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PRIMARY MUSIC: FIRST GRADE
PRIMARY MUSIC: FIRST GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard
Students respond with minimal attention given to the element of
music. (rhythm, melody, form, harmony, timbre, dynamics, tempo)
Performance Standard
Students begin to demonstrate an awareness of the elements of
music
ACADEMIC EXPECTATION(S):
1.14 – Students
construct meaning and/or communicate ideas and emotions through
music
2.22 – Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
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Core Content for Assessment:
AH-E-1.1.31 Rhythm: steady beat
AH-E-1.1.32 Tempo: slow, fast
AH-E-1.1.33 Melody: direction (up, down, same, step, skip)
high vs. low notes (pitches)
AH-E-1.1.35 Form: Call & Response, Two-part (AB)
AH-E-1.1.36 Timbre: Sounds of voices,
AH-E-1.1.37 Dynamics: soft (piano), loud (forte)
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Demonstrators:
Explore and respond to music through singing, instrument
playing, moving, listening and creating
Experience and perform music from diverse cultures
Explore the elements and principles of music forms
Create or perform original or existing music
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Specific Activities:
AH-E-1.1.12 –
Create simple melodic or rhythmic accompaniments to given
melodies
AH-E-1.1.22 – Perform simple rhythmic, melodic or
chordal patterns on classroom instruments
AH-E-1.1.23 – Sing rote melodies accurately
Suggested Activities:
Singing age-appropriate songs
Clapping, patting, moving to the steady beat
Performing rhythmic accompaniments on sticks, rhythm
instruments, body percussion
Performing simple ostinato accompaniments on classroom
instruments
Echoing and pitch modeling activities
Directed listening with focus on elements
Recognizing and using appropriate "voices"
(Whispering, speaking, singing, shouting)
Visual recognition of instruments
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Critical Vocabulary:
Steady beat, slow, fast, melody (up, down, same, high, low);
form, call & response; loud (forte), soft (piano),
long and short; unison
PRIMARY MUSIC: FIRST GRADE // HISTORICAL/CULTURAL
CONTEXT
PROGRAM OF STUDIES:
Performance Standard:
Students listen to music of diverse cultures, periods, and styles
Performance Standard:
Students experience music of diverse cultures, periods and styles
ACADEMIC EXPECTATION(S):
1.14 – Students
construct meaning and/or communicate ideas and emotions through
music
2.24 – Students appreciate creativity and the values of the
arts and the humanities
2.26 – Students recognize differences and commonalities in
the human experience through their productions, performances or
interpretations
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Core Content for Assessment:
AH-E-1.2.31 – Identify American folk music
AH-E-1.2.32 – Discuss game songs, lullabies, patriotic
songs, marches
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Demonstrators:
Explore a variety of art forms in music
Experience and perform a variety of art forms in music from
diverse cultures
Express openness to differences and commonalities among
diverse cultures
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Specific Activities:
AH-E-1.1.23 –
Sing rote melodies accurately
AH-E-1.1.25 – Recognize and demonstrate the
relationship between elements of music and expressive
qualities of movement
Suggested Activities:
Students listen to songs and music of other cultures (SSC
– Matches Social Studies Curriculum)
Students sing songs of other cultures (SSC)
Students listen to and sing age-appropriate traditional
American folk songs (SSC)
Students listen to or sings holiday music, both
traditional American and from other cultures (SSC)
Students listen to or sing music that relates to seasons
(SSC)
Students move to music from many cultures
Students sing patriotic songs (SSC)
Students move to marches (SSC)
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Critical Vocabulary:
Culture, American Folk culture; game songs, folk songs, work
songs, lullabies, patriotic songs, marches
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