Grades Prek - 12 New York City Department of Education © 2005
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Grades PreK - 12 - PreK Grades For Teaching and Learning in Learning and Teaching For Office of Arts and Special Projects New York City Department of Education 52 Chambers Street, Room 205 New York, New York 10007 Phone: 212.374.0300 Fax: 212.374.5598 Email: [email protected] website: schools.nyc.gov/artseducation New York City Department of Education © 2005 Carmen Fariña, Chancellor Second Edition (2008) Contributors Third Edition (2015) Contributors Dorita Gibson, Senior Deputy Chancellor Phil Weinberg, Deputy Chancellor of Teaching Music Curriculum Development Co-Chairs Music Educators, Music Curriculum Development Co-Chairs New York City Department of Education and Learning Barbara Murray, Director of Music Programs Barbara Murray, Director of Music Anna Commitante, Senior Executive Director, Office of Arts and Special Projects, Donald Christiansen Robert Lamont, Music Consultant Curriculum, Instruction & Professional Learning New York City Department of Education Roberta Feldhusen Paul King, Executive Director, Office of Arts and Shellie Bransford, Music Consultant Janet Grice Special Projects Elizabeth Norman, Director of Education, Elizabeth Guglielmo Music Educators, St. Luke’s Orchestra New York City Department of Education First Edition (2004) Contributors Jaime Jacobs Gregory Pierson, Director of Education, Maria Schwab Eric Dalio Music Curriculum Development Co-Chairs Brooklyn Philharmonic Thomas Toriello Elaine Fauria Nancy Shankman, Director of Music/ George Wanat Ian Kanakaris Deputy Senior Instructional Manager for Arts Education Moishe Weidenfeld Music from the Inside Out Contributors Portia Lagares Thomas Cabaniss, Director of Education, Jerome Korman, Project Director, Music Consultant, New York Philharmonic Office of Arts and Special Projects Cultural and University Community Music Educators, Nancy Shankman, Director of Music, Deputy Senior Dr. Victor Bobetsky, Hunter College Cultural and University Community Instructional Manager New York City Department of Education Dr. Heidi Andrade, University of Albany John Schaefer, WNYC Shellie Bransford, Consultant Jonathan Dzik William Bassell, Principal, Long Island City High School Mark Caruso, Orchestra of St. Luke Shellie Bransford, Music Consultant Roberta Feldhusen Barbara Murray, Assistant Principal, Bryant High School Jerome Korman, Musical Director, National Dance Cathy Guy, Third Street Music School Settlement Douglas Harris William Rodriguez, Principal, Celia Cruz High School of Music Institute; Program Director, Planet Arts Dr. Elise Sobol, New York University Jeannie Kim Leonard Treretola, Principal, International Arts and Business High School Elizabeth Norman, Orchestra of St. Luke Martin Kirschenbaum David LaMorte, Assistant Principal, Tottenville High School Gregory Pierson, Brooklyn Philharmonic David LaMorte Patricia Glunt, Assistant Principal, Barbara Murray Long Island City High School Nancy Shankman, New York University Dr. Jonathan Dzik, Music Educator, Music Organization Representatives Christopher Columbus High School (Ret.) Elise Sobol, New York University Dianne Berkun, Brooklyn Youth Chorus Martin Kirschenbaum, Music Consultant, Theodore Wiprud, New York Philharmonic Office of Arts and Special Projects John Bertles, Brooklyn Philharmonic Dr. Nicholas A. Aiello, Former Director, Reviewers Mark Caruso, Metropolitan Opera Association Office of Instructional Publications David Dik, Metropolitan Opera Guild Christopher Sgarro, Director, Dr. Victor Bobetsky, Hunter College Office of Instructional Publication Joan Finkelstein, New York City DOE Aaron Flagg, The Juilliard School Kim Parker, Graphic Designer, Lisa Halasz, Carnegie Hall Office of Instructional Publications Patricia Glunt, New York City DOE Laura Johnson, Jazz at Lincoln Center Barbara Gurr, Director of Visual Arts, Office of Arts and Special Projects Janet Grice, New York City DOE Francisco J. Nuñez, Young People’s Chorus Gary Fogel, Music Educator, Barbara Gurr, New York City DOE Sara Lise Raff, Education Through Music Fiorello H. LaGuardia High School Sarah Johnson, Carnegie-Weill Institute Theodore Wiprud, Brooklyn Philharmonic Laura Johnson, Vice President of Education, Jazz at Lincoln Center Paul King, New York City DOE Music Advisory Group Tom Van Buren, Center for Traditional Music and Dance Dr. David Elliott, New York University Melanie Fallon-Houska, Program Director, Bertelsmann Laurie Lock, VH1 Save The Music Foundation, World of Expression Scholarship Program Karen Rosner, New York City DOE Dr. Jerrold Ross, St. John’s University Joanne Bernstein-Cohen, Executive Director, Young Audiences New York Music Reviewers Maria Schwab, New York City DOE Music From the Inside Out was prepared for publication Music Educators Association of New York by the Office of Instructional Publications. Judy Goldberg Barry Stern, New York City DOE was contributing writer, researcher and project editor. Pam Pollack designed the book and cover. Theodore Wiprud, New York Philharmonic 2 n Blueprint for the Arts n Music Appendix C Pre-K and Early Childhood: Music & Movement By Cathy Guy, Third Street Music School Settlement Music develops language with steady beat rhythmic activities: recorded music played during quiet or rest times can be Clapping hands, stamping feet, and using rhythm instruments comforting and help children to relax. Role of the Arts in a Pre-K Setting in time to music develops important pre-reading skills. Young Music naturally delights young children. They love to sing, children recognize words, sounds, rhythms, tones, and pitches Music makes transitions easier: play instruments, move, create, and respond to music in all long before they talk, sing, or dance. Singing songs that are full Getting children to move from one activity to another is easy sorts of interesting ways. Children often sing while they play, of rhymes and repetition strengthen phonological awareness. when you sing a song. For example, sing to the tune of “The both familiar songs and new creations of their own. They twirl, Farmer in the Dell,” “It’s time to go to lunch,” and you’ll see rock, and move to music every chance they get; it is interesting Music helps develop children’s self-esteem: that the children will get ready much faster. Keep making up to them. A pre-K classroom that includes time for music and Music is a wonderful way to address the many needs of verses: “Let’s pick up the toys. … Now let’s wash our hands,” etc. movement provides an outlet for children’s high spirits and children because music is nonjudgmental. There is no right or Getting on the “train” while singing “Engine, Engine Number creative energy. wrong; it just is what it is. Listening to different types of music Nine” can make moving the whole group an orderly, happy nurtures self-esteem and encourages creativity, self-confidence, experience. Student Development and curiosity. Effective music teaching in the pre-K classroom should: Environment Music helps develop children’s listening skills: • Support the child’s total development—physical, emotional, Play is the primary vehicle for young children’s growth, and social, and cognitive. Music encourages the ability to listen and thus to concentrate. developmentally appropriate early music experiences should Songs encourage speech and auditory discrimination. Through occur in child-initiated, child-directed, teacher-supported • Recognize the wide range of normal development in music, children learn to hear tempos, dynamics, and melodies. play environments. In Pre-kindergarten, the teacher’s role pre-kindergartners and the need to differentiate their Listening for loud and soft, up and down, fast and slow is to create a musically stimulating environment and then instruction. encourages auditory development in the brain. to facilitate children’s engagement with music materials and • Facilitate learning through active interaction with adults and activities by asking questions or making suggestions that other children, as well as with music materials. Music helps develop children’s math skills: stimulate children’s thinking and further exploration. A A simple song can include basic math skills such as counting, classroom filled with music is typically a happy place. • Consist of learning activities and materials that are real, repeating patterns, and sequencing. concrete, and relevant to the lives of young children. Children can learn number concepts by singing number songs, Music and movement involve children in listening activities, • Provide opportunities for children to choose from among rhymes, or chants (“Big Fat Hen,” “Five Little Monkeys”). joining in group experiences, and experimenting with materials a variety of music activities, materials, and equipment of Concepts of measurement, especially time, can be explored on their own. Therefore, the environment should include a varying degrees of difficulty. by moving quickly or slowly. Comparisons can be made in specific location where you store musical instruments, CD movement activities by taking long steps, short steps, or by player, and props. This should be a place where children should • Allow children time to explore music through active making yourself a tiny seed or a great, big giant. feel free to make, listen, or dance to music if they wish. Group involvement. music or movement activities may occur wherever there is Music and movement go together: enough space for children’s safe expression. Music helps develop children’s language and literacy: Children naturally respond to music by moving