SINGING SKILLS *Bloom’s Cognitive Level Music Objectives Theater Arts Links Technology Links Core Connections Assessments

K

Students will identify singing, speaking, calling, and whispering voices (1A, 4B) (1st 9 weeks) Students will sing songs and play musical games from diverse cultures (2A, 2B, 3A) (2nd 9 weeks) Students will echo the teacher singing sol and mi patterns and songs (1A, 2A) (1st 9 weeks) Students will sing a solo (2A) (4th 9 weeks) Students will sight sing from simplified notation including sol and mi (1A, 2A) (3rd 9 weeks) Students will identify and sing in light voice/head voice (1A, 1B) (3rd 9 weeks) Students will demonstrate correct singing posture (2nd 9 weeks)

1B, 1D, 4A 1C, 2A

Students will determine the voice used by the teacher using Our Four Different Voices.notebook located on the G:drive Students will manipulate interactive maps from diverse countries at www.yourchildlearns.com

Language Arts; 3A, 3D Language Arts: 1C Social Studies: 15A, 15B Language Arts: 5B

Students will perform singing, speaking, calling, and whispering voices (1A. 4B) *Application Students will sing songs and play musical games from diverse cultures (2A, 2B, 3A) *Application Students will echo the teacher singing sol and mi patterns and songs (1A, 2A) *Knowledge Students will sing a solo (2A) *Application Students will use hand signs or movements to demonstrate their knowledge of sol and mi in a given example (1A, 2A) *Application Students will move to show understanding of light voice/head voice and sing in light voice/head voice (1A, 1B); Students will identify and sing in light voice/head voice (1A, 1B) *Knowledge/ Comprehension Students will sit or stand with chest lifted, back straight, and head aligned

1

Students will identify singing, speaking, calling, and whispering voices (1A) (1st 9 weeks)

2A

Students will manipulate technology using Our Four Different Voices.notebook located on the G:drive

Students will perform singing, speaking, calling, and whispering voices (1A) *Application

Students will sing songs and play musical games from diverse cultures with repetition and contrast (1C, 2B, 5A) (2nd 9 weeks) Students will echo the teacher singing sol, mi, and la (1B, 2A, 6A) (1st 9 weeks) Students will sing a solo (1B, 2A) (4th 9 weeks) Students will sight sing from simplified notation including sol, mi and la (2A, 3A) (3rd 9 weeks) Students will identify and sing in light voice/head voice (1A, 2A, 6A) (3rd 9 weeks) Students will demonstrate correct singing posture (2nd 9 weeks)

2D 1C

Students will manipulate interactive maps from diverse countries at www.yourchildlearns.com

Language Arts: 1C Language Arts: 5C

Students will sing songs and play musical games from diverse cultures with repetition and contrast (1C, 2B, 5A) *Application Students will echo the teacher singing sol, mi and la (1B, 2A, 6A) *Comprehension Students will sing a solo (1B, 2A) *Application Students will use hand signs or movements to demonstrate their knowledge of sol mi and la in a given example (2A, 3A) *Application Students will move to show understanding of light voice/head voice and sing in light voice/head voice (1A, 2A, 6A); Students will identify and sing in light voice/head voice (1A, 1B) *Knowledge/ Comprehension Students will sit or stand with chest lifted, back straight, and head aligned *Comprehension

2

Students will sing songs and play musical games from diverse cultures with repetition and contrast (2B, 5B, 6A) (1st 9 weeks) Students will sing a solo (2A) (4th 9 weeks) Students will sight sing melodies including sol, mi, la and do (2A, 3A, 6A) (3rd 9 weeks)

2A Language Arts: 1C, 1F, 6C

Students will sing songs and play musical games from diverse cultures with repetition and contrast (2B, 5B, 6A) *Application Students will sing a solo (2A) *Application Students will sing and use hand signs or movements to demonstrate their knowledge of sol, mi, la and

Students will identify and sing in light voice/head voice (1B, 2A, 6A) (3rd 9 weeks) Students will demonstrate correct singing posture (2nd 9 weeks)

do in a given example (2A, 3A, 6A) *Application Students will move to show understanding of light voice/head voice and sing in light voice/head voice (1B, 2A, 6A); Students will identify and sing in light voice/head voice (1A, 1B) *Knowledge/Comprehension Students will sit or stand with chest lifted, back straight, and head aligned *Knowledge

3

Students will sing songs and play musical games from diverse cultures (2B, 5B) (1st 9 weeks) Students will sight sing melodies including the pentatonic scale (do, re, mi, sol, la) using solfege in simple meters (2A, 3A, 3C) (3rd 9 weeks) Students will sing rounds using their light voice/head voice (2A) (4th 9 weeks) Students will demonstrate correct singing posture (2nd 9 weeks)

2A

Language Arts: 1C, 4A, 4B, 4C, Language Arts: 6C

Students will sing songs and play musical games from diverse cultures (2B, 5B) *Application Students will use hand signs or movements to demonstrate their knowledge of the pentatonic scale in a given example (2A, 3A) *Application Students will identify and sing rounds in light voice/head voice (1A, 1B, 2A) *Application Students will sit or stand with chest lifted, back straight, and head aligned *Knowledge

4

Students will sing songs and play musical games from diverse cultures (2B, 5B) (1st 9 weeks) Students will sight sing melodies including the pentatonic scale using solfege in simple meters (2A, 3A, 3B) (3rd 9 weeks)

1C, 1D 2A

Language Arts: 5A Language Arts: 8A

Students will sing songs and play musical games from diverse cultures (2B, 5B) *Application Students will use hand signs or movements to demonstrate their knowledge of the pentatonic scale in the given example (2A, 3A)

Students will sing rounds and partner songs (2A) (4th 9 weeks) Students will perform music representative of American and Texas heritage (2A, 5C, 5D) (2nd 9 weeks)

Social Studies: 20B

*Application Students will sing rounds and partner songs (2A) *Application Students will perform and relate music representative of American and Texas heritage to themselves (2A, 5C, 5D) *Analysis

5

Students will perform and move expressively from memory and notation music from diverse cultures (2B, 5C) (1st 9 weeks) Students will sight sing melodies including the diatonic scale using solfege in simple meters (2A, 3A) (3rd 9 weeks) Students will sing rounds, partner songs, and 2-pt harmony with accurate intonation in large and small groups (2A, 2C) (4th 9 weeks) Students will perform music representative of American and Texas heritage (2A, 5D) (2nd 9 weeks)

1D Students will perform songs portraying environment, characterization, and actions (1F) 2A 2C

Language Arts: 5A Social Studies: 22A

Students will perform and move expressively from memory and notation music from diverse cultures (2B, 5C) *Synthesis Students will use hand signs or movements to demonstrate their knowledge of the diatonic scale in a given example (2A, 3A) *Application Students will sing rounds, partner songs, and 2-pt harmony with accurate intonation in large and small groups (2A, 2C) *Synthesis Students will perform and relate music representative of American and Texas heritage to themselves (2A, 5D) *Analysis

FORM *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments

K

Students will demonstrate knowledge of same and different in musical examples (4B) (2nd 9 weeks) Students will sings songs in AB form (4B) (3rd 9 weeks) Students will relate AB form to non-musical examples (3B) (4th 9 weeks)

Students plan and perform movements to dramatize the form of a piece (3C)

Language Arts: 3C Science: 2B Math: 6A

Students will move to show parts of music that are the same and different (4B) *Comprehension Students will move to show repeated sections in musical examples (4B) *Comprehension Students will signal or move to demonstrate AB form (4B) *Application Students will give examples of AB form using non-musical ideas (3B) *Synthesis

1

Students will demonstrate knowledge of same and different in musical examples (6A) (2nd 9 weeks) Students will demonstrate knowledge of repetition and contrast in musical examples (1C) (1st 9 weeks) Students will sings songs in AB and ABA form (2A) (3rd 9 weeks) Students will relate AB and ABA form to non-musical examples (5B) (4th 9 weeks)

Students will plan and perform movements to dramatize the form of a piece in their own space (1A, 1B, 2B, 2C, 3C, 5C)

Math: 7B Science: 5A Math 11C

Students will move to show parts of music that are the same and different (6A) *Application Students will move to show repeated sections in musical examples (1C) *Application Students will signal to identify AB and ABA form (2A) *Analysis Students will give examples of AB and ABA form using non-musical examples (5B) *Synthesis

2

Students will demonstrate knowledge of same and different in musical examples (6A) (2nd 9 weeks)

Students will describe parts of music that are the same and different (6A) *Comprehension

Students will sing songs in AB and ABA form (1C, 2A) (3rd 9 weeks) Students will listen to songs in AB and ABA form while showing appropriate audience etiquette (1C, 6B) (1st 9 weeks) Students will relate AB and ABA form to non-musical examples (1C, 5C) (4th 9 weeks)

Students will plan and perform movements and dialogue to dramatize the form of a piece in their own space (1B, 1C, 3C, 5C)

Science: 5B Language Arts: 4C, 9C, 10D

Students will signal to identify AB and ABA form (1C) *Analysis Students will signal to show recognition of each section within a given example while showing appropriate audience etiquette (1C, 6B) *Analysis Students will give examples of AB and ABA form using non-musical examples (1C, 5C) *Synthesis

3

Students will sing, play, and listen to songs in AB, ABA, and Rondo form (1C, 2A) (3rd 9 weeks) Students will listen to songs in AB, ABA, and Rondo form while showing appropriate audience etiquette (1C, 6B) (1st 9 weeks) Students will relate AB, ABA, and Rondo form to non-musical examples (1C, 5C) (4th 9 weeks)

1A 5A Students plan and perform a dramatic play that demonstrates a musical form (3C)

Students will differentiate between forms using: Form.ppt on the G:drive

Students will perform and signal to identify AB, ABA, and Rondo form (1C) *Analysis Students will signal to show recognition of each section within a given example while showing appropriate audience etiquette (1C, 6B) *Analysis Students will give examples of AB, ABA, and Rondo form using non-musical examples (1C, 5C) *Synthesis

4

Students will sing, play, and listen to songs in AB, ABA, and Rondo form (1C, 2A) (3rd 9 weeks) Students will listen to songs in AB, ABA, and Rondo form while showing appropriate audience etiquette (1C, 6C) (1st 9 weeks) Students will relate AB, ABA, and Rondo form to non-musical examples (1C, 5D) (4th 9 weeks)

5A Students work cooperatively to plan and perform a dramatic play that demonstrates a musical form (3B, 3C, 3D)

Language Arts: 10F Students will perform and signal to identify AB, ABA, and Rondo form (1C) *Analysis Students will signal to show recognition of each section within a given example while showing appropriate audience etiquette (1C, 6C) *Analysis Students will give examples of AB, ABA, and Rondo form using non-musical examples (1C, 5D) *Synthesis

5

Students will sing, play, and listen to songs in AB, ABA, Rondo and Theme and Variations (1C, 2A) (3rd 9 weeks) Students will listen to songs in AB, ABA, Rondo, and Theme and Variations form while showing appropriate audience etiquette (1C, 6C) (1st 9 weeks) Students will relate AB, ABA, Rondo, and Theme and Variations to non-musical examples (1C, 5E) (4th 9 weeks)

5A Students work collaboratively to describe characters and their relationship as they move through an environment which changes with the form of the music (1A, 1C, 1E, 2B, 3B, 3C, 3D)

Language Arts: 10I

Students will perform and signal to identify AB, ABA, Rondo, and Theme and Variations (1C) *Analysis Students will signal and answer teacher questions to show recognition of each section within a given example while showing appropriate audience etiquette (1C, 6C) *Analysis Students will give examples of AB, ABA, Rondo, Theme and Variations using non-musical examples (1C, 5E) *Synthesis

MELODY *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students will identify the difference

between high and low sounds (4B) (2nd 9 weeks) Students will recognize the direction of melodies (2A, 4B) (3rd 9 weeks) Students will relate high and low sounds to non-musical examples (3B) (4th 9 weeks) Students will sing songs including sol and mi (2A, 4B) (3rd 9 weeks)

Students will dramatize high and low sounds heard using simple materials to create playing space and costumes (3A, 3B)

Students listen to two musical examples and decide if they are the same or different: Midisaurus Volume 1, Unit 2, Same and Different, “Same and Different”

Math: 7A Language Arts: 12C Language Arts: 2A

Students will move to show high and low sounds (4B) *Comprehension Students will demonstrate the direction of melodies (2A, 4B) *Comprehension Students will give non-musical examples of high and low (3B) *Synthesis Students will sing Sol-Mi Songs (2A, 4B)*Application

1 Students will identify the difference between high, middle, and low sounds (6A) (2nd 9 weeks) Students will recognize the direction of melodies (1B) (3rd 9 weeks) Students will relate high, middle, and low sounds to non-musical examples (5B) (4th 9 weeks) Students will relate sounds to the size of instruments or bars on instruments (1B, 6A) (2nd 9 weeks)

Students will work cooperatively to create a play using high and low sounds to represent animate and inanimate objects (1D, 3D)

Students will manipulate technology to play higher and lower pitches http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Performulator Students will listen to a musical example and tell if the range is high, middle, or low: Midisaurus Volume 1, Unit 2, High Middle Low, “High Middle Low”

Social Studies: 17A Students will move to show high, middle, and low sounds (6A) *Comprehension Students will demonstrate the direction of melodies (1B); Students will write musical examples showing a given melodic direction (3B) *Analysis Students will give non-musical examples of high and low (5B) *Synthesis Students will play high, middle, and low examples on classroom instruments (5A, 6A)

Students will sing songs including sol, mi and la with proper posture (2A) (2nd 9 weeks)

Students will sing songs including sol, mi and la with proper posture (2A)*Application

2 Students will recognize the direction of melodies (1B, 3A) (1st 9 weeks) Students will read and sing songs including sol, mi, la and do (2A) (3rd 9 weeks)

1A Students will recognize direction of melodies: Music Ace 2, Lesson 8 “Melody” Sections 1, 2, and 3

Language Arts: 10A, 10B Language Arts: 11E

Students will demonstrate the direction of melodies (1B); Students will write musical examples showing a given melodic direction (3B) *Analysis Students will sing songs including sol, mi, la and do with proper posture (2A) *Analysis

3 Students will recognize the direction of melodies (1B, 3A) (1st 9 weeks) Students will read and sing songs including all diatonic pitches (2A, 3A) (3rd 9 weeks)

Students will work cooperatively to create a dramatic play based on or including a given diatonic song (1C, 3D, 5C)

Students will demonstrate the direction of melodies (1B); Students will write musical examples showing a given melodic direction (3B) *Analysis Students will sing songs including all diatonic pitches with proper posture (2A, 3A) *Analysis

4 Students will recognize the direction of melodies and use the terms step, skip, and leap (1B, 6A) (1st 9 weeks) Students will read and sing songs including all diatonic pitches (2A, 3A) (4th 9 weeks)

Students will define the aspects of drama and compare them to a given melody (5B)

Students will recognize step, skip, and leap: Music Ace 2, Lesson 8 “Melody” Sections 4 and 5 and GAME

Students will answer teacher questions about the direction of melodies and the intervals step, skip, and leap (1B, 6A) *Analysis Students will read and sing songs including all diatonic pitches (2A, 3A) *Analysis

5 Students will read and sing songs including diatonic pitches with correct intonation from memory and notation (2A, 2B, 3A) (4th 9 weeks)

Students will define the aspects of drama and compare them to a given melody (5B)

Language Arts: 7C Students will read and sing songs including diatonic pitches with correct intonation from memory and notation (2A, 2B, 3A) *Analysis

RHYTHM *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments

K

Students will demonstrate the difference between beat and rhythm (4A, 4B) (4th 9 weeks) Students will perform the rhythms Quarter Notes, Eighth Notes, and Quarter Rests (using rhythm labels) in musical examples from diverse cultures (2A, 2B, 3A) (3rd 9 weeks)

4A

Students will learn about and practice the steady beat: Music Ace 2, Lesson 1, Section 1, 2, 3 Students will distinguish between quarter notes and rests: Midisaurus Volume 1, Unit 1, Notes Values, “Count the Notes 1”

Language Arts: 6B Science: 3B Math: 11A, 11B

Students will move, show a symbol, or clap to demonstrate the difference between beat and rhythm (4A, 4B) *Comprehension Students will clap or play Quarter Notes, Eighth Notes, and Quarter Rests on rhythm instruments from song material (4A, 4B) *Application

1

Students will demonstrate the difference between beat and rhythm (6A) (4th 9 weeks) Students will read and perform the rhythms Quarter Notes, Eighth Notes, and Quarter Rests (using rhythm labels) in musical examples from diverse cultures (1B, 3A, 5A, 6A) (3rd 9 weeks)

2D

Students will echo rhythms on electronic instruments: Music Ace 2, Lesson 2 “Hearing Rhythms” and GAME Students will tap the beat or rhythm as instructed by the teacher using http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Rhythm

Language Arts: 1F, 6B Math: 2A

Students will move, show a symbol, or clap to demonstrate the difference between beat and rhythm (6A) *Comprehension Students will clap or play Quarter Notes, Eighth Notes, and Quarter Rests on rhythm instruments (1B, 3A, 5A, 6A) *Application

2

Students will read and perform the rhythms Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, and Half Rests (using rhythm labels) in musical examples from diverse cultures (1B, 2B, 3A, 6A) (2nd 9 weeks)

4B Students will manipulate rhythmic notation: Music Ace 2, Lesson 5 “Basic Rhythm Notation” and GAME Students will listen to a rhythm, read two rhythms, and choose which one matches: Midisaurus Volume 1, Unit 1, Note Values, “Listening Exercise”

Language Arts: 12G Math: 2C, 12A

Students will clap or play Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, and Half Rests on rhythm instruments in varying meters (1B, 2B, 3A, 3B, 6A) *Analysis

3

Students will read and perform the rhythms Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, Half Rests, Whole Notes, and Whole Rests (using rhythm labels) in musical examples from diverse cultures (1B, 2B, 3A) (2nd 9 weeks)

4B Students will dictate rhythmic examples played: Midisaurus Volume 1, Unit 3, Note Values, “Fill in the Missing Note,” “Apple Hunt”

Language Arts: 13A, 13B Math: 11A

Students will clap or play Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, Half Rests, Whole Notes, and Whole Rests on rhythm instruments in varying meters (1B, 2A, 3A, 3C) *Analysis

4

Students will read and perform the rhythms Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, Half Rests, Whole Notes, Whole Rests, Dotted Quarters, Half Notes, Sixteenth Notes, Triplets and syncopated rhythms (using rhythm labels) in musical examples from diverse cultures (1B, 2B, 3A, 5A, 5B, 6A) (2nd 9 weeks)

4A Students will choose correct answer from a listening example: Midisaurus Rhythm, Unit 3, “Hop Scotch” Students will work with dotted quarter notes and counting rhythms using the number system: Music Ace 2, Lesson 13 “Dotted Quarter Notes”

Math: 14A Students will clap or play Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, Half Rests, Whole Notes, Whole Rests, Dotted Quarters, Half Notes, Sixteenth Notes, Triplets and syncopated rhythms on rhythm instruments in varying meters (1B, 2A, 3A, 3B, 6A) *Analysis

5

Students will read and perform the rhythms Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, Half Rests, Whole Notes, Whole Rests, Dotted Quarters, Half Notes, Sixteenth Notes, Triplets, Sixteenth note and Eighth note combinations, Ties and syncopated rhythms (using rhythm labels) in musical examples from diverse cultures (1B, 2B, 3A, 3B) (2nd 9 weeks)

4A Students will choose the missing measure from a listening example: Midisaurus Rhythm, Unit 3, “Choose your Notes” Students will manipulate sixteenth note rhythms: Music Ace 2, Lesson 18 “Sixteenth Notes”

Math: 14A Students will clap or play Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, Half Rests, Whole Notes, Whole Rests, Dotted Quarters, Half Notes, Sixteenth Notes, Triplets, Sixteenth note and Eighth note combinations, Ties and syncopated rhythms on rhythm instruments in varying meters (1B, 2B, 3A, 3B, 3C, 6A) *Analysis

TEMPO *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students will identify same and

different tempos in musical examples (4B) (2nd 9 weeks) Students will identify fast and slow in musical examples (4B) (3rd 9 weeks)

Students will explore space using expressive movements to show fast and slow (1B)

Students will move to show same and different tempos in musical examples (4B) *Comprehension Students will move to show fast and slow tempos in musical examples (4B) *Comprehension

1 Students will identify same and different in musical examples while demonstrating appropriate audience etiquette (6A, 6B) (2nd 9 weeks) Students will identify fast and slow in musical examples (6A) (3rd 9 weeks)

Students will select aspects of the environment to act as a setting for a dramatic play based on musical examples with different tempos (3A)

Language Arts: 13C Students will move to show same and different tempos in musical examples (6A) *Comprehension Students will move to show fast and slow tempos in musical examples (6A) *Comprehension

2 Students will identify same and different in musical examples while demonstrating appropriate audience etiquette (6A, 6B) (2nd 9 weeks) Students will identify Adagio, Allegro, and Moderato in musical examples (6A) (3rd 9 weeks)

5A Students will choose and listen to music that is correctly labeled at different tempos http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Tempo

Language Arts: 3A Students will demonstrate understanding of same and different musical examples through question and answer (6A) *Comprehension Students will sing or play instruments according to tempos given (6A) *Application

3 Students will identify Largo, Adagio, Moderato, Allegro, and Presto in musical examples (1B, 3D) (3rd 9 weeks)

Students will perform tempo changes as they relate to dramatic play (such as emotions) (4A)

Students will manipulate technology to choose the tempo of an example of music: Midisaurus Rhythm, Level II, Allegro and Adagio

Language Arts: 1D, 3A Students will sing or play instruments according to indicated tempos (1B, 3D) *Analysis

4 Students will identify Largo, Adagio, Andante, Moderato, Allegro, Presto, Accelerando, Ritardando, Rallantando, a tempo, and Fermata (3C) (3rd 9 weeks)

Students will perform a short real-life drama at a given tempo (1E, 1F, 2B)

Students will manipulate technology to choose tempos Music Ace II, Lesson 1, Sections 4, 5 and 6

Language Arts: 5D Students will sing or play instruments according to tempo markings (2A, 3C); Students will justify tempos used in listening examples (1B, 3C, 5A, 5D, 6A, 6B) *Analysis/Evaluation

5 Students will identify Largo, Adagio, Andante, Moderato, Allegro, Presto, Accelerando, Ritardando, Rallantando, a tempo, and Fermata (3D) (3rd 9 weeks)

Students will pantomime a given action using body awareness and spatial perception at a given tempo (1B)

Language Arts: 5D, 7D Students will sing or play instruments according to tempo markings (2A, 3D); Students will justify tempos used in listening examples (1B, 3D, 5A, 5E, 6A, 6B) *Analysis/Evaluation

DYNAMICS *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students will identify same and

different dynamics in musical examples (4B) (2nd 9 weeks) Students will identify loud and soft in musical examples (4B) (3rd 9 weeks) Students will identify the difference between whispering, speaking, singing, and calling voice (1A) (1st 9 weeks)

Students will identify which voice to use in dramatic examples (2C)

Language Arts: 9A

Students will move to show same and different dynamics in musical examples (4B) *Comprehension Students will move to show loud and soft in musical examples(4B) *Comprehension Students will use their own voice to demonstrate the difference between the whispering, speaking, singing, and calling voice (1A) *Application

1 Students will identify same and different dynamics in musical examples (6A) (2nd 9 weeks) Students will identify loud and soft in musical examples (6A) (3rd 9 weeks) Students will identify the difference between whispering, speaking, singing, and calling voice (1A) (1st 9 weeks) Students will identify and define piano and forte (1B) (4th 9 weeks)

Students will respond and begin to evaluate loud and soft musical examples by moving dramatically in their own space (5B)

Language Arts: 3A, 3D

Students will move to show same and different dynamics in musical examples (6A) *Comprehension Students will move to show the difference between loud and soft in musical examples (6A) *Comprehension Students will use their own voice to demonstrate the difference between the whispering, speaking, singing, and calling voice (1A) *Application Students will identify and perform piano and forte in musical examples (1B) *Application

2 Students will identify same and different dynamics in musical examples (6A) (2nd 9 weeks) Students will identify and define piano, forte, pianissimo, and

Students will work cooperatively to adapt the environment using simple materials to show different dynamic levels (3A, 3D)

Students will listen and manipulate technology to label sounds as piano or forte using Midisaurus Volume 1, Unit3, Dynamics, “Loud or Soft”

Language Arts: 3A Students will signal to show same and different dynamics in musical examples (6A) *Comprehension Students will perform piano, forte, pianissimo, and fortissimo in

fortissimo (1B) (4th 9 weeks)

musical examples (1B, 2A) *Application

3 Students will identify, define, and evaluate performances exhibiting pianissimo, piano, mezzo piano, mezzo forte, forte, and fortissimo (1B, 3D, 6A) (4th 9 weeks)

5A Students will manipulate a melody to reflect dynamics using http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Symbols Students will manipulate technology to label sounds as Mezzo Forte and Mezzo Piano using Midisaurus Notation, Dynamics, Mezzo Forte and Mezzo Piano

Language Arts: 3A Students will signal to show dynamics in musical examples(1B, 3D, 6A); Students will perform given dynamics (1B, 2A, 3D, 6A) Students will evaluate performances based on musical criteria (1B, 3D, 6A) *Evalutaion

4 Students will identify, define, and evaluate performances exhibiting pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo crescendo, decrescendo, diminuendo, and accent (1B, 3C, 6A) (4th 9 weeks)

Students will relate dynamics to sensory and emotional responses (1A)

Students will manipulate technology to label sounds as Fortissimo and Pianissimo Midisaurus Notation, Dynamics, Fortissimo and Pianissimo

Language Arts: 5D, 12E Students will perform given dynamics (1B, 2A, 3C, 6A) Students will evaluate performances based on musical criteria (1B, 3C, 6A) *Evaluation

5 Students will identify, define, and evaluate performances exhibiting pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo crescendo, decrescendo, diminuendo, and accent (1B, 3D, 6A) (4th 9 weeks)

Students will relate dynamics to sensory and emotional responses (1A)

Language Arts: 5D Students will perform given dynamics (1B, 2A, 3D, 6A) Students will evaluate performances based on musical criteria (1B, 3D, 6A, 6B) *Evaluation

COMPOSITION *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students compose rhythms using

long and short sounds (4B) (4th 9 weeks) Students compose using high (Sol) and low (Mi) sounds (4B) (4th 9 weeks) Students will relate rhythms and high and low sounds to non-musical examples (3B) (3rd 9 weeks)

Students imitate high and low sounds (1C)

Students will compose music using http://dsokids.com/games/notegame/default.htm

Language Arts: 10C Students play compositions on rhythm instruments(2A) *Synthesis Students sing or play compositions (2A) *Synthesis Students use pictures to aid in creating compositions (3B) *Synthesis

1 Students compose rhythms using Quarter Notes, Eighth Notes and Quarter Rests (3A, 4A) (4th 9 weeks) Students compose using high (Sol) and low (Mi) sounds (3B, 4B) (4th 9 weeks) Students will relate rhythms and high and low sounds to non-musical examples (5B) (3rd 9 weeks)

2B

Students will compose music with high, middle, and low sounds using Composition Trees.notebook located on the G:drive

Students play compositions on rhythm instruments (2A, 3A) *Synthesis Students sing or play compositions (2A, 3A) *Synthesis Students use pictures to aid in composition (5B) *Synthesis

2 Students will compose rhythms using Quarter Notes, Eighth Notes, Quarter Rests, Half Notes, and Half Rests (3A, 4A) (4th 9 weeks) Students will compose melodies using sol, mi, la, and do (1B, 3A, 4B) (4th 9 weeks)

Students will create dramatizations of limited action stories based on rhythms and melodies using pantomime and puppetry (2C, 2D)

Students will compose using Finale or Smart Notebook

Math: 12C, 12D Students compose rhythms using Quarter Notes, Quarter Rests, Half Notes, and Half Rests in varying meters (3A, 3B, 4A) *Synthesis Students will compose melodies using sol, mi, la, and do (1B, 3A, 4B) *Synthesis

3 Students will compose rhythms using Quarter Notes, Eighth Notes, Quarter Rests, Half Rests, Half Notes, Whole Notes, and Whole Rests (1B, 3B, 4A) (4th 9 weeks) Students will compose melodies

Students will create a space to expressively move to the rhythms or melodies (1B)

Students will compose using Finale or Smart Notebook

Language Arts: 14A, 14C, 14D

Students will compose and perform rhythms using Quarter Notes, Eighth Notes, Quarter Rests, Half Rests, Half Notes, Whole Notes, and Whole Rests (1B, 2A, 3A, 3B, 4A) *Synthesis Students will compose and perform melodies using do, re, mi, sol and la

using do, re, mi, sol, and la (1B, 3B, 4B) (4th 9 weeks)

(1B, 2A, 3A, 3B, 4B) *Synthesis

4 Students will compose rhythms using Quarter Notes, Eighth Notes, Quarter Rest, Half Rest, Half Note, Whole Note, and Whole Rest (1B, 3A, 4A) (4th 9 weeks) Students will compose melodies using the pentatonic scale (1B, 3A, 4A) (4th 9 weeks) Students will create simple accompaniments using pitched and non-pitched percussion instruments (2A, 4B) 2nd 9 weeks)

Students will use a given topic referring to environment, characterization, or a specific action in their compositions (1F)

Students will compose using Finale or Smart Notebook

Language Arts: 15A, 15C Students will compose and perform rhythms using Quarter Notes, Eighth Notes, Quarter Rest, Half Rest, Half Note, Whole Note, and Whole Rest (1B, 2A, 3A, 4A) Students will compose and perform melodies using the pentatonic scale (1B, 2A, 3A, 4A) *Synthesis Students will create and perform simple accompaniments using pitched and non-pitched percussion instruments (2A, 4B) *Synthesis

5 Students will compose rhythms using Quarter Notes, Eighth Notes, Quarter Rest, Half Rest, Half Note, Whole Note, and Whole Rest (1B, 3A, 3B, 3C, 4A) (4th 9 weeks) Students will compose melodies using the Diatonic Scale (1B, 3A, 3B, 4A) (4th 9 weeks) Students will create simple accompaniments using pitched and non-pitched percussion instruments (2A, 4B) (2nd 9 weeks) Students will create simple arrangements using well-known and created songs (4B) (1st 9 weeks)

Students will use a given topic referring to environment, characterization, or a specific action to guide their compositions (1F)

Students will compose using Finale or Smart Notebook Students will arrange short melodies: Music Ace, Lesson 8 “Melody” GAME Section 3 Students will arrange sections of music using

Language Arts: 5A, 11D Students will compose and perform rhythms using Quarter Notes, Eighth Notes, Quarter Rest, Half Rest, Half Note, Whole Note, and Whole Rest (1B, 2A, 2C, 3A, 3B, 3C, 4A) *Synthesis Students will compose and perform melodies using the Diatonic Scale (1B, 2A, 2C, 3A, 3B, 4A) *Synthesis Students will create and perform simple accompaniments using pitched and non-pitched percussion instruments (2A, 2C, 4B) *Synthesis Students will create and perform simple arrangements using well-known and created songs (2A, 2C, 4B) *Synthesis

http://www.nyphilkids.org/games/main.phtml click on Minuet Mixer to begin

TONE COLOR *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students identify the difference

between adult and children’s voices (1B) (2nd 9 weeks) Students identify the difference between rhythmic and melodic instruments (1B) (4th 9 weeks) Students will accompany songs from various cultures on rhythm and Orff instruments (3A) (3rd 9 weeks)

Students dramatize a story using instruments and voices (1A, 2B, 2C, 2D, 3C, 3D, 4A, 4B, 5C)

Students will manipulate technology in order to hear different instruments play different parts http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Instrumentation Students will learn about instruments by interacting with technology using http://www.dsokids.com/2001/instrumentchart.htm

Language Arts: 3C Language Arts: 13A

Students will move to show the difference between adult and children’s voices by demonstrateing a given symbol or movement (1B) *Comprehension Students will tell why an instrument is rhythmic or melodic (1B) *Comprehension Students will accompany songs from various cultures on rhythm and Orff instruments (3A) *Application

1 Students identify the difference between vocal and instrumental timbres (1A, 1B) (2nd 9 weeks) Students identify the difference between orchestral families (1A, 1B) (4th 9 weeks) Students accompany songs from various cultures on rhythm and Orff instruments (2A, 5A) (3rd 9 weeks)

Students identify diverse cultural dimensions while dramatizing songs from diverse cultures (4B)

Students will manipulate technology to see and hear instruments of the orchestra http://www.sfskids.org/templates/instorchframe.asp?pageid=3 Students will categorize rhythm instruments using Rhythm Instrument Sort.notebook located on the G:drive

Language Arts: 2B

Students will move to show recognition of different vocal and instrumental timbres in musical examples (1A, 1B) Comprehension Students move to show the difference between orchestral families (1A, 1B) Comprehension Students will accompany songs from various cultures on rhythm and Orff instruments (2A, 5A) *Application

2 Students identify vocal timbres and orchestral instruments and families by sight and sound (1A, 1B) (4th 9 weeks)

Students will match instruments by sight and sound http://www.nyphilkids.org/games/main.phtml click on Music Match instruments

Students signal to identify vocal timbres and orchestral instruments and families by sight and sound (1A, 1B) *Analysis

Students will accompany songs from various cultures on rhythm and Orff instruments (2A, 2B, 5B) (3rd 9 weeks)

Students identify diverse cultural dimensions while dramatizing songs from diverse cultures (4B)

Students will listen and manipulate interactive listen map to Britten’s “Young Person’s Guide to the Orchestra” found on 2nd Grade CD Rom

Language Arts: 13A, 13B

Students will accompany songs from various cultures on rhythm and Orff instruments (2A, 2B, 5B) *Application

3 Students identify vocal timbres and orchestral instruments and families by sight and sound (1A, 1B) (4th 9 weeks) Students will accompany songs from various cultures on rhythm and Orff instruments (2A, 2B, 5B) (3rd 9 weeks)

1C Students will manipulate instrument sounds http://www.nyphilkids.org/games/main.phtml Click on Orchestration Station

Language Arts: 1E Students signal to identify vocal timbres and orchestral instruments and families by sight and sound (1A, 1B) *Analysis Students will accompany songs from various cultures on rhythm and Orff instruments (2A, 2B, 5B) *Application

4 Students identify vocal timbres and orchestral instruments and families by sight and sound (1A, 1B) (4th 9 weeks) Students will accompany songs from various cultures on pitched and non-pitched percussion instruments (2B, 5B) (3rd 9 weeks)

1A Students will interact with instruments and families of the orchestra by sight and sound using Orchestral Instruments CD Rom

Language Arts: 5D Students will justify instruments or families used in listening examples by applying basic criteria (1A, 1B, 6A, 6B) *Evaluation Students will accompany songs from various cultures on pitched and non-pitched percussion instruments (2B, 5B) *Application

5 Students identify vocal timbres and orchestral instruments and families by sight and sound (1A, 1B) (4th 9 weeks) Students will accompany songs from various cultures from memory and notation on pitched and non-pitched percussion instruments (2A, 2B, 3A, 3B) (3rd 9 weeks)

1A Students will work on individual computer stations to listen and select the correct instrument which makes that sound using http://www.thirteen.org/publicarts/orchestra/orchestra03.swf

Language Arts: 5D Social Studies: 23A, 23B, 23C

Students will justify instruments or families used in listening examples by applying basic criteria (1A, 1B, 6A, 6B) *Evaluation Students will accompanny songs from various cultures from memory and notation on pitched and non-pitched percussion instruments (2A, 2B, 3A, 3B) *Application

IMPROVISATION *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Assessments K Students will improvise for 4 to 8

beats on selected rhythm instruments (2A, 4A, 4B) (2nd 9 weeks)

4A, 4B Students will improvise for 4 to 8 beats on selected rhythm instruments (2A, 4A, 4B) *Synthesis

1 Students will improvise for 4 to 8 beats on selected rhythm and Orff instruments and show appropriate audience etiquette while listening to others perform (2A, 4A, 4B, 6A, 6B) (2nd 9 weeks)

5A Language Arts: 14D Students will improvise for 4 to 8 beats on selected rhythm and Orff instruments and show appropriate audience etiquette while listening to others perform (2A, 4A, 4B, 6A, 6B) *Synthesis

2 Students will improvise for 4 to 8 beats on selected rhythm instruments (2A, 4A, 6A) (1st 9 weeks) Students will improvise for 4 to 8 beats on selected Orff Instruments using sol, mi and la (2A, 4B, 6A) (2nd 9 weeks)

Students will improvise using role play, pantomime, and story dramatization (2B)

Students will improvise on rhythm instruments using technology at individual work stations http://www.nyphilkids.org/games/main.phtml click on Percussion Showdown

Language Arts: 3D Students will improvise for 4 to 8 beats on selected rhythm and Orff instruments and show appropriate audience etiquette while listening to others perform (2A, 4A, 4B, 6A, 6B) *Synthesis

3 Students will improvise for 4 to 8 beats on selected Orff Instruments using the pentatonic scale (2A, 4A, 4B) (2nd 9 weeks)

Students will improvise using role play, pantomime, and story dramatization (2B)

Language Arts: 1F Students will improvise for 4 to 8 beats on selected rhythm and Orff instruments and show appropriate audience etiquette while listening to others perform (2A, 4A, 4B, 6B); Students will evaluate performances using music terminology (6A) *Evaluation

4 Students will improvise for 4 to 8 beats on selected pitched and non-pitched instruments (2A, 4A) (1st 9 weeks)

Students improvise short dramatic scenes in unison, pairs, or groups (2C, 2D)

Language Arts: 5C, 11B Students will improvise for 4 to 8 beats on selected rhythm and Orff instruments and show appropriate audience etiquette while listening to others perform (2A, 4A, 6C); Students will evaluate and justify performances using music terminology (6A, 6B, 6C) *Evaluation

5 Students will improvise for 4 to 8 beats on selected pitched and non-pitched instruments (2A, 4A) (1st 9 weeks)

Students improvise short dramatic scenes in unison, pairs, or groups (2C, 2D)

Language Arts: 11D, 15C, 15E, 15F

Students will improvise for 4 to 8 beats on selected rhythm and Orff instruments and show appropriate audience etiquette while listening to others perform (2A, 4A, 6C); Students will evaluate and justify performances using music terminology (6A, 6B, 6C) *Evaluation

TEXTURE *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students will listen to vocal and

instrumental examples of same and different textures (1B, 4B) (2ne 9 weeks) Students will sing songs in various textures: part of a group and as a solo (2A, 4B) (4th 9 weeks)

Students will identify appropriate audience behavior while listening to vocal and instrumental examples of different textures (5A)

Students will identify same and different textures in musical examples (1B, 4B) *Comprehension Students will sing songs in various textures: part of a group and as a solo (2A, 4B) *Application

1 Students will listen to vocal and instrumental examples of same and different textures while demonstrating appropriate audience etiquette (1A, 1B, 6A, 6B) (2nd 9 weeks) Students will sing songs in various textures: part of a group and as a solo (1B, 2A, 6A) (4th 9 weeks)

2B

Students will identify same and different textures in musical examples (1B, 4B) *Comprehension Students will sing songs in various textures: part of a group and as a solo (2A, 1B, 6A) *Application

2 Students will listen to music memory selections as examples of same and different textures while demonstrating appropriate audience etiquette (1B, 5A, 6A, 6B) (1st 9 weeks) Students will sing songs in various textures: part of a group and as a solo (1B, 2A, 6A) (4th 9 weeks) Students will listen to and understand the terms thick and thin as it applies to texture (1B, 6A) (2nd 9 weeks)

5A, 5B Language Arts: 2A, 2B Students will identify same and different textures in musical examples while demonstrating audience etiquette (1B, 6A, 6B) *Comprehension Students will sing songs in various textures: part of a group and as a solo (1B, 2A, 6A) *Application Students will respond by question and answer to show recognition of the terms thick and thin as applied to texture (1B, 6A) *Analysis

3 Students will listen to music memory selections as examples of thick and thin textures while demonstrating appropriate audience etiquette (1B,

5A, 5B Students will learn about various textures: Midisaurus Composers, Musical Forms, Click on

Language Arts: 10A, 10D

Students will identify same and different textures in musical examples while demonstrating audience etiquette (1B, 6A, 6B)

5A, 6A, 6B) (1st 9 weeks) Students will sing or listen to music in various textures: sections of the orchestra, choir, vocal solo, and small ensembles (1A, 1B, 2A, 6A) (3rd 9 weeks)

the Musical Forms, click on Activity to identify textures and forms

*Comprehension Students will answer questions relating to music in various textures: sections of the orchestra, choir, vocal solo, and small ensembles (1A, 1B, 6A) *Analysis

4 Students will listen to music memory selections as examples of thick and thin textures while demonstrating appropriate audience etiquette (1B, 6C) (1st 9 weeks) Students will sing or listen to music in various textures: sections of the orchestra, choir, vocal solo, small ensembles, Solo, Duet, Trio, and Quartet (1A, 1B, 2B, 5A, 6A, 6C) (3rd 9 weeks)

Students will relate various music textures to dramatic group sizes (2D)

Students will learn about various textures: Midisaurus Composers, Musical Forms, Click on the Musical Forms, click on Activity to identify textures and forms

Language Arts: 11D Students will justify personal preferences for specific textures (6B, 6C) *Evaluation Students will evaluate textures used within specific listening examples (6A, 6C) *Evaluation

5 Students will listen to music memory selections as examples of thick and thin textures while demonstrating appropriate audience etiquette (1B, 6C) (1st 9 weeks) Students will sing or listen to music in various textures: sections of the orchestra, choir, vocal solo, small ensembles, Solo, Duet, Trio, and Quartet (1A, 1B, 2A, 5A, 6A, 6C) (3rd 9 weeks)

Students will relate various music textures to dramatic group sizes (2D)

Students will learn about various textures: Midisaurus Composers, Musical Forms, Click on the Musical Forms, click on Activity to identify textures and forms

Language Arts: 20A, 20B, 20C, 20D, 20E

Students will justify personal preferences for specific textures (6B, 6C) *Evaluation Students will evaluate textures used within specific listening examples (6A, 6B, 6C) *Evaluation

ABSOLUTE PITCH *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K

1 Students will recognize notes on a two or three line staff as high or low (1B, 3A, 6A) (4th 9 weeks)

Language Arts: 12A Students will move to show high and low notes on a two or three line staff (1B, 3A, 6A) *Comprehension

2 Students will recognize notes on the staff as high or low (1B, 3A, 6A) (2nd 9 weeks)

Social Studies: 18A, 18B Students will play high or low notes on melodic instruments as indicated on the staff (1B, 2A, 3A, 6A) *Application

3 Students will read music on the lines and spaces of the treble staff (3A) (2nd 9 weeks)

Language Arts: 3D Students will play pitched instruments while reading music on the treble staff (2A, 3A) *Analysis

4 Students will read music on the lines and spaces of the treble staff (3A) (2nd 9 weeks) Students will become familiar with the pitches, voices, and instruments of the Bass Clef (1A, 1B) (3rd 9 weeks)

Students will read music on the lines and spaces of the treble staff: Music Ace I, Lesson 7

Language Arts: 10I Students will play pitched instruments while reading music on the treble staff (2A, 3A) *Analysis Students will signal recognition of pitches, voices, and instruments of the Bass Clef (1A, 1B) *Comprehension

5 Students will read music on the lines and spaces of the treble staff (3A) (2nd 9 weeks) Students will become familiar with the sounds, voices, and instruments of the Bass Clef (1A, 1B) (3rd 9 weeks) Students will identify and use ledger lines (3A, 3B) (1st 9 weeks)

Language Arts: 8C Students will play pitched instruments while reading music on the treble staff (2A, 3A) *Analysis Students will signal recognition of pitches, voices, and instruments of the Bass Clef (1A, 1B) *Comprehension Students will signal to identify and use ledger lines (3A, 3B) *Comprehension

MUSIC SYMBOLS AND TERMS *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students will recognize the musical

term beat (4A) 2nd 9 weeks) Students will identify and tell about

beat (4A) 1 Students will recognize musical

symbols and terms including: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line (1B, 3A) (2nd 9 weeks) Students will understand the difference between the melody and lyrics in written notation (1B, 3A) (1st 9 weeks)

Students will work with measures: Music Ace 2, Lesson 9 “The Measure” Section 3

Language Arts: 11A Students will identify and tell about the following music symbols and terms: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line (1B, 3A) Comprehension Students will show the difference between the melody and lyrics by pointing to written notation (1B, 3A) *Comprehension

2 Students will recognize musical symbols and terms including: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag (1B, 3A) (3rd 9 weeks)

Students will role play, imitate, and recreate dialogue using a given number of musical terms (1D)

Language Arts: 4A Students will identify and tell about the following music symbols and terms: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag (1B, 3A) *Comprehension

3 Students will recognize musical symbols and terms including: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag, Treble Clef, 1st and 2nd Ending, Coda, Tie (1B) (3rd 9 weeks)

Students will reflect the environment, portray character, and demonstrate action in classroom dramatizations using a given number of musical terms (1D)

Language Arts: 8A, 8B, 8D

Students will identify and tell about the following music symbols and terms: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag, Treble Clef, 1st and 2nd Ending, Coda, Tie (1B) *Comprehension

4 Students will recognize musical symbols and terms including: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag, Treble Clef, 1st and 2nd Ending, Coda, Tie, Staccato, Legato (1B) (3rd 9 weeks)

Students will demonstrate safe use of props, costumes, and visual elements in a dramatization using a given number of musical terms (3A)

Language Arts: 9B, 9D, 9E

Students will identify and tell about the following music symbols and terms: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag, Treble Clef, 1st and 2nd Ending, Coda, Tie, Staccato, Legato (1B) *Comprehension

5 Students will recognize musical

symbols and terms including: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag, Treble Clef, 1st and 2nd Ending, Coda, Tie, Staccato, Legato, Major, Minor, Harmony, DS al segno, DC al fine, DS al fine, fine (1B) (3rd 9 weeks)

Students will demonstrate safe use of props, costumes, and visual elements in a dramatization using a given number of musical terms (3A)

Students will manipulate technology to experiment with differing harmonies including major and minor http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Harmony, click on The Harmony Viewer Students will be introduced to harmony: Music Ace 2, Lesson 24 “Introduction to Harmony”

Language Arts: 6C, 9B, 9C

Students will identify and tell about the following music symbols and terms: Staff, Note Head, Stem, Rest, Bar Line, Measure, Repeat Sign, Double Bar Line, Flag, Treble Clef, 1st and 2nd Ending, Coda, Tie, Staccato, Legato, Major, Minor, Harmony, DS al segno, DC al fine, DS al fine, fine (1B) *Comprehension

METER *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments

K

Students will listen, sing, and play games from various cultures with beat groupings of four (2B, 3A, 4A) (1st 9 weeks) Students will move to the strong beat in musical examples from various cultures (4A) (2nd 9 weeks)

Students will respond to the strong beat by using dramatic movements (5B)

Social Studies: 12A, 12B, 12C

Students will move, clap, or use manipulatives to demonstrate the difference between strong and weak beats in musical examples from various cultures (2B, 3A, 4A) *Comprehension Students will move to the strong beat in musical examples from various cultures (4A) *Application

1

Students will listen, sing, and play games from various cultures in 2/4 and 4/4 meter (1B, 2B, 5A, 6A) (1st 9 weeks) Students will move to macro and microbeats in musical examples from various cultures (2B, 5A, 6A) (2nd 9 weeks)

Students will develop spatial awareness by using dramatic movements to express macro and microbeats (1B)

Students will identify strong and weak beats: Music Ace 2, Lesson 9 “The Measure” Section 1

Language Arts: 16A, 16B Students will move, clap, or use manipulatives to demonstrate the difference between 2/4 and 4/4 meter in musical examples from various cultures (1B, 2B, 5A, 6A) *Comprehension Students will move to macro and microbeats in musical examples from various cultures (2B, 5A, 6A) *Comprehension

2

Students will listen, sing, and play games from various cultures in 4/4, 2/4, and 3/4 meter (1B, 2B, 3B, 5B) (1sst 9 weeks)

Students will move expressively and rhythmically to demonstrate beat groupings of two or three in musical examples (1B)

Social Studies: 15A, 15B Students will compose rhythms in 4/4, 2/4, and 3/4 (1B, 3A, 3B, 4A) *Synthesis; Students will aurally differentiate between beat groupings of two and three by signally two or three (1B, 6A) *Comprehension

3

Students will listen, sing, and play games from various cultures in 4/4 meter, 2/4 meter, 3/4 meter (1B, 2B, 3C, 5B) (1st 9 weeks)

4B Students will differentiate between music in groups of 2s and 3s: Music Ace 2, Lesson 9 “The Measure” Section 2 Students will placing barlines in an existing piece of music by

Language Arts: 2A, 2B, Students will compose rhythms in 4/4, 2/4, and 3/4 meter (1B, 3B, 3C, 4A)* Synthesis; Students will aurally differentiate between beat grouping of two and three by signally two or three (1B, 6A) *Comprehension

recognizing meter, Rhythm, Level 2, “Magic Hair Dye”

4

Students will listen, sing, and play games from various cultures in 6/8 meter and cut time (2B, 3B, 5B) (1st 9 weeks) Students tell the meaning of the top and bottom number in time signatures (1B) (3rd 9 weeks)

Students move to show rhythms and meter (1B)

Students will be introduced to basics of music and meter http://www.sfskids.org/templates/musiclab.asp?pageid=4 click on Basics Students will manipulate technology by reading the lesson about time signatures: Midisaurus Volume III, Unit 1, Time Signature – Time Signature Lesson Students will place barlines according time signature: Midisaurus Rhythm, Unit 2, “Spunky Sprouts”

Language Arts: 4A, 4B, 4C

Students will compose rhythms in various meters (3A, 3B, 4A) *Synthesis Students will use meter signatures to create a phrase of music to use as an accompaniment part (3B, 4A, 4B) Synthesis

5

Students will listen, sing, and play games from various cultures in various meters (2B, 5A, 5C) (1st 9 weeks) Students tell the meaning of the top and bottom number in time signatures (1B) (3rd 9 weeks)

Students move to show meter (1B)

Students will manipulate technology by playing the game from Music Ace 2, Time Signatures Students will choose the correct time signature after listening to selections of music: Midisaurus Rhythm, Level 3, Destructasaur!

Language Arts: 4A, 4B, 4C Social Studies: 23A, 23B, 23C

Students will compose rhythms in various meters (3B, 3C, 4A) *Synthesis Students will use meter signatures to create a phrase of music to use as an accompaniment part in an original arrangement (3C, 4A, 4B) *Synthesis

MUSICAL STYLES, COMPOSERS, AND HISTORY *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments

K

Students will listen, using appropriate audience etiquette, to music from various periods of history and culture (1st 9 weeks)

5A Students will learn about composers and their music: Midisaurus Composers, Choose a composer you would like your students to learn about.

Language Arts: 1A, 1D Social Studies: 3A, 3B

Students demonstrate appropriate audience etiquette *Application

1

Students will listen, using appropriate audience etiquette, to music from various periods of history and culture (6B) (1st 6 weeks)

Students will imitate life experiences from various historical periods (4A)

Students will learn about composers and their music: Midisaurus Composers, Choose a composer you would like your students to learn about.

Language Arts: 1A, 10A Social Studies: 3A, 3B, 3C

Students demonstrate appropriate audience etiquette (6B) *Application

2

Students will listen, using appropriate audience etiquette, to music from various periods of history and culture (6B) (1st 9 weeks)

Students will imitate life experiences from various historical periods (4A)

Students will learn about composers and their music: Midisaurus Composers, Choose a composer you would like your students to learn about.

Language Arts: 1A, 1D, 1E, Social Studies: 2A, 2B, 2C

Students demonstrate appropriate audience etiquette (6B); Students identify pieces of music from various periods of history (5A, 5C) *Application,/Analysis

3

Students will listen, using appropriate audience etiquette, to music from various periods of history and culture (6B) (1st 6 weeks) Students will use basic criteria (including each of the elements within this document) to evaluate listening examples from various periods of history and culture (1A, 1B, 1C, 5A, 5C, 6A, 6B) (2nd 9 weeks)

Students will dramatize a story about a composer using shadow play, puppetry, pantomime, and imitative dialogue (3A, 3B)

Students will learn about composers and their music: Midisaurus Composers, Choose a composer you would like your students to learn about.

Language Arts: 1A, 7A, 7B Social Studies: 1A, 3A, 3B, 3C, 14A, 14B

Students demonstrate appropriate audience etiquette (6B); Students identify pieces of music from various periods of history (5A, 5C) *Application, Analysis Students will answer teacher questions using basic criteria to evaluate listening examples from various periods of history and culture (1A, 1B, 1C, 5A, 5C, 6A, 6B) *Application, Analysis

4

Students will listen, using appropriate audience etiquette, to music from various periods of history and culture (6C) (1st 6 weeks)

Students will manipulate technology to arrange composers in their correct time periods http://dsokids.com/games/timeline/index.html

Language Arts: 1A, 3A, 3B, 3C

Students demonstrate appropriate audience etiquette (6C); Students identify pieces of music from various periods of history (5A, 5D) *Application, Analysis

Students will use basic criteria (including each of the elements within this document) to evaluate listening examples from various periods of history and culture (1A, 1B, 1C, 5A, 6A) (2nd 9 weeks)

Students will compare and contrast music memory pieces in order to decide which one best enhances a classroom dramatization (5C)

Language Arts: 1B, 1C, 20A, 20B

Students will justify their answers to teacher questions using basic criteria to evaluate listening examples from various periods of history and culture (1A, 1B, 1C, 5A, 5D, 6A, 6B) *Evaluation

5

Students will listen, using appropriate audience etiquette, to music from various periods of history and culture (6C) (1st 9 weeks) Students will use basic criteria (including each of the elements within this document) to evaluate listening examples from various periods of history and culture (1A, 1B, 1C, 5A, 5E, 6A, 6B) (2nd 9 weeks)

Students will compare and contrast music memory pieces in order to decide which one best enhances a classroom dramatization (5C)

Students will manipulate technology to answers questions about composers http://dsokids.com/games/baseball/index.html

Language Arts: 1A, 1B, 1C, 3A, 8A Language Arts: 20A, 20B, 20C, 20D, 20E Social Studies: 22B

Students demonstrate appropriate audience etiquette (6C); Students identify pieces of music from various periods of history (5A, 5E) *Application, Analysis Students will justify their answers to teacher questions using basic criteria to evaluate listening examples from various periods of history and culture (1A, 1B, 1C, 5A, 5E, 6A, 6B) * Evaluation

MUSIC VOCATIONS and AVOCATIONS *Bloom’s Cognitive Level

Music Objectives Theater Arts Links Technology Links Core Connections Assessments K Students will understand the terms

and roles of: Composer, Singer, Audience (1B, 3B) (3rd 9 weeks)

5D Social Studies: 7A, 7B Students will tell about different music vocations and avocations (1B, 3B) *Comprehension

1 Students will understand the terms and roles of: Conductor, Composer, Instrumentalist, Singer, Audience (1B, 5B, 6B) (3rd 9 weeks)

Students will observe and relate music vocations to theatre vocations and avocations (5D)

Science: 2D Students will tell about different music vocations and avocations (1B, 5B, 6B) *Comprehension

2 Students will understand the terms and roles of: Conductor, Composer, Instrumentalist, Singer, Audience, Lyricist (1B, 5C, 6B) (3rd 9 weeks)

Students will observe and relate music vocations to theatre vocations and avocations (5D)

Students will watch a United Streaming Video called Discovering the Performing Arts: Making Music

Language Arts: 3C, 9B Students will tell about different music vocations and avocations (1B, 5C, 6B) *Comprehension

3 Students will understand the terms and roles of: Conductor, Composer, Instrumentalist, Singer, Audience, Lyricist, Arranger (1B, 5C, 6A, 6B) (3rd 9 weeks)

Students will observe and relate music vocations to theatre vocations and avocations including technical theatre elements (lighting, costuming, sound) (3A, 3B, 5D)

Language Arts: 3C Students will tell about different music vocations and avocations (1B, 5C, 6A, 6B) *Comprehension

4 Students will understand the terms and roles of: Conductor, Composer, Instrumentalist, Singer, Audience, Lyricist, Arranger, Producer (1B, 5D, 6A, 6C) (3rd 9 weeks)

Students will observe and relate music vocations to theatre performers and their contributions (4A, 4B, 5D)

Students will watch a United Streaming Video called Discovering the Arts: Careers in Song and Dance

Students will tell about different music vocations and avocations(1B, 5D, 6A, 6C) *Comprehension Students will perform the roles of various music vocations and avocations (1B, 5D, 6A, 6C) *Application

5 Students will understand the terms and roles of: Conductor, Composer, Instrumentalist, Singer, Audience, Lyricist, Arranger, Producer, Choreographer, etc. (1B, 5B, 5E, 6C) (3rd 9 weeks)

Students will observe and relate music vocations to theatre vocations and their contributions (4A, 4B, 5D)

Language Arts: 10K Students will tell about different music vocations and avocations(1B, 5B, 5E, 6C) *Comprehension Students will perform the roles of various music vocations and avocations (1B, 5D, 6A, 6C) *Application