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Fine Arts – Draft Music Kindergarten to Grade 6 Curriculum

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Draft Fine Arts - Music Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 Organizing Idea Foundational Elements: Music literacy is developed through knowledge and application of foundational elements. Guiding Question What are the qualities of sound? How can musical sounds be interpreted? In what ways can tone and duration contribute to music? Students examine musical sounds as they relate to rhythm, melody, dynamics, Learning Outcome Children explore sound in music. harmony, and form. Students relate tone and duration to rhythm, melody, dynamics, and harmony. Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures A steady beat is A musical sound can Respond to a steady A steady beat is A steady beat is the Respond to a steady Duration is the length Duration is measured Demonstrate the compared to the have a steady beat. beat in a variety of compared to the regular pulse that beat in a variety of of time that sounds or by how many beats a difference between regular beating of the ways, including action regular beating of the occurs in music. ways, including action silences are sustained musical sound lasts. beat and rhythm. heart. songs, playing heart. songs, playing in music. instruments, moving, instruments, moving, Identify the rhythmic A steady beat is the and body percussion. A steady beat can be and body percussion. The duration of values of individual regular pulse that felt in the body sounds and silences is and combined occurs in music and Recognize a steady through body Identify a steady beat represented by music rhythms. can be heard in Victor beat in a variety of percussion, playing when listening to symbols. Herbert’s March of the music repertoires. instruments, or music. Practise reading and Toys, from Babes in moving. Visual representation writing rhythm Toyland. Practise playing a Identify and explore of music symbols in patterns. steady beat on The First Nations and the difference written form is known Nursery rhymes, instruments. Inuit drum between steady beat as standard notation, Notate short rhythm singing games, and emphasizes a steady and rhythm. but it can also be patterns from action songs support beat. represented using dictation. the exploration of a stick notation or other steady beat. Music selections that manipulatives. Generate a rhythmic emphasize a steady answer in response to A steady beat can be beat can include Rhythmic symbols a rhythmic question. felt in the body have values that through body • A Tribe Called Red, indicate the specific percussion or moving. Electric PowWow duration of a note or a • Leroy Anderson, rest. The First Nations and Sleigh Ride Inuit drum The duration of a emphasizes a steady silence in music, beat. known as a rest, is equal in duration to its corresponding note. The rhythmic duration of a whole note or whole rest is equal to the duration of two half notes or half rests, or four quarter notes or quarter rests. Fine Arts - Music (Draft) | August 2021 All works included are illustrative examples only and are not mandatory teaching elements. Page | 1 Draft Fine Arts - Music Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 Syllable names for rhythmic sounds can be invented and may vary and include • ta for a quarter note • ti-ti for two eighth notes • ta-a for a half note • ta-a-a-a for whole note Call and response is a musical form that can support rhythmic exploration. Long and short Sounds and silences Recognize the The rhythm of a word A musical sound can Identify how many Measures are Duration can be Recognize 2/4 and sounds are called in music can be long difference between refers to the syllables be described by how syllable sounds make combined to create indicated by various 3/4 time signatures. rhythms and are or short. short and long heard in the word. many beats it lasts. up the rhythm of phrases. beat groupings. related to syllables in sounds. individual words. Identify the function a word. Simple word rhythms Rhythm is a series of Measure can be Beat groupings can of bar lines, repeat Identify how many can be found in long and short sounds Demonstrate the repeated when include two, three, or signs, and double bar The rhythm of a word syllable sounds make nursery rhymes, and silences. rhythm of words using indicated with a four beats per lines. refers to the syllables up the rhythm of poems, and children’s body percussion or repeat sign. measure. heard in the word. individual words. songs. Rhythmic sounds can non-pitched Experience strong and have matching instruments. A double bar line is weak pulses in music Simple word rhythms Demonstrate the Word rhythms can be syllable names. used to indicate the in a variety of ways. can be found in rhythm of words using spoken or played Use syllable names to end of a musical nursery rhymes, body percussion or using body percussion refer to rhythms when piece. Recognize accents poems, and children’s non-pitched or non-pitched reading music. within beat groupings songs. percussion percussion The time signature is of two, three, and instruments. instruments. Echo rhythm patterns a music symbol that four. Word rhythms can be using instruments or indicates beat spoken or played Rhythm includes long body percussion. groupings. using body percussion and short sounds or non-pitched represented by a Practise reading and Beat groupings are percussion musical symbol called writing rhythms using known as measures instruments. a note. simple notation, such and are divided up as stick notation. using bar lines when Silences in music are Silences in music are notated. an absence of sound. the absence of sound Identify the number and are represented of beats that make up Rhythm patterns are Body percussion is by a rhythmic symbol a simple rhythm. made up of the beat the art of making called a rest. and divisions of the sound with the body, Demonstrate an beat. including A silence or rest in understanding of how music can be to read music symbols Rhythm patterns can • clapping indicated by using a from left to right. accompany a melody. • snapping gesture. Beat groupings • patching A rhythmic symbol indicate weak and • stomping has a specific value strong pulses. that describes how • rubbing many beats it lasts. Beats may be grouped by accents, which The usually Fine Arts - Music (Draft) | August 2021 All works included are illustrative examples only and are not mandatory teaching elements. Page | 2 Draft Fine Arts - Music Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 rhythmic value of one emphasize the first quarter note or beat after a bar line. quarter rest is worth one beat and is equal Music that in value to two eighth emphasizes beat notes. groupings of three can include Pyotr Syllable names for Ilyich Tchaikovsky, rhythmic sounds can Waltz, from Swan Lake. be invented and can include • ta for quarter note • ti-ti for two eighth notes In Western music, printed music symbols are read and written from left to right. Stick notation is a simplified way of representing rhythmic symbols. Body percussion is the art of making sound with the body, including • clapping • snapping • patching • stomping • rubbing Fine Arts - Music (Draft) | August 2021 All works included are illustrative examples only and are not mandatory teaching elements. Page | 3 Draft Fine Arts - Music Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 Sounds can have Sound is produced Explore high and low Differences in high Sounds can be high, Differentiate between Tones are high, low, Melody is a sequence Detect the rise and qualities that can be when something sounds using the and low sounds (pitch) low, or in the middle sounds that vary in and medium sounds of high, medium, and fall of a melody. described as high or vibrates. singing voice and can be identified (pitch). pitch. that are assigned low tones. low (pitch). instruments. using solfege and various pitches. Practise reading and Sounds can be high or hand signs Practise reading sol- Tones can be grouped writing pitches off a Sounds have qualities low, fast or slow, and Differentiate between representing the mi-lah patterns using Tones can move from into melodic patterns. simple three-line that can be described loud or soft. sounds that can be pitchessol, mi, andlah. hand signs and a two- low to high, high to music staff. as fast or slow high or low, fast or or three-line music low, or stay the same. (tempo), as heard in Sounds can be slow, and loud or soft. Solfege is a system of staff. Respond with produced in a variety assigning a syllable Tones in Western accuracy to tone • fast: Johann of ways. Respond in a variety name to a musical Build sol-mi-lah music can be labelled matching with other Strauss II, Thunder of ways to sounds sound. patterns on a two- or with the absolute voices or instruments. and Lightning Polka, that can be loud or three-line music staff. pitch names Op. 324 soft, fast or slow, and A sequence of sounds ABCDEFG or solfege. Extend the • slow: Johann high or low. can move from high Represent pitch understanding of Pachelbel, Canon in to low, low to high, or through gestures, Printed music symbols solfege to include the D Major; and Explore the four stay the same. movement, and hand show the direction of pitchesreanddoh. Frédéric Chopin, qualities of the human signs. a melody. Nocturne No.1 voice within poetry, A melody is a Demonstrate how to nursery rhymes, and sequence of high, low, Respond to pitch Melodies can move follow music notation Sounds have qualities songs.
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