Finding the correct placement of the singing voice
- Matching pitch
- Hearing and responding to a steady beat
- Identifying the musical aspects of high/low, fast/slow, loud/soft, like/different melodies
- Active experiences involving singing, playing instruments, moving, listening to music and dancing, using rhythmic speech and improvisation
- Continued activity based approach emphasizing singing, playing instruments, moving, listening, and using rhythmic speech
- Recognition and performance of basic note values and simple rhythmic patterns
- Emphasis on understanding basic concepts in music concerning rhythm, melody, harmony, form, and tone color
- Further experience in playing mallet-type instruments both as accompaniment and melody playing sound sources
- Playing simple accompaniments and short melodies on mallet-type instruments
- Introduction to basic part singing by singing in a round.
- Emphasis on pitch matching and further development of the vocal range
- In-depth study of musical concepts involving experiential activities and questioning strategies
- Increased emphasis on reading rhythmic notation and singing with the solfege scale
- Identification of small forms in music
- Emphasis on melodic and rhythmic improvisation on all kinds of instruments
The objective of the music program at these levels is to allow each child to participate in a variety of musical experiences. Through these experiences students may nurture an appreciation of music as a medium for expression, creativity, personal achievement and enrichment. Students participate in vocal music activities, movement and use instruments to help understand rhythm, melody, form and musical notation. All students will learn to play recorders throughout third and fourth grades.
Students in the earlier grades engage in developmentally appropriate learning experiences designed to prepare them to achieve these standards at fourth grade.
Singing, alone and with others, a varied repertoire of music Students will:
- sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo
- sing expressively with appropriate dynamics
- sing a varied repertoire of songs representing genres and styles from diverse cultures
- sing harmony utilizing different techniques
- sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
Performing on instruments, alone and with others, a varied repertoire of music Students will:
- perform correct pitches and rhythms with appropriate dynamics and timbre, and maintain a steady tempo
- perform easy rhythmic, melodic, and chordal patterns accurately and independently on a variety of classroom instruments o perform pitches and melodies on the recorder. By the end of 4th grade, students will be able to use the notes D,E, F#, G, A, B, C, C# and high D
- perform expressively a varied repertoire of music representing diverse genres and styles
- echo short rhythms and melodic patterns • perform in groups, matching dynamic levels, and responding to the cues of a conductor
- perform independent instrumental parts while other students sing or play contrasting parts Improvising melodies, variations, and accompaniments
Listening to, analyzing, and describing music Students will:
- identify simple music forms when presented aurally
- demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
- use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
- identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices
- respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music
Beginning in the fifth grade, the total music program is expanded to give the students an opportunity to learn a band or orchestral instrument. Playing an instrument is an intimate form of self-expression that becomes a unique musical experience which cannot be duplicated in any other way. Because this experience is so vital to a full musical understanding and appreciation, all students in fifth grade learn the basics of an instrument of their choice. Though not all students will display the talent or enthusiasm to continue beyond the fifth grade, the instrumental skills, musical literacy, and ensemble experience that they have gained in the year are necessary to develop mature insight, respect for music, and the foundations of a lifelong skill.
Playing an instrument is intrinsically satisfying. However, group performance adds a powerful dimension of musical value to that of solo playing. All art is a form of communication and the instrumental ensemble experience offers students a means of sharing their music with others and exposes them to a wealth of musical literature.
5th through 8th Grade Chorus
All 5th grade students participate in chorus. This is offered as an elective for all 6th through 8th grade students.
Instructional Minutes for Chorus Fifth grade: 42 minutes per week (full group) as well as an additional 42 minutes every other week (small group).
Sixth through Eighth grade: 42 minutes every other day.
5th through 8th Grade Instrumental Music
Fifth through Eighth Grade Instructional Minutes for Instrumental Music: Every music course meets at least every other day in periods of 42 minutes.
Instrumental ensembles and classes are offered during the school day. Ensembles also meet as a full unit once a week for at least forty minutes. Other classes are small group lessons for more specialized instruction. The period represented by grades 5-8 is especially critical in students' musical development. The music they perform or study often becomes an integral part of their personal musical repertoire. Composing and improvising provide students with unique insight into the form and structure of music, and at the same time help them to develop their creativity. Broad experience with a variety of music is necessary if students are to make informed musical judgments.