Arts Curriculum Guide
Music
Grade 1
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| 1
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| Differentiate between steady beat/no beat. | - Demonstrate body percussion. - Demonstrate beat through body movement. - Demonstrate and provide rhythm instruments. |
- Echo body percussion through pat, clap, stamp, walk,
gallop, skip, bend, sway, march. - Move, sing, play instruments to music contrasting beat/ no beat. - Play steady beat on rhythm instruments. |
Teacher observation.
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Movement creative and directed. | - Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Teaching Kids to Sing by Kenneth Philips
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| 2
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| Identify and imitate the rhythm within a beat. | - Chant. - Demonstrate and provide rhythm instruments. - Demonstrate concepts through singing, moving, playing pitched instruments, playing recordings.
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- Play steady beat on rhythm instruments. - Use puppets to show rhythym of the words. - Use sticks to play rhythm with steady beat on drum.
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Teacher observation. | - Performances and plays. - Listening to live perfomances. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - John Langstaff songbooks and videos |
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| 3
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| Sing with and without accompaniment. | Introduce and demonstrate songs, provide listening examples and movement activities to demonstrate concepts. | - Explore vocal techniques: whisper, speak, call, sing. - Perceive and respond to sectional changes in music. - Show phrases through movement. - Sing songs with verse/refrain. - Listen for same/different parts of music.
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Teacher observation. | Create vocal and/or instrumental improvisations. | - Music Connection by Silver, Burdett and Ginn - Share the Music by Macmillan, McGraw Hill
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| 4
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| Recognize the solfege syllabes so, mi, la.
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Demonstrate concepts through singing and hand movements. | - Use hand signals for so, mi, la. - Echo sing. - Sing alone, in small and large groups. - Listen for pitch.
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Teacher observation. | Create vocal and/or instrumental improvisations. | - Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill
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| 5
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| Identify melodic direction. | Introduce and demonstrate songs, provide listening examples
and movement activities to demonstrate concepts.
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- Perceive and respond to sectional changes in music. - Show melodic direction through movement of hands or other body parts. - Play xylophones. |
Teacher observation. | - Creative and directed movement. - If the melody goes up, the body goes up, etc. - Draw melodic direction. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Music for Little People by John Feirerabend - John Langstaff songbooks and videos
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| 6
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Use visual cues to demonstrate musical forms.
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- Perceive and respond to sectional changes in music. - Show phrases through movement. - Sing songs with verse/refrain. - Listen for same/different parts of music.
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Teacher observation. | Create new lyrics for known melodies. | - Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Teaching Kids to Sing by Kenneth Philips
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| 7
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- Create experiences with identify specific expressive
qualities. - Reinforce through movement, listening and creating exercises. |
- Identify sounds of train starting, rain storm, parade. - Accompany stories with fast/slow sounds. - Use voice, instruments and movement to articulate emotions. - Use voice or instruments to dramatize a story or poem. |
Teacher observation. | - Create simple dramatizations. - Give performances and produce plays. - Listen to live performing groups. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Teaching Kids to Sing by Kenneth Philips
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| 8
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- Share experiences that will help students identify specific
vocal timbres or environmental sounds (recordings, performances). - Reinforce through movement, listening and creating exercises. |
- Identify visuals that correspond to male voice, female
voice, child's voice, environmental sounds and instruments. - Show understanding by moving to specific instrumental cues. |
Teacher observation. | - Adapt 20 Questions game format to listening
exercises with various vocal timbres or environmental sounds to identify. - Use a screen to hide instruments for identification exercises.
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- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Instrumental recordings
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Return to Music Curriculum Guide