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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 1 of 48

PONDEROSA ELEMENTARY SCHOOL

MUSIC CURRICULUM

2010-2011

ARTS & HUMANITIES VOCABULARY: MUSICI CAN explain the meaning of musical words.I CAN talk about music with a good vocabulary.

1. AB Form: A song with two sections. 2. ABA Form: A song with three sections; the first section is repeated at the end.3. Alto: A low female singing voice4. Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience

(e.g., music created and performed in a concert setting for an audience)5. Bar Line: A line that separates a musical staff into measures.6. Bass: The lowest male singing voice.7. Beat: The regular rhythmic pattern of a piece of music or a dance.8. Brass Family: A family of musical instruments played by buzzing your lips on a round mouthpiece and pressing keys or

moving slides.9. Call and Response: A type of musical form where a soloist sings a line, then a group sings a response.10. Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)11. Chord: A combination of three or more tones played together.12. Chorus (also called Refrain): A part of the song that is repeated at intervals, such as at the end of each verse. 13. Colonial American Period: The time of settlement of the American Colonies. Music of this period was strongly

influenced by the music of Europe.14. Composer: A person who writes a piece of music, a poem, a play etc.15. Contour: The melody of a piece of music as it turns upward or downward; the shape of a melody.16. Double Bar Line: a symbol which signals the end of a song17. Duration: The length of time that a note is sounded.18. Dynamics: An element of music – the loudness or softness of a piece of music (piano, mezzo piano, mezzo forte, forte).19. Eighth Note: A musical notation with duration of half a beat.20. Elements: One of the simple, basic parts of something.21. Ensemble: A group of musicians or actors who perform together.22. Fermata: A musical sign that means to play a note longer than its regular duration.23. Flat: A musical symbol which lowers a pitch one half step.24. Folk Instruments: Instruments that are commonly used in American folk music (dulcimer, banjo, guitar, harmonica, fiddle,

and double bass). 25. Folk Music: Music by and for the common people, handed down from generation to generation.26. Form: An element of music – the structure of a piece of music (i.e. call and response, AB ABA round)27. Forte: Loud28. Half Note: A musical notation with a duration of two beats29. Harmony: An element of music – the simultaneous sounds or notes that result in pleasing music sound30. Home tone: The main pitch of a song.31. Interval: The distance between two pitches.32. Key signatures: A Sign at the beginning of a musical work indicating its key.33. Measure: A unit of notes and rests in a piece of music, marked by a bar line on either side.34. Melody: An element of music – the shape, direction, and pitch (high vs. low notes) of a piece of music; also a tune or

song. Melodies move up, down, by step, by skip, and/or stay the same)35. Meter: The rhythmic pattern made by grouping together strong and weak beats. 2/4 and 4/4 meters are called duple meters

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 2 of 48and ¾ meter is called triple meter.

36. Mezzo forte: Medium loud.37. Mezzo piano: Medium soft.38. Native American Music: Music of the Native American Indians, characterized by drums, flutes, rattles and simple

repetitive rhythms.39. Natural: A musical symbol that cancels out a sharp or flat.40. Notation: Visual symbols for sound such as the treble and bass clefs.41. Percussion Family: A family of instruments that is played by striking or shaking.42. Piano: Soft (also a musical instrument).43. Pitch: The measure of how high or low a note is, relative to other notes; pitch is determined by the frequency of vibrations

per second44. Processes in the Arts: three distinct processes for involvement in the arts:

creating new artworks performing works previously created responding to artworks and performances (critiquing)

45. Quarter Note: A musical notation with a duration of one beat46. Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music

for physical activities, music as a hobby)47. Rhythm: An element of music, - the meter, time, signature, and rhythmic duration in a piece of music, also the regular beat

in music, poetry, or dance48. Rote: A method of teaching by imitation49. Signature: Signs at the beginning of a musical work indicating its key and tempo50. Soprano: The highest female singing voice.51. Sharp: A musical symbol that raises a pitch one half step. #52. Staff: The set of lines and spaces on which music is written.53. String Family: A family of instruments that is played by bowing or plucking strings. 54. Style: A particular type of music or dance, i.e. blues, rock, or popular music and folk dance or square dance55. Tempo: An element of music – the speed of a piece of music56. Tenor: A high male singing voice.57. Timbre: An element of music – the way a particular instrument sounds58. Time Signature: a sign at the beginning of a piece of music that indicates how many beats are in each measure; 2/4, 3/4,

4/459. Treble or Bass clef: a sign at the beginning of each staff that indicates which pitches each line and space stands for.60. Unison: When people say, sing, or do something at the same time.61. Verse: A group of lines in a song that usually occur before the chorus; the part of a song that tells the story.62. West African Music: Music of West African countries (Burkina Fasa, Ivory Coast, Ghana) West African instruments

include drums, rattles and thumb pianos, and their music uses polyrhythm (many different rhythms played at once).63. Whole Note: A musical notation with a duration of four beats 64. Woodwind Family: A family of instruments made mostly of long hollow tubes with holes drilled into the body of the

instrument. They are played by blowing air into or across a tone hole, reed, or whistle cut mouthpiece.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 3 of 48Music Syllabus

Grades InvolvedMonth Curriculum K 1 2 3 4 5August Unit #1: Musical Performance - Rehearsal for Grandparents’ Day (all four weeks) X X X X X X

Unit #1: Musical Performance - Rehearsal for 2-3 Program (Last two weeks of August) X XUnit #1: Musical Performance - Rehearsal for 4-5 Program (Last two weeks of August) X X

September

Unit #1: Musical Performance - Grandparents’ Day Performance (second week of Sept.) X X X X X X

Unit #1: Musical Performance - Rehearsal for 2-3 Program (all four weeks) X XUnit #1: Musical Performance - Rehearsal for 4-5 Program (all four weeks) X XUnit #1: Musical Performance - Rehearsal for K-1 Program (all four weeks) X X

October Unit #1: Musical Performance – Performance: 2-3 Program (Last Tuesday in Oct) X XUnit #2: Styles and Purposes of Music and Fire/Internet Safety (Second Week in Oct.) X X X XUnit #1: Musical Performance - Rehearsal for 4-5 Program X XUnit #1: Musical Performance - Rehearsal for K-1 Program X X

November Unit #1: Musical Performance - Spotlighting Our Families (second week in Nov.) X XUnit #1: Musical Performance - 4-5 Program (Week before Thanksgiving week) X XUnit #1: Musical Performance - Rehearsal for K-1 Program (All four weeks) X XUnit #2: Styles and Purposes of Music: Folk, Work, Game songs & Lullabies (after performances)

X X X X

Unit #2: Styles and Purposes of Music: Patriotic & marches (after performances) X X X XDecember Unit #1: Musical Performance - K-1 Christmas Program (First Tuesday in Dec.) X X

Unit # 3: Cultures and Time Periods - The Nutcracker (K-1 after performance) X X X XUnit # 3: Cultures and Time Periods – Appalachian, Native American, West African X X X X X X

January Pretest grades 4 and 5 X XUnit # 4 - Elements of Music: Brass Family X X X X X XUnit # 4 - Elements of Music: Woodwind Family X X X X X XUnit # 4 - Elements of Music: String Family X X X X X XUnit # 4 - Elements of Music: Percussion Family X X X X X X

February Unit # 4 - Elements of Music: Vocal Ranges X X X X X XUnit # 4 - Elements of Music: Music Symbols X X X X X XUnit # 4 - Elements of Music: Pitch X X X X X XUnit # 4 - Elements of Music: Note Values, Rhythm, Meter X X X X X X

March Unit # 4 - Elements of Music: Melody X X X X X XUnit # 4 - Elements of Music: Harmony X X X X X XUnit # 4 - Elements of Music: Dynamics & Tempo X X X X X XUnit # 4 - Elements of Music: Musical Form X X X X X X

April Unit Reviews and Post Test grades 4 and 5 (after spring break) X XUnit #2: Styles and Purposes of Music: Folk, Work, Game songs & Lullabies X XUnit #2: Styles and Purposes of Music: Patriotic & marches (after performances) X XUnit # 4 - Elements of Music: Musical Composition (after post test) X X X X X X

May Unit #3: Cultures & Time Periods: Composers (last weeks of school) X X X X X X

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 4 of 48Unit # 1: Musical Performance

Core Content 4.1AH-05-4.1.4Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.AH-05-4.1.5Students will sing alone and with others a varied repertoire of music.Program of Studies: Skills and Concepts AH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensemblesAH-5-PA-S-Mu3Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of othersAH-5-PA-S-Mu4Students will identify possible criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest)AH-5-PA-S-Mu5Students will demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive wayProgram of Studies: Enduring Knowledge – Understandings AH-5-PA-U-1Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created and responding to artworks and performances.AH-5-PA-U-2Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes.AH-5-PA-U-3Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.AH-5-PA-U-4Students will understand that existing and emerging technologies can extend the reach of the art form to new audiences.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 5 of 48Music Performance

Core Content 4.1AH-05-4.1.4: Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.AH-05-4.1.5: Students will sing alone and with others a varied repertoire of music.

Learning Targets:

I CAN read and play rhythms on a staff. I CAN read and play pitches on a staff. I CAN sing/play program songs with good pitch, tone quality, rhythm and steady beat.

MaterialsRehearsal/Performance CD’s Lyric/music SheetsSpeaking partsPerformance propsRecorders and other instruments for performance

VocabularyCritiqueLyricsTone qualityProcesses of the arts: creating, performing and responding

Performances

1. September:Grandparents Day, all grades.

2. October: 2 nd and 3 rd Grade Fall Program, two performances.

3. November: 4 th and 5 th grade Fall Program, two performances.

4. November: Spotlight on Families, one performance.

5. December: Kindergarten and First Grade Christmas Program, two performances.

Activities:

Week 1 - Introduce Performance Material

Week 2 – Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 3 – Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.

Week 4 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.





Week 9 - Large Group Rehearsal, focusing on all musical elements, vocabulary and musical critique and then Day and Evening

Performances.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 6 of 48Lesson Plans for August -September

Objectives: Students will improve in singing melodies, rhythms, lyrics and independent parts for Grandparents Day and fall programs.

AH-5-SA-U-1Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing.AH-5-PCA-U-1Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify).AH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles

Learning Objectives

I can sing my Grandparents Day and fall program songs with good pitch, rhythms, and lyrics.

I understand and agree to the recorder homework policy.

I can sing my fall program songs with good pitch. Lyrics, rhythm and steady beat.

Lessons:

1. Rehearse upcoming Grandparents Day program with all grades, including speaking parts.

2. Rehearse upcoming fall program songs with 2nd and 3rd grade students, including speaking parts.

3. Begin Recorder introduction with 4th and 5th grade students, including review of recorder homework

policy and contract.

All classes will be working on performance material from the first day of school until the Grandparents Day

program in September. Second and third grade will continue to work on fall program material until the end

of October. Fourth and Fifth grade students will work on recorder concert material until mid-November.

Kindergarten and First grade will work on winter program material until the first week of December. Once

each grade finishes their last performance they will begin lessons in Unit #2.

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Unit 2: Styles and Purposes of MusicCore Content 4.1

AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music:Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

AH-05-1.1.2Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).

Program of Studies Skills and Concepts - Music

AH-5-PCA-S-Mu1Students will describe and compare multiple purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)AH-5-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes

Program of Studies - Enduring Knowledge – Understandings

AH-5-PCA-U-1Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify).AH-5-PCA-U-2Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in career settings, avocational pursuits or leisure.AH-5-PCA-U-3Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 8 of 48Purposes & Styles - Folk Music

Core Content 4.1:AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African

Traditional AppalachianSimilarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native American

AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)

Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship) Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

Materials Needed: textbooks and accompanying CD’s Time Life series 1 and 2 CDs Folk instrument pictures, banjo, harmonica,

dulcimer, guitar, fiddle Priddis Group Sing-a-long CD

Vocabulary:Style: A type of music or dance; blues, rock, popular music, folk dance or square danceFolk musicBanjoHarmonicaFiddleDulcimerRote: teaching by imitationPurposes of music: Ceremonial, Artistic ExpressionRecreational

Activities1. Begin class with an overview of the lesson and vocabulary.2. Watch the video excerpt– “Standing on the Mountain” from Silver Burdette and Ginn “One Voice, Many voices” video3. Class Discussion –What did you observe? Why do they call this folk music? What instruments did you see? Who sings folk

music? What do they sing about? What kind of instruments did they use?4. Sing folk songs from textbooks5. Discuss Stephen Foster and his contributions to folk music6. End class with questions and student feedback on the lesson.Writing ActivityWrite a work song that reflects a type of work we do today.

Learning Targets: I can describe how folk music was used in our country. I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs. I can list the different kinds of instruments used in Appalachian, music.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 9 of 48Purposes & Styles: - Work Songs



AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Learning Targets:

I can explain the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs. I can explain how work songs were used in our country. I can describe three kinds of work songs.

Materials Needed All textbooks and accompanying CDs Time Life series 1 and 2 CDs

Vocabulary:Work SongsRecreational

Activities:Begin with lesson overview and vocabulary discussionSing age appropriate working song (i.e. Johnny works with One Hammer, John Henry, etc...)Class discussion: What was this song about? Why do you think people sing songs when they are working?Work songs are used as a way to give repetitive work a rhythm, and to pass the time when working. Explore work songs with students, having them sing along, and mimic working motions to the music.Have students compose lyrics to types of working songs we might have today in our society.Integrate the concept of musical form with the songs in this lesson.End lesson with a review.

Purposes & Styles: Game Songs9

5/18/2023 Chris Miller Ponderosa Music Curriculum - page 10 of 48Core Content 4.1:AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African


AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Learning Targets:

I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.

Materials/Resources1. Textbooks and records2. Game Songs video3. Greg and Steve CD's4. Other game song word and movement sheets5. Time Life series 1 and 2 CDs

VocabularyGame SongsRecreational

ActivitiesBegin lesson with an overview.Introduce game songs as a way of keeping rhythm in games and making games more fun to play. Children in all cultures play

game songs. Have students discuss game songs they know, and play any ones we can in class, followed by the games below.Integrate the concept of musical form with the songs in this lesson.End lesson with review

These game songs are not in the texts, but are appropriate with many classes BINGOItsy Bitsy Spider (try other descriptive adjectives for the spiderLondon BridgeHokey PokeyA Sailor Went to SeaBilly BoyThe FreezeLittle Sally WalkerLittle Bunny Foo FooWe're Going to KYDonna ReeseeGrade k-1, yellow textButton, You Must Wander 77Come on Through Miss Sally 25How do you do? Pg. 5Gogo, pg. 22Bounce high, Bounce low pg. 69The Goat 157

Going Over the Sea 70Going to Boston 71How Do You Do? 5Join in the Game 18Obwissana 73Punchinella 72Statue Game 66Who Will Come With me?Wild Bird 65The Wonder Ball 138Yonder She Comes 124Grade 2, red textEverybody's Welcome 4Waddaly Attcha pg. 62One, two, three Alary pg. 64We're Goin' Round the Mountain pg. 68aDo Re Mi 83Cookie Jar red book, pg 138

Peanut Butter, red book, page 162

Grade 3, Green text Watch game songs videoSing and play with the following game songs:Is'e the By pg. 30Old Joe Clark, pg. 36Daisy Bell, pg. 54Alekoki, pg. 64I'd've Baked a CakeBow, Belinda pg. 109Waddaly Attcha pg. 62One, two, three Alary pg. 64We're

Goin' Round the Mountain pg. 68a

Grade 4 Purple textHi! My name is Joe 79Chant a Rhyme 79School Chant 128The Sounds Around Us90Train Rhythms 39

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 11 of 48Purposes & Styles: Lullabies and Nursery Rhymes




I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.

Materials Needed1. All textbooks and accompanying recordsPriddis Nursery Rhyme CDWord sheets to other lullabiesTime Life series 1 and 2 CDs

VocabularyLullabyNursery RhymeRecreational

ActivitiesBegin with lesson overview and vocabulary discussion.With all grade levels, we will discuss lullabies and nursery rhymes and their purpose in all cultures. I will ask students to discuss

and sing any lullabies they know. We will sing several lullabies and nursery rhymes and explore the nature of their sound (soft, repetitious, to induce sleep, or instructional). For each grade below, several songs are listed. Each song is accompanied by its own lesson plan in the teacher’s editions.

Also, each class will listen and sing along to the nursery rhyme CD. We will identify which songs would be most suited as a lullaby or game song.

End lesson with reviewOther lullabies Hush Little Baby Rock a bye Baby Bye o Baby BuntingGrade k-1: Brahms lullaby Jimbo’s Lullaby, yellow book, record 1A band 10 All Night all day, yellow book page 146Grade 2 Brahms lullaby Rock-a-bye baby Are you sleeping? Red book page 80 Lullaby, My Jamie red book page 142 Ninna Nanna red book, page 109Grade 3

Brahms lullaby The Rocking Carol green book, 213 Night Herding song, 22

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 12 of 48Purposes & Styles: Patriotic music and Marches




I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs. I can list instruments used in patriotic music.

Materials Needed Texts and records Priddis Patriotic songs CD Priddis Group Sing-a-long CD Time Life series 1 and 2 CDs Patriotic songs video Patriotic cassette Marching Snare Drum Marching Bass Drum

VocabularyPatrioticMarchesCeremonial

Activities1. Begin with lesson overview and vocabulary discussion.2. With all grades, at varying levels of complexity, we will discuss the role of patriotic music and marches for inspiring pride in

one’s country. I will use the synthesizer to demonstrate brass instrument sounds, which are most common to patriotic music. 3. We will tie in parades and marching bands, and with each class play a march while the students march around the room

playing percussion instruments. I will introduce the marching snare drum, bass drum, and crash cymbals. I will let students take turns playing them along with the patriotic songs.

4. We will also sing songs on the Priddis patriotic song CD and watch the patriotic songs video. 5. Text and music choices for each grade level are outlined below.6. Integrate the concept of musical form with the songs in this lesson.7. End with lesson and vocabulary review.

Grade 2 Red Text:America 224Yankee Doodle 225There are Many Flags 226The Very Best Band 176 Sousa, The Stars and Stripes Forever, 177Grade 3 Green TextThis Land is Your Land 4Star Spangled Banner 186America 188America the Beautiful 189Yankee Doodle 190

Grade 4 Purple Text America 210 America the Beautiful 212 Columbia Gem of the Ocean 216 Star Spangled Banner 222 You’re a Grand Old Flag 220Grade 5 Gold TextAmerica 220America the Beautiful 221Battle Hymn of the Republic 224Star Spangled Banner 218When Johnny Comes Marching Home 36

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Purposes & Styles: African American Spirituals & Musical Form – Call and Response Core Content 4.1:AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African



I can list the different kinds of instruments used in Appalachian, Native American and West African music. I can explain similarities and differences between Appalachian, Native American and West African music.

MaterialsVideo: In that Great Getting up mornin’Felt boardsKeyboard

Vocabularysolo, chorus, call and responseAfrican American Spiritual

Activities: Gold book page 20, record 1 1. Watch video excerpt, “In that Great Getting’ Up Mornin’”2. Explain that all students are expected to learn the concept of call and response musical form, be able to identify, perform and

create call and response in music3. Explain that I will assess them by listening and guiding their discussion, observing their class performance while correcting

errors, and by assessing their composition at the end of the lesson to determine if my goals were achieved. The criteria for assessment are:

Identifying call and response form by listening (aural assessment) Comparing and contrasting Call and response to other forms. (responding) Creating and performing a song that contains elements of call and response form. (creating, performing)

Aural - oral – kinesthetic4. Have students discuss what they noticed in the video. Have a student recorder keep track of responses on a poster board.5. (Aural/kinesthetic) Encourage partners to listen as I play the song, “Keep in the Middle of the Road” and tap the steady beat

along with the song. Ask, “What do you hear in this song that is similar to the video segment you watched?”6. (Oral) Have students sing along with the chorus part.7. (Kinesthetic) Have students clap and sing the chorus pattern.8. Discuss instrumentation, asking, “What kinds of instruments are appropriate for this style of music?” Let students choose

instruments, then sing the entire song, and play along with the response sections9. Play “My Name is Jack” Game to practice call and response roles.

Written - pictoral - abstract10. Get out felt boards and ask, “How could we show this form using these felt pictures?” Have students use felt boards and

pictures to make pictoral representations of call and response form. There will be various pictures of solo and group objects. 11. Have partners discuss their felt board and how they feel that it relates to the music. 12. At the end of the discussion, ask, “If someone asked you what Call and response was, how would you describe it?”

Read - recognized Show the “Keep in the middle of the road” notation on a chart and briefly have class sing and clap the pattern.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 14 of 48 Sing the song while following along with the music notation. Refer to music notation after this point to correct errors.

AssessmentHave students compose their lyrics with a simple melody (students can use any well-known folk melody and add their own

lyrics, or even use the melody for “Keep in the Middle of the Road”), and then sing them as a class.Play several musical excerpts and have students:

Answer together and in small groups, which are examples of call and response. Mark call and response, round, AB or ABA on a sheet of paper for each example played.11. Use assessment results (both formative and summative) to design future instruction for this class.

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Purposes & Styles: Modern Music (Rock and Roll, Country, Bluegrass)Core Content 4.1:AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African



I can list the different kinds of instruments used in Appalachian, Native American and West African music. I can explain similarities and differences between Appalachian, Native American and West African music.

Materials NeededCreative Dance Movement cardsPurple Textbook and accompanying recordsPriddis Oldies CDPriddis Hits of the 50's v2 CDPriddis 60's R&B v2 CDPriddis 60's R&B v4 CDPriddis Party Songs CDPriddis Party Songs v2 CDPriddis The Beatles CDWorld Book Encyclopedia article on rock and roll

VocabularyRecreational

Activities1. Begin with lesson overview and vocabulary discussion2. Discuss how music evolves, and how our modern genres evolved from several sources. A musical genre does not simply

appear, it gradually evolves to a point in time when some event-performance, publication, or recording allows listeners to perceive its unique qualities and apply a label. Wyonnie Harris' 1947 recording of "Good Rocking Tonight" was one of many "rhythm records" made during the late 1940s, however when it was recorded by Elvis Presley in 1954 it seemed like a new and different approach. What made it seem new and different was its context. Without exploring the history of black popular music, country and western music, race relations, technical developments, and the music business one can be led easily to the conclusion that rock and roll was some new and different music which appeared suddenly. African musical traits were brought here beginning in 1619 and over time fused with the European music brought here by the colonists. The story of this musical interaction is also the story of American popular music and includes the plantation songs of Stephen Foster, the ragtime of Scott Joplin, the blues of Bessie Smith, the jazz of Count Basie, and the jump bands of Louis Jordan. The knowledge of the stream of American popular music allows one to understand that rock and roll was a natural result of the combined forces that affected the music.

3. Do the lessons in the purple book on pages 67 and 68. For both lessons, assign students to play the instrumental parts, and rotate players, repeating the song until everyone in the room has had a turn on each instrument. Younger students can do this too, with simple beat patterns.

4. After doing the lessons on 67 and 68, sing along with the Priddis CDs in the materials list. Most of the music for this lesson will come from the Priddis CDs.Grade 4 purple text: Rag Mop 66 At the Hop 67

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 16 of 48Purposes of Music: The Nutcracker

Core Content 4.1:AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)The Nutcracker is music created for Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)AH-05-2.1.1Students will identify how music has been a part of cultures and periods throughout history.Cultures:

Traditional AppalachianSimilarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures Appalachian – dulcimer, fiddle, banjo, guitar

Periods: Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk music)Native American includes period in North America before European settlementEuropean influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)

Learning TargetsI can identify music that is played for ceremonial, artistic or recreational purposesI can identify music from the nutcracker balletI can describe how ballet is different from other types of theater performances

Materials Needed The Nutcracker Prince Video

VocabularyPurposes of musicMusic for Artistic Expression

Activities:1. Begin with lesson overview and vocabulary discussion.2. Discuss the music composer Tchaikovsky and his music for the nutcracker3. Discuss ballet and how it differs from other types of theater such as plays, musicals or operas4. Watch The Nutcracker Prince5. Discuss each character’s role in the ballet and how the music was written to express their thoughts and feelings.6. End with lesson and vocabulary review.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 17 of 48Purposes & Styles: Unit Review and Test




I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs. I can list the different kinds of instruments used in Appalachian, Native American and West African music. I can explain similarities and differences between Appalachian, Native American and West African music.

Materials Needed Wheel of Music Game Music listening tests from texts Styles Written Assessment

Vocabulary

ActivitiesFor all grades this week, review the genres and styles studied throughout the unit. We will review each genre again and its

purpose in society. Then we will sing selected songs from each genre, chosen by each class.We will play Wheel of Music, a game that utilizes the songs used in this unit.We will also have a written assessment with multiple choice, open response and listening components. I will play excerpts of songs and the students will identify which genre it is. They will identify what sounds gave them clues about the genre.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 18 of 48Unit 3: Cultures and Time Periods:

Core Content:AH-05-2.1.1Students will describe or explain how music has been a part of cultures and periods throughout history. Periods:

Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music) Native American includes period in North America before European settlement

European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

Program of Studies: Skills and Concepts AH-5-HA-S-Mu1Students will associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe how the music reflects the culturesAH-5-HA-S-Mu2Students will associate music they listen to or perform with the Colonial American period in history; describe how the music reflects the Colonial American time period (e.g. work songs, patriotic songs, folk music; European influences)AH-5-HA-S-Mu3

Students will describe distinguishing characteristics of the music of specific cultures using music terminology (e.g., polyrhythms in African music not in Native American)

Program of Studies: UnderstandingsAH-5-HA-U-1Students will understand that the arts are powerful tools for understanding human experiences both past and present.AH-5-HA-U-2Students will understand that the arts help us understand others’ (often very different) ways of thinking, working, and expressing ourselves.AH-5-HA-U-3Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.

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Cultures and Time Periods - Native American Music Core Content:AH-05-2.1.1Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native AmericanPeriods: Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music) Native American includes period in North America before European settlementEuropean influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Learning Targets:

I can list instruments used in Native American Music I can explain the purposes of music in Native American tribes

Materials NeededNative American Drums, rattles, flutesNative American culture video

VocabularySinging vocablesRhythm Drums Rattles Flutes Simple Rhythms

Activities1. Begin with vocabulary discussion and lesson goals2. Introduce Characteristics of Native American music3. Show Native American culture video4. Play Native American instruments and sing the Native American song from the video.5. End with lesson and vocabulary review.

There are hundreds of tribes of Native Americans, each with diverse musical practices, spread across the United States and Canada. Vocalization is the most important aspect of traditional Native American music, and takes many forms, ranging from solo, choral song, to call and responsorial, unison and multipart singing. Percussion, especially drums and rattles, are common accompaniment to keep the rhythm steady for the singers, who generally use their native language or vocables (nonsense syllables). Traditional music usually begins with slow and steady beats that grow gradually faster and more emphatic, while various flourishes like drum and rattle tremolos, shouts and accented patterns add variety and signal changes in performance for singers and dancers.[1]

Vocables , or meaningless syllables, are a common part of many kinds of Native American songs. Native American music plays a vital role in history and education, with ceremonies and stories orally passing on ancestral customs to new generations. Within Native American communities, gender plays an important role in music. Men and women play specific roles in many musical activities. Instruments, songs and dances are often peculiar to one or the other gender, and many musical settings are strictly controlled by gender. In many tribal music cultures, there are not many traditional women's songs and dances, especially in the Northeast and Southeast music areas. Music and history are tightly interwoven in Native American life. A tribe's history is constantly told and retold through music, which keeps alive an oral narrative of history. K-1 text Grinding Corn pg 58 record 42nd Grade text Sunset pg 156, record 63rd Grade textH’Atira pg 12 record 1

4th Grade text Breezes are Blowing pg 24 record 15th Grade textLonley is the Hogan pg 112 record 4Zuni Sunrise Song pg 24 record 1

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http://en.wikipedia.org/wiki/Tribe

http://en.wikipedia.org/wiki/Oral_history

http://en.wikipedia.org/wiki/Vocable

http://en.wikipedia.org/wiki/Native_American_music#_note-Overview367-368%23_note-Overview367-368

http://en.wikipedia.org/wiki/Tremolo

http://en.wikipedia.org/wiki/Vocable

http://en.wikipedia.org/wiki/Canada

http://en.wikipedia.org/wiki/United_States

http://en.wikipedia.org/wiki/Native_Americans_in_the_United_States

5/18/2023 Chris Miller Ponderosa Music Curriculum - page 20 of 48Navaho Happy Song pg 14 record 1

Cultures and Time Periods: African Music

Core Content:AH-05-2.1.1Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional AppalachianWest African Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native AmericanPeriods: Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music) Native American includes period in North America before European settlementEuropean influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Learning Targets:

I can list instruments used in West African Music I can explain the purposes of music in West African groups

Materials Needed African Drums Video of African Dance Silver Burdette and Ginn Percussion video,

introduction only Groove Project CD Student Textbooks

K-1: Obwisana, 73, Gogo, 222: Go Well and Safely, 146, Kee Chee, 703: none4: As the Sun Goes Down, 645: Banuwa, 68, Johnny's my Boy, 66, Kum Bah Yah 127

VocabularyRhythm: An element of music, - the meter, time, signature, and rhythmic duration in a piece of music, also the regular beat in music, poetry, or danceBeat: The regular rhythmic pattern of a piece of music or a dancePolyrhythmDrumsShakersMarimbaSpiritual

Activities1. Begin with lesson overview and vocabulary discussion.2. Introduce African music with an atlas, showing the different countries in Africa, then focus on West African Countries. Read a

brief excerpt from the Reader's digest Children's atlas about West African culture. 3. Ask students about Art correlations from Mrs. Adams' class, including artwork, fabric design, and mask making. 4. Correlate with Social Studies by making the Africa-America connection through slavery.5. Watch the brief video exerpts of African drumming and dance.6. Introduce African instruments, and demonstrate playing technique. Allow students to experiment with the instruments, then teach

several simple rhythms, first as unison, and then break up the students into small groups to explore polyphony.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 21 of 487. End with lesson and vocabulary review.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 22 of 48Cultures and Time Periods: Colonial American Period and Its Music

Core Content:AH-05-2.1.1Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional AppalachianWest African Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native AmericanPeriods: Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music) Native American includes period in North America before European settlementEuropean influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Learning Targets:

I can list instruments used in Colonial American Music I can explain the purposes of music in Colonial America I can explain why music in Europe influenced our music in early America

MaterialsSilver Burdette & Ginn World of Music books & LPs

Colonial music was music that was brought here and helped define the people who were to make a new country. Understanding the music that early Americans chose to sing and play gives us a better understanding of the colonists themselves. Their music included ballads, dance tunes, folk songs and parodies, and drum signals. Such music came mostly from England, Scotland, Ireland, Germany, Italy, France, and Africa, and it was played on whatever instruments were handy. In early America a wonderful variety of types and styles of music emerged, expressing the full spectrum of colonial life. It is clear that while our ancestors were musically dependent upon Great Britain and Europe, for the most part, uniquely American developments were already felt before 1776. To understand, appreciate, and translate such rich history behind the pleasing melodies and stories told through song—that is our professional mission.

Some Important General Concepts

Colonial music involved both written and oral/aural processes. Many people knew a large body of tunes by ear, and we frequently find new sets of words "composed" to fit these older tunes. Single tunes also served a variety of functions—for example, "Over the Hills and Far Away" served as a theater song, a recruiting song, a dance tune, and a military march. Further, the popularity of specific pieces of music varied over time and by region, depending upon the flow of fashion and backgrounds of people living in a certain area. Some instruments and types of music were more appropriate to certain classes, genders, and ethnic backgrounds.

Which instruments were used?

Most instruments that we have today were around by the Revolution, when pianos were just coming into popularity; but certainly some instruments were more prevalent than others. Violins were by far the most popular instruments. Men of all different classes,

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 23 of 48from Thomas Jefferson to indentured servants and slaves, played violins or fiddles. Prices varied from cheap to quite expensive and there's little doubt that violins were imported in great numbers. Second in popularity to violins were flutes of many different kinds, also played for the most part by men. There were fifes, recorders (in early America these were called common or English flutes), and transverse flutes (called then German flutes), but it is doubtful that there were any pennywhistles, despite their numbers in the mouths of little tourists at Williamsburg.

So what did the women play? Musical options for women were limited. Many wealthy women played harpsichords on which they practiced and performed for family and friends. The other instrument of choice for women was what we call today an English guitar, a now extinct 10-string version of a Renaissance cittern with a flat back and a tear-drop shape, tuned to an open C chord, seen in the picture above. The grandmother of our modern guitar was around also, called a Baroque guitar, and it was a small version of a classical guitar with 10 gut strings, and frets of gut tied around the neck.. It wasn't until around 1820 that the standard guitar had 6 strings. Women also played harps, but not before the end of the 18th century.

Drums and trumpets, trombones and french horns, 'cellos, violas da gamba, clarinets, oboes and bassoons, glass harmonicas, hammered dulcimers, organs—all these appeared, in varying numbers, within in the colonies.

Theater MusicMusical theater in the colonies was very popular. Most performed were ballad operas—compilations of familiar folk tunes with new words strung together by spoken dialogue to tell a comic story. The most famous of these was The Beggar's Opera, compiled in 1728 in London as a reaction to the elite Italian opera that was so popular among the wealthy in that city. The Beggar's Opera was performed in the colonies as early as 1750. Just as many people today will buy the sheet music and/or CD to a favorite movie or musical, so the colonists would bring home the music and words to songs in The Beggar's Opera(or to any of the many other ballad operas), and play and sing them at home.

Dance MusicMusic was also critical to the favorite pastime of the colonists—dancing. There was a huge repertory of dance tunes, mostly English and Celtic reels, hornpipes, jigs, and minuets. Dancing was usually accompanied by a single violin, but for special occasions there may have been 4 or 5 musicians. Whatever instruments and players could be gathered was fine for the dancers. We have a reference to a dance being accompanied by a solo french horn, for lack of a more suitable instrument. This must have been quite a challenge, since brass instruments had no valves yet!

Church MusicThe most varied sort of music in colonial America was related to the several religious denominations active here. The devout Congregationalist churches of New England encouraged the singing of psalms, anthems, and fuging tunes. After 1720 paid singing masters taught church members to read from music, and a large body of unique compositions emerged, most notably by William Billings of Boston. However, in the colonial South, the official tax-supported Church of England evoked considerably less enthusiasm on the part of parishioners. More organs graced private homes in the South than found use in churches.

Most musically sophisticated were the Moravian settlers in Pennsylvania and North Carolina. These largely Germanic people copied, performed, and even composed new chamber pieces that were far superior to the general level of musical accomplishment in the colonies. Baptists, Methodists, Lutheran, Dutch Reformed, and other Protestant denominations all rose in importance through the 1700s, but Catholics were persecuted (especially in Maryland) and flourished only after the Revolution brought true religious freedom. Native Americans and African Americans were in many cases Christianized, and the rise of the Negro Spiritual as a popular choral style after the Civil War is attributed to musical interactions dating back well into colonial times.

Military MusicTwo general sorts of military music are associated with early America, mostly during the late colonial period and Revolutionary period. A "Band of Musick" consisted of professional musicians hired by officers to play contrapuntal music at parades, during meals, and for dancing. This ensemble often consisted of oboes, clarinets, (French) horns, and bassoons. The other type of music was often referred to as "field music." This consisted of the fifers and drummers who played during the march, during battles, and for the various camp duty calls which regulated soldiers' lives.

From:The Colonial Music Institute(tm) - Bringing History to Life Through Music

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Cultures and Time periods: AssessmentCore Content:AH-05-2.1.1Students will describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional AppalachianWest African Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native AmericanPeriods: Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music) Native American includes period in North America before European settlement

European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)AH-05-3.1.1Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Learning Targets:

1. I can list instruments used in West African Music2. I can explain the purposes of music in West African groups

Materials NeededMultiple choice and open response Assessment

1. Assess students on vocabulary and concepts from this unit.2. Discuss rubric for open response questions3. Discuss assessment results

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Unit # 4 - Elements of MusicCore Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measureTempo - steady beat, slow, fastMelody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signsTimbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)Program of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.

Program of Studies - Enduring Knowledge - UnderstandingsAH-5-SA-U-1Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing.AH-5-SA-U-3Students will understand that responding to or critiquing works of art involves an understanding of elements, principles and structures appropriate to each area of the arts.AH-5-SA-U-4Students will understand that existing and emerging technologies can inspire new applications of structural components.

Program of Studies - Skills and ConceptsAH-5-SA-S-Mu1Students will recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminologyAH-5-SA-S-Mu2Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music and creating music independently and with othersAH-5-SA-S-Mu3Students will listen to and explore how changing different elements results in different musical effects

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 26 of 48Elements of music: Brass Family

Core Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measureTempo - steady beat, slow, fastMelody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signsTimbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)Program of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can describe how the term timbre means the different sounds people and instruments make I can explain how to create a sound on a brass instrument I can list instruments in the brass family I can play my recorder homework assignment with good pitch, rhythm, steady beat, tone quality and hand position. I can write a true story about a time I was hurt.

Materials Needed: Trumpet French Horn Trombone Brass Family posters McGraw-Hill Texts, Glossary & CDs Voyetra Instruments Software

Vocabulary:Elements: One of the simple, basic parts of somethingTimbre: An element of music; the way a particular instrument soundsTrumpetFrench HornTromboneTuba

Activities1. Begin with lesson overview and vocabulary discussion2. Introduce the four families of instruments, and then concentrate on the brass family.3. Talk about what distinguishes this family:

Each instrument is made of hollow, twisted metal tubes. Each instrument has a bell. Each instrument has a round mouthpiece, Each instrument is played by buzzing lips,

4. Have the students learn and play the buzzing brass embouchure, using their fingers as a mouthpiece.5. Name each instrument in the brass family and play an example of each on the synthesizer. Note that larger instruments play

lower notes, while smaller instruments play higher ones.6. Show a picture of each instrument while talking about it.7. Pass around the trumpet, french horn and trombone and explain the slide on the trombone..8. Play musical instruments, with students marching around pictures of the brass instruments to a Bach Brandenburg Concerto.

When the music stops, the student must identify the instrument he/she is standing by.9. Watch Silver Burdette and Ginn Brass video.10. Listen to McGraw Hill Brass instruments CD.11. Recorder classes will perform individual playing tests in music class.12. Writing classes will write a true story about a time they were injured.

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Learning TargetsI can describe how the term timbre means the different sounds people and instruments makeI can explain how to create a sound on a brass instrumentI can list instruments in the brass familyI can play my recorder homework assignment with good pitch, rhythm, steady beat, tone quality and hand position.I can write a true story about a time I was hurt.

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Elements of music: Woodwind FamilyCore Content 4.1AH-05-1.1.1Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can describe how the term timbre means the different sounds people and instruments make I can explain how to create a sound on a woodwind instrument I can list instruments in the woodwind family

MaterialsFluteClarinetRecorderPenny WhistleNative American fluteWoodwind Family PostersGrade 1 book, page 210-211Grade 2 book, page 230-231Grade 3 book, page 230-231Grade 4 book, page 142-143, 262, 263Grade 5 book, page 260-263Voyetra Instruments Software

VocabularyElements: One of the simple, basic parts of somethingTimbre: An element of music; the way a particular instrument soundsFluteClarinetOboeSaxaphoneRecorderReed

Activities1. Introduce the woodwind family, having students list characteristics of the family, and individual qualities of each instrument:

Most instrument (except the saxophones) are long straight tubesEach instrument has many keys or finger holesInstruments have reeds, open holes or whistle cut mouthpiecesSound is created by blowing air across a reed, whistle cut mouthpiece or open holeAir is blown into the instrument

2. Name each instrument in the woodwind family.l3. Show a picture of each instrument while talking about it.4. Pass around the flutes, clarinet and recorder.5. Play Tracks 9-13 on the CD in the CD player(approximately, saxophone is the last recording in the woodwind family, stop CD

after that track) 6. Show the Silver Burdette and Ginn video, "Wind Instruments, Wood".7. Review all concepts again at the end of class.

Writing Activity

Do the woodwind lesson above, and then have students describe their favorite woodwind instrument and then draw a picture of it.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 29 of 48Elements of music: String Family


I can describe how the term timbre means the different sounds people and instruments make I can explain how to create a sound on a string instrument I can list instruments in the string family

Materials NeededString Family PostersSilver Burdette and Ginn String videos (bowed and

plucked)Instruments CD from new book seriesVoyetra Instruments Software

VocabularyElements: One of the simple, basic parts of somethingTimbre: An element of music; the way a particular instrument soundsViolin, Viola, Cello, Double Bass, Harp, Guitar, BanjoDulcimer

Activities1. Begin by reviewing the brass and woodwind families, having students list characteristics of the family, and individual qualities of

each instrument such as: How they are shaped, How they are played, Basic range (which instruments play higher, which play lower)

2. Introduce the Orchestral String family, and list these characteristics: They all have strings Are bowed or plucked Made of wood All have a hollow sound box to amplify the strings All have a bridge

3. Name the instruments in the string family showing a picture of each one.4. Show excerpts from the video, “String Instruments – Bowed”5. Have the students name the bowed string instruments.6. Ask students to think of and name string instruments that are plucked.7. Show excerpts from the Silver Burdette and Ginn video, "String Instruments, Plucked".8. Play musical Instruments, where students march around posters of various woodwind instruments, and naming the instrument

they are by when the music stops.9. Listen to McGraw Hill String instruments CD.10. End with lesson and vocabulary review.Writing Activity

Describe characteristics of the string family. Draw and label the parts of a violin.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 30 of 48Elements of music: Percussion Family


I can describe how the term timbre means the different sounds people and instruments make I can explain how to create a sound on a percussion instrument I can list instruments in the percussion family

Materials NeededPercussion InstrumentsPercussion videoPercussion postersStudent textsStudent Texts

Yellow Book pg. Red Book pg. Green Book pg. Purple Book pg. 157, 158, 159,Gold book pg. 163

Voyetra Instruments Software

VocabularyElements: One of the simple, basic parts of somethingTimbre: An element of music; the way a particular instrument soundsDrumShakerMalletXylophoneGlockenspiel

Activities1. Begin by reviewing the brass, woodwind and string families, having students list characteristics of each family name the

instruments, and list individual qualities of each instrument such as:How it is playedRangePhysical qualities

2. Introduce the Percussion family, and list these characteristics:They are all shaken or struck

3. Name nstruments in the percussion family showing a picture of each one.4. Pass around various percussion instruments, including traditional, African, and classroom percussion.5. Show the videos, “Percussion Instruments” and "Percussion instruments, tuned".6. Talk about the difference in tuned and non-tuned percussion instruments, as well as differences and similarities in drums from

around the world.7. Gather the students in groups and play simple rhythms on various percussion instruments. Do the same activity with simple

melodies on melodic percussion instruments.8. Play African and Native American percussion instruments and rhythms, discussing the cultures and music.9. Listen to McGraw Hill percussion instruments CD.10. Culminate with review and What do you hear? Tests, gold book page 136

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Elements of music: Vocal RangesCore Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measureTempo - steady beat, slow, fastMelody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signsTimbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)Program of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can describe how the term timbre means the different sounds people and instruments make I can explain how to create a sound with my voice I can list four vocal ranges and describe each one

MaterialsSilver Burdette and Ginn videosMcGraw Hill CDS and textbooks

VocabularyElements: One of the simple, basic parts of somethingtimbre An element of music – the way a particular instrument soundsSopranoAltoTenorBass

Activities1. Begin by reviewing instruments families, and the concept of timbre, then apply this concept to the human voice. 2. Introduce vocabulary: Soprano, alto, tenor and bass.3. Listen to McGraw Hill CDs that demonstrate vocal ranges.4. Culminate with review and have students identify vocal ranges with a listening assessment.

Writing Activity

Write about the percussion family from last week, using the writing prompts, “Percussion Family” and Percussion Family Kindergarten” on the smartboard. Describe how percussion instruments make a sound and then list and draw some percussion instruments.

Watch “Find your vocal range in 1 minute video on youtube.com. have students write down the highest and lowest note they can sing comfortably. Then have them write from the writing prompt below:Vocal RangeThe lowest note and the highest note you can sing is called your _______________. There are four basic vocal ranges. They are ______, _____, _____, and _____. Girls usually sing _____ and _____. Boys usually sing ____ and _____. The highest voice is _______. The lowest voice is _______. My vocal range is from ____ to ____. I think when I grow up I will be a ________.

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Elements of music: Music SymbolsCore Content 4.1AH-05-1.1.1 Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measureTempo - steady beat, slow, fastMelody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signsTimbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)Program of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can identify basic music symbols and tell what they mean I can draw music symbols on a staff

MaterialsChalkboardMusic Symbol WorksheetsPostersClearvue videos, music symbols section

VocabularyNotation: Visual symbols for sound such as the treble and bass clefsStaffTreble and Bass ClefTime SignatureBar Line

Double Bar LineSharp Flat NaturalMeasure: A unit of notes and rests in a piece of music, marked by a bar line on either side

Activities1. Begin with lesson preview and vocabulary discussion2. Introduce the basic symbols used in music.3. Show the music symbols section of the Clearvue video.4. Play "Notes Up Seven Up" where the students will pass flashcards out to students who have their heads down. Then once

heads are up, students who received cards must identify the symbol on the card, and then guess who gave it to them.5. Complete writing activity6. Have students share their activity with the class as a lesson review.

Writing Activity:Have students draw and label the following musical symbols: staff, Treble clef, time signature, bar line, double bar line, whole note, half note, quarter note, eighth note, sharp, flat, natural.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 33 of 48Elements of music Musical Alphabet

Core Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:

Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)

AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can identify any pitch on the treble clef staff from middle C to the F at the top of the staff I can identify pitches on the lines and spaces of the treble clef staff using EGBDF and FACE

Materials1. Pitch worksheets2. Discover Music Bulletin Board3. Clearvue videos, musical alphabet section 4. Poster Board5. Keyboard6. Red Text, page 827. Beanbags8. Large floor staff

VocabularyPitch: The measure of how high or low a note is relative to other notes; pitch is determined by the frequency of vibrations per second.

Activities1. Introduce the pitches on the treble clef staff, starting with the lines (Every Good Boy Does Fine), then the spaces (FACE)2. Correlate with Solfedge syllables, singing Do Re Mi Fa Sol La Ti Do.3. Sing the Do Re Mi Song, Red Text, page 82.4. Show the Clearvue video section about pitch names.5. Give each student a piece of staff paper. Tell them to put whole, half, quarter or eighth notes on the staff (20) randomly. DO

NOT HAVE THEM PUT THEIR NAMES ON THE PAPER THAT THEY ORIGANALLY WROTE ON. Collect each one and mix them up and hand them out. Tell each student to tell the names of the notes.

6. Make a staff on the floor. I find a distance of approx. 12" works fine for grades K-4. Several children play at one time. I call out either right or left hand randomly + a pitch name and the children put their hands or feet on the corresponding line or space. The more difficult the more fun they have!

7. Play Musical beanbag alphabet. Give one child 3 beanbags and have them stand behind a line marked off to throw from. Write the names of the lines and spaces on the board or if you have a chart, use it. The child throws all three bags. They must land between bottom line E and top line F. The child names the line or space they land on.8. Have students make up new sentences for Every Good Boy Does Fine, and put them on a poster to be displayed. 9. Play Music Ace software lesson and game with smartboard.

Writing Activity:Draw a treble clef staff and label all of the lines and spaces. Then make up new sentences for Every Good Boy Does Fine.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 34 of 48Elements of music: Note Values, Rhythm, Meter

Core Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure

AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can identify whole, half, quarter and eighth notes and rests. I can describe how many beats each type of note and rest get. I can explain the term time signature. I can read and clap basic rhythms on a staff.

MaterialsRhythm Flash CardsChalkboardRhythm worksheets

VocabularyDuration: The length of time that a note is soundedMeter: The rhythmic pattern made by grouping together strong and weak beatsSignature: Signs at the beginning of a musical work indicating its key and tempoRhythm: An element of music, - the meter, time, signature, and rhythmic duration in a piece of music, also the regular beat in music, poetry, or dance

Activities1. Begin with lesson overview and vocabulary discussion2. Discuss whole, half, quarter and eighth notes. Show each note, and give the number of beats it gets. Whole note = 4 beats, Half

note = 2 beats, Quarter note = 1 beat, Eighth note = ½ beat3. Introduce Time Signature and demonstrate how note values fill each measure. Have students draw different notes in measures

and have the class discuss whether or not the notes fill the measure completely. Then clap the rhythms together.4. Play heads up seven up with the note cards on my desk. When students get a card, they must identify what is on the card then

who gave it to them.5. Play Music Basketball. Objective: Students will be able to identify the values of quarter, eighth, half, dotted half, and whole

notes, as well as rests. Develop rhythm flashcards with rhythm math problems on them. I use construction paper, and I draw rhythms as math

problems, for example: "quarter note + quarter note + half note + whole note =" and on the opposite side of the card write the answer: 2.

Divide the class into 2 teams. Have one person from Team 1 step up to the free-throw line. Hold up a flashcard. They have to add up the notes and give the correct answer to the problem to earn a shot. If they give the correct answer, they get to shoot the ball. If they make the shot, they get 2 points for their team. Then, someone from Team 2 gets a turn. To make it more challenging, you can move the line closer or farther away, add 3-pointers, or play "1 on 1", where one person from each team steps up, and whoever answers the problem correctly first gets to take the shot.

Writing Have students write an article about note values and how they are related to each other.

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Elements of music: MelodyCore Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:

Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)

Program of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can identify the melody of a song I can explain how melodies can move I can make up my own song and write it down.

Materials Penn and Teller Melody Video Chalkboard Melody Bulletin Board Piano Keyboard Melody worksheet Student Texts

Yellow Book pg. 50, 118, 119Red Book pg. 56, 124, 125Green Book pg. 132Purple Book pg. 72 73, 154, 155,Gold book pg. 134, 158, 159, 161

VocabularyMelody: An element of music – the shape, direction, and pitch (high vs. low notes) of a piece of music; also a tune or song.Key signatureContour: The melody of a piece of music as it turns upward or downward.StepSkipRepeatUpDown Stay the same

Activities1. Begin lesson with overview, then introduce melody as the memorable part of a song. Have several students name songs they

know. If they are comfortable, have them sing a portion of the song. Point out that the parts they sing are the melody of the song.2. Sing several traditional children's' songs such as Row Row Row your boat, Mary Had a Little Lamb, etc. and demonstrate melody

verses accompaniment or rhythm.3. Write the traditional melodies on the board, then show how melodies can move by step, skip or repeat. Have students draw two

notes on the chalkboard staff, then have the class tell whether the notes move by step, skip or repeat.4. Show the Penn and Teller video, and do a melody practice sheet.5. Ask the following open response question:

Define the term melody, and list ways melody can move. Draw an example of each type of movement on a staff.

Writing Activity

Have students make up a short melody with lyrics. Have them write down their lyrics, and then draw a staff and draw a melody of how they think their song will sound. Students can share their melodies with the rest of the class.

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Learning Targets I can identify the melody of a song I can explain how melodies can move I can make up my own song and write it down.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 37 of 48Elements of music: Harmony

Core Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can describe how the term harmony means to play or sing two or more different parts at the same time I can list and sing three basic types of harmony

MaterialsGreen Text, Partner songs:

Bow Belinda, 109Sandy Land, 108

OstinatosAutumn 154Bim Bom 163Brother John 107Dredyl Song 203Ghost of John 192Jasmine Flower 158My Old Black Cat 194Scotland's Burning 111Tired Scarecrow 144

Grade 5, Gold Book, Partner SongsThis Train 118When the Saints Go Marching in 119

Piano or Keyboard

VocabularyHarmony: An element of music – the simultaneous sounds or notes that result in pleasing music sound

Chord A combination of three or more tones played together

Ensemble: A group of musicians or actors who perform together

enison: When people say, sing, or do something at the same time.

Ostinato:

Interval: The distance between two pitches.

Lesson.1. Introduce Harmony as a helper to the melody to make music sound better. Show video excerpt from “One Voice, Many Voices.2. Play simple accompaniments while students sing the melodies to the same songs we used for the melody lesson3. Introduce two simple types of harmony: Partner songs and ostinatos. Sing examples of these from the textbooks.

Writing Activity

List three types of harmony and give an example of each.

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Learning Targets I can describe how the term harmony means to play or sing two or more different parts at the same time I can list and sing three basic types of harmony

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 39 of 48Elements of music: Dynamics

Core Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:

Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)Program of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can explain that the term dynamics means how loud or soft music is played I can list four dynamic levels in Italian and explain their meaning I can perform music at different dynamic levels

Materials Needed:ChalkboardDynamics story sheetHaydn's Surprise Symphonyhttp://donrathjr.com/dynamics-music-theory/http://www.youtube.com/watch?

v=99kHBXw0_UM&feature=related

VocabularyDynamics: An element of music – the loudness or softness of a piece of music (piano, mezzo piano, mezzo forte, fortePiano – Soft - pMezzo Piano – medium soft mpMezzo Forte – medium loud mfForte – Loud fCrescendo – Gradually get louderDecrescendo – Gradually get softer

Activities1. Begin by playing Haydn’s “Surprise Symphony”. Ask students why they think it was named “Surprise”2. Review lesson goals and vocabulary with definitions. Show students the markings, Italian words, and definitions for

dynamic markings.3. Pass out the dynamics story handout. Read it aloud as a class, and then have individuals perform it.4. Sing the music K8 song, “ Forte Piano”.5. Give students the dynamics assessment.6. Review assessment answers and lesson review concepts.

Writing activityWrite four different dynamic symbols. What do they mean?Dynamic symbol How loud or soft is it? What makes a sound like this?

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http://www.youtube.com/watch?v=99kHBXw0_UM&feature=related

http://www.youtube.com/watch?v=99kHBXw0_UM&feature=related

http://donrathjr.com/dynamics-music-theory/


Learning TargetsI can explain that the term dynamics means how loud or soft music is played.

I can list four dynamic levels in Italian and explain their meaning.

I can perform music at different dynamic levels.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 41 of 48Elements of music: Tempo

Core Content 4.1AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Tempo - steady beat, slow, fastProgram of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can describe how the term tempo means how fast or slow music is played I can list four tempos in Italian and explain their meaning I can perform music at different tempos

Materials Tempo Cards McGraw Hill red CD #3 track 25 Conga drumhttp://www.youtube.com/watch?v=dYgBHpUfQnw&feature=relatedMr. Greg’s musical madness videosMusic k8 song Presto Largo

VocabularyTempo: An element of music – the speed of a piece of musicLargo: SlowAndante: Moderate or mediumAllegro: FastPresto: Very FastAccelerando: Gradually speed upRitardando: Gradually slow down

Activities1. Begin by playing Red text CD #3 track 25, “John Jacob Jinglehiemer Schmidt”. Ask students what they notice about this song (it

speeds up.)2. Review lesson goals and discuss vocabulary with definitions.3. Play “Tempo Train”.

Tempo TrainTeach students the poem, “Engine, Engine, Number Nine”:

Engine, Engine, Number NineGoing down Chicago line

If the train goes off the trackDo you want your money back?

Choose two students at a time. One is the conductor, the other is the engineer. The conductor chooses a tempo marking from the tempo cards. The engineer plays a steady beat at that tempo on the conga drum, and the class says the poem at that tempo while

the engineer keeps the beat. Trade roles and students until everyone has had a turn.

4. Play “Heads up 7 Up” with tempo cards.Heads Up 7 Up

Hand out tempo cards to six students and choose a game moderator. The moderator tells the class to put their heads down, then the students with cards sneak around, putting a card on someone’s chair. The moderator then calls, “Heads up”. Students with cards stand up. The moderator goes to each student with a card. That student

must tell what tempo marking is on their card, correctly define it, and then guess who gave them the card. If they guess correctly they get to trade places with the student who gave them the card. If not, that student gets their card back after all students have guessed.

Writing ActivityWrite thank you cards to troops.

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http://www.youtube.com/watch?v=dYgBHpUfQnw&feature=related


Learning Targets I can describe how the term tempo means how fast or slow music is played I can list four tempos in Italian and explain their meaning I can perform music at different tempos

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 43 of 48Elements of music: Musical Form

Core Content 4.1 AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.Elements of music:Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signsProgram of Studies Skills and Concepts AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with othersAH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.Learning Targets

I can describe the form of a piece of music after listening to it. I can write a song in AB form

MaterialsStudent textsCD’sVocabularyForm: An element of music – the structure of a piece of music (i.e. call and response, AB, ABA, round)Call and Response

AB (two-part)ABA (three-part)RoundRepeat SignVerseChorus

Activities1. Announce the upcoming class talent show (April 16-20) and rules for it.2. Define musical form as the way composers put music together.3. Explain that music is divided into sections, and that we name each section with a letter name. Songs with two sections are

AB form, and songs with three sections are ABA form. You know when a new section starts because the music will sound different.

4. Refer to pages of student texts that focus on form and have students identify different forms visually and aurally.5. Sing the song, “Dynamite” by Taio Cruz (grooveshark.com, type in “dynamite”) and identify the form of the song.

Writing activity:

Have students write new words to a verse and chorus of “dynamite” or a song of their choice, composing a song with a verse and chorus (AB form).

Learning Targets I can describe the form of a piece of music after listening to it. I can write a song in AB form.

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Elements of music: Assessment Project: Musical CompositionCore Content 4.1AH-05-4.1.1Students will create and notate short, simple melodies that demonstrate melodic shape/contour and meter.AH-05-4.1.2Students will create and perform simple melodic or rhythmic accompaniments to given melodies.AH-05-4.1.3Students will improvise answers in similar style to given rhythmic and/or melodic phrases.

Learning Targets: I can create, write and perform a simple melody.

Materials Staff Paper Keyboards and pianos Music composition software Midi interface and computer Music composition Handout

VocabularyComposerElements of music

Activities1. Begin with lesson overview and vocabulary discussion.2. Divide the class into small groups of two or three. (Use multi-ability grouping to ensure success)3. Give each student the musical composition handout and explain what should be included in the song.4. Allow each group to circulate around the room and use different equipment (computers, keyboards, etc) to complete their

song.5. Once the projects have been completed, each group may perform their composition for the entire class.6. End class with review.

Additional class periods may be used to finish this project if necessary.

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 45 of 48Other Lessons: Fire Safety Week

Subject: MusicTopic: Core Content 4.1:Learning TargetsActivities:AH-05-3.1.1Students will identify how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Materials NeededLearn Not to Burn Cassette and Lyric Sheets

VocabularySmoke detectorStop, Drop and RollSpecial Meeting PlaceTwo Ways Out

Lesson1. Begin with lesson overview and vocabulary discussion2. Talk about fire safety with all classes. Allow students to contribute their ideas on fire safety and share safety precautions taken at

their house.Discuss: Fire drills procedure at school. Having and how to use fire extinguishers. Having and checking smoke alarms. Establishing a family meeting place outside the home. Stop, Drop and Roll procedure. Never playing with matches or items that heat. How to treat minor burns. Feeling the door for heat. Crawling through smoke. Using stickers so that firefighters can identify childrens' rooms in case of fire.3. Sing the "Learn Not To Burn", fire safety songs with all classes. Focus on content, pitch, rhythm, tempo, dynamics, and form.4. End class with a lesson review.

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Cultures and Time Periods: Halloween Songs

Subject: MusicTopic: Core Content 4.1:Learning TargetsActivities:AH-05-3.1.1Students will identify how music fulfills a variety of purposes. Purposes of music (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)

Materials NeededAll textbooks and records“Moans, Groans and Skeleton Bones” tape and song

sheetsMusic K-8 Halloween songs

VocabularyCeremonial MusicPiggy Back SongsFolk Music

LessonBegin the class with a lesson overview.Discuss piggyback songs and how artists sometimes add new words to old music.With all classes, sing along with the 3. Moans, Groans and Skeleton Bones CD. Challenge students to identify what original song

was used to create the Halloween piggyback song. Also focus on, pitch, rhythm, tempo, dynamics and enunciation.End the class with a lesson review.

Text resources for Halloween:Grades K-1 Yellow Text Halloween, 182 Halloween Parade 186 Jack-O-Lantern 184 My Pumpkin 187

Grade 2, Red Text On Halloween 198 There Once Was a Witch 199 How Did You Know? 200

Grade 3, Green Text The Ghost of John 192 Halloween 193 My Old Black Cat Hates Halloween 194

Grade 4, Purple TextHalloween 224Watch Out! 226Grade 5, Gold TextOld Abram Brown 189When Witches Were Waltzing 228

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 47 of 48Other Lessons: ThanksgivingSubject: MusicTopic: Core Content 4.1:Learning TargetsActivities:

AH-05-2.1.1Students will identify how music has been a part of cultures and periods throughout history.Cultures:



Materials Needed Perpetual Preschool Booklet of Thanksgiving

Games and Songs Thanksgiving compilation tape from Music K-8

selections Lyric Sheets

VocabularyCeremonial Music

Lesson1. Begin with lesson overview and vocabulary discussion2. Discuss the Thanksgiving holiday and its history. 3. Sing Thanksgiving songs and finger plays from the perpetual preschool packet. Also play Thanksgiving games from the

packet. 4. Sing along with the compilation tape. 5. End class with lesson review.

Text ResourcesGrades K-1, yellow text Five Fat Turkeys are We 188 Thanks for Food 189 Thank You 190Grade 2, red text Thanksgiving 202 Over the River and Through the Wood 204Grade 3, green text Autumn 154 Come, Yea Thankful People, Come 197 'Sante-sana 199Grade 4, purple text The Seasons 122 We Gather Together 230 Harvest Time 232Grade 5, gold text Come, Ye Thankful People, Come 231

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5/18/2023 Chris Miller Ponderosa Music Curriculum - page 48 of 48Other lessons: Christmas Sing Along

Subject: MusicTopic: Core Content 4.1:Learning TargetsActivities:

AH-05-2.1.1Students will identify how music has been a part of cultures and periods throughout history.Cultures:



Materials Needed Wee Sing Christmas Tape Textbooks Priddis Kids' Christmas CD Jingle Bells Lyric Sheets Time Life Christmas CD’s

VocabularyCeremonial Music

Lesson7. Begin with lesson overview and vocabulary discussion.8. Discuss Winter holidays around the world. Explore Christmas celebrations from other cultures of the world.9. With all classes, sing Christmas, Hannukah and Kwanzaa music.10. End with lesson and vocabulary review.

ResourcesPriddis CDRudolph the Red-Nosed ReindeerFrosty the SnowmanHere Comes Santa ClausSanta Claus is Coming to TownUp on the HousetopAway in a MangerSilent Night

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