Winslow Music Department Curriculum
Elementary General Music
 
   
       
  The six elements of music we want to incorporate in the elementary music curriculum are -  
 
  • Melody: A succession of individual pitches
  • Harmony: Combinations of pitches performed simultaneously.
  • Rhythm: The organization and structure of sound and silence in time.
  • Form: The organization and structure of musical compositions.
  • Timbre: The characteristic quality of sounds and sound combinations.
  • Expressive Qualities: Performance variables, such as volume, speed and articulation, which create variety in musical interpretation.
 
  Experiences we want our students to have include: (A1-15) (A1-8) (A1-9) (B1-5) (B1-4) (B1-6) (C1-4) (C1-7) (C1-6)  
 
  • Singing: To establish vocal repertoire and develop vocal techniques and skills relative to singing.
  • Listening: To develop the ability to understand and describe a listening experience in musical terms.
  • Reading: To develop a working knowledge of musical notation and symbols.
  • Performing: To develop the ability to play musical instruments.
  • Creating: To provide experiences for self-expression alone and with others, through music. Using the body, the voice, and instruments.
  • Valuing: To grow in the appreciation and understanding of music in our society and music from other cultures.

 
   
  General Music  
  Kindergarten  
   

It is appropriate and important in teaching this age group to include movement and playing of classroom and body instruments in the teaching of musical concepts. The focus of music instruction in kindergarten is to use a balanced variety of musical experiences to develop the following musical abilities.

 
  Melody:  
   
  Harmony:  
   
  Rhythm:  
   
  Form:  
   
  Timbre:  
   
  Expressive Qualities:  
   
   
 

General Music

 
  First Grade  
   

It is appropriate and important in teaching this age group to include creative dramatics, improvisation, and creation of sound, accompaniment to stories, and some form of written symbols in the teaching of musical concepts. The focus of music instruction in the first grade is to use a balanced variety of music experiences to develop the following musical abilities while reinforcing those of the previous year.

 
  Melody:  
   
  Harmony:  
 
  • Recognize that chords can be used to accompany songs (A6,8)
  • Recognize that chords can fit or not fit within a melody (A6)
  • Hear and respond to chord changes (A6,8,13) (B4)
 
  Rhythm:  
   
  Form:  
 
  • Recognize patterns of same and different (A2,12)
  • Recognize that themes repeat (A2,12)
  • Understand that a number of sections make up a whole (A2,12)
 
  Timbre:  
   
  Expressive Qualities:  
 
  • Recognize the difference between high and low, loud and soft (A1,4,7,12)
  • Recognize that volume and tempo can change within a piece (A1,4,7,12)
 
   
  General Music  
  Second Grade  
 

 

It is appropriate and important in teaching this age group to include call and response songs within their repertoire. Continue to use body and classroom instruments, to improve personal performances skills and to increase the use of traditionally printed music in the teaching of musical concepts. The focus of musical instruction in the second grade is to use a balanced variety of musical experiences to develop the following musical skills while reinforcing those of the previous year.  
  Melody:  
   
  Harmony:  
   
  Rhythm:  
   
  Form:  
   
  Timbre:  
   
  Expressive Qualities:  
   
   
  General Music  
  Third Grade  
    It is appropriate and important in teaching this age group to use traditionally printed music for the majority on singing experiences, and to be sure that the developing vocal repertoire is balanced to reflect the variety of music in society. The focus of music instruction in the third grade is to teach concepts using a balanced variety of music experiences to develop the following musical abilities, while reinforcing those of the previous years.  
  Melody:  
   
  Harmony:  
   
  Rhythm:  
   
  Form:  
   
  Timbre:  
 
  • Understand that traditional instrument families are grouped by sound (A4,6)
  • Identify selected instruments by sound (A3,6) (B1,4)
 
  Expressive Qualities:  
   
   
  General Music  
  Fourth Grade  
    It is appropriate and important in teaching this age group to have the student use performance skills, and to expect that they will be increasingly comfortable following and responding to printed music. The focus to music instruction in the fourth grade is to teach concepts using a balanced variety of musical experiences to develop abilities, while reinforcing the previous years.  
  Melody:  
   
  Harmony:  
   
  Rhythm:  
   
  Form:  
   
  Timbre:  
 
  • Recognize that instruments can be grouped by pitch range within families (A2,6,7) (B1) (C5)
  • Recognize that voices are also grouped by pitch range (A2,6,7) (C5)
  • Increase sight and sound recognition of traditional instruments (A6,7) (B1) (C5)
 
  Expressive Qualities:  
   
   
  General Music  
  Fifth Grade
 
    It is appropriate and important in teaching this age group to include more valuing activities. It is also important to recognize and discuss peer influences and respect for differing values. The focus of music experiences in the fifth grade will be to use a balanced variety of music experiences to develop the following musical skills, while reinforcing those of the previous years  
  Melody:  
   
  Harmony:  
   
  Rhythm:  
   
  Form:  
   
  Timbre:  
 
  • Recognize that all voices change and a certain lack of control is natural and unavoidable (A1,7,9) (B6) (C1,2,3)
 
  Expressive Qualities:  
   
     
     
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