k-5 general musicperformingarts.dmschools.org/uploads/1/3/2/6/13263506/k-5_general_music.pdf ·...

k-5 General Music 2018-2019

Overview of Learning Goals ............................................................................ page 2

Scope & Sequence .......................................................................................... page 3

Kindergarten ................................................................................................... page 4

1st Grade ......................................................................................................... page 5

2nd Grade ........................................................................................................ page 7

3rd Grade ....................................................................................................... page 10

4th Grade ....................................................................................................... page 13

5th Grade ....................................................................................................... page 16

Additional Layouts ........................................................................................ page 19

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2

Overview of Learning Goals

Responding and

Connecting Rhythm Skills Melody Skills

Kin

de

rgarten

A: Matches given rhythmic movement B: Match vocalization within a given register C: Create an expressive performance

1st G

rade

A: Analyze musical elements B: Create an expressive performance

A: Analyze rhythms within a given set

2n

d Grad

e



A: Analyze pitches within a given set

3rd G

rade




4th G

rade




5th G

rade




3

Scope & Sequence KEY: Bold – must experience Not bold – can teach/students may experience **ASSESSED**

Topic: Melody Topic: Rhythm R & C: Harmony/ Texture

R & C: Timbre

R & C: Form

R & C: Expression

R & C: Movement

K high/low

Long/short Steady beat

0, 1, 2 sounds 4 Voices Same/Different

Loud/Soft

(Quiet) Fast/slow

Finger Plays Action Song Stationary

Circle Locomotor and Non-Locomotor

Exploration

1 SM La

** q Q n ** Meter 2/4

Solo and group

Echo/call and response

Unpitched Percussion

Body Percussion

AB Form Forte, Piano

Allegro, Largo

Chase Games in a Circle

Stationary Circle becomes traveling Circle

Mirroring

2

**MSL** rd

Step, skip, repeat Staff

** h H ** Meter 4/4

Ostinato Pitched

Percussion

ABA Verse/Refrain

Repeat

Fortissimo Pianissimo

Presto, Andante Phrasing

Traveling Circle Partners in a

Circle Scattered Formation

Dances

3

**DR** Low la, low sol

Pentatonic scale

Name Musical Alphabet

Do or Treble Clef

** d w W **

y Meter 3/4 Compound

Meter

2 part Rounds

and canons

4 Instrument Families

1st and 2nd Ending

ABC

Mezzo Piano Mezzo forte Crescendo

Decrescendo

Passing Game Concentric

Circle Long-ways Set

4

**Low La, Low Sol** Do’

La-centered (minor)

Absolute Pitches on

Treble Staff

** y m M **

Partner song 3 part rounds and Canons

Instruments within the 4

families Recorder

Rondo D.S. al fine

Coda

Fermata Staccato,

Accent Legato

Shadowing Folk-Dance

5 **High DO**

Fa and ti Major/minor

** eqe (Syncopa)**

j e Mixed Meter

2 independent part harmony

Performing

Groups (band, choir,

orchestra)

Theme and Variations

Improvisation

Octavo Reading

Line Dances Advanced Folk-

Dance

4

Kindergarten – Responding and Connecting

0BTopic:

Melody

1BTopic:

2BRhythm

3BR & C:

Harmony/Texture

4BR & C:

5BTimbre

6BR & C:

7BForm

8BR & C:

9BExpression

10BR & C:

11BMovement

high/low

Long/short

Steady beat  0, 1, 2 sounds  4 Voices  Same/Different 

 

Loud/Soft (Quiet)

Fast/slow

Finger Plays Action Song Stationary Circle Locomotor and Non-Locomotor Exploration

Topic-Specific Descriptors: when asking students to “match pitch”, the characteristics of the learning goal

include distinguishing and differentiating pitches and developing a strategy to accurately assess one’s own pitch.

Other mental processes include executing, analyzing errors, matching, and more.

Grading Topic: Responding and Connecting

4 In addition to score 3.0 performance, the student demonstrates in-depth

inferences and applications that go beyond the learning goal. This could

include experimenting with vocalization and rhythmic movement.

3 Learning Goal

Students:

A. Match given rhythmic movement

B. Match vocalization within a given register

C. Create an expressive performance

2 Students:

A. Demonstrate a variety of movements

B. Demonstrate a variety of vocal sounds

C. Demonstrate a musical task

1 Students performance reflects insufficient progress toward foundational

skills and knowledge.

5

1st Grade – Responding and Connecting

12BTopic:

Melody

13BTopic:

14BRhythm

15BR & C:

Harmony/Texture

16BR & C:

17BTimbre

18BR & C:

19BForm

20BR & C:

21BExpression

22BR & C:

23BMovement

SM

La

** q Q n **

Meter 2/4

 Solo and group



Body Percussion

 AB Form

 Forte, Piano

Allegro, Largo


Stationary

Circle becomes traveling Circle

Mirroring

Topic-Specific Descriptors: See chart below





3 Learning Goal

Students:

A. Analyze musical elements

B. Create an expressive performance

2 Students:

A. Demonstrate musical elements

B. Demonstrate a musical task



6

1st Grade – Rhythm Skills

24BTopic:

Melody

25BTopic:

26BRhythm

27BR & C:

Harmony/Texture

28BR & C:

29BTimbre

30BR & C:

31BForm

32BR & C:

33BExpression

34BR & C:

35BMovement

SM

La

** q Q n **

Meter 2/4

 Solo and group



Body Percussion

 AB Form

 Forte, Piano

Allegro, Largo


Stationary

Circle becomes traveling Circle

Mirroring


Rhythm Set: q Q n

Grading Topic: Rhythm Skills




3 Learning Goal

Students:

A. Analyze rhythms within a given set

2 Students:

A. Identify notes within a given set



7

2nd Grade – Responding and Connecting

36BTopic:

Melody

37BTopic:

38BRhythm

39BR & C:

Harmony/Texture

40BR & C:

41BTimbre

42BR & C:

43BForm

44BR & C:

45BExpression

46BR & C:

47BMovement

**MSL**

rd

Step, skip, repeat

Staff

** h H **

Meter 4/4 

Ostinato  Pitched

Percussion

ABA

Verse/Refrain

Repeat


Presto, Andante

Phrasing

Traveling Circle

Partners in a Circle

Scattered Formation

Dances






3 Learning Goal

Students:

A. Analyze musical elements B. Create an expressive performance

2 Students:





8

2nd Grade – Rhythm Skills

48BTopic:

Melody

49BTopic:

50BRhythm

51BR & C:

Harmony/Texture

52BR & C:

53BTimbre

54BR & C:

55BForm

56BR & C:

57BExpression

58BR & C:

59BMovement

**MSL**

rd

Step, skip, repeat

Staff

** h H **

Meter 4/4 

Ostinato  Pitched

Percussion

ABA

Verse/Refrain

Repeat


Presto, Andante

Phrasing

Traveling Circle


Scattered Formation

Dances

Topic-Specific Descriptors:

Grading Topic: Rhythm




3 Learning Goal

Students:


2 Students:





Rhythm Set: q Q n h H





3 Learning Goal

Students:

B. Analyze rhythms within a given set

2 Students:

B. Identify notes within a given set



9

2nd Grade – Melody Skills

60BTopic:

Melody

61BTopic:

62BRhythm

63BR & C:

Harmony/Texture

64BR & C:

65BTimbre

66BR & C:

67BForm

68BR & C:

69BExpression

70BR & C:

71BMovement

**MSL**

r, d

Step, skip, repeat

Staff

** h H **

Meter 4/4 

Ostinato  Pitched

Percussion

ABA

Verse/Refrain

Repeat


Presto, Andante

Phrasing

Traveling Circle


Scattered Formation

Dances






3 Learning Goal

Students:

C. Analyze rhythms within a given set

2 Students:

C. Identify notes within a given set




Pitch Set: mi, so, la

Grading Topic: Melody Skills




3 Learning Goal

Students:

A. Analyze pitches within a given set

2 Students:

D. Identify notes within a given set



10

3rd Grade – Responding and Connecting

72BTopic: Melody 73BTopic:

74BRhythm

75BR & C:

Harmony/

Texture

76BR & C:

77BTimbre

78BR & C:

79BForm

80BR & C:

81BExpression

82BR & C:

83BMovement

**DR** 

Low la, low sol

Pentatonic scale

Naming Musical Alphabet

Do or Treble Clef

** d w W **

y

Meter 3/4

Compound Meter

 

2 part Rounds and

canons

4 Instrument

Families

1st and 2nd Ending

ABC

Mezzo Piano Mezzo forte

Crescendo Decrescendo

Passing Game

Concentric Circle

Long-ways Set

Topic-Specific Descriptors: : See chart below





3 Learning Goal

Students:



2 Students:





11

3rd Grade – Rhythm Skills


86BRhythm

87BR & C:

Harmony/

Texture

88BR & C:

89BTimbre

90BR & C:

91BForm

92BR & C:

93BExpression

94BR & C:

95BMovement

**DR** 

Low la, low sol

Pentatonic scale


Do or Treble Clef

** d w W **

y

Meter 3/4

Compound Meter

 

2 part Rounds and

canons

4 Instrument

Families

1st and 2nd Ending

ABC



Passing Game

Concentric Circle

Long-ways Set






3 Learning Goal

Students:

D. Analyze rhythms within a given set

2 Students:

E. Identify notes within a given set




Rhythm Set: d w W





3 Learning Goal

Students:


2 Students:




12

3rd Grade – Melody Skills


98BRhythm

99BR & C:

Harmony/

Texture

100BR & C:

101BTimbre

102BR & C:

103BForm

104BR & C:

105BExpression

106BR & C:

107BMovement

**DR** 

Low la, low sol

Pentatonic scale


Do or Treble Clef

** d w W **

y

Meter 3/4

Compound Meter

 

2 part Rounds and

canons

4 Instrument

Families

1st and 2nd Ending

ABC



Passing Game

Concentric Circle

Long-ways Set






3 Learning Goal

Students:

E. Analyze rhythms within a given set

2 Students:

F. Identify notes within a given set




Pitch Set: do, re, mi, so, la





3 Learning Goal

Students:


2 Students:




13

4th Grade – Responding and Connecting


110BRhythm

111BR & C:

Harmony/Text

ure

112BR & C:

113BTimbre

114BR & C:

115BForm

116BR & C:

117BExpression

118BR & C:

119BMovement

**Low La, Low Sol**

Do’

La-centered (minor) 

Absolute Pitches on Treble Staff

** y **

** m **

** M **

Partner song 

3 part rounds and Canons 

 Instruments within the 4

families

Recorder

Rondo 

D.S. al fine

Coda

 Fermata

Staccato, Accent Legato

Shadowing

Folk-Dance






3 Learning Goal

Students:



2 Students:





14

4th Grade – Rhythm Skills


122BRhythm

123BR & C:

Harmony/Text

ure

124BR & C:

125BTimbre

126BR & C:

127BForm

128BR & C:

129BExpression

130BR & C:

131BMovement

**Low La, Low Sol**

Do’



 ** y **

** m **

** M **

Partner song 



families

Recorder

Rondo 

D.S. al fine

Coda

 Fermata


Shadowing

Folk-Dance






3 Learning Goal

Students:

F. Analyze rhythms within a given set

2 Students:

G. Identify notes within a given set




Rhythm Skills: y m M





3 Learning Goal

Students:


2 Students:




15

4th Grade – Melody Skills


134BRhythm

135BR & C:

Harmony/Text

ure

136BR & C:

137BTimbre

138BR & C:

139BForm

140BR & C:

141BExpression

142BR & C:

143BMovement

**Low La, Low Sol**

Do’



 ** y **

** m **

** M **

Partner song 



families

Recorder

Rondo 

D.S. al fine

Coda

 Fermata


Shadowing

Folk-Dance






3 Learning Goal

Students:

G. Analyze rhythms within a given set

2 Students:

H. Identify notes within a given set




Pitch Set: low la, low so, do, re, mi, so, la





3 Learning Goal

Students:


2 Students:




16

5th Grade – Responding and Connecting


146BRhythm

147BR & C:

Harmony/Text

ure

148BR & C:

149BTimbre

150BR & C:

151BForm

152BR & C:

153BExpression

154BR & C:

155BMovement

**High DO**

Fa and ti

Major/minor 

 

** eqe (Syncopa)**

j e

Mixed Meter


 Performing Groups (band,

choir, orchestra)

 Theme and Variations

Improvisation

Octavo Reading

Line Dances

Advanced Folk-Dance






3 Learning Goal

Students:



2 Students:





17

5th Grade – Rhythm Skills


158BRhythm

159BR & C:

Harmony/Text

ure

160BR & C:

161BTimbre

162BR & C:

163BForm

164BR & C:

165BExpression

166BR & C:

167BMovement

**High DO**

Fa and ti

Major/minor 

 

** eqe (Syncopa)**

j e

Mixed Meter



choir, orchestra)


Improvisation

Octavo Reading

Line Dances

Advanced Folk-Dance






3 Learning Goal

Students:

H. Analyze rhythms within a given set

2 Students:

I. Identify notes within a given set




Rhythm Skills: j e eqe





3 Learning Goal

Students:


2 Students:




18

5th Grade – Melody Skills


170BRhythm

171BR & C:

Harmony/Text

ure

172BR & C:

173BTimbre

174BR & C:

175BForm

176BR & C:

177BExpression

178BR & C:

179BMovement

**High DO**

Fa and ti

Major/minor 

** eqe (Syncopa)**

j e

Mixed Meter



choir, orchestra)


Improvisation

Octavo Reading

Line Dances

Advanced Folk-Dance






3 Learning Goal

Students:

I. Analyze rhythms within a given set

2 Students:

J. Identify notes within a given set




Pitch Set: low la, low so, do, re, mi, so, la, high do





3 Learning Goal

Students:


2 Students:




19

Additional Layout

Learning Goals by Grade

Kindergarten

4 - Exceeding 3 - Meeting 2 – Developing

Resp

ondin

g and

Connectin

g

In addition to score 3.0

performance, the student

demonstrates in-depth

inferences and applications

that go beyond the

learning goal.*

A: Matches given rhythmic

movement

B: Match vocalization within a

given register

C: Create an expressive

performance

A: Demonstrate a variety of

movements

B: Demonstrate a variety of vocal

sounds

C: Demonstrate a musical task

*This could include experimenting with vocalization and rhythmic movement.

1st Grade


Resp

ondin

g and

Connectin

g




inferences and

applications that go

beyond the learning goal.

A: Analyze musical elements

B: Create an expressive performance

A: Demonstrate musical elements

B: Demonstrate a musical task

Rhyth

m S

kills




inferences and




Rhythm Set: q Q n

B: Identify notes within a given

rhythm set

20

2nd Grade


Resp

ondin

g and

Connectin

g




inferences and







Rhyth

m S

kills




inferences and




Rhythm Set: : q Q n h H

A: Identify notes within a given

rhythm set

Melo

dy S

kills




inferences and




Pitch Set: mi, so, la

A: Identify notes within a given set

3rd Grade


Resp

ondin

g and

Connectin

g




inferences and







21

Rhyth

m S

kills




inferences and




Rhythm Set: d w W


rhythm set

Melo

dy S

kills




inferences and




Pitch Set: do, re, mi, so, la


4th Grade


Resp

ondin

g and

Connectin

g




inferences and







Rhyth

m S

kills




inferences and




Rhythm Set: y m M


rhythm set

22

Melo

dy S

kills




inferences and




Pitch Set: low la, low so, do, re, mi,

so, la


5th Grade


Resp

ondin

g and

Connectin

g




inferences and







Rhyth

m S

kills




inferences and




Rhythm Set: j e eqe


rhythm set

Melo

dy S

kills




inferences and




Pitch Set: low la, low so, do, re, mi,

so, la, high do


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