DOCUMENT RESUME ED 054 115 SP 007 298 TITLE Teaching Music.A Guide for Teachers, Grades 1-6. INSTITUTION Fairfax County Schools, Va. PUB DATE Mar 68 NOTE 141p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS *Curriculum Guides, *Elementary Grades, *Music Education ABSTRACT GRADES OR AGES: Grades 1-6. SUBJECT MATTER: Music. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into five topic sections. Section titles are "Listen," "Sing and Play Instruments," "Move to Music," "Read and Write Music," and "Create." The guide is printed and perfect-bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each section contains a list of objectives for that area ot music education and several suggested lesson plans. Activities in each plan are outlined in detail. There is no designation of specific grade level for any area of the curriculum or any lesson plan. INSTRUCTIONAL MATERIALS: Materials needed for an activity are listed with the activity description. In addition, the guide contains the music for numerous songs and pictures and descriptions of musical instruments. There are lists of materials for each section and an extensive list of materials, equipment, and sources in an appendix. STUDENT ASSESSMENT: No mention. (RT) 1.11 rm.4 LC\ U.S. DEPARTMENT OF HEALTH, C:7,1 EDUCATION & WELFARE O OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN IONS STATED DO, NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY TEACHING MUSIC A Guide for Teachers GRADES 1-6 March 1968 Fairfax County Public Schools Department of Instruction Fairfax, Virginia /. O O 1 Acknowledgments The curriculum guide in music for the elementary school has been developed by the cooperative efforts of many people. Each teacher in the County had the opportunity to makerecom- mendations by means of a questionnaire during the school year. Committees of teachers, principals, and consulting teachers participated in a summer workshop to plan content, decide format, and select materials in June 1966. Mrs. Adeline McCall, Supervisor of Music, Chapel Hill, North Carolina, served as consultant. i2 Music has always had an important place in the curriculum of the comprehensive schools in a democratic society. Those of us who believe that music should be an integral part of public school education in America today and in the future, have our convictions considerably strengthened by the knowledge that musk makes its most important contribution to individual growth. This results when musk becomes a part of the daily living experience of all members of a society irrespective of their economic or social status. Music is a vital force in education for citizenship for all children, and is a means of expression and understanding of the ultimate moral and spiritual values of the culture which are transcendent but permeate the entire structure of life. This music guide was designed to aid the teacher in providing significant living experiences in the elementary classroom, and aesthetic growth for all students as individuals within the setting of their culture. It is sincerely hoped that every teacher will find this guide an aid in his quest to provide a rich and meaningful music educa- tion for every child. E. C. FUNDERBURK v TABLE OF CONTENTS Page WE BELIEVE ix OBJECTIVES xi SUGGESTED SEQUENTIAL LEARNINGS FOR ALL AREAS OF MUSIC xiii SECTION I:LISTEN 1 Suggested Lesson Plans 7 Indications of Growth in Listening 13 SECTION SING AND PLAY INSTRUMENTS 15 Instrument Definitions and Diagrams 22 Suggested Lesson Plans 29 Indications of Growth in Singing and Playing 41 Bibliography 42 SECTION III: MOVE TO MUSIC 45 Suggested Lesson Plans 50 Indications of Growth in Movement 54 Suggested Materials 55 Bibliography 58 SECTION IV: READ AND WRITE MUSIC 61 Suggested Lesson Plans 66 Indications of Growth in Reading and Writing 74 SECTION V: CREATE 75 Suggested Lesson Plans 79 Indications of Growth in Creativity 84 Bibliography 85 SECTION VI: INDICATIONS OF GROWTH IN MUSIC 87 SECTION VII: APPENDIX 101 Background Material for Teachers 103 Materials and Equipment 125 Publishers Addresses 138 Bibliography 140 Going to a Concert 141 We Believe Every child has the capacity to understand, appreciate, consume or create music to some degree. All children should have the opportunity to discover their innate talents, and to use them in a measure which is commensurate with their individual interest and motivations Music is an inescapable part of daily living.It is more important today, than ever before in the history of mankind, that our schools exert every effort to create a musically literate society Music provides a unique means of self expression and personal creativity in a society which is becoming increasingly mechanized Music, as a means of self-expression, mirrors and reflects the social environment which gives it birth. The understanding of music promotes an understanding of our own, as well as other cultures, present and past Music promotes harmonious relationships in the home, the school, the community and the world Music is interrelated with the total curriculum. Our Objectives Are To reach every child through music and to give an added dimension and enrichment to his present and future life To foster the realization that every individual possesses the need for spiritual growth and that moral and spiritual values are inherent to music To foster and nurture the artistic talent of every child through the acceptance of the concept of music as a part of daily living To provide encouragement, direction, and the means for the musical development of the exceptionally talented child To provide a variety of musical experiences, individually and collectively, in the areas of singing, listening, rhythmic activities, musk reading, vocal and instrumental performance, and creativity. .c SUGGESTED SEQUENTIAL LEARNINGS FOR ALL AREAS OF MUSIC to sounds in theLISTEN daily environment qualitywith a pleasingSING and musical PLAY tone increasingwith rhythmic complexity MOVEresponse, of andmovement with visualwritten READsymbols music toand relate WRITE sound with movementsCREATE forsamedown, changesdirection high, oflowof tempomelody or remains (fast-slow) as it goesthe up, inwith unison accurate and parts pitch with freeminuetwaltzfolk responsetune to music heard bybypatterns relatingrelating to melodicwritten music and/or notationnotation rhythm simplesongs accompaniments,instrumental compositions forsoft) harmonicvariations texturein dynamics (found- witharticulation easeclear and enunciation, understanding and differentusingsymphonyballet entire rhythms, body to moods, express tempi, many specificandbyto melodicrelating rhythm pitch, and/orwrittenvalues or pitch rhythm notation sequence patterns to a variationscounterimprovisations melodies andforfor rhythmmood and and style rhythmic and tonalpatterns imagery percussion,,i;15-rentandwith expressionappropriate kinds melody ofof phrasing, instrumentsmusical and harmony ideas nuances, anddances,with squaremusicaldirected marches, dances forms response round as dances, in folk melodicallyin unison and and in partsharmonically a variety of sounds totonal identify pattern various (short instruments melodic figures) complexnotation,ningfrom withthe melodicmusical progressingsimple pictureandscore, torhythmic morebegin- paperwriting or or blackboard putting music is the on typesto recognizebecome of music acquainted performance with media many windonsongsscores bells,-xylophones, instruments, and a variety recorders, of smallmelodies singingcomittantinversion music ofand playing natural and con- forhistoryvariousto identify form periods in compositionsmusic of (structure musical from ABA, accompanimentsukulele,resonatorpiano, organ piano bells, and autoharp, with organ voice, guitar, on ARAB,stylesposersto the works ABACADA)and learn of a tovariety recognize of com- their SECTION I We teach children to Listen 8 SECTION I: LISTENING We Encourage Children To LISTEN: for mood and general impressions; for melodic contour; for dynamic contrast; for similarity of musical phrases; for nuances and articulations. FOLLOW: the melodic line; the changes of tempo; the rhythmic pulse; the musical form. RECOGNIZE: musical punctuation through identification of phrase, sentence, and period; I harmonic progression and structure; the use of accents to emphasize punctuation; instruments and the relationship of size to pitch; style and form. RELATE: music to the rhythm of daily living; to other subject areas. 9 -3- SECTION I: LISTENING LISTENING is the beginning of all musical experiences.It involves continually "attending" to what is heard.It provides the basis of musical growth in: learning to appreciate music of various styles and types; gaining knowledge of the elements of music; understanding our musical heritage and the music of other cultures; analyzing of form and structure; identifying instruments by sound; developing good concert manners. WHY Music is a communication skill and an aural art.Its medium is sound and it must be heard to exist. Listening is the most important element in the development of active musical participation as an intelligent consumer, or an artistic performer. WHEN During the regularly scheduled music period; At any time during the day when the teacher directs the attention of the children to specific sounds in their environment or to Liusic itself; Whenever music is played or performed. SECTION I: LISTENING WHAT Sounds in the environment