First Grade General Music Units September: October: November: December: January: Music Elements Music Elements Music Elements Instruments Performance

Rhythm Dynamics Tempo Band Rhythm Band  Terms/Symbols/ Instruments Ensemble  Rhythmic  Definitions (p, pp,  Fast vs. Slow Notation/Symbols ff, f sfz, cresc.  Terms/Symbols  Intro to  Perform as a  Rhythmic Values decrescendo)  Andante, Presto & instruments member of a rhythm  Rhythmic Movement  Add dynamics to Largo (Wood block, triangle, band ensemble. bells, gong, rhythm sticks,  Dalcroze Methods favorite stories  Movement cymbals, castanets,  Count, clap and play  Concept of silence/rest Ex. Teenie Tiny activities maracas, cow bell, little basic rhythmic -Mrs. Music May I? Woman demonstrating drums) notation  Dynamics add -Mr. Quarter, Half & Eighth changing tempos  Identify  Count -Rhythmic Pac Man excitement to  Singing activities instruments in syllabically -Musical Math music -Musical Silence Activities demonstrating terms of: Ex. RR, Lackawana, train, -Sing a rhythm  Element of changing tempos Appearance choo Sound -Play a rhythm surprise sfz! Performance Method of  Perform basic  How are different Performance Special Celebrations: Sound production rhythms on dynamics Special Celebrations: (Songs & Activities)  Vibration Rhythm band Welcome Back Songs produced on (Songs & Activities) Performance Apple Songs different Holiday Songs and instruments School Bus Safety Songs instruments? Thanksgiving Songs Activities Veteran’s Day Songs (Demo) Kwanzaa Performance Giving Thanks Las Posadas Performance Special Celebration: Pilgrim and Native American Hanukkah (Songs & Activities) Songs and Activities Special Celebrations: Christmas January Jump (Songs & Activities) “My Song” Add dynamics to favorite Snowman Dance stories for excitement and Mr. Martin Luther drama! Penguin Song & Fall Songs Dance Halloween Songs Months of the Yr/ Fire Safety Songs Columbus Songs Character Ed Songs

February: March: April: May: June: Music Elements Music Elements Music Elements Instruments Concert Etiquette Pitch Key Instruments of the Concert Etiquette  What is Pitch? Orchestra  High vs. low pitch  What is a melody  Concept: Major  Peter & the Wolf  Behavior during Ex. Mama Bear, Papa Bear and  Melody or No /Minor Presentation performances Baby Bear Melody listening  Happy/Sad *Instruments  Hats  Instrumental pitch/vocal Exercises  Listen and identify represent characters  Leaving during a pitch changes  Upward and  Add music Movie: “Elmo’s Big performance  Mono tones Downward accompaniment to Adventure”  Bravo  Same/different pitch melodic movement a familiar story Class discussion  Clapping identification  Skips in a melody demonstrating the Instrument posters  Something goes  Listening examples line use of major and Instrument demo wrong  Movement reflecting  Solfege Do Re Mi minor keys.  Emergency pitch changes  The “Blues” jazz Performance Performance Special Celebrations Performance style. Special Celebrations Performance (Songs & Activities) Special Celebrations: “Old Mother Hubbard’s Mother’s Day (Songs & Activities) (Songs & Activities) Blues” Song and Cinco Da Mayo Father’ Special Celebrations: Activity Memorial Day (Songs & Activities) It’s March Valentines Lion /Lamb Performance Presidents Day Spring Special Celebrations: Snow Days Dinosaur Dance (Songs & Activities) Friendship Music In Our Schools Character Ed Songs Character Ed songs Eggbert song and skit Easter Songs Earth Day Songs Character Ed songs

Famous Americans  President’s Day  Black History Month

Topic: Grade 1: Dynamics Essential Questions: 1. What do people hear when they listen to music? 2. How can music affect your mood? 3. How can we use music to tell a story?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas (Instructional Strategies) (Evidence of Learning) Standards 1,2,3, & 4 -What does the term loud mean? Students will be able to: _Dynamic Singing Games Students can identify, -What does the term soft mean? -Perceive that some songs are soft -Get Aboard Little Children demonstrate and -What is the difference between a throughout. -Pumpkins Marching incorporate dynamics speaking voice, a singing voice -Develop control in producing loud and -Who has the Pumpkin? in their musical and a yelling voice? soft dynamics while performing a song -Spooky Sounds performances. -What makes a song -Understands the purpose of music -This Is My Speaking Voice boring/interesting? dynamics. _Add dynamic markings to a familiar Students will be able -What makes a sound harsh? -Respond to dynamic changes through story. to explain why -How is soft music different than movement. -Dramatize literature with dynamics are so loud music? -Identify the symbols for piano, forte Dynamic markings important in music! -What does the singer do and sforzando in a piece of music. -Demonstrate dynamic changes differently when singing softly -Perform changing dynamics from through movement. Students will be able vs. loudly? written notation using music symbols. -Listening Examples to use dynamics to -When would we use soft music? (f, p, and sfz) -Perform/demonstrate dynamic make a sentence or -When would we use loud -Demonstrate an example of a speaking changes using rhythm band short verbal passage music? voice, a singing voice and a yelling instruments. more interesting. -What would happen if the music voice. Suddenly became loud? --Understand the importance of good -What does the term “Piano” breath control when producing and mean? controlling sound. -What does the term “Forte” -Use dynamics to enhance a story. mean? _Identify dynamic changes in listening -What does the term sforzando examples. mean? _Identify the term sforzando with a -Can you demonstrate different surprise in music. dynamics in a song? -

Connections to Text (Resources) Silver Burdett, “The Music Connection” Level I, Rhythm Band Instruments, Primary literature/stories, Various General Music Methods/books, Music Magazines Time: On Going Connections to Technology: Key Vocabulary: Loud, Soft, Suddenly, Piano, Forte, Sforzando, Singing Voice, Yelling, Speaking Voice, Surprise, Breath, Harsh, sounds, Pleasing Sounds.

Topic: Grade 1: Melody Essential Questions: 1. What makes music interesting? 2. How does music affect the way we feel?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas (Instructional Strategies) (Evidence of Learning) Standards 1, 2 , 3, & 4 -How does music move? Students will be able to: -Listening activities -Ability to identify -What is a pitch/tone? -Differentiate between leaps and -Enact melodic movement Same/repeated -What is a monotone? repeated tones. -Perform same, repeated and Pitch/tone. -What does the term -Perform a repeated melodic Leap movement phrases. -Ability to identify repeat mean in music? pattern. -Students will diagram tonal melodic leap. -How do we write a repeat? -Identify a repeat sign Ex. :ll movement as they listen to -Ability to perform -How can we make a song -Diagram tonal movement in a musical example. a repeated note & more interesting? terms of same, upward and -Enact melodic contour leap on the piano. - -What does a leap in pitch downward movement. through movement -Ability to sound like? -Enact melodic contour -Identify melodic patterns in a differentiate -What does high and low through movement phrase. between high and mean in terms of pitch? -Identify musical phrases as - low pitches. -What is a musical phrase? musical sentences. -Ablility to -What is a pattern in music? -Perform musical phrases. perform a high or -Differentiate between same and low pitch both different musical phrases. vocally and on a - keyboard. -Ability to diagram contour of a melodic phrase? -Ability to identify and perform a musical repeat.

Connections to Text (Resources) Various Music Supplemental Methods, Silver Burdett, “The Music connection” Series Time: On Going Connections to Technology: CD Listening Examples, Piano, Bells Key Vocabulary: Pitch, movement, tone, high ,middle, low, repeat, leap, same, different, monotone, pattern and phrase

Topic: Grade 1: Performance Time: On-Going Essential Questions: What makes a song interesting and fun to perform? What do people hear when they listen to music? Why do certain types of music make you feel a certain way?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas -What is sound? How is sound Students will be able to: -Sound experiments and demonstrations Students will demonstrate Standards 1,2,3 & 4 produced? -Identify different ways sound can be -Vibrating strings, vibrating gong their performance skills -How many different ways can we produced and altered. (Feel the vibration of a drum by doing just make sound? -Understand the part that vibration plays in Head or gong. Stop the that…performing! -What is the difference between the production of sound. Vibration/sound with your hand) making sounds and making music? -Differentiate between random sounds What is the difference between noise (Noise) and music. -Participate in a Body Percussion -Participation and and music? Band! enjoyment in musical -Can we make music without the use -Perform body percussion. ensembles and musical of an instrument? -Collect random sounds and vocal activities. -What is meant by “Body -Experiment with different vocal sounds and Sound effects. Percussion?” possibilities. -Perform sound pieces/compositions. -How can we make different sounds - Identify and perform long and short -Participation in a rhythm with our voices? sounds. -Draw long and short sounds on the band ensemble. -What do we mean by long and -Identify and perform high and low pitches. board. ______vs. __ short sounds? What would a long -Identify same and different pitches. -Perform long and short sounds. sound or short sound look like? Ex: -Identify and perform a steady beat. -Give long and short sounds a symbol ______-Identify and perform eighth, quarter, half and value. , half note and How would a musician write long and whole note notation and values. quarter note. Enact rhythms through -Ability to count and and short sounds. -Clap various rhythmic patterns while movement. transfer written rhythmic What is rhythm? What is a beat? counting aloud. -Students will move to a steady beat. notation onto a drum pad. What is a note? -Students will count and clap rhythmic -What is a steady beat? -Transfer rhythmic reading skills to a patterns aloud. What is a quarter, eighth, half, and percussion instrument. -Counting syllabically: whole note? What do they look like = Train -Ability to sing in tune in and how long do we hold them out? -Count rhythmic patterns using a syllabic = Railroad unison. How many beats do each of the method of counting. =Choo 2 rhythms receive? Ex. oo= Railroad, o=train =Lackawana What is pitch? What does a high -Count Aloud and play written rhythmic -Students will transfer rhythmic reading pitch sound like? What does a low notation in a percussion ensemble setting. skills to a percussion instrument. (First pitch sound like? -Participate in unison singing in the clap, then rhythm What happens when we put pitch and classroom setting. band instrument and then drum pad -and rhythms together? drum sticks) -How can we transfer our rhythmic skills to a percussion instrument? Musical songs, activities and singing -How can we all stay together when games. we are playing in a percussion ensemble? -What is counting? -What is unison singing?

Connections to Text (Resources) Rhythm reader, “Music Connection” Methods, Various General Music resources, Music K-8 Magazine. Connections to Technology: DVD, Videos, Percussion instruments, Piano Key Vocabulary: Pitch, long, short, body percussion, rhythm, whole note, half note, eighth note, quarter note, beat, steady beat, sound, vibration, counting, high, low, same , different, unison, noise, organized sound, music.

Topic: Grade 1: Rhythm Essential Questions: 1. What do people hear when they listen to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas (Instructional Strategies) (Evidence of Learning) Standards 1, 2, 3, & 4 -What is a steady beat? Students will be able to: -Kodaly Methods -Ability to identify and -What is not a steady beat? -Identify a steady beat and a beat that is (Movement and beat) move to a steady beat. -What is a long and short sound? not steady. -Movement/Dance exercises -Ability to identify a -What is a pattern? -Identify and perform long and short -Rhythmic Notation Games rhythmic pattern. -What is a repeated pattern? notes. --Listening/Movement games -Rhythm Band -How might we notate long and -Identify rhythmic patterns and repeated -Rhythm Band Performance performance. short sounds? rhythmic patterns both written as well (Maracas, triangles, rhythm sticks, -Can identify a whole, Ex. ______vs __ as aural. castanets, wood blocks, etc.) half and quarter note _What is the symbol for a whole, -Notate long and short rhythms using a and can perform them half and quarter note? variety of methods. on rhythm band _How do quarter, half and whole -Identify a quarter, half and whole note instrument.. notes move/sound? by symbol, value and name. -Movement and -What is a strong beat? -Enact rhythmic values through Dance. _What is a weak beat? movement. -Participation in -How does music move? -Demonstrate strong and weak beats singing, games, dances (Meter, in 2’s, 3’s etc) while moving to changing meters and musical -What examples of rhythm do we played on piano. performance activities. hear around us each day? -Identify rhythmic sounds that occur all -What is a tempo? around them daily. Fast, Medium and Slow -Identify and demonstrate fast, medium - and slow tempos. -Perform whole, half and quarter note rhythms on classroom percussion instruments.

Connections to Text (Resources) Rhythm Readers, Charts, Silver Burdett, “The Music Connection “ Level 1 , Rhythm Band Instruments Time: Continuous Connections to Technology: CD player and VCR Key Vocabulary:Beat, Strong, Weak, Quarter note, half note, whole note, patterns, movement, long, short, length, duration. Fast , slow, medium, notation, meter, and tempo rhythm.

Topic: Grade 1: Tempo Essential Questions: 1. What do people hear when they listen to music? 2. What makes music more interesting? 3. How can music affect how we feel?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3 & 4 -What does the term fast mean in Students will be able to : -Tempo Singing/Movement Games -Observations: music? -Recognize fast and slow tempos Ex: Rake The Leaves Watch to see if: (1) -What does the term slow mean - Respond to tempo changes through Train Song Children are able to in music? movement. Piano Says adapt their movements -What is meant by the term, -Associate tempo changes with the Animals In The Zoo to the change in tempo. tempo? movement of things/animals etc all Bouncing Ball What does the term speed mean? around them. Pass The Ball (2) Children can clap a -What does a steady beat sound -Move to a steady beat. Tempo Sticks steady beat. like? Can you demonstrate a -Clap a steady beat. steady beat? -To demonstrate awareness of fast and -Dramatize stories, poems with (3) Children can slow and getting faster and slower, in tempo changes. recognize changes in -What kind of things or animals dramatizing a story or poem. tempo while listening move fast? -Associate certain words with tempos. -Come up with word lists which to musical examples. -What kind of things or animals Words which suggest fast and slow suggests the tempos of fast and slow. move slow? movement: Example: Speedy (fast) Pokey (Slow) -Movement/Listening activities Children can associate -What words do we associate --Understand how the words, speed and (Enact what you hear) the terms slow and fast with fast/slow movement? tempo go hand in hand. with an animal or Ex. Race/fast Crawl/slow -Dramatize tempo changes through -Animal movement: “How does a something that moves movement while listening to changing turtle move?” the same way. -How can we enhance a story tempos. using different tempos? -Rhythm Band instruments Children can play an -Perform slow and fast tempos using example of a fast and -How do faster tempos reflect rhythm band instruments. slow tempo on a excitement? rhythm band - instrument. -Is the beat steady or does it change. Concept: Faster/Slower - Children can sing a fast /slow song. -What does a fast tempo sound like on rhythm band instrument? -what does a slow tempo sound like on a drum or piano?

Connections to Text (Resources) Silver Burdett, “The Music connection” Level 1, Rhythm Band Instruments, Primary literature/stories/poems’ Various General Music Methods/Books, Music Magazines Time: On Going Connections to Technology: Listening Examples DVD, Tapes, Cassettes Key Vocabulary: Tempo, speed, beat, steady, fast, slow, faster, slower, crawl, speedy, pokey, race, fly, run, walk,