Allendale Elementary Music Curriculum
Developmental Kindergarten
students will be able to...
Maintain a steady beat.
Identify and move to long and short sounds.
Distinguish between high and low sounds.
Explore various barred instruments and percussion instruments.
Participate in circle movement and creative movement games.
Distinguish between loud and soft sounds.
Label a given piece of music as either fast or slow.
In addition to all concepts listed above,
Kindergarten students will be able to...
Match pitch while singing a simple song.
Echo-clap rhythm patterns.
Move to show same versus different musical qualities.
Identify notes on lines and spaces of a staff.
Learn proper mallet technique for playing a barred instrument.
Identify and use all four voices (talking, singing, whispering, calling).
Move to music with a beat versus music with no beat.
Perform partner movements through folkdances and handgames.
In addition to all concepts listed above,
First Grade students will be able to...
Identify and manipulate rhythmic patterns composed of quarter notes, quarter rests, and pairs of eighth notes.
Distinguish between the rhythm of a song versus the beat of a song.
Use the solfege notes of So, La and Mi to create short melodic patterns.
Experience and sing songs in minor mode.
Learn, move to and label songs in AB and ABA form.
Participate in various folk dances.
Accompany songs on barred instruments by playing tone clusters, etc.
Experience music from Western/European and Asian cultures.
In addition to all concepts listed above,
Second Grade students will be able to...
Identify and manipulate rhythmic patterns composed of half notes, half rests and dotted half notes.
Use the solfege notes of So, La, Mi, Re and Do to create short melodic patterns.
Identify key parts of a piece of music, such as the introduction, coda, and form, including rondo form.
Accompany songs on a barred instrument by playing a simple bordun.
Experience and sing music from many cultures.
Developmental Kindergarten
students will be able to...
Maintain a steady beat.
Identify and move to long and short sounds.
Distinguish between high and low sounds.
Explore various barred instruments and percussion instruments.
Participate in circle movement and creative movement games.
Distinguish between loud and soft sounds.
Label a given piece of music as either fast or slow.
In addition to all concepts listed above,
Kindergarten students will be able to...
Match pitch while singing a simple song.
Echo-clap rhythm patterns.
Move to show same versus different musical qualities.
Identify notes on lines and spaces of a staff.
Learn proper mallet technique for playing a barred instrument.
Identify and use all four voices (talking, singing, whispering, calling).
Move to music with a beat versus music with no beat.
Perform partner movements through folkdances and handgames.
In addition to all concepts listed above,
First Grade students will be able to...
Identify and manipulate rhythmic patterns composed of quarter notes, quarter rests, and pairs of eighth notes.
Distinguish between the rhythm of a song versus the beat of a song.
Use the solfege notes of So, La and Mi to create short melodic patterns.
Experience and sing songs in minor mode.
Learn, move to and label songs in AB and ABA form.
Participate in various folk dances.
Accompany songs on barred instruments by playing tone clusters, etc.
Experience music from Western/European and Asian cultures.
In addition to all concepts listed above,
Second Grade students will be able to...
Identify and manipulate rhythmic patterns composed of half notes, half rests and dotted half notes.
Use the solfege notes of So, La, Mi, Re and Do to create short melodic patterns.
Identify key parts of a piece of music, such as the introduction, coda, and form, including rondo form.
Accompany songs on a barred instrument by playing a simple bordun.
Experience and sing music from many cultures.
To see the National Standards for Music Education,
follow the link below.
http://www.menc.org/resources/view/national-standards-for-music-education
I should be clear that although musical concepts, standards and curriculum are the basis for my teaching, I want all students to know that above and beyond mastering a skill, they must never be afraid to make a mistake. Mistakes are to be praised, and learned from. Mistakes are exciting, fun, and something that happen to all of us, including (yes!) teachers. :)