Classroom Learner Outcomes Kindergarten

Aligned with Minnesota Academic Standards in the Arts

B. MUSIC. The student will: 1. understand the elements of music, including melody, , , dynamics, tone color, texture, and form; 2. understand the characteristics of music from a variety of cultures and historical times; 3. sing a varied repertoire of in a group; 4. improvise and compose on classroom instruments to communicate an idea; 5. play simple and melodies on classroom instruments; and 6. read and write music using a system of notation.

Experience Label Demonstrate

Pitch: Melody/Harmony Student uses a light and clear Identifies speaking, calling, whispering, Demonstrates a light and clear singing voice; High and Low and singing voices voice

Duration: Rhythm/Meter Student responds to steady beat; Fast and Recognizes steady beat in speech and Demonstrates steady beat through slow; Beat and rhythm music speech, body percussion and movement

Design: Form/Tone Color Same and different; Loud and soft; Identifies various classroom percussion Demonstrates correct technique for Classroom instruments instruments playing various classroom percussion instruments

Cultural context: Music from diverse cultures

Forest Lake Area Schools Curriculum Department 2006 Montessori Addendum to Elementary Classroom Music Learner Outcomes 2006 Forest Lake Area Schools Curriculum Department

First, Second and Third Grade Music Learner Outcomes Montessori Elementary Music

* Students in the combined grade level classroom will participate in a shared music experience. However, students will only be required to label, and demonstrate music concepts appropriate for assessment at their current individual grade level.

Experience Label instruments Pitch: Melody/Harmony Pitch: Melody/Harmony Practice a light and clear singing voice; Grade One: High and low pitches Songs include , rounds and part singing; Melodic direction; Sol, mi, la, do, re, fa, ti Grade Two: Sol, mi, la; Musical staff

Grade Three: Sol, mi, la, do, re; Duration: Rhythm/Meter Pitch names in the treble clef; Intervals of steps, Practice steady beat and rhythm patterns; Quarter skips, and jumps note, Eighth note, Quarter rest, Whole note, Half note, dotted half-note, dotted quarter note, half-rest, whole rest, sixteenth note patterns; Syncopation; duple and Duration: Rhythm/Meter triple meter Grade One: Beat; Rhythm; Fast and slow; Quarter note, Eighth note, Quarter rest

Design: Form/Tone Color Grade Two: Steady beat vs. rhythm; Listen to music with contrasting parts; Quarter note, Eighth note, Quarter rest, Play patterns on pitched/unpitched classroom Whole note, Half note instruments; form Grade Three: Dotted half note

Cultural context: Music from diverse cultures, and Design: Form/Tone Color Grade One: Same and different; Loud and soft; musicians Classroom instruments

Grade Two: ABA form; Introduction and coda; Repeat sign; Piano/forte, Crescendo/ decrescendo; Four families of Instruments

Grade Three: Musical phrase; Pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo; Orchestral Montessori Addendum to Elementary Classroom Music Learner Outcomes 2006 Forest Lake Area Schools Curriculum Department

Fourth, Fifth and Sixth Grade Music Learner Outcomes Montessori Elementary Music

* Students in the combined grade level classroom will participate in a shared music experience. However, students will only be required to label, and demonstrate music concepts appropriate for assessment at their current individual grade level.

Experience Label Demonstrate Pitch: Melody/Harmony Pitch: Melody/Harmony Pitch: Melody/Harmony Sing songs in parts, and in 2, 3 and 4-part canon; Grade Four: Low la, Low sol, fa, ti Grade Four: Singing unison songs, part songs, slurs; Ostinati and I, IV and V chord rounds, canons, ostinati; Playing steps, skips and ; ; Major & Minor Keys, Grade Five: Recognize sharps, flats, and naturals; melodies on recorder will include C, F and G Major Keys; Continued work on Tonal center soprano recorder, introduction to Alto recorder* Grade Five: Sing 3 and 4 part canons; Play I, IV, and Grade Six: I, IV, and V chords; Adult voice V chords as harmonic Duration: Rhythm/Meter categories; and treble clefs; Key signatures; Slurs Dotted quarter, eighth-note and complex sixteenth- Grade Six: Expanded work with I, IV and V chords, 3 note patterns, triplets; ties; and 4 part canons and part singing cut-time, changing and compound meters Duration: Rhythm/Meter Grade Four: Whole rest, Half rest, 16th note, Duration: Rhythm/Meter Syncopation; Meters Design: Form/Tone Color Grade Four: Steady beat and rhythm using recorders, 1st and 2nd endings; Interlude; speech, movement and instruments at Grade Five: Dotted quarter and 8th note patterns Electronic instruments; time periods in music history a variety of tempi Grade Six: Complex 16th note rhythms, Triplets; Ties; Grade Five: Changing meters and compound meter Cultural context: Compound meter Music from diverse cultures, composers and Grade Six: Expand repertoire in changing meter musicians Design: Form/Tone Color Grade Four: D.C., D.S., al coda, al fine; Folk and Design: Form/Tone Color * At this time all schools do not have alto Ethnic instruments Grade Four: Sing and play songs with 1st and 2nd recorders. We would like alto recorders to endings and/or interludes, D.C., D.S., al coda, al fine become a part of a standard list of instruments at Grade Five: Theme and variation each building. Grade Five: Sing and play songs with theme and Grade Six: Electronic instruments; variation styles Grade Six: Identify electronic instruments and popular music styles Montessori Addendum to Elementary Classroom Music Learner Outcomes 2006 Forest Lake Area Schools Curriculum Department

First, Second and Third Grade Music Learner Outcomes Montessori Elementary Music

* Students in the combined grade level classroom will participate in a shared music experience. However, students will only be required to label, and demonstrate music concepts appropriate for assessment at their current individual grade level.

Demonstrate Grade Three: Sing and play songs in rondo form Pitch: Melody/Harmony Grade One: Pitch matching; Unison singing

Grade Two: Pitch matching; Unison singing; Sings a melody

Grade Three: Singing unison songs, part songs and rounds

Duration: Rhythm/Meter Grade One: Steady beat and rhythm through speaking, moving and playing

Grade Two: Steady beat and rhythm using speech, movement and instrument patterns (including borduns on Orff instruments)

Grade Three: Steady beat and rhythm using speech, movement and instruments at a variety of tempi (The recorder is introduced in Grade Four)

Design: Form/Tone Color Grade One: Sing and play songs with sections that are the same and different

Grade Two: Sing and play songs with contrasting sections and dynamics