S4nena Exercises Emphasize Melody, Pitch, Chords, Intervalsand Scales
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DOCUMENT RESUME ED 205 315 RC 012 B28 AUTHOR Ott, Mary Lou, Comp. TITLE Small Schools Mnsic Turriculum, K-3: Scope, Objectives, Activities, Resources, Monitoring Procedures. The Comprehensive Arts in Education Program. INSTITUTION Educational Service District 121, Seattle, Wash.: washincton Office of the State Superintendent of Public Instruction, Olympia. PUB DATE Ang 77 NOTE' 631p.: For related documents, see RC 012 825-827 and PC 012 829-851. EDPS PPICE MF03/PC26 Plus Postage. DES' RTPTOPS *Behavioral Objectives: Educational Objectives: *instructional Materials: LearningActivities: *Music Activities: Music Appreciation: *Music Education: Music Theory: Primary Education: *Resource Materials: *Small Schools: State Curriculum Guides: Student Evaluation ABSTRACT By following the Washington Small Schools Zurriculum format of listing learning objectives with recommendedgrade olacement levels and suggested activities, monitoringprocedures, and resources used in teaching, this music curriculum for grades K-3 encourages teacher involvement and decisior making. Goals for the proaram focus on the student, encouragina each to value the study of muslc and recognize its usefulness, to participate in theperformance of music, to create musical expression and to listento music. Moving (rhythm) ,singing (melody), playina, sharing, creating and listening are the maior concepts around which the curriculum is bUilt. Rhythm activities stress beat, duration, accent, meter, tempo andresponse. S4nena exercises emphasize melody, pitch, chords, intervalsand scales. Playing instruction includes introductionsto the science of sound, instruments and environmental sounds. Sharing involves acquiring appropriate performance behavior and valuingthe personal satisfaction resulting from musical performance. Creatingfocuses on- structure and composition. Listening explores appreciation,mood and express4on and careers. Included ir a final sectionare song samples, patterns, devised notation, song and listerina lists,a bibliography a-d a discography. (NEC) **********************************************************************4 Reproductions'supplied by EDRS are the best that can be made * . from the or!ginal document. 4 *****##***************************************************************1 The ComprehensivF_L_ rbs aal,bunek Program SMALL SCHOOLS k. cp0) cs ....ss cr) yi ;--,:_ "-_,$) MUSIC .,) i:,...>., % c<../ -,4 -.'- CURRICULUM "fle5i 5L V1..% K-3 US. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION L'r:,(ROC:JC.F. TH1- ;11SOURUS I \ FORMA TIO% MATERIAL HAS :.7P4 GRANTED 2" TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).* 00 c\1 00 C<7.! NJ Dr. Frank B. Brouillet, State Superintendent of Public Instruction, Olympia, Washington I This is a publication of the Curriculum and InstructionDivis: r of the State Superintendent of Public Instruction, Olympia,Wash! '-c1 Dr. Frank B. Brouillet State Superintendent of Public Instruction Dr. Jack Frisk Deputy Superintendent Dr. Donald Hair Assistant Superintendent Division of Curriculum and Instruction William Radcliffe, Jr. Director Program Development Therese Destito Supervisor Small Schools Curriculum Project Small Schools Music Curriculum K-3 Scope Objectives Activities Resources Monitoring Procedures S August1977 Thank You! Many people have contributed a great dealto this document in terms of creative ideas, time and effort. Without a doubt, the major creditmust be giVenrto an outstanding young graduatestudent from Western Washington State University in Bellingham, Mary Lou Ott, whoworked for three months, day and night to put this documenttogether. During the next school year, she will have an opportunityto test her product as she takes her place as music and arts specialist inBlaine, a small school district in our state. They are most fortunate to have heras a new staff member. Tr!.bute should also be paid to Muriel Miller,the evercenthusiastic and creative contributor to music education inESD 121 and the rest of the State of Washington, who started this projectin 1975. Therese Destito of SPI, the Small,Schools Sharing ProjectDirector, gave positive support to the preparation of this document and others in thearts that will follow. Chuck Blondino, who shares this office, patientlyand kindly put up with more than the regular accumulation ofscrap paper, and offered helpful suggestions andencouragement on a regular basis. Carole Howard Hiner, (OFS*) and Agnes Engleprovided secretarial and editing services that were above and beyondthe call of duty. And there were many others. We thank all of you. - Jim Sjolund * (Old Faithful Secretary) kJ c. ACKNOWLEDGMENTS The Snail Schools Curriculum materials were written bya consortium of teachers and administrators from local districts, Educational Service District 121, and the office of the Superintendent of Public Instruction. Music Committee Muriel Miller, Music Consultant/teacher trainer ESD 121 Judith Hamilton, primary teacher Kent School District Donna Livermore, kindergarten teacher Arlington School District Marge McKellop, classroom /art specialist Longview School District Jeanne Stover, elementary librarian Kent School District Linda Vaughn, elementary classroom/music Lake Washington School specialist District Bev Wolf, Special Education Renton School District Special Consultants James Sjolund, Supervisor of Music SPI Chuck Blondino, Supervisor/Student Learning Objectives SPI Mary Lou Ott, Administrative Intern SPI Small Schools Planning Task Force Resource Personnel Jack Woodcook, Representative Silver Burdett Company Jerry E. Rockwood, Representative American Book Company Betty Smith, National Music Consultant, American Book Company Ken Osborn, Western Representative, Harcourt, Brace,Jovanovich Carolyn Giller, School Department, Harcourt, Brace,Jovanovich Office Services Agnes Engle, Secretarial Service Center Carole Hiner, Secretary, SPI Janet Lee Johnson, Art work The previous numbered page In the original document was blank. p iii INTRODUCTION When one's considering a statewide music education curriculumguideline, the tendency is to be somewhat fearful. Curriculum guidelines costa substantial amount ofmoney when widely distributed. They are very valuable to those who go through the guideline writingprocess, because as the writing progresses, authors havemany opportunities to think about what they are saying, to sort things out in theirown minds as they are selecting andarranging content materials. For the user, however, a curriculum guide can be quite sterile. It represents someone elses thinking. It is interesting, but notinternalized. The color of the cover, if "Dusty Rose," doesn't show the shelfdust that collects as the schoolyear wears on. This document is designed foryour own involvement and decision making. It is a "bank" of objectives, activities and suggestedresources that you can make withdrawals from. You must decide whatyour program is. You have this material available to use to save precioustime. The title is Small SchoolsSharing. If you have ideas for activities and resources, other objectives, other suggested monitoringprocedures, we need to know about them. Please feel a responsibilityto share. Don't be bashful about sending anything, Your idea may be theone that works for one child, the technique that makes the breakthroughfor that particular concept or objective. If it is, it is priceless. If you have suggestions as to ways to improve the guideline,format, philosophy or any other consideration, please be in touch. Your sugges- tions are valued. In order to make the best use of this document, you should firstbecome familiar with the Student Learning Objectives Handbook, whichhas just been revised.Your school will havea copy by the fall of 1977. Jim Sjolund Supervisor, Music Education Programs The previous numberedpage in the original documeatwas blank. v FORMAT One unique feature of the Small Schools Curriculum is the format or arrangement of information on the page. The format was developed in order to facilitate the transportability of the product by allowing districts to personalize the curriculum materials to meet their own educational programs. The Small Schools Format provides a simple arrangement for listing objectives and identifying activities, monitoring procedures, and resources used in teaching. Page One The first format page lists the sequence of student learning objectives related to a specific area of the curriculum for either reading, language arts, mathematics, science or social studies. For each objective a grade placement has been recommended indicating where each objective should be taught and mastered. The grade recommendation is made with the under- standing that it applies to most students and that there will always be some students who require either a longer or shorter time than recommended to master the knowledges, skills and values indicated by the objectives. Columns at the right of the page have been provided so district personnel can indicate the grade placement of objectives to coincide with the curriculum materials available in their schools. District personnel may also choose to delete an objective by striking it from the list or add another objective by writing it directly on the sequenced objective page. SMALL SChOOLS PROJECT 1 " l'Y SUBJECT: SPECIFIC AREA 'i...'I t": t tIn, lotit I 1, I. 2 3 4 The student knows: Irj lie student is able to .recognIce norl 1 I.torn.. In no,I,- :An. AM. Rondo. ...I I -reeponn . Homer form, ntele. and Inennonon tot Tan oppronr lateI or corryInK not hl. /her rreeolne