First Grade Music Curriculum

1. Singing, alone and with others, a varied repertoire of music.
a. Use whispering, speaking, calling, and singing voice appropriately.
b. Demonstrate understanding of posture and breathing to promote good sound.
c. Develop use of upper register.
d. Match simple pitch patterns.
e. Sing with others or with accompaniment using listening skills to match pitches.
f. Sing in group, blending vocal timbres, matching dynamic levels, and responding to cues of a conductor.
g. Sing from memory a varied repertoire of folk centered songs representing genres and styles from diverse cultures.

2. Performing on instruments, alone and with others, a varied repertoire of music.
a. Perform steady beat on classroom instruments.
b. Explore timbre of classroom instruments.
c. Perform simple rhythm patterns on classroom instruments.
d. Play simple ostinati to accompany songs or rhythm activities.
e. Perform a varied repertoire of music representing diverse cultures.

3. Improvising melodies, variations, and accompaniments.
a. Improvise simple song texts.
b. Improvise short sound pieces using available classroom instruments, body percussion, and voice.
c. Improvise "answers" to given rhythmic or melodic phrases.

4. Composing and arranging music within specified guidelines.
a. Create simple sound pieces to accompany dramatizations.
b. Use a variety of sound sources to create music

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5. Reading and notating music.
a. Read steady beat using iconic representation.
b. Read short and long sounds using iconic representation.
c. Read and use quarter and eighth notes, quarter rests, and repeat signs.
d. Use sol, mi, and la and notate using solfege hand signals.
e. Introduce sol, mi, and la on staff.

6. Listening to, analyzing, and describing music.
a. Demonstrate perceptual skills through movement: steady beat, high/low, simple form (AB, ABA), upward/downward, same/different, crescendo/decrescendo.
b. Distinguish between high and low.
c. Distinguish between beat and no beat.
d. Distinguish between beat and rhythm.
e. Respond through purposeful movement to selected prominent musical
characteristics: dynamics, tempo, changes in each.
f. Talk about musical sounds using simple vocabulary: up/down, loud/soft, fast/slow.
g. Identify sounds of a variety of instruments, as well as children’s voices and male and female adult voices.
h. Respond to and describe the affective qualities of music.
i. Know the basic background of one composer and introduce his/her music.

7. Evaluating music and music performances.
a. Experience a variety of musical styles through listening.
b. Discuss how music exists at home or at school.
c. Explain, using appropriate terminology, personal preferences for specific
works and styles.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.
a. Use music to accompany tasks or games.
b. Recognize music as an occupation.
c. Make appropriate musical choices to describe aurally a work of visual art.

9. Understanding music in relation to history and culture.
a. Identify various uses of music in daily life.
b. Describe characteristics that make certain music suitable for a given situation.
c. Recognize that musical elements may be used differently in various cultures.
d. Demonstrate appropriate audience behavior.

 

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