DCPS Curriculum Guides Page 1

Transcription

1 DCPS Curriculum Guides Page 1 GRADE LEVEL EXPECTATIONS FOR MUSIC K-5 Each grade level builds upon the learning in the previous grade. Teachers should connect these learning expectations to the appropriate benchmarks in the Year-at-a-Glance (YAG) documents in order to decide what to teach for quarters 1 & 2, and what to teach during quarters 3 & 4. Kindergarten Demonstrating and identifying steady beat Identifying sounds (bell, whistle, voice, clapping, laughter, slide whistle, etc.) Identifying voice type (singing/speaking/whispering) Identifying instruments (orchestra, band, piano, recorder, rhythm sticks) Pitched vs. non-pitched Creating names for songs based on content Comparing musical examples for speed (tempo), voice types, words, instruments, styles Matching (visually) rhythm patterns (quarter notes and beamed eighth notes) Matching (visually) melodic patterns (on 5-line staff) Listening to a set of rhythm patterns to determine which one is different from the others Listening to a set of melodic patterns to determine which one is different from the others Understanding manners and etiquette Demonstrating proper behaviors when listening to music Providing polite feedback to others Sharing opinions and feelings respectfully Suggested resources See CG s and CLG s, Mary Had a Little Lamb; Twinkle, Twinkle, Little Star Grade 1 Deciding what musical sounds (sound effects) to use in a song based on the text Visually identifying instruments-pitched and non-pitched (unpitched) Comparing musical examples for speed (tempo), voice types, words, instruments, styles Matching, aurally, rhythm patterns (quarter notes, quarter rests, and beamed eighth notes) Matching, aurally, melodic patterns (on 5-line staff) Identifying simple forms visually (poetry text) Identifying simple forms aurally (ABA) Defining basic music jobs or careers (composer, conductor, performer) Listening to a poem or nursery rhyme to decide which instrument sound would best represent a specified word or phrase Understanding manners and etiquette Demonstrating proper behaviors when listening to music Providing polite feedback to others Sharing opinions and feelings respectfully Taking turns with instruments (sharing) Suggested resources See CG s and CLG s, Mary Had a Little Lamb; Twinkle, Twinkle, Little Star; Hickory Dickory Dock (nursery rhyme)

2 DCPS Curriculum Guides Page 2 Grade 2 Listening to a music example to identify musical characteristics (instruments/voices, tempo, dynamics) Listening to a music example of an instrumental ensemble to determine the instrumentation (string, woodwind, brass, or percussion) Listening to a music example to decide which instrument sound would best represent a specified person, word, or phrase Visually identifying instruments from specific categories (woods, metals, shakers, membranes) Matching, aurally, rhythm patterns to printed music (quarter notes, quarter rests, half notes, and beamed eighth notes) Listening to a simple melodic pattern and matching it to pictures of the correct solfege hand signs (do, sol) Listening to compare two musical examples for changes in musical elements (form, melody, pitch, rhythm, timbre, beat) Listening to musical examples to match them to a 2-line representation of pitch (so-la-mi) Identifying form using geometric shapes to represent sections ABA might be represented as follows: Identifying a musical piece, type, or style that would be appropriate for use at specific occasions (patriotic, march, holiday, etc.) Determining the purpose of music in movies Understanding what members of a marching band do (march while performing on instruments) Suggested resources See CG s and CLG s, Twinkle, Twinkle, Little Star; Hansel and Gretel (story), Star Spangled Banner Grade 3 Identifying and using music listening skills Understanding basic musical terms (forte, piano, andante, allegro, presto) Identifying musical instruments as members of a specific family (woodwind, brass, string, percussion) Aurally identifying musical instruments by family (woodwind, brass, string, percussion) Visually identifying musical instruments by family (woodwind, brass, string, percussion) Aurally identifying voices heard in a music example (solo, unison, 2-part or duet, 3-part or trio, 4-part or quartet) and identifying voice type (child, adult male/female, and singing/speaking/whispering) Understanding (through performance) 2-part singing Recognizing patterns in music (melodic and/or rhythmic) Identifying a printed representation of a recorded rhythm pattern (on one line or no line) Time signatures may include 2/4, 3/4, 6/8, and 4/4 (or none). Note values may include quarter notes, quarter rests, half notes, half rests, dotted half notes, and beamed eighth notes. Identifying note-value equivalents of note symbols (e.g., How many quarter notes equal a half note?) Identifying note values displayed in circle (pie) graphs (whole, halves, quarters, eighths)

3 DCPS Curriculum Guides Page 3 Comparing rhythmic notation with corresponding geometric shapes Identifying the notated melody of a familiar song Comparing two musical examples to identify differences in a musical element (form, melody, pitch, rhythm, timbre, texture, dynamics, tempo) Comparing and contrasting music in the home, school, community, and media Understanding folk music and its significance (Woody Guthrie-This Land is Your Land) Knowing that a violin is called a fiddle when used in folk music Being familiar with instruments and musical styles of other cultures (Scotland-bagpipes, Mexico-mariachi, Latinclaves and conga drums, etc.) Knowing that the Pan Pipes are one of the oldest wind instruments in the world Understanding Jazz and scat singing (Louis Armstrong) Understanding Ragtime (for piano, Scott Joplin most well-known composer) Connecting music to events or times in American history (war, slavery, westward expansion, civil rights movement ) Knowledge of American composers (John Williams, George Gershwin, Leonard Bernstein, Scott Joplin, Aaron Copland, Stephen Foster, Duke Ellington, Elmer Bernstein) Knowing that Elmer Bernstein (not related to Leonard) wrote many film scores including The Magnificent Seven and Ghostbusters Being aware of European composers Ludwig van Beethoven Johann Strauss Determining the purpose of music in movies or plays Knowing that basic rondo form is ABACA Understanding personal music making ways to make music yourself Recognizing musician roles in the school and community Suggested resources See CG s and CLG s, Old Dan Tucker, This Land is Your Land, examples of compositions of composers listed above 4 th Grade Listening to identify changes in a musical element (form, melody, pitch, rhythm, timbre, texture, dynamics, tempo) Aurally identifying instruments and/or voices heard in a music example Recognizing the repetition in music makes it easy to remember Visually identifying musical instruments by family (woodwind, brass, string, percussion) Understanding how sound is produced on the instruments of each family Visually identifying musical instruments by name Understanding that the piano belongs to the string and percussion families and why Identifying the basic names of voice parts (Soprano, Alto, Tenor, Bass) and their usual location on the staff (SA in treble clef and TB in bass clef) Understanding the meaning of intonation

4 DCPS Curriculum Guides Page 4 Familiarity with proper vocal tone concepts Posture (stand tall) Balance (listen to others) Intonation (singing on the correct pitch) Identifying a printed representation of a recorded rhythm pattern (on a 5-line staff) Note values may include quarter notes, quarter rests, half notes, half rests, whole notes, and beamed eighth notes Comparing two musical examples to identify changes in a musical element (form, melody, pitch, rhythm, timbre, texture, dynamics, tempo) Understanding how to legally share music Defining music jobs or careers (composer, film composer, record producer, sound engineer, conductor, performer) Understanding that time signatures (meter representations) relate in some ways to fractions in math Being familiar with instruments and musical styles of other cultures (Caribbean-steel drums, Asian-pentatonic melodies, etc.) Knowledge of American composers John Williams best known for movie music John Philip Sousa best known for marches Being aware of European composers Ludwig van Beethoven best known for symphonies Understanding of rounds and how to sing them (singing the same song starting at different times) Understanding of partner songs and how to sing them (singing two different songs in two groups at the same time) Suggested resources See CG s and CLG s, recordings of music from various cultures, Stars and Stripes Forever and other marches (free downloads on military band websites), excerpts from Beethoven Symphonies (5, 6, & 9) 5 th Grade Aurally identifying the basic names of voice parts (Soprano, Alto, Tenor, Bass) Knowledge of the history of the Star Spangled Banner historical context, understanding of the text, distinguishing between poet and composer Comparing two pieces of music to identify similarities or differences in musical elements or characteristics using Tier 3 vocabulary, that which is related to musical content (melody, harmony, meter, key, tempo, style, accompaniment, length, voices and/or instrumentation) Visually and aurally identifying musical instruments by family (woodwind, brass, string, percussion) Aurally identifying instruments and/or voice parts (SATB) heard in a music example Understanding the connection between the pipe organ and sacred music Understanding and identifying basic dynamics (forte, piano, mezzo forte, pianissimo) Knowledge of basic vocal performance terms (balance, diction, tone quality, intonation) Identifying a printed representation of a recorded rhythm pattern (no staff) Note values may include quarter notes, quarter rests, half notes, half rests, whole notes, beamed eighth notes, and beamed sixteenth notes (in groups of four only). Understanding and identifying vocal improvisation in jazz style Understanding and identifying complex texture in a music example Understanding the timbre is defined as the (distinctive) sound of a musical instrument

5 DCPS Curriculum Guides Page 5 Classifying a recorded music example according to historical style period (Baroque, Classical, Romantic, 20 th Century, etc.) Identifying the qualities of specific musical styles (March, Waltz, Lullaby, etc.) Knowledge of American composers John Williams best known for movie music John Philip Sousa best known for marches Louis Armstrong Satchmo best known for jazz trumpet and scat singing Understanding technology as it relates to music and entertainment (online streaming for concerts; use of cell phones, tablets, gaming, etc.) Understanding why live music performance is important to an artist s career (exposure) and to the economy of a community Identifying a musical piece, type, or style appropriate for use at specific occasions (patriotic, march, holiday, etc.) Comparing two musical examples to identify differences in a musical element or characteristic (form, melody, pitch, rhythm, timbre, texture, dynamics, tempo, style, harmony) Identifying jobs (besides the performers) necessary for the presentation of a live concert performance (booking agent, concessions worker, ticket taker, stage manager, security guard, lighting technician, sound engineer, policeman, emergency medical personnel, usher, etc.) Identifying recordings of music from various cultures (American, Asian, African, Latin American, Middle Eastern, etc.) Suggested resources See CG s and CLG s, recordings of music from various cultures, Stars and Stripes Forever (free downloads on military band websites) K-5 Music Concepts to Clarify and Reinforce Dynamic changes are louder or softer (not higher or lower) Tempo changes are faster or slower, (not higher or lower) Pitch changes are higher or lower Approximate number of items (test questions) on each CGA Assessment Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade CGA Baseline CGA Midyear CGA Post