LOGAN-ROGERSVILLE R-VIII

MUSIC K-2

COURSE RATIONALE

Music is a skill that can be enjoyed throughout one’s entire life span. By offering music classes in kindergarten through grade 2, we are able to provide a strong foundation to foster that enjoyment as well as form a potential music-related career. Music requires performing several different skills at once which encourages higher-level thinking skills, a goal of all educators. Because of performing in an ensemble format, the student will also experience belonging to something bigger than himself which is an encouragement to many youngsters.

COURSE DESCRIPTION

Music in the Primary grades provides many opportunities to enjoy the process of making music. Age-appropriate songs are learned together with proper singing technique, ear training and sight-reading exercises, proper instrumental technique involving classroom instruments as well as a broad sampling of music of different cultures and historical periods. Creative movement and dance are outgrowths of these musical activities. Music classes meet 30 minutes twice a week.

COURSE COMPETENCIES

The student will be able to

1. orally and visually recognize classroom instruments and some classical concert instruments including the following.
1. Knows drum, cymbals, finger cymbals, rhythm sticks, sand blocks, tambourine, triangle, resonator bells, and autoharp. Distinguishes adult male, female, and children’s voices. Recognize voices of classmates. (Kindergarten)
2. Knows sleighbells, maracas, xylophone, metallaphone, glockenspiel, temple blocks, guiro, violin, trumpet, flute, and saxophone. (1^st grade)
3. Knows cabasa, vibraslap, trombone, clarinet, cello, guitar, and banjo. Introduced to instrument families.
2. demonstrate an understanding that music serves different purposes for different people at different times using the following skills.
1. Question/answer singing, play party games, and lullabies. (Kindergarten)
2. Add question/answer drumming, composer video, and classical music experiences.
3. Add study of black music, composer video, and ethnic folk dances.
3. Perform with expression using the following skills.
1. Knows loud/soft, happy/sad, fast/slow, lullabies and marches. (Kindergarten)
2. Tells where certain music might be appropriate, i.e. church, circus, lullaby, concert, etc. (1^st grade)
3. Knows fermata, dynamic signs, crescendo and diminuendo markings. Introduced to tempo directions such as andante, allegro, presto, and largo. (2^nd grade)
4. Speak knowledgeably about musical organization using the following skills.
1. Distinguishes same/different melodies, sings call/response songs. (Kindergarten)
2. Identify same/different phrases in simple rhythms and melodies, recognizes introduction, and recognizes repeat sign. (1^st grade)
3. Know introduction, interlude, coda, AB, ABA, rondo, da capo, fine, dal segno, and 1^st and 2^nd endings.
5. Perform age-appropriate harmony in a group using the following skills.
1. Do 2 things at once, i.e. chant or sing while moving, perform spoken round with teacher. (Kindergarten)
2. Performs 1 note drone, simple rhythmic and melodic ostinate, sings a simple round with teacher. (1^st grade)
3. Performs bordun, more demanding ostinato, and sings 2 part or 3 part round.
6. Sing age-appropriate music in tune alone or with someone using the following skills.
1. Distinguish speaking voice from singing voice, match pitch D-A. (Kindergarten)
2. Match pitch in a limited range from D-C’; discriminate aurally between head voice and chest voice. (1^st grade)
3. Match pitch in a limited range from C-E’; most should be able to sing using head voice. (2^nd grade)


7. Perform rhythmic notation with accuracy using the following skills.
1. Distinguish sound from silence, keep steady beat, distinguish short from long sounds, learn ±, Öµ (quarter notes, eighth notes), and £ (quarter rests). (Kindergarten)

ž

2. Learn Kodaly terms for ±, Öµ (quarter notes, eighth notes), £ (quarter rests), °, ä, ÖÖµ (half note,

half rest, triplet; learn bar line, double bar, repeat sign, rhythmic ostinato. (1^st grade)

3. Learn ¬, å, Ä , à, (whole note, whole rest, eighth note, eighth rest), ties and determine whether music is

4. moving in 2’s or 3’s. (2^nd grade)

8. Able to speak in age-appropriate vocabulary about melody using the following skills.
1. Distinguishes high/low pitches, begins to recognize music moving up, moving down, or repeated tones. (Kindergarten)
2. Knows absolute note names, staff, treble clef sign, and can tell whether a melody moves by step or by skip. (1^st grade)
3. Knows absolute pitch names of treble clef, sharp, flat, and natural signs. (2^nd grade)

Grade or Class: Music K-2

Last Revision: 1999-2000

Writer: Tryphena Hover

By the end of grade 2 students will be able to

District Competency 1: Orally and visually recognize classroom instruments and some classical concert instruments.
Sub-competencies a. Knows drum, cymbals, finger cymbals, rhythm sticks, sand blocks, tambourine, triangle, resonator bells, and autoharp. Distinguishes adult male, female, and children’s voices. Recognize voices of classmates. (Kindergarten)				b. Add sleighbells, maracas, xylophone, metallaphone, glockenspiel, temple blocks, guiro, violin, trumpet, flute, and saxophone. (1^st grade)	c. Add cabasa, vibraslap, trombone, clarinet, cello, guitar, and banjo. Introduced to instrument families.
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.3	FA1	2.5	Use classroom instruments and become accustomed to their timbres and resonance. Play games to identify instruments by name.			Teacher observation Checklist

By the end of grade 2 students will be able to

District Competency 2: Demonstrate an understanding that music serves different purposes for different people at different times.
Sub-competencies a. Question/answer singing, play party games, and lullabies. (Kindergarten)				b. Add question/answer drumming, composer video, and classical music experiences.	c. Add study of black music, composer video, and ethnic folk dances.
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.5	FA5	1.9, 2.1, 2.3, 2.4	Question/answer activities on drums to help understand some people communicate through drumming. Sing black spirituals View a video about a blind slave who became a concert pianist. Listen to a variety of types of music from other times and places. Study lives of great composers			Teacher observation Checklist	Videos Blind Tom Nutcracker Suite Beethoven Lives Upstairs Bach Fights for Freedom

By the end of grade 2 students will be able to

District Competency 3: Perform with expression.
Sub-competencies a. Knows loud/soft, happy/sad, fast/slow, lullabies and marches. (Kindergarten)				b. Tells where certain music might be appropriate, i.e. church, circus, lullaby, concert, etc. (1^st grade)	c. Knows fermata, dynamic signs, crescendo and diminuendo markings. Introduced to tempo directions such as andante, allegro, presto, and largo. (2^nd grade)
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.2, 8.4	FA1 FA3 FA4	2.1, 2.4	Relate children’s literature to mood in music. Games and songs reinforcing dynamic levels, musical tempo, and musical sensitivity. Singing games in different moods.			Teacher observation

By the end of grade 2 students will be able to

District Competency 4: Speak knowledgeably about musical organization.
Sub-competencies a. Distinguishes same/different melodies, sings call/response songs. (Kindergarten)				b. Identify same/different phrases in simple rhythms and melodies, recognizes introduction, and recognizes repeat sign. (1^st grade)	c. Know introduction, interlude, coda, AB, ABA, da capo, fine, dal segno, and 1^st and 2^nd endings.
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.2	FA1 FA2 FA3	1.8, 2.2, 4.1	Analyzes music as to verse/refrain, call/response, add-on song, and ABA. Recognize introduction, interlude, and coda as well as other musical “road signs” that give organizational clues.			Teacher observation Checklist

By the end of grade 2 students will be able to

District Competency 5: Perform age-appropriate harmony in a group.
Sub-competencies a. Do 2 things at once, i.e. chant or sing while moving, perform spoken round with teacher. (Kindergarten)				b. Performs 1 note drone, simple rhythmic and melodic ostinato, sings a simple round with teacher. (1^st grade)	c. Performs bordun, more demanding ostinato, and sings 2 part or 3 part round.
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.1, 8.2	FA1	2.5, 4.6	Concentration games requiring doing at least 2 things at once. Perform 1 note drone, spoken and sung rounds, simple rhythmic and melodic ostinato.			Teacher observation checklist

By the end of grade 2 students will be able to

District Competency 6: Sing age-appropriate music in tune alone or with someone.
Sub-competencies a. Distinguish speaking voice from singing voice, match pitch D-A. (Kindergarten)				b. Match pitch in a limited range from D-C’; discriminate aurally between head voice and chest voice. (1^st grade)	c. Match pitch in a limited range from C-E’; most should be able to sing using head voice. (2^nd grade)
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.2	FA1 FA2	2.1, 2.2, 2.5	Classroom singing Performance singing Pitch matching games Solo/chorus games Echo singing			Teacher observation checklist

By the end of grade 2 students will be able to

District Competency 7: Perform rhythmic notation with accuracy.
Sub-competencies a. Distinguish sound from silence, keep steady beat, distinguish short from long sounds, learn ±, Öµ (quarter notes, eighth notes), and £ (quarter rests). (Kindergarten)				b. Learn Kodaly terms for ±, Öµ (quarter notes, eighth notes), £ (quarter ž rests, °, ä, ÖÖµ (half note, half rest triplet note; learn bar line, double bar, repeat sign, rhythmic ostinato. (1^st grade)	c. Learn ¬, å, Ä , à (whole note, whole rest, single eighth note, eighth rest), ties and determines whether music is moving in 2’s or 3’s. (2^nd grade)
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.2	FA1 FA2	1.7	Echo clap using body percussion Read stick notation from the board with accuracy. Choose correct rhythm patterns from a group of 4-6 when played by teacher. Step the beat in a variety of tempi in 8- beat patterns.			Teacher observation Checklist

By the end of grade 2 students will be able to

District Competency 8: Speak in age-appropriate vocabulary about melody.
Sub-competencies a. Distinguishes high/low pitches, begins to recognize music moving up, moving down, or repeated tones. (Kindergarten)				b. Knows absolute note names, staff, treble clef sign, and can tell whether a melody moves by step or by skip. (1^st grade)	c. Knows absolute pitch names of treble clef, sharp, flat, and natural signs. (2^nd grade)
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments	Resources
8.1, 8.2	FA1 FA2 FA3	1.5, 1.6, 2.2	Distinguish melodic direction from listening. Distinguish melodic direction from looking at melodic contour. Play games on floor staff and Velcro boards to learn staff elements.			Teacher observation Checklist Game results