Chelsea School District Curriculum INSTRUCTIONAL Elementary General Music Curriculum RESOURCES

Kindergarten Benchmarks TEACHER RESOURCES

Clark County School Strand: Expressive Qualities District Curriculum

Kindergarten STUDENTS WILL... Game Plan with Recordings

1. Explore the space through creative movement. Music Connection & Making Music & CDs 2. Explore contrasts in tempo through moving, speaking/singing, listening, and creating. DeLelles/Kriske Books

Music K-8 Publications 3. Explore contrasts in dynamics through moving, and CDs speaking/singing, listening, and creating.

SOFTWARE 4. Explore contrasts in timbre through moving, Music Ace 1 speaking/singing, listening, playing, and creating. Music Ace 2

5. Explore the music of many cultures including style, WEB SITES instruments, and traditions through listening. EQUIPMENT Glockenspiel, xylophone, 6. Explore un-pitched percussion technique through Metallophone, Contra Bass Bar playing. Families; hand drums, log drums, 14”/16” Remo roto-toms, conga, bongo; 8”/10” tambourines, 4” triangles, finger cymbals, cowbell, gong with stand, guiro, KEY CONCEPTS & VOCABULARY woodblock, small/large cabasa, wind chimes, lummi sticks, resonator bells, suspended cymbal, temple blocks, flexitone, agogo bells, Tempo, Loud/Soft, castanets, tick tock, maracas, ratchet, vibraslap, claves, Style slapstick, brass table chime tree; Clavinova, guitar with case, autoharp, stereo system. INSTRUCTIONAL Chelsea School District Curriculum RESOURCES Elementary General Music Curriculum TEACHER RESOURCES Clark County School District Curriculum

Kindergarten Benchmarks Game Plan with Recordings

Music Connection Strand: Form Making Music

DeLelles/Kriske Books Kindergarten STUDENTS WILL... Music K-8 Publications and CDs 1. Explore the feeling of phrase through moving, speaking/singing, listening, playing, reading/ SOFTWARE notating, and creating. Music Ace 1 Music Ace 2 2. Explore the difference between A and B section WEB SITES through moving, speaking/singing, listening,

playing, reading/notating, and creating. EQUIPMENT

Glockenspiel, xylophone, Metallophone, Contra Bass Bar Families; hand drums, log drums, 14”/16” Remo roto-toms, conga, bongo; 8”/10” tambourines, 4” triangles, finger cymbals, cowbell, gong with stand, guiro, woodblock, small/large cabasa, wind chimes, lummi sticks, resonator bells, suspended cymbal, temple blocks, flexitone, agogo bells, KEY CONCEPTS & VOCABULARY castanets, tick tock, maracas, ratchet, vibraslap, claves, slapstick, brass table chime tree; Clavinova, guitar with Phrase, AB Form case, autoharp, stereo system.

“AND MORE”... Chelsea School District Curriculum INSTRUCTIONAL Elementary General Music Curriculum RESOURCES TEACHER RESOURCES Clark County School District Curriculum Kindergarten Benchmarks Game Plan with Recordings Strand: Harmony Music Connection Kindergarten STUDENTS WILL.. Making Music

DeLelles/Kriske Books 1. Explore tonality differences including major/ minor through moving, singing, listening, playing. Music K-8 Publications and CDs

2. Experience a rhyme with a teacher-accompanied SOFTWARE ostinato through speaking. Music Ace 1

Music Ace 2

WEB SITES

EQUIPMENT Glockenspiel, xylophone, Metallophone, Contra Bass Bar Families; hand drums, log drums, 14”/16” Remo roto-toms, conga, bongo; 8”/10” tambourines, 4” triangles, finger cymbals, cow- bell, gong with stand, guiro, wood- block, small/large cabasa, wind chimes, lummi sticks, resonator bells, suspended cymbal, temple blocks, flexitone, agogo bells, castanets, tick tock, maracas, KEY CONCEPTS & VOCABULARY ratchet, vibraslap, claves, slapstick, brass table chime tree; Clavinova, guitar with case, auto- harp, stereo system. Ostinato “AND MORE”... Chelsea School District Curriculum INSTRUCTIONAL Elementary General Music Curriculum RESOURCES TEACHER RESOURCES Kindergarten Benchmarks Clark County School District Curriculum Strand: Melody Game Plan with Kindergarten STUDENTS WILL.. Recordings

Music Connection 1. Explore vocal tone production through speaking and Making Music singing. DeLelles/Kriske Books 2. Explore songs in a limited range through singing and creating. Music K-8 Publications and CDs 3. Explore a variety of repertoire songs in cultural/ historical context including singing games, SOFTWARE cumulative, patriotic, seasonal, multicultural, and Music Ace 1 folk songs through singing. Music Ace 2

4. Explore the relationship between the size of the WEB SITES sound source/instrument and its pitch through playing. EQUIPMENT Glockenspiel, xylophone, Metallophone, Contra Bass Bar 5. Explore melodic direction through moving speaking/ Families; hand drums, log singing, listening, playing, reading/notating. drums, 14”/16” Remo roto-toms, conga, bongo; 6. Explore high/low contrasts through moving, 8”/10” tambourines, 4” triangles, finger cymbals, speaking/singing listening, and playing / speak- cowbell, gong with stand, guiro, ing / singing. woodblock, small/large cabasa, wind chimes, lummi sticks, 7. Demonstrate melodic patterns with hand signals and resonator bells, suspended syllables (sol-mi) through moving, speaking/singing, listen- cymbal, temple blocks, flexitone, agogo bells, ing, and playing. castanets, tick tock, maracas, ratchet, vibraslap, claves, slapstick, brass table chime tree; Clavinova, guitar with case, autoharp, stereo system.

“AND MORE”... Chelsea School District Curriculum INSTRUCTIONAL Elementary General Music Curriculum RESOURCES TEACHER RESOURCES Clark County School District Curriculum Kindergarten Benchmarks Game Plan with Recordings

Strand: Rhythm Music Connection Making Music

Kindergarten STUDENTS WILL... DeLelles/Kriske Books

Music K-8 Publications 1. Explore the pulse/beat of duple meter through: and CDs moving, speaking, listening, playing, and creating. SOFTWARE 2. Explore patterns using rhythmic values using Music Ace 1 quarter note, and double eighth notes through: Music Ace 2 moving and speaking / singing. WEB SITES

EQUIPMENT Glockenspiel, xylophone,

Metallophone, Contra Bass Bar Families; hand drums, log drums, 14”/16” Remo roto-toms, conga, bongo; 8”/10” tambourines, 4” triangles, finger cymbals, cowbell, gong with stand, guiro, woodblock, small/large cabasa, wind chimes, lummi sticks, resonator bells, suspended cymbal, temple blocks, KEY CONCEPTS & VOCABULARY flexitone, agogo bells, castanets, tick tock, maracas, ratchet, vibraslap, claves, slapstick, brass table chime Pulse, Beat, Rhythm tree; Clavinova, guitar with case, autoharp, stereo system.

“AND MORE”... Elementary Music Program

The elementary music program aims to enrich the lives of children in Kindergarten through Grade 4– aesthetically, socially, academically, and personally. Students are encouraged to cultivate sen- sitivity to the world of sound, form, and color. Our well-balanced elementary music program pro- vides the basis for later music appreciation and participation, both in school and as an adult.

Music is an academic discipline, which has a language of its own; therefore, we believe that music is an essential part of the balanced curriculum. The discipline learned in the music ensemble ex- perience transfers and supports classroom learning in all areas. In particular, this discipline pro- vides continuity of learning in areas such as spatial relationships, sequencing, logical thinking, lan- guage development, and creative expression.

Many of the approaches used in the elementary music classroom are influenced by the pedagogi- cal premises of Carl Orff’s Schulwerk. Music literacy experiences reflect the principles of Zol- tan Kodaly.

Experiences and learning activities in the music program stem from the knowledge of how chil- dren learn. The following principles are the foundation of our program:

 All music learning begins with the ear and is continuous with motor / eye learning.  Music skills are first expressed through the body and the voice; instruments are viewed as an extension of these.  Meaning must be brought to symbols. The students need experience in hearing, nam- ing, and producing musical sounds before symbolization is introduced.

The vehicles by which the children are learning include speech, song, movement, and instruments. Through these activities, these elements of music are sequenced within each grade level as well as spiraled from grade to grade:

1. Rhythm 2. Melody 3. Harmony 4. Form 5. Expressive qualities

The development of musicianship and full enjoyment of artistic expression are the goals of the program as well as the recognition of individual and special needs of children. For those students for whom further study in music is appropriate, the foundation is laid. For all students, music can be a catalyst toward the maximum development of individual potential.