Sounds and silences have specific duration [quarter note (ta), eighth note (ti–ti), half note (ta–a), and whole note (ta–a–a–a) with the corresponding rests].

M.1

Depth 1

Sounds may be high or low.

M.2

Depth 1

Sounds are also in the middle.

M.3

Depth 1

A sequence of sounds may move from low to high, high to low, or stay the same.

M.4

Depth 1

A melody is made up of sounds organized in patterns.

M.5

Depth 1

Melodies are based on scales: major, minor and pentatonic (5-tone).

M.6

Depth 1

Printed symbols in music show the direction of the melody.

M.7

Depth 1

Sounds that move up or down by steps or half steps within the octave are called scales.

H.1

Depth 1

Two or more sounds can occur simultaneously.

H.2

Depth 1

Melodies may be accompanied by harmony.

H.3

Depth 1

Some sounds seem to belong together and are called chords, three or more sounds together.

H.4

Depth 1

Major and minor chords have different sounds.

F.1

Depth 1

Music can be organized into sections––alike or different.

F.2

Depth 1

A section may be repeated (verse, chorus).

F.3

Depth 1

Music is organized into phrases.

F.4

Depth 1

A whole piece of music may be comprised of a number of sections.

F.5

Depth 1

Sections may be identified by letters; e.g., AB, ABA, ABAB.

F.6

Depth 1

There may be an introduction, an interlude and an ending (coda).

E.1

Depth 1

The beat in music may be fast or slow (tempo).

E.2

Depth 1

Music may be soft (p) or loud (f), dynamics.

E.3

Depth 1

Music may express our feelings.

E.4

Depth 1

Musical instruments have different tonal qualities.

E.5

Depth 1

The human voice has different tonal qualities.

E.6

Depth 1

Music reflects our feelings about holidays, seasons, our country and cultural heritage.

E.7

Depth 1

The words of a song are very important to the understanding of the song (text).

E.8

Depth 1

Music may be fast or slow and may change from one to the other suddenly or gradually (tempo).

E.9

Depth 1

Music dynamics may change suddenly (accent <) or gradually.

L.1

Depth 1

Distinguish environmental sounds: school, home, weather, animals, machines.

L.2

Depth 1

Identify and compare sounds (musical and non-musical): high–low, loud–soft, short–long, slow–fast, up–down.

L.3

Depth 1

Distinguish voice sounds.

L.4

Depth 1

Distinguish among the sounds of common musical instruments.

L.5

Depth 1

Be an attentive member of an audience.

L.6

Depth 1

Understand and appreciate the effect of music that is high–low, loud–soft, short–long, slow–fast, up–down.

L.7

Depth 1

Be aware of and enjoy seasonal, holiday and ethnic music.

L.8

Depth 1

Follow a story told by music.

L.9

Depth 1

Detect the rise and fall of melody.

L.10

Depth 1

Identify “like” and “unlike” patterns in music.

L.11

Depth 1

Respond to phrases in music.

L.12

Depth 1

Identify male, female and children’s singing voices.

MOV.1

Depth 1

Mime animals, machines and other sounds.

MOV.2

Depth 1

Move to the beat in music through walking, running, hopping, galloping and skipping, as appropriate to the psychomotor development of the students.

MOV.3

Depth 1

Respond to beat through action and simple body percussion.

MOV.4

Depth 1

Perform simple action songs and singing games.

MOV.5

Depth 1

Improvise movement for high–low, loud–soft, short–long, slow–fast.

MOV.6

Depth 1

Respond to music through movement in an individual manner.

MOV.7

Depth 1

Improvise movements to poems, stories and songs.

MOV.8

Depth 1

Move to form in music, like phrases and unlike phrases.

MOV.9

Depth 1

Through movement show awareness of changes in tempo, dynamics and mood.

S.1

Depth 1

Distinguish between children’s speaking and singing voices.

S.2

Depth 1

Respond to tone matching and echo games.

S.3

Depth 1

Respond to so–mi hand signals.

S.4

Depth 1

Respond to hand signals for so–mi–la.

S.5

Depth 1

Sing, in tune, many rhythmic and melodic songs, singing games and action songs.

S.6

Depth 1

Experience singing alone and in a group.

S.7

Depth 1

Sing accurately in unison.

S.8

Depth 1

Respond appropriately and with confidence to a conductor’s signals.

S.9

Depth 1

Extend the use of sol–fa training with hand signals to include “re” and “do”.

S.10

Depth 1

Respond to tone matching with other voices and instruments.

S.11

Depth 1

Sing many folk, ethnic, seasonal and holiday songs.

PI.1

Depth 1

Explore the sound of various musical instruments.

PI.2

Depth 1

Play a steady beat using rhythm instruments.

PI.3

Depth 1

Discover that some instruments play low notes and some play high notes.

PI.4

Depth 1

Echo rhythm patterns.

PI.5

Depth 1

Accompany singing with appropriate body percussion and movement (beat, accent, rhythm patterns) and transfer these to instruments.

PI.6

Depth 1

Play rhythm instruments correctly.

PI.7

Depth 1

Accompany songs, stories and poems with appropriate instrumental effects.

PI.8

Depth 1

Play simple rhythm patterns (the beat and divisions of the beat).

PI.9

Depth 1

Follow simple rhythm scores.

PI.10

Depth 1

Play rhythmic and ostinato patterns to accompany songs.

PI.13

Depth 1

Demonstrate skills on as many as possible of the following instruments:

RW.1

Depth 1

Recognize “ta” and “ti–ti” rhythm patterns.

RW.2

Depth 1

Recognize the following rhythm patterns on large charts, and follow from left to right:

RW.3

Depth 1

Echo clap and chant written rhythm patterns.

RW.4

Depth 1

Draw “stick” rhythm patterns on paper.

RW.5

Depth 1

Respond to simple instrumental scores on large charts.

RW.6

Depth 1

Respond to hand signals and staff notation of “so–mi”, “so–mi–la”.

RW.7

Depth 1

Build “so–mi–la” patterns on a simple staff.

RW.8

Depth 1

Read repeat signs, p (soft) and f (loud).

RW.9

Depth 1

Draw “stick” rhythm patterns from dictation (teacher claps pattern).

RW.10

Depth 1

Extend the use of sol–fa training to include “do” and “re”.

RW.11

Depth 1

Follow notation from left to right while singing and playing.

RW.12

Depth 1

Recognize whole, half, quarter, eighth notes and the whole, half and quarter rests.

RW.13

Depth 1

Recognize 2/4 and 3/4 time signatures.

RW.14

Depth 1

Recognize the music staff and treble clef sign.

RW.15

Depth 1

Recognize “like” and “unlike” phrases.

RW.16

Depth 1

Recognize the symbols for crescendo ( ), decrescendo (diminuendo) ( ) and accent (<).

C.1

Depth 1

Use suitable sound effects for poems and songs.

C.2

Depth 1

Use instruments to create sounds of high–low, loud–soft, slow–fast, short–long, up–down.

C.3

Depth 1

Create singing “conversations” (tone matching).

C.4

Depth 1

Make up new words to songs.

C.5

Depth 1

Create melodic and/or percussion accompaniments for poems and songs.

M.7.a

Depth 2

Melodies may move by scale steps.

M.7.b

Depth 2

Melodies may move by leaps.

PI.13.a

Depth 2

Orff Instruments — through speech, rhythm, ear training and use of pentatonic scale, create own compositions.

PI.13.b

Depth 2

Resonator (tone educator) Bells — tone matching, ostinato patterns, pentatonic melodies and accompaniment, chord building.

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Source document: elemusic
License: CC BY 4.0 US