MUSIC
MUSICMUSIC 3-5
Characteristics of the Upper Elementary School Student
Most upper elementary school students have adjusted to the structure of the school setting and are eager to take on new tasks and challenges. Students have increased coordination, are conscious of detail, and have increased communication skills. An increasing number of individual differences and abilities appear, and children are better able to cooperate and work in groups. The upper elementary music program provides opportunities for students to explore music alone and as part of a group.
The Learning Experience
The 3-5 music program is designed to reinforce the experiential learning of the primary grades and to create a foundation for additional music study as children progress to middle school. Performing, composing, improvising, and listening are supported by discussion and reflection to enhance musical understanding. In addition to participating in general music class, students may have the opportunity to begin band, orchestral, choral, or other specialized music studies.
Content Integration
Content integration is a natural way for children to organize and understand their world. The elementary music program provides rich opportunities for students to study music in relation to other content areas. Integration with visual arts, dance, and theatre is ongoing, as are interdisciplinary studies with English language arts, mathematics, science, social studies, and other areas of the curriculum. Music can be a vehicle for helping children understand major concepts such as patterns, cycles, and processes. Music can help students understand cultural diversity, the writing process, mathematical reasoning and concepts, the scientific process, and the impact of technological advances on music. Students are encouraged to model character traits such as respect, responsibility, kindness, integrity, courage, perseverance, self-discipline, and good judgment through their participation in music.
Presentations
Presentation of work is a natural progression in the study of music. Students will have opportunities to demonstrate their work in many venues at the elementary school level, however; the final product should not be the primary emphasis in the music class. Performances are simply a culmination of the process of studying and/or creating music. Presentations may take place through informal or formal sharing within the classroom for individuals, small groups, the entire class, or for various other audiences. The learning experience is the focus of these presentations even though a final product may be produced. Informances may be used to demonstrate the process for how students arrive at the product or performance as a result of instruction. These experiences provide opportunities to define the roles of performers and audience members, teach students to respond to and critique music appropriately, and help children to build confidence and pride in their work.
Program Continuity
Throughout the curriculum, objectives progress sequentially from one grade level to the next. Some objectives may recur at more than one grade level; however, the content, instruction, student outcomes, and evaluation methods should increase in sophistication at each grade level, or whenever differentiation is appropriate. In programs where multiple opportunities for musical involvement exist (band, chorus, orchestra, etc), general music teachers should work cooperatively with other music teachers to ensure consistent curriculum delivery. The 3-5 music program prepares students to continue music studies at the middle school level.
MUSIC - Grade 3
The study of music is cumulative and sequential to include learning from previous grade levels. The focus areas for learning at this level include:
- Demonstrating appropriate expressive and technical vocal and instrumental practices
- Demonstrating increased pitch and rhythmic accuracy
- Reading and notating rhythmic and melodic patterns
- Identifying traditional symbols and terms and using appropriate terminology
- Developing skills in improvising, composing, and arranging music
- Developing listening, analyzing, and evaluating skills
- Developing understanding of music in relation to history, culture, and other content areas
- Showing respect for the efforts of others
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied repertoire of music. (National Standard 1)
Objectives
1.01 Sing simple songs with increased pitch accuracy.
1.02 Match pitch within a developmentally appropriate vocal range, using head tones.
1.03 Sing simple songs with increased rhythmic accuracy.
1.04 Sing with proper vocal technique including head tones, clear diction, and correct posture.
1.05 Respond to the cues of a conductor.
1.06 Sing expressively with appropriate dynamics and phrasing.
1.07 Demonstrate beginning part-singing skills through performing rounds and simple ostinati.
1.08 Sing a variety of music representing diverse genres, styles, and cultures.
1.09 Show respect for the singing efforts of others.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play with increased pitch accuracy.
2.02 Play with increased rhythmic accuracy.
2.03 Play with appropriate technique and posture.
2.04 Play expressively using appropriate dynamics.
2.05 Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
2.06 Respond to the cues of a conductor.
2.07 Play music representing diverse styles, genres, and cultures.
2.08 Show respect for the playing efforts of others.
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and accompaniments. (National Standard 3)
Objectives
3.01 Improvise rhythmic questions and answer phrases.
3.02 Improvise simple major and minor pentatonic melodies.
3.03 Improvise simple rhythmic and melodic ostinato accompaniments.
3.04 Improvise simple rhythmic variations of familiar melodies.
3.05 Improvise short songs and instrumental pieces using a variety of sound sources, including electronic media.
3.06 Show respect for the improvisational efforts of others.
COMPETENCY GOAL 4: The learner will compose and arrange music within specified guidelines. (National Standard 4)
Objectives
4.01 Create and arrange music to accompany readings or dramatizations.
4.02 Compose short pieces for voices or instruments using the pentatonic scale and varied rhythmic values.
4.03 Arrange simple pieces for voices or instruments.
4.04 Use a variety of sound, notational, and technological sources to compose music.
4.05 Show respect for the composing and arranging efforts of others.
COMPETENCY GOAL 5: The learner will read and notate music. (National Standard 5)
Objectives
5.01 Read whole, half, dotted half, quarter, and eighth note and quarter rest durations in 2/4, 3/4, and 4/4 meters.
5.02 Read melodic notation in the treble clef.
5.03 Identify pitches on the treble clef.
5.04 Identify symbols and traditional terms referring to expressive qualities including dynamics and tempo.
5.05 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns.
5.06 Show respect for the reading and notating efforts of others.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
Objectives
6.01 Identify simple music forms when presented aurally including AB, ABA, AABA, Call and Response, and Introduction/Coda.
6.02 Demonstrate perceptual skills by conducting, moving, answering questions about, and describing aural music examples of various styles and cultures.
6.03 Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
6.04 Identify visually and aurally a variety of instruments including many orchestra and band instruments, and instruments from various cultures.
6.05 Identify solo and group vocal timbres including children's voices, and male/female adult voices.
6.06 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
6.07 Show respect while listening to and analyzing music.
COMPETENCY GOAL 7: The learner will evaluate music and music performances. (National Standard 7)
Objectives
7.01 Devise criteria for evaluating performances and compositions of self and others.
7.02 Explain personal reactions to specific musical compositions and styles using appropriate terminology.
7.03 Show respect for the musical efforts and opinions of others.
COMPETENCY GOAL 8: The learner will understand relationships between music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Identify similarities and differences in the meanings of common terms used in the other arts.
8.02 Identify ways in which the principles and subject matter of other disciplines taught in the school are related to those of music.
8.03 Demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally participating in music.
COMPETENCY GOAL 9: The learner will understand music in relation to history and culture. (National Standard 9)
Objectives
9.01 Identify the style of aural music examples from various historical periods and cultures.
9.02 Describe in simple terms how elements of music are used in music examples from various cultures in the world, past and present.
9.03 Identify various uses of music and describe characteristics that make certain music suitable for each use.
9.04 Identify and describe roles of musicians in various music settings and cultures.
9.05 Show respect for music from various cultures and historical periods.
MUSIC - Grade 4
The study of music is cumulative and sequential to include learning from previous grade levels. The focus areas for learning at this level include:
- Demonstrating appropriate expressive and technical vocal and instrumental practices
- Demonstrating pitch and rhythmic accuracy
- Reading and notating rhythmic and melodic patterns
- Identifying traditional symbols and terms and using appropriate terminology
- Developing skills in improvising, composing, and arranging music
- Developing listening, analyzing, and evaluating skills
- Developing understanding of music in relation to history, culture, and other content areas
- Showing respect for the efforts of others
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied repertoire of music. (National Standard 1)
Objectives
1.01 Sing with pitch accuracy.
1.02 Match pitch within a developmentally appropriate vocal range, using head tones.
1.03 Sing with rhythmic accuracy.
1.04 Sing with proper vocal technique including pure head tone, clear diction, and correct posture.
1.05 Respond to the cues of a conductor.
1.06 Sing expressively with appropriate dynamics, phrasing, and interpretation.
1.07 Blend vocal timbres and match dynamic levels while singing in a group.
1.08 Demonstrate part-singing skills through singing ostinatos, partner songs, and rounds.
1.09 Sing music representing diverse styles, genres, and cultures.
1.10 Show respect for the singing efforts of others.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play with pitch accuracy.
2.02 Play with rhythmic accuracy.
2.03 Play with appropriate technique and posture.
2.04 Play expressively using appropriate dynamics, phrasing, and interpretation.
2.05 Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
2.06 Respond to the cues of a conductor.
2.07 Play music representing diverse styles, genres, and cultures.
2.08 Show respect for the playing efforts of others.
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and accompaniments. (National Standard 3)
Objectives
3.01 Improvise rhythmic and melodic question and answer phrases.
3.02 Improvise simple rhythmic and melodic ostinato accompaniments.
3.03 Improvise simple pentatonic and major diatonic melodies.
3.04 Improvise simple rhythmic and melodic variations of familiar melodies.
3.05 Improvise short songs and instrumental pieces using a variety of sound sources including electronic media.
3.06 Show respect for the improvisational efforts of others.
COMPETENCY GOAL 4: The learner will compose and arrange music within specified guidelines. (National Standard 4)
Objectives
4.01 Create and arrange music to accompany readings or dramatizations.
4.02 Compose short music compositions for voices or instruments using pentatonic and major diatonic scales and varied rhythmic values.
4.03 Arrange simple compositions for voices or instruments.
4.04 Use a variety of sound, notational, and technological sources to compose and arrange music.
4.05 Show respect for the compositions and arrangements of others.
COMPETENCY GOAL 5: The learner will read and notate music. (National Standard 5)
Objectives
5.01 Read whole, half, dotted half, quarter, and eighth note and rest durations in 2/4, 3/4, and 4/4 meters.
5.02 Read pitch notation in the treble clef.
5.03 Identify symbols and traditional terms referring to expressive qualities, including dynamics and tempo.
5.04 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple musical patterns.
5.05 Show respect for the reading and notating efforts of others.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
Objectives
6.01 Identify simple music forms when presented aurally including AB, ABA, Call and Response, Rondo, Ballad, and Introduction/Coda.
6.02 Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of music of various styles and cultures.
6.03 Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
6.04 Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures.
6.05 Identify solo and group vocal timbres including children's voices, and male/female adult voices.
6.06 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
6.07 Show respect while listening to and analyzing music.
COMPETENCY GOAL 7: The learner will evaluate music and music performances. (National Standard 7)
Objectives
7.01 Devise and use criteria for evaluating performances and compositions of self and others.
7.02 Explain personal reactions to specific musical works and styles using appropriate music terminology.
7.03 Show respect for the musical efforts and opinions of others.
COMPETENCY GOAL 8: The learner will understand relationships between music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Identify similarities and differences in the meanings of common terms used in dance, music, theatre arts, and visual arts including line, color, texture, form/shape, rhythm, pattern, mood/emotion, theme, and purpose.
8.02 Identify ways in which the principles and subject matter of other content areas taught in the school are related to those of music.
8.03 Demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally participating in music.
COMPETENCY GOAL 9: The learner will understand music in relation to history and culture. (National Standard 9)
Objectives
9.01 Identify the style or genre of aural music examples from various historical periods and cultures.
9.02 Describe in simple terms how elements of music are used in music examples from various cultures in the world, past and present.
9.03 Identify various uses of music, and describe characteristics that make certain music suitable for each use.
9.04 Identify and describe roles of musicians in various music settings and cultures.
9.05 Show respect for music from various cultures and historical periods.
MUSIC - Grade 5
The study of music is cumulative and sequential to include learning from previous grade levels. The focus areas for learning at this level include:
- Demonstrating appropriate expressive and technical vocal and instrumental practices
- Demonstrating pitch and rhythmic accuracy
- Reading and notating rhythmic and melodic patterns
- Identifying traditional symbols and terms and using appropriate terminology
- Improvising, composing, and arranging music
- Listening to, analyzing, and evaluating music
- Developing understanding of music in relation to history, culture, and other content areas
- Showing respect for the efforts of others
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied repertoire of music. (National Standard 1)
Objectives
1.01 Sing with pitch and rhythmic accuracy.
1.02 Match pitch within a developmentally appropriate vocal range, using head tones.
1.03 Demonstrate the proper use of breath control while singing a phrase or simple song.
1.04 Respond to the cues of a conductor.
1.05 Sing with proper vocal technique including head tones, clear diction, and correct posture.
1.06 Sing expressively with appropriate dynamics, phrasing, and interpretation.
1.07 Demonstrate part-singing skills through singing ostinati, partner songs, rounds, and countermelodies.
1.08 Blend vocal timbres and match dynamics while singing in a group.
1.09 Sing music representing diverse styles, genres, and cultures.
1.10 Show respect for the singing efforts of others.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play with pitch and rhythmic accuracy.
2.02 Play with appropriate technique and posture.
2.03 Play expressively using appropriate dynamics, phrasing, and interpretation.
2.04 Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
2.05 Respond to the cues of a conductor.
2.06 Play music representing diverse styles, genres, and cultures.
2.07 Show respect for the instrumental playing efforts of others.
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and accompaniments. (National Standard 3)
Objectives
3.01 Improvise rhythmic and melodic question and answer phrases.
3.02 Improvise rhythmic and melodic ostinato accompaniments.
3.03 Improvise simple major and minor pentatonic and diatonic melodies.
3.04 Improvise rhythmic variations and melodic embellishments on familiar melodies.
3.05 Improvise increasingly complex songs and instrumental pieces using a variety of sound sources, including electronic media.
3.06 Show respect for the improvisational efforts of others.
COMPETENCY GOAL 4: The learner will compose and arrange music within specified guidelines. (National Standard 4)
Objectives
4.01 Create and arrange music to accompany readings or dramatizations.
4.02 Compose short pieces for voices or instruments using major and minor pentatonic and diatonic scales and varied rhythmic values.
4.03 Arrange simple pieces for voices or instruments.
4.04 Use a variety of sound, notational, and technological sources to compose and arrange music.
4.05 Show respect for the composing and arranging efforts of others.
COMPETENCY GOAL 5: The learner will read and notate music. (National Standard 5)
Objectives
5.01 Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8 meters.
5.02 Read melodic notation in the treble clef.
5.03 Identify notated pitches in the treble and/or bass clef.
5.04 Identify symbols and traditional terms referring to expressive qualities including dynamics and tempo.
5.05 Use standard symbols to notate meter, rhythm, pitch, and dynamics in patterns.
5.06 Show respect for the reading and notating efforts of others.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
Objectives
6.01 Identify music forms when presented aurally including AB, ABA, AABA, Call and Response, Rondo, Theme and Variations, Ballad, and Introduction/Coda.
6.02 Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of varied musical styles and cultures.
6.03 Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
6.04 Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures.
6.05 Identify solo and group vocal timbres including children's voices, and male/female adult voices.
6.06 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
6.07 Show respect while listening to and analyzing music.
COMPETENCY GOAL 7: The learner will evaluate music and music performances. (National Standard 7)
Objectives
7.01 Devise and use criteria for evaluating performances and compositions of self and others.
7.02 Explain, using appropriate music terminology, personal reactions to specific musical works and styles.
7.03 Show respect for the musical efforts and opinions of others.
COMPETENCY GOAL 8: The learner will understand relationships between music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Identify similarities and differences in the meanings of common terms used in dance, music, theatre arts, and visual arts including line, color, texture, form/shape, rhythm, pattern, mood/emotion, theme, and purpose.
8.02 Identify ways in which the principles and subject matter of other content areas taught in the school are related to those of music.
8.03 Demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally performing music.
COMPETENCY GOAL 9: The learner will understand music in relation to history and culture. (National Standard 9)
Objectives
9.01 Identify the style of aural musical examples from various historical periods and cultures.
9.02 Describe in simple terms how elements of music are used in music examples from various cultures in the world.
9.03 Identify various uses of music, and describe characteristics that make certain music suitable for each use.
9.04 Identify and describe roles of musicians in various musical settings and cultures.
9.05 Show respect for music from various cultures and historical periods.
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