First Grade General Music Units September: October: November: December: January: Music Elements Music Elements Music Elements Instruments Performance
Rhythm Dynamics Tempo Rhythm 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 rhythms -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 Melody 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. Whole note, 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,