Elementary Music Curriculum Guides

Narrative

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Unit 1	6 classes	In the first few weeks of school, students are introduced to the fundamentals of singing, keeping a steady beat, and musical movement through creative songs and activities, as well as through music making that is organic to childhood play. “What should my singing voice sound like?” “How do I make music?”	Classroom Expectations Finding singing voice Singing posture Steady beat Echo Songs
Unit 2	8 classes	Students will prepare concert songs and learn the basics of performing for an audience during a seasonal concert, as well as audience etiquette. “How do I perform in a concert?” “What makes a good audience member?”	Seasonal Songs Concert Preparation Watching the Conductor Stage Presence Audience Etiquette Lining up on Risers Memorization of Lyrics
Unit 3	8 Classes	Students will continue working on ongoing skills related to singing, movement, and beat keeping. Students expand upon their beat keeping skills and learn to apply them to basic classroom instruments. They will explore different sound qualities such as volume with these instruments. “What happens if I play this instrument like this…?” “What does it mean to play ‘to the beat’?”	Singing Steady Beat Dynamics (f/p) Classroom Instruments Singing Posture Call and Response Songs
Unit 4	7 classes	Students will continue with ongoing skills, as well as learning about tempo (the speed of music) through various movement activities. “What is tempo?”	Singing Steady Beat Matching Pitch Singing posture Tempo (Presto/Largo) Simple Songs
Unit 5	7 classes	Students will continue to hone the skills required to perform songs and learn musical concepts like tempo (speed) and dynamics (volume). Students will learn the basics of musical improvisation through creative play. “How can I make my own song?”	Singing Steady Beat Simple Improvisation Singing posture Simple Songs

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1	6 Classes	At the start of first grade, students will be reacquainted with some of the musical skills they developed during Kindergarten. Students will start to learn echo and call and response songs while developing their singing voice, singing posture and keeping a steady beat. “How can making music be like a conversation?”	Classroom Expectations Finding singing voice Singing posture Steady beat Echo Songs Call and Response Songs
2	8 Classes	Students will prepare concert songs and learn the basics of performing for an audience during a seasonal concert, as well as audience etiquette. “How can we work together to make a great performance?’	Seasonal Songs Concert Preparation Watching the Conductor Stage Presence Audience Etiquette Lining up on Risers Memorization of Lyrics
3	8 Classes	Building on familiar songs and patterns, Students will begin to improvise with simple melodic and rhythmic patterns. “What does it mean to improvise?” “What happens if I change the words, melody or rhythm to a song?”	Singing Echo Songs Call and Response Songs Simple Songs Steady Beat Simple Improvisation Singing posture
4	7 Classes	Students will learn about the role of a composer and “meet” some famous composers throughout history while singing, playing and moving to their most famous compositions. “What does a composer do?” “How can I be a composer?”	Singing Steady Beat Singing posture Composers Echo Songs Call and Response Songs Simple Songs
5	7 Classes	Students will be introduced to instrument families and learn how to identify the different ways that simple classroom instruments make sound. “How does this instrument make sounds?” “How can I change the sound of an instrument?”	Singing Steady Beat Singing posture Instrument Families Echo Songs Call and Response Songs Simple Songs

Second Grade Music

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1	4 Classes	Second grade students will begin the school year reviewing the singing skills they learned in 1st grade, continuing to develop their singing voices through singing echo songs and keeping a steady beat. In addition, they will begin to layer rhythm patterns over the beat using classroom instruments and sing and play music using different dynamics (loud and soft). “How can we play and sing music as an ensemble?” “What is the difference between a steady beat and a rhythm pattern?” “How can I control how loudly or softly I sing or play an instrument?”	Classroom Expectations Singing with others (Echo) Dynamics Rhythm Patterns Steady Beat Classroom Instruments
2	5 Classes	Students will sing seasonal songs alone and with others, learn to recognize simple melodic patterns and explore different tempi (speeds) “Can I recognize melodic patterns in familiar songs?” “Can I sing a song at different speeds?”	Seasonal Songs Tempi Melodic Patterns
3	4 Classes	Students will continue to sing seasonal songs and will begin to learn their songs and skills for the winter concert including memorizing lyrics, following the conductor’s cues, correct singing posture and stage presence, lining up on the risers and being a respectful, responsive audience member. “How can we work together to give a wonderful performance?” “What does it mean to be a respectful audience member?”	Seasonal Songs Concert Preparation Watching the Conductor Stage Presence Audience Etiquette Lining up on Risers Memorization of Lyrics
4	3 Classes	Students will put the finishing touches on their concert songs and perform in the winter concert. “What do I need to do to be an excellent ensemble and audience member?” “How can I manage stage fright so I can enjoy performing?”	Concert Preparation Concert
5	8 Classes	Students will learn about composers and listen and move to some of their best-known compositions. Students will learn to read and write simple rhythm notation. “What is a composer?” “How can I recognize and decode written rhythms?”	Seasonal Songs Composers Read rhythm notation
6	4 Classes	Students will listen to, analyze, and describe music. Students will sing different kinds of songs including rounds. Students will learn about instrument families with a focus on brass instruments “What patterns and musical details can I hear in music?” “What is a round?” “How are instruments organized into families?” “How do brass instruments make sounds?”	Seasonal Songs Instrument Families (brass) Sing and play a variety of songs including rounds Composers Read rhythm notation
7	3 Classes	Students will continue developing the skills from unit 6 and will begin to learn about string instruments. “How do string instruments make sounds?”	Instrument Families (strings) Sing and play a variety of songs including rounds Composers Read rhythm notation
8	4 Classes	Students will continue developing the skills from unit 6 and will begin to learn about woodwind instruments. “How do woodwind instruments make sounds?”	Instrument Families (woodwind) Sing and play a variety of songs including rounds Composers Read rhythm notation
9	2 Weeks	Students will continue developing the skills from unit 6 and will begin to learn about percussion instruments. “How do percussion instruments make sounds?”	Instruments Families (percussion) Sing and play a variety of songs including rounds Composers Read rhythm notation

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1	6-8 Classes	Students will review singing skills (singing with dynamics, proper tempo) as well as music reading skills from 2nd grade. Students will review ensemble skills, such as following a conductor. Students will be introduced to the recorder and learn proper playing posture and to make a good sound. “How can we make music as an ensemble?” “What do I need to do in order to perform with a good sound on the recorder?”	Establish Classroom Expectations Singing Alone and with Others Continue Expressive Qualities (introduced in K, Grades 1 & 2) Conversational Solfege Pitch and Rhythm Review Distribute Recorders Listening/Moving to Music
2	6-8 Classes	Students will be able to perform (movable) do, re, and mi on recorder, alone and with others. Students will be able to perform by rote and decode musical notation corresponding to (movable) do, re, and mi. “How can I recognize and decode written rhythms and perform them on recorder?”	Classroom Instrument and Recorder Technique Recorder / do, re, mi (moveable do) Singing Alone and with Others Listening/Moving to Music Instrument Families
3	6-8 Classes	Students will learn seasonal songs and prepare for their winter concert performance, memorizing lyrics and rhythms, correct posture and stage presence, showing proper audience etiquette. “How can we work together to give a wonderful performance?” “What does it mean to be a respectful audience member?”	Review Expectations, Skills & Concepts Beginning Reading Notation (Treble Clef Staff) Listening/Moving to Music Singing Alone and with Others Seasonal Songs Concert Preparation Watching the Conductor Stage Presence Audience Etiquette Lining up on Risers Memorization of Lyrics
4	6-8 Classes	Students will be able to sing partner songs (songs with countermelody/bass line) Students will be able to perform new recorder notes using their right hand (Low E, Low D). Students will organize music (recorder/barred instruments/percussion) into original compositions which follow simple musical forms (binary or ternary form). “What is a partner song?” “What is a bass line?” “How do I organize music?” “What is binary or ternary form?”	Seasonal Songs Singing Alone and with Others Review 2-Part Singing Listening/Moving to Music Continue recorder skills Additional Recorder Notes Playing on the Instrument Notating on Music Manuscript
5	6-8 Classes	Students will continue to learn recorder notes (C, high D) Students will create original recorder music, and notate and perform their compositions. Students will improvise (using recorder/barred instruments/percussion) using the pentatonic scale (so la do re mi) Students will build on the material from Unit 4, adding learning of new folk dances. “How can I make my music sound the way I want it to?” “How can I use the pitches I know on the recorder to improvise?”	Singing Alone and with Others Continue 2-Part Singing Canons Partner Songs Seasonal Songs Listening/Moving to Music Continue recorder skills Continue with Additional Recorder Notes Playing on the Instrument Notating on Music Manuscript
6	6-8 Classes	Students will build on the skills learned in Unit 5, adding seasonal songs to prepare for an end-of-year spring performance.	Continue and Review Grade 3 Skills and Concepts Singing Alone and with Others Playing Classroom Instruments/Recorders Listening/Moving to Music

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1	6-8 Classes	Students will review singing and rhythmic skills (singing with dynamics, accurate pitch, proper tempo, singing in a round, performing rhythm patterns through body percussion or instrument playing) as well as music reading skills. Students will review ensemble skills, such as following a conductor. “Is my vocal sound blending with the rest of the ensemble?” “Is the ensemble maintaining a steady tempo?” “What dynamics best suit this piece of music?”	Establish Classroom Expectations Singing Alone and with Others Reading and Notating Music Conversational Solfege Echo Rhythm and Pitch Pitch and Rhythm Review Listening/Moving to Music Analyzing/Describing Music Learning Instrument Families Becoming Familiar with Classroom Instruments
2	5-7 Classes	Students will continue developing their singing and rhythmic skills (singing with dynamics, accurate pitch, proper tempo, singing in a round, performing rhythm patterns through body percussion or instrument playing) as well as music reading skills. “How does music help us to celebrate a holiday or season?”	Listening to/Analyzing/Describing Music Learning/Singing Seasonal Songs Preparing for Concert Concert Etiquette: Roles of Performers, Audience, Conductor, Composer Singing with Others Conversational Solfege Echo Rhythm and Pitch
3	5-7 Classes	Students will sing in 2 part harmony. Ex: singing a melody with repetitive pattern or a countermelody Students will participate in class discussion regarding the cultural or historical significance of a piece of music. Students will continue developing rhythmic skills through instrument playing. “How does music teach us about history or a culture?”	Listening to/Analyzing/Describing Music Relating Music to History and Culture Singing Alone and with Others Conversational Solfege Echo Rhythm and Pitch Playing Classroom Instruments
4	5-7 Classes	Students will continue developing skills in singing in 2 part harmony. If these skills are strong, students will begin singing in 3 parts. Students will participate in class discussion regarding the cultural or historical significance of folk dance. “How does adding harmony make a melody more interesting?” “What role does folk dancing play in historic events and cultural lifestyles?”	Listening to/Analyzing/Describing Music Relating Music to History and Culture Singing Alone and with Others Reviewing Instrument Families Folk Dancing Concert Preparation Conversational Solfege Echo Rhythm and Pitch
5	5-7 Classes	Students will continue developing skills in singing in 2 part harmony. If these skills are strong, students will begin singing in 3 parts. Students will participate in class discussion regarding the cultural or historical significance of folk dance. “How does music help us celebrate our country’s patriotic holidays?” “How does music teach us about the United States?”	Listening to/Analyzing/Describing Music Relating Music to History and Culture Singing Alone and with Others Reviewing Instrument Families Folk Dancing Concert Preparation Learning Patriotic Songs Conversational Solfege Echo Rhythm and Pitch Concert Performance

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1	6-8 Classes	Fifth grade students will begin the school year reviewing expectations in music class and learning expectations in chorus, begin choral singing, continue reading and notating musical notation through Conversational Solfege by John Feierabend, listen and move to music while describing and analyzing, sing in rounds and canons to prepare for two-part singing, and review instrument families while playing classroom instruments.	Establish Classroom Expectations Singing Alone and with Others Reading and Notating Music Conversational Solfege Echo Rhythm and Pitch Pitch and Rhythm Review Listening/Moving to Music Analyzing/Describing Music Singing Rounds/Canons Review Instrument Families Playing Classroom Instruments
2	5-7 Classes	Students will prepare concert songs by singing and analyzing the works as well as learn the expectations of a chorus in concert with proper etiquette. Students will also learn about composers through singing with others and continuing work through Conversational Solfege through echoing. Students will additionally begin composing and improvising original music ideas.	Listening to/Analyzing/Describing Music Learning/Singing Seasonal Songs Preparing for Concert Concert Etiquette: Roles of Performers, Audience, Conductor, Composer Singing with Others Conversational Solfege Echo Rhythm and Pitch Composing and Improvising Original Ideas
3	5-7 Classes	Students will continue analyzing and describing music through relating it to history and culture. In chorus, they will work on singing alone and with others while continuing with Conversational Solfege in music class with classroom instruments and seasonal songs.	Listening to/Analyzing/Describing Music Relating Music to History and Culture Singing Alone and with Others Conversational Solfege Echo Rhythm and Pitch Playing Classroom Instruments Singing Seasonal Songs
4	5-7 Classes	Students will continue to build on skills from Unit 3 in addition to learning new folk dances while preparing for concerts. They will also begin responding critically to various performances and works. “Where does folk dancing come from, and why do we do it today?”	Listening to/Analyzing/Describing Music Relating Music to History and Culture Singing Alone and with Others Reviewing Instrument Families Folk Dancing Concert Preparation Conversational Solfege Echo Rhythm and Pitch Critical Response
5	5-7 Classes	In addition to building on skills from Unit 4, students will learn patriotic songs while using critical response to their meaning. “What do the singers of this song want an audience to know?”	Listening to/Analyzing/Describing Music Relating Music to History and Culture Singing Alone and with Others Reviewing Instrument Families Folk Dancing Concert Preparation Learning Patriotic Songs Conversational Solfege Echo Rhythm and Pitch Critical Response Concert Performance