Elementary Music Curriculum Outline – Grade 1 Outcomes added to Grade one are in bold

Singing/Saying Student Demonstrates:

Playing Instruments Student Demonstrates:

Creating/Improv. Student Demonstrates:

Reading/Writing Student Demonstrates:

Listen/Analyze Student Recognizes:

Vocabulary Student Recognizes::

Mi Sol (La) Pitch • Accurate use of singing voice

• High & Low • Higher (la) • Singing vs. speaking voice • Melodic patterns • Tonal Center (sol-based)

• Vocal exploration • Pitched vs. Unpitched • High & Low • Higher (la)

• 2-line staff • Line vs. space • Higher (la)

• High & Low • Mi, Sol, La • Higher

• pitch • staff

q qr Q Rhythm/Meter

• Rhythmic speech • Beat competency • Long & Short • Walk & Jogging • Rhythm • Duple vs. Triple

• Long & Short • Walk & Jogging • Language and rhythm

• dotting rhythm & language

• Beat • Beat vs. rhythm • Duple vs. Triple

• Beat • Rhythm • Quarter n ote • 2-8th notes • Quarter rest • Walk & Jogging

Harmony • song ostinati • poetry ostinati

• chord bordun • quarter note ostinati

• quarter note ostinati • Melody alone vs. accompanied

• Melody • Chord Bordun

Form • Introduction • Elemental forms (aaab,

aaba, abab, abba, abac)

• Form

Expressive Qualities

• Loud & Soft • Fast & Slow • expressive speech

• Loud & Soft • Fast & Slow • High & Low

• Sound exploration (pitched and unpitched)

• Loud & Soft • Fast & Slow • High & Low • Tone Color • Multicultural works • Historical works • Popular works

Movement • skip/walk/hop beat while

singing • Mallet technique

(pinch/grab) • skip/walk/hop/etc to beat

• self vs. shared space • levels • walk & jogging • Traveling vs. stationary • Pathway

• self vs. shared space • levels • walk & jogging • Traveling vs. stationary • Pathway