kindergarten foundational skills for general music · gradual changes in tempo and dynamics. the...

Kindergarten Foundational Skills for General Music Essential Questions:

1. What is music? 2. How do the basic elements of music work together to produce a musical selection?

Essential Vocabulary: musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response, same/different, steady beat

Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. Students will know… Vocabulary:

musical alphabet (a,b,c,d,e,f,g)

solfege symbols for do, re, mi

Students will understand that…

music can be understood by learning visual symbols.

Students will be able to…

identify the letters in the musical alphabet.

be introduced to the solfa hand symbols.

X

Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds. Students will know… Vocabulary:

left/right

up/down

high/low

in/out

fast/slow

loud/soft

long/short

call/response

same/different

steady beat


music can be made up of many different combinations of musical elements.

music is held together by a steady pulse.


identify directions.

identify high/low sounds.

identify basic tempo.

identify basic dynamics.

identify basic note lengths.

sing the appropriate part in a call/response selection.

compare and contrast basic musical styles.

be introduced to keeping a steady beat pattern.

X

1st Grade Foundational Skills for General Music Essential Questions:


Essential Vocabulary: too, ta-ta, Z (rest/silence), melody, accompaniment, solo/chorus, faster/slower; louder/softer, introduction.

Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs.

Prior Background Knowledge Required: Students will be able to ….

identify the letters in the musical alphabet.

be introduced to the solfa symbols

Students will know… Vocabulary:

too, ta-ta

Z (rest/silence)


music can be made with long and short note values.

music can have moments of silence.


identify symbols for notes and identify long and short sound lengths.

identify silence in music.

X

Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension.


identify directions.

identify high/low sounds.

identify basic tempo.

identify basic dynamics.

identify basic note lengths.

sing the approprtiate part in a call/response selection.

compare and contrast basic musical styles.

be introduced to keeping a steady beat pattern.


melody

accompaniment

solo/chorus

faster/slower; louder/softer

introduction


melody is the tune of a musical selection.

accompaniment supports a

melodic line.

individual and group

performances can happen in

the same piece of music.

music can be made with

gradual changes in tempo

and dynamics.

the beginning of a piece of music does not have to start with the main melodic idea.


identify a tune as a melody.

compare and contrast melody and accompaniment.

compare and contrast between solo and chorus (soli).

recognize the gradual changes in tempo in a musical selection.

identify the introduction of a musical selection.

X

2nd Grade Foundational Skills for General Music Essential Questions:


Essential Vocabulary: half note, quarter note, eighth note and equivalent rests, pattern, faster/slower; louder/softer, quarter rest, phrase



identify symbols for notes and identify long and short sound lengths.

identify silence in music.


half note, quarter note, eighth note and equivalent rests


music is made up of patterns.

different notational symbols are used for length of notes.


identify symbols for notes and tell how many beats they represent in a given time signature.

identify musical selections that use simple meter and compound meter .

X



identify a tune as a melody.

compare and contrast melody and accompaniment.

compare and contrast between solo and chorus (soli).

recognize the gradual changes in tempo in a musical selection.

identify the introduction of a musical selection.


pattern

faster/slower; louder/softer

quarter rest

phrase


music can be made with gradual changes in tempo and dynamics.

silence in music is notated

with rests.

phrases are musical

sentences, and are a

complete thought.


recognize musical notation for a quarter rest.

identify AB, ABA patterns.

recognize the gradual change in tempo and dynamics in a musical selection.

X

3rd Grade Foundational Skills for General Music Essential Questions:


Essential Vocabulary: whole note, dotted half note and equivalent rests, coda, D.C. al fine, repeat, double bar line, program music, step, leap, skip, harmony, round, partner song



identify symbols for notes and tell how many beats they represent in a given time signature.

identify a 6/8 pattern in a song.


whole note,dotted half note and equivalent rests

coda

D.C. al fine

repeat

double bar line


whole notes fill an entire measure with sound.

dotted half notes are worth the note printed plus half it’s value.

composers use shorthand symbols to avoid having to write more musical notation when music is repeated.

double bar lines signal the end of a musical selection.


identify symbols for notes and tell how many beats they represent.

identify symbol for coda in a musical selection.

identify symbol for D.C. al fine in a musical selection.

identify a repeat sign in a musical selection.

identify a double bar line in a musical selection.

X



note and use silent beat synonomous with rest.

identify AB, ABA patterns.

recognize the gradual change in tempo in a musical selection.


program music

step, leap, skip, harmony, round, partner song


program music tells a story.

music melodies can be made

up of steps, skips, and leaps.

harmony supports a melodic

idea.

rounds and partner songs

are not the same musical

forms.


tell the difference between program music and absolute music.

identify step wise motion in notation.

identify skips and leaps in notation.

compare and contrast melody and harmony in music.

identify round form in music.

identify partner song form in music.

X

4th Grade Foundational Skills for General Music Essential Questions:


Essential Vocabulary: time signature, rest, fermata, dotted half note, eighth note, symbols (f, p, mf, mp),largo,andante, moderato, allegro, and presto tempo markings, pulse, octave, ostinato, 1st and 2nd endings, staff, treble and bass clef, note names, measure, measure line/bar line, vocal parts (duet, trio, soprano, alto, tenor, bass), texture, phrase



identify symbols for notes and tell how many beats they represent.

identify symbol for coda in a musical selection.

identify symbol for D.C. al fine in a musical selection.

identify a repeat sign in a musical selection.


time signature

rest

fermata

dotted half note, eighth note

symbols (p, mp, mf, f)

largo,andante, moderato, allegro, and presto tempo markings

pulse

octave

ostinato

1st and 2nd endings

staff

treble and bass clef

note names

measure

measure line/bar line


time signatures are at the beginnings of songs and control the pulse of music.

silence in music is notated by using rests.

notes can be held for more counts than they are worth by using a fermata.

dots add half the value to the note they follow in notation.

music can have varied levels of loud and soft sounds.

music can have varied tempos or speeds.

notes with the same letter name are the same pitch.

repeated rhythmic patterns add complexity to music.

music is written on a staff of five lines and four spaces.

treble clef is used for higher sounds.

bass clef is used for lower sounds.

note names are used to identify the pitch of a note on the musical staff.

measures are used to organize musical staff.

measure/bar lines occur in music in relationship with the time signature.


identify time signatures in music.

identify basic notational symbols for rests.

identify weak and strong pulse.

identify the fermata sign.

notate dotted notes and eighth notes.

identify basic dynamic symbols.

identify basic tempo markings.

identify and label octave use in music.

identify ostinato patterns in music.

identify 1st and 2nd endings in a musical selection.

identify a musical staff

identify bass and treble clefs

know the names of the lines and spaces in treble clef.

identify a measure in a musical selection.

identify a measure/bar line in a musical selection.

X



tell the difference between program music and absolute music.

identify step wise motion in notation.

identify skips and leaps in notation.

compare and contrast melody and harmony in music.

identify round form in music.

identify partner song form in music.


vocal parts (duet, trio, soprano, alto, tenor, bass)

texture

phrase


music can be made up of many different parts.

texture can be thick or thin

according to how many

parts are added to a piece of

music.


define and recognize the vocal types in a musical piece.

identify thin and thick textures in music examples.

identify a phrase as a musical thought or idea in a musical selection.

X

Foundational Skills for General Music (5-6) Essential Questions:


Essential Vocabulary: time signature, dynamics (piano, forte, mezzo forte, crescendo, decrescendo), tempos (accelerando, ritardando), vocal parts and form (descant, quartet, choir/chorus), syncopation, scale, major/minor tonality, beam



identify time signatures in music.

identify basic notational symbols for rests.

identify weak and strong pulse.

identify the fermata sign.

notate dotted notes and eighth notes.

identify basic dynamic symbols.

identify basic temp markings.

identify pulse in music.

identify and label octave use in music.

identify ostinato patterns in music.

identify 1st and 2nd endings in a musical selection.

identify a musical staff

identify bass and treble clefs

know the names of the lines and spaces in bass and treble clef.

identify a measure in a musical selection.

identify a measure/bar line in a musical selection.


time signature

dynamics (piano, forte, mezzo forte, crescendo, decrescendo)

tempos (accelerando, ritardando)


the top number in a time signature defines the amount of beats in a measure.

the bottom number in a time signature defines the pulse of the song.

time signatures define the overall pulse of a musical selection.

music can be made with gradual changes in tempo and dynamics.


distinguish and define the difference between top and bottom numbers in a time signature (meter in 2,3,4,5,6).

define basic dynamic terms.

define basic tempo terms.

X



define and recognize the vocal types in a musical piece.

identify thin and thick textures in music examples.

identify a phrase as a musical thought or idea in a musical selection.


vocal parts and form (descant, quartet)

syncopation

scale

major/minor tonality

beam


music can be made up of many different parts.

syncopation can add variety

to the rhythmic feel in a

song.

scales are organized patterns

of notes.

tonality is a tool composers

use to express emotion.

beams can connect note

values for clarity in notation.


identify a descant line over a melody.

define quartet and give examples.

define choir and give examples.

define syncopation and identify it in a musical example.

define a musical scale and use the appropriate solfege symbols.

compare and contrast major/minor tonality.

identify beamed eighth notes in musical notation.

X

Foundational Skills for Instrumental (5-6) Essential Questions:


Essential Vocabulary: musical alphabet, time signature, names of note types and corresponding rests, dynamics (piano, forte, mezzo forte, crescendo, decrescendo), tempos (slow, medium, fast), rhythm, pitch, articulation



use their knowledge of basic musical symbols, terms and signs gained in general music classes to connect to their instrument of choice.


musical alphabet

time signature

names of note types and corresponding rests


music can be notated with different lengths of sounds.

music is notated with individual note names.


read whole, dotted half, half, quarter and eighth notes and corresponding rests using 2/4, 3/4, and 4/4 time signatures.

identify notes by letter names through the practical range of the individual instrument.

X

Anchor Standard 2: Students will be able to use symbols and terms referring to (dynamics, tempo, articulation), and interpret them correctly when playing music.


use their knowledge of musical symbols and terms gained in general music classes to connect to their instrument of choice.


dynamics (piano, forte, mezzo forte, crescendo, decrescendo).

tempos (slow, medium, fast)

rhythm

pitch

articulation


music can have different levels of loud and soft volumes.

music can have different

levels of speed.

music can have different

types of styles.


identify symbols and terms for basic dynamics, tempo, and articulation when playing age appropriate music.

interpret symbols and terms for basic dynamics, tempo, and articulation when playing age appropriate music.

use standard symbols to notate rhythm and pitch in simple patterns.

X

kindergarten foundational skills for general music · gradual changes in tempo and dynamics. the...

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