Sept. - Dec

Unit 1 – Say Hello with a Song

Unit 2 – All About You and Me

Duration

·   Beat

·   Rhythm

Identify:

·   Steady or non-steady sounds

·   Steady beat

·   Experience 4/4, 2/4, and 6/8

·   Create 4 beat body percussion patterns

·   Experience long & short

·   Experience quarter note, eighth note & quarter rest

· Classroom observation

· Listening

· Worksheets

· Art

· Music Theory

· Discussion

· Quizzes from Text

· Participation

·   Sing expressively with appropriate dynamics phasing and interpretation

·   Move to music

·   Identify long-short sounds

·   Experience call and response

·   Move to long, high and low sounds

·   Identify sounds of various instruments

·   Identify flute and tuba

·   Identify sounds of speaking, singing, whispering and calling voices

·   Name instruments that make higher and lower sounds

Pitch
 

·   Melody

Recognize:

·   Melodic direction upward and downward

·   High and low sounds

Design
 

·   Texture

·   Form/Structure

Experience:

·     Unison

·     A Cappella

·     AB form

·     Several verses

·     Echo Song

·     Call-response form

·     Solo or group

·     Verse and refrain

Tone Color

Vocal/Instrumental

Exploration of:

·    Differences between singing and speaking voice

·   High/low vocal registers

·   Recognize flute & tuba

Expressive Qualities

·   Dynamics

·   Tempo

Identify:

·   Loud and soft

·   Dynamic levels

·   Changing dynamics

·   Maintain loud and soft

·   Experience fast & slow sounds

Cultural

·   Styles

·   Background

Music styles

·   March, games songs

·   African American, American folk, Hispanic music, Japanese

Nov – Dec.

Cultural Christmas Program

·   Performance

Jan – Feb.

Unit  3 –Making Friends

Duration
 

·   Beat

·   Rhythm

Learn:

·    Steady beat

·    Faster and slower

·    Meter

·    One and two sounds to beat

·    Quarter and two eighth note rhythm pattern

·    Longer shorter sounds

·    Classroom observation

·    Listening

·    Worksheets

·    Art

·    Music Theory

·    Discussion

·    Quizzes from Text

·    Participation

·   Pat with steady beat

·   Sing in a group

·   Clap to one and two sounds to the beat

·   Describe rhythm and beat

·   Read rhythmic patterns containing quarter notes, eighth notes

·   Move with a steady beat

·   Use appropriate terminology when explaining music

·   Sing song with several verses

·   Read notation

·   Identify and use musical symbols

Pitch

·   Melody

Learn to:

·    Maintain higher & lower pitches

Design

·   Texture

·   Form/structure

Learn to:

·   Accompany using
class intervals

·    AB form and verse/refrain

·    ABA form

·    Contrasting sections

Tone Color

·   Vocal/
instrumental

Learn:
·   Speaking and singing

Expressive Qualities

·   Dynamics

·   Tempo

Learn:

·   Maintain loud and soft vocal sounds

·   Dynamics in orchestral music

·   Faster and slower changing tempo in song

Cultural Context

·  Styles/
Background

Music styles

·   Polish folk music, game songs, African American, Japanese, American, Caribbean, Latin American, English folk music

Feb/March

Cultural Spring Program

·   Performance

·   Critique Performance

March

Unit  4 – Hear and See

Duration

·   Beat/Meter

·   Rhythm

Learning:

·   To maintain steady beat

·   Tempo as the speed of the beat

·   Faster & slower tempos

·   Maintain and read quarter and two eighth note patterns

·   Classroom observation

·   Listening

·   Worksheets

·   Art

·   Music Theory

·   Discussion

·   Quizzes from Text

·   Participation

·  Perform in rhythm and maintain a steady beat

·  Sing so mi patterns

·  Describe higher and lower pitches

·  Respond to movement to show faster and slower

·  Sing in a group

·  Read so mi on staff

·  Read quarter and two eighth note rhythms in a song

·  Identify sounds of various instruments and voices

·  Identify simple music forms

·  Use appropriate terminology in explaining music

Pitch

·   Melody

Identify

·   Higher, lower and so mi

Design

·   Texture

·   Form/Structure

Identify:

·   Pitched folk instruments

·   Orchestra

·   Call and Response form

·   Cumulative verses

·   Repeat signs

·   Contrasting sections

Tone Color

·   Vocal/
Instrumental

Recognize:

·   Vocal tone color

·   Tone color in orchestral music

Expressive Qualities

·   Dynamics

·   Tempo

Identify:

·   Dynamics louder, softer

·   Faster, slower tempo

·   Tempo in orchestral music

Cultural Context

·   Style/
Background

Learn:

·    Game songs, classical music, Brazilian folk music, cumulative songs, Baroque, Concerto

April

Unit 5 – We Are a Community

Duration

·   Beat/Meter

·   Rhythm

Learn:

·   To maintain steady beat

·   Beat in sets of twos and threes

·   No sound to the beat

·   Quarter rest, two eighths and quarter note rhythm patterns

·  Classroom observation

·   Listening

·  Worksheets

·  Art

·  Music Theory

·  Discussion

·  Quizzes from Text

·  Participation

·     Sing Expressively with appropriate dynamics, phrasing, and interpretation

·     Identify simple musical forms

·     Sing in group

·     Identify no sound to a beat in a song

·     Move to respond to music

·     Read rhythmic patterns that include quarter note, two eighth notes and quarter rest and ABA form

·     Echo – sing pitch pattern with mi-so-la

·     Use symbols to notate the pitches mi-so-la

·     Perform beats in twos and threes

·     Read pitches in a song

·     Sing independently

·     Use appropriate terminology in describing music

Pitch

·   Melody

Identify:

·   La

·   mi-so-la patterns

Design

·   Texture
 
 

·   Form

 
·   Use accompaniment using classroom instruments

·   Orchestra

·   Verse/refrain

·   ABA form

·   Cumulative verses

Tone Color

·   Vocal/
Instrumental

Learn and Recognize:

·   Tone color in orchestral music

·