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Guiding the Musical Growth of Children, Fifth and Sixth Grades. a Curriculum Guide. INSTITUTION Montgomery Counts Public Schools,Rockville, Md

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Guiding the Musical Growth of Children, Fifth and Sixth Grades. a Curriculum Guide. INSTITUTION Montgomery Counts Public Schools,Rockville, Md DOCUMENT RESUME ED 103 312 SO 008 167 AUTHOR Smith, Hazel A.; And Others TITLE Guiding the Musical Growth of Children, Fifth and Sixth Grades. A Curriculum Guide. INSTITUTION Montgomery Counts Public Schools,Rockville, Md. REPORT NO Bull-263 PUB DATE 73 NOTE 477p. AVAILABLE FROM Division of Publication Services, Montgomery County Public Schools, 850 North Hungerford Drive, Rockville, Maryland 20850 ($5.00) EDRS PRICE MF-$0.76 HC-$24.75 PLUS POSTAGE DESCRIPTORS Bands (Music); Choral Music; CurriculumGuides; Educational Resources; Elementary Education; Grade5; Grade 6; Instructional Mrterials; Learning Activities; *Music; Music Activities; Music Appreciation; *Music Education; Music Reading; Music Techniques; Resource Guides; Student Experience; *Teaching Techniques ABSTRACT This guide is designed to serve as a pointof depariure for classroom teachers and musicteacher specialists as they plan for the musical growth of 5thand 6th graders. The guide is also intended to be a source formaterials. Topics covered in the document include harmony; songs for special daysand season; rhythmic movement; listening to music;playing instruments; reading music; and developing concepts for melody, rhythm,harmony, form, and expressive quality. It is not suggested that the activities orall suggestions for any one resource be completedin one day. The songs and recordings listed can be used throughout the year,emphasizing one facet of the musical content at one time anddealing with other facet.; at other times. The materials andsuggestions do not have grade level Labels because good practice andgood musical selections are not restricted tospecific grade levels. Suggested resources have been developed for each activity sothat the teacher may choose material which best suits his class situation.(Author/JR) U S DEPARTMENTOF HEALTH, EDUCATION WELFARE NATIONAL INSTITUTEOF EDUCATION THIS VOLUME-NTHAS BEEN ITEPRO DUCED EXACTLY AS THE pERSON OR oRGANIzARECEIVED F ROM TioN OR iGIN AT1NG IT POINTS OfVIEW OR OPINIONS STATED 00 NOT SENT OFFICIAL NATIONALNECESStkiLy REPRE INSTITUTE OF EDUCATION POSITIONOR POLIO "PERMISSION TO REPRODUCE RIGHTED MATERIAL THIS COPY- HAS BEEN GRANTEE BY Dona dclows TO ERIC AND ORGANIZATIONS UNDER AGREEMENTS OPERATING WITH THE NATIONAL STITUTE OFEDUCATION. IN- RUCTION OUTSIDE FURTHER REPRO. THE ERIC SYSTEM QUIRES PERMISSION RE- OWNER' OF THE COPYRIGHT A Curriculum Guide for GUIDING THE MUSICAL.GROWTH OF CHILDREN FIFTH AND SIXTH GRADES Montgomery County Public Schools Rockville, Maryland Homer 0. Eiseroad Superintendent of Schools Bulletin No. 263 Winter, 1972-73 00002 Copryight 1973 by the Board of E4ucation of Montgomery County Rackville, Maryland 00003 INTRODUCTION This guide has been designed to serve as a pointof departure for classroom teachers and music teacher specialists asthey plan for the musical growth of 5th and 6th graders. It is not intended that ;,y one suggested tic:fixity orall sugges- tions for any one resour be completed in one day. The songs and recordings listed can be used throughout the year,emphasizing one facet of the musical content at one timeand dealing with other facets at other times. The musical concepts which these students arebeginning to under- stand need to be emphasized only whenthe class is ready. These concepts must be approached through avariety of activities, sane of which will still be "in process" for somechildren when they are in junior high school. This guide is also intended to be a source formaterials; it may be used as a point of departure for ateacher as he plans the musical experiences which promote the musicalgrowth of students. The materials and suggestions do not havegrade level labels because both good practice and good musicalselections are not restricted to specific grade levels. Suggested resources have been developed for eaoh activity sothat each teacher may choose the material which best suits his classsituation. 00004' it 00005 ACKNOWLEDGMENTS This curriculum guide was prepared by Hazel A. Smith, supervisor of music, and Carol Reichgut, elementary music teacher, C. Martin Staub, Jr., junior high school instrumental music teacher also contributed the sections on electronic music and on playing the recorder. Many elementary music teachers contributed significantly to the develop- ment of the contents through their enthusiastic encouragement and helpful evaluation based upon the tryout of these materials in the schools. Table of Contents Page Introduction iii Listening to Musi Children Learn Acknowledgments iv Children Learn The Origin and Guidelines for the Selection of Music vii Electronic Musi We Believe 1 Listening Reper We Organize 2 Playing Instrumen Classroom Inrtr Planning for Musical Growth 4 In the Music How to Set Up a Singing -- All-School Sings 5 "Mini" Learning We Evaluate All-School Sings 7 Exploring the M PentatwAc Sc Singing in Harmony 9 Whole-Tone Sc Resources: Singing in Harmony 12 Tone Row . Rounds and Canons 12 Accompaniments Descants 13 Helping Student Two-Part Songs 15 Resources: Lola Three-Part Songs 18 Partner Songs 20 Reading Music . Thirds 21 Singing in Three-Part Harmony 22 Planned Music Tim Singing in Two'art Harmony Using the Song Book. 25 The Relationshi Singing in Three-Part Harmony Using theSong Book 27 a Composition A Singing Repertoire. 29 Students Develop Musical Experie Songs for Special Days and Seasons 37 Reading a Melod Reading a Major Rhythmic Movement 44 Reading a Minor Helping Students Respond to Basic Dance Steps . 50 Dorian Mode . Helping Students Create a Dance 52 Figure and Sequ Resources:Ton 00006 Table of Contents Page Page iii Listening to Music 52 Children Learn About Orchestral Instruments . 56 iv Children Learn About Music in the Life of Man 57 The Origin and Development oflock 58 is vii Electronic Music -- Resources for Electronic Music 71 1 Listening Repertoire 73 2 Playing Instruments 87 Classroom Instruments 88 4 In the Music Center 88 How to Set Up a Music Center 90 5 "Mini" Learning Centers 91 7 Exploring the Music Center 100 Pentatonic Scale 100 9 WholeTone Scale. 102 12 Tone Row 103 12 Accompaniments for Songs 107 . 13 Helping Students Learn to Play the Recorder . 115 15 Resources: Learning to Play Instruments 116 . 18 20 Reading Music 117 21 22 Planned Music Time -- The Elements of Music . 119 g the Song Book. 25 The Relationship of All of the Elements in ing the Song Book. 27 a Composition 121 29 Students Develop Concepts of Melodx 125 Musical Experiences with Melody 127 37 Reading a Melody 129 Reading a Major Scale 131 44 Reading a Minor Scale 135 138 c Dance Steps . 50 Dorian Mode 52 Figure and Sequence 142 Resources: Tonal Patterns 144 00007 Page Students Develop Concepts of Rhythm 158 Students Develop Con Music Moves in 2's 160 Two- and Three-Par Music Moves in 3'3 161 Rondo Music Moves in 4's 162 Theme and Variatio Music Moves in 6's 163 Sonato-Allegro Fo Organization of Notes in a Measure 166 Program Music -- M Developing a Rhythmic Accompaniment 170 The Ballet 8 Even and Uneven Rhythm Patterns 172 Opera Rhythmic Ideas -- Motives 174 Suite Changing Meter 176 Fugue Repetition and Contrast -- Rhythmic Ideas . 177 Repetition and Contrast -- Creating an Original Students Develop Con Composition 179 How a Composer Con Resources:Music Move6 in 2's 180 Use of the Element Music Moves in 3's 180 Music Moves in 4's 181 We Appraise and Eval Music Moves in 6's 182 Changing Meter 183 Appendices Students DeveloConcepts of Harmony 185 Care and Tuning of Recognizing Intervals 187 Resources for Help Constructing Cnords on the Staff 190 Abbreviations . Instruments Used in 00008 vi Page Page 158 Students Develop Concepts of Form 199 .... ,, 160 Two- and Three-Part Design . , 201 161 Rondo 202 162 Theme and Variations 205 163 Sonato-Allegro Form 207 166 Program Music -- Music That Tells a Story . 214 170 The Ballet 219 172 Opera 224 174 Suite 225 176 Fugue 229 ideas . 177 Original Students Develop Concepts of Expressive Quality . 234 n 179 How a Composer Conveys Mood 235 180 Use of the Elements Of Music to Convey Mood . 241 180 181 We Appraise and Evaluate 243 182 183 Appendices 185 Care and Tuning of the Autoharp 247 187 Resources for Helping Students Play Instruments 248 190 Abbreviations 249 Instruments Used in the Elementary School . 250 00009 GUIDELINES FOR THE SELECTION OF MUSIC RELATING TO CULTURAL, ETHNIC, AND RELIGIOUS CGNTEXYS The Human Relations Policy Statement, adopted by the Board of Education in November, 1969, states: The Montgomery County Public School System is committed to a policy of educating children for living by helping them to develop an awareness and appreciation for the achievements, problems, and aspirations of all people in our culturally diverse society. If schools are to meet this commitment to children, it is essential that we provide students with broad experiences so that they will be helped to appreciate the cultural, ethnic, and religious diversity in our society. As teachers select music to be used in the instructional setting and in performance, it is of utmost importance that great care be taken to define those positive objectives that are attainable. In addition, teachers should use discretion in the way music is handled in the classroom. County policy, !,1 keeping with court rulings, does not permit schools to conduct religious celebrations or to perform musical selections with the intent of promoting the tenets of a given cree This does not mean, however, that the music curriculum should exclude music arising out of religious tradition. "Music in the Life of Man" is a continuing theme in the music curriculum, Kindergart through Grade 12. As students experience the music of our culture and other cultures, they will discover how man has used music as a means of expressing and recording ideas, emotions, and experiences.They should come to understand that music pervades every aspectof man's life and has assumed a very vital role i his celebrations and rituals.
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