreography for their songs. Throughout the process they will be exposed to a variety of music with the hope that they will incorporate many inspirations into their piece. They will learn to notate their song and will be asked to perform it at the concert. Students will keep a journal about the composition process, write a reflective essay, and maintain a group portfolio.

Students in sixth, seventh, and eighth grade participate in the spring school musical in a variety of roles.

Students will learn music that is liturgically appropriate. Students are in charge of planning one mass per year for the entire student body.             

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10/06/2008