First Steps. FIS Music Scope & Sequences. Creating and Composing

Transcription

1 Play simple rhythm instruments and body percussion to explore sound Sing folk and composed songs, although not always in pitch or in time Contribute creatively to class and small group compositions Create sounds on instruments, body percussion and other sound sources in the environment. Move spontaneously to music of many styles Respond to changes in music (tempo, rhythm, pitch) through movement Explore basic locomotor movements (walk, march, jump, hop, gallop, etc.) and non-locomotor movements (swing, shake, sway) First Steps

2 Continue to play simple rhythm instruments and body percussion to explore sound Sing folk and composed songs, with a beginning, awareness of pitch and singing in time with others Contribute creatively to class and small group compositions Create simple rhythmic patterns using traditional rhythmic notation Use musical accompaniment to dramatize a story (soundscapes, sound effects, rhythmic accompaniment) Continue spontaneous movement to music of many styles Continue to respond to changes in music (tempo, rhythm, pitch) through movement Refine and vary expression of locomotor and non-locomotor movements, movement with props, folk dances and songs with movement Pre-Primary

3 Sing folk and composed songs. Begin to distinguish between singing and talking voice Echo rhythmic patterns using body percussion Explore use of Orff instruments (xylophones, metallophones, glockenspiel) Contribute creatively to class and small group compositions Create simple rhythmic patterns using traditional rhythmic notation Use musical accompaniment to dramatize a story (soundscapes, sound effects, rhythmic accompaniment) Respond to music (pitch duration, volume) through movement Use simple vocabulary of musical terms to describe sound. Primary Show awareness of music from many cultures by singing and playing songs and games from around the world

4 Sing alone and with others and explore the expressive possibilities of the voice. Use Orff instruments to accompany music. Play simple melodies using a pentatonic scale. Play simple rhythmic patterns on classroom percussion instruments Compose and improvise simple melodies using a pentatonic scale. Create sounds on instruments, body percussion and other sound sources in the environment. Act out stories and songs using instruments, movement and voice. Understand Steady beat Simple form Patterns Respond to music (pitch duration, volume) through movement, using varying levels, shapes and styles. Use musical terms to describe sound Grade 1 Show awareness of music from many cultures

5 Sing individually and in unison. Sing and perform with others. Begin to sing simple ostinati. Play simple rhythmic patterns on classroom percussion instruments. Play steady beat/ostinati on Orff instruments. Explore and combine sounds. Improvise simple rhythmic and melodic phrases using body percussion, voice and classroom instruments. Create music to tell a story using different classroom instruments. Use simple musical notation to record and communicate ideas (quarter notes and rests, eighth notes). Identify and use basic traditional notation to represent and record pieces of music. Read simple rhythmic notation (quarter notes, eighth notes, and quarter rests) and perform it on classroom instruments. Respond to the steady beat in music by clapping, walking, running or skipping. Develop an understanding of musical elements such as steady beat. Understand form in music Identify musical elements (dynamics and tempo) using appropriate musical vocabulary. Begin to identify the pictures and names of a number of instruments. Grade 2 Listen to a range of music from different times and places. Begin to develop an understanding of how music is used in different Begin to identify folk instruments used in a particular country or region of the world.

6 Sing individually and in unison with beginning accuracy and control. Sing and perform with others. Begin to sing part songs and simple ostinati. Play simple and syncopated rhythmic patterns on classroom percussion instruments. Play simple melodic patterns on Orff instruments. Explore, select, and combine sounds. Improvise increasingly difficult rhythmic and melodic phrases using body percussion, voice and classroom instruments. Create music to tell a story using different dynamics and instrumentation. Create new stanzas to familiar melodies. Use musical notation including half, quarter and eighth notes and rests to record and communicate ideas. Identify and use non-traditional and traditional notation to represent and record pieces of music. Read simple rhythmic notation (quarter, eighth, half notes and quarter note rests) and perform it on classroom instruments. Begin learning the note names of the treble clef. Respond to steady beat and rhythm in music with body percussion, and begin to develop an understanding of the difference between them. Understand form in music focusing on rondo. Identify musical elements (dynamics, tempo, instrumentation) using appropriate musical vocabulary. Identify the pictures and names of an increasing number of instruments. Listen to music from different sources and cultures and share their opinions by journaling. Grade 3 Listen to a range of music from different times and places and share informed opinions about it. Develop an understanding of how music is used in different Be identify a variety of folk instruments used in a particular country or region of the world.

7 Sing individually and in unison with increased accuracy and control. Sing and perform with others, including from traditional notation. Sing part songs and ostinati. Play increasingly difficult rhythmic patterns on classroom percussion instruments Play melodic patterns of increasing difficulty (from pentatonic to diatonic) on Orff instruments. Explore, create, select, combine and organize sounds. Improvise challenging rhythmic and melodic phrases using body percussion, voice and classroom instruments. Create music to tell a story using different dynamics, tempi and timbres. Use musical notation including whole, half, quarter and eighth notes and rests to record and communicate ideas. Compose using basic melodic notation and perform on classroom instruments Create new stanzas and verses for existing melodies Identify and use non-traditional and traditional notation to represent and record pieces of music. Read simple rhythmic notation (whole, half, quarter, and eighth notes and rests) and perform it on classroom instruments. Begin to read dotted rhythms. Begin exploring meter. Review and notate using the notes of the treble clef. Differentiate between the beat and rhythm in music, and begin to develop an awareness of meter. Understand and identify form in music. Identify musical elements (dynamics, tempo, instrumentation, and style) using appropriate musical vocabulary. Identify the sounds and names of an increasing number of instruments. Listen to music from different sources and cultures and express opinions Grade 4 Perform and listen to a range of music from different times and places. Develop an understanding of how music is used in different cultures, comparing and contrasting the styles. Be identify a variety of musical styles used in a particularly country or region of the world and identify their sound/timbre.

8 Sing and perform with others. Sing individually and in harmony. Perform compositions using classroom instruments (esp. Orff). Improvise rhythmic and melodic patterns on a variety of classroom instruments. BAND: Produce notes on their chosen instrument. Understand and utilise basic technique on their instrument. Play simple music from the Accent on Achievement book. Sight-read simple pieces. Explore, create, select and organize sounds in increasingly complex musical structures. Create music in response to a range of stimuli. Purposefully organize sounds in simple musical forms including rondo. Create alterations and variations in existing songs. Use detailed notation to record and communicate ideas (including sixteenth notes). Compose using standard melodic notation and perform on classroom instruments. Use music notation to record and perform sound events and songs. Read and perform rhythmic notation (whole, half, quarter, eighth and sixteenth notes and rests). Read and begin to write dotted rhythmic notation. Read and perform notational symbols for pitch and dynamics. Read and write notes of the treble clef. Continue exploring and identifying meter. Continue to distinguish and describe musical elements, Independently distinguish between a range of instrumental sounds. Describe music using appropriate vocabulary. Listen to music from different sources and cultures, comparing and contrasting different styles. Grade 5 Become knowledgeable about how music has shaped the history of a country or region of the world. Be identify a number of styles and instrument sounds which relate to a particular country or area of the world. BAND: Understand and apply basic concert etiquette.