Music

VOCAL MUSIC

Singing is the foundation of all music skills in the elementary vocal music curriculum. Music skills are sequentially taught and divided into five content areas: melody, rhythm, reading and writing, part work and form, using grade appropriate songs, singing games and rounds.

Singing

• Sing in tune, clearly, alone and with others, e.g., greeting songs.

Performance/Improvising

• Imitate simple melodic and rhythmic patterns.
• Move to and keep a steady beat.

Reading/Notating

• Develop reading readiness abilities.

Listening/Evaluating

• Listen to music with focused attention.
• Respond to music with movement.
• Use terminology in describing music, e.g., fast/slow; loud/soft.

Understanding Culture/History

• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity, e.g., Mexico.

VOCAL MUSIC

Singing is the foundation of all music skills in the elementary vocal music curriculum. Music skills are sequentially taught and divided into five content areas: melody, rhythm, reading and writing, part work and form, using grade appropriate songs, singing games and rounds.

Singing

• Sing in tune, clearly, alone and with others, e.g., greeting songs.

Performance/Improvising

• Perform simple rhythmic and melodic patterns, alone and with others.
• Move to and keep a steady beat while singing.

Reading/Notating

• Read and write simple rhythmic and melodic patterns, e.g., quarter and eighth notes; sol, mi.

Listening/Evaluating

• Listen to music with focused attention.
• Respond to music with movement.
• Use terminology in describing music, e.g., high/low.

Understanding Culture/History

• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity, e.g., Kenya.
• Identify simple form, e.g., repeat.

VOCAL MUSIC

Singing is the foundation of all music skills in the elementary vocal music curriculum. Music skills are sequentially taught and divided into five content areas: melody, rhythm, reading and writing, part work and form, using grade appropriate songs, singing games and rounds.

Singing

• Sing in tune, clearly, alone and with others.
• Sing simple two-part songs, e.g., rhythmic and melodic ostinati.

Performance/Improvising

• Perform simple rhythmic and melodic patterns, alone and with others.
• Move to and keep a steady beat while singing.

Reading/Notating

• Read and write simple rhythmic and melodic patterns, e.g., half notes; do, re, mi, la.
• Identify simple form, e.g., repeat sign.

Listening/Evaluating

• Listen to music with focused attention.
• Respond to music with movement.
• Use terminology in describing music, e.g., repeat, variant.

Understanding Culture/History

• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity, e.g., Japan.
• Put music into a cultural and historical context.

VOCAL MUSIC

Singing is the foundation of all music skills in the elementary vocal music curriculum. Music skills are sequentially taught and divided into five content areas: melody, rhythm, reading and writing, part work and form, using grade appropriate songs, singing games and rounds.

Singing

• Sing songs independently; in tune, accurately, including partner songs and rounds.
• Sing expressively, with the appropriate dynamics, phrasing and interpretation.

Performance/Improvising

• Perform expressively a varied repertoire.
• Demonstrate part-work, e.g., simple rounds.

Reading/Notating

• Read and write simple rhythmic and melodic patterns, e.g., sixteenth notes, pentatonic scale.
• Identify symbols and traditional terms referring to dynamics, tempo and articulation.
• Identify simple form, e.g., first and second ending.

Listening/Evaluating

• Listen to and recognize simple forms and styles.
• Use terminology in describing and analyzing music, e.g., round.

Understanding Culture/History

• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity, e.g., Native American and West Indies.
• Put music into a cultural and historical context.

VOCAL MUSIC

Singing is the foundation of all music skills in the elementary vocal music curriculum. Music skills are sequentially taught and divided into five content areas: melody, rhythm, reading and writing, part work and form, using grade appropriate songs, singing games and rounds.

INSTRUMENTAL MUSIC

The instrumental music program provides intensive instruction to develop music skills and is a natural extension of the classroom music curriculum. Students in grades four and five have the opportunity to study a band or orchestra instrument. Small group lessons occur during the school day. Large ensembles rehearse weekly before school.

Singing

• Sing songs independently; in tune, accurately, including partner songs and rounds.
• Sing expressively, with the appropriate dynamics, phrasing and interpretation.

Instrumental Music

• Play songs independently; in tune, accurately, including partner songs and rounds.
• Play expressively, with the appropriate dynamics, phrasing and interpretation.

Reading/Notating

• Read and write simple rhythmic and melodic patterns, e.g., syncopated rhythms; extended pentatonic scale.
• Identify symbols and traditional terms referring to dynamics, tempo and articulation.
• Identify simple form, e.g., D.C. and D.S.

Listening/Evaluating

• Listen to and recognize simple form, styles and meter.
• Use terminology in describing and analyzing music, e.g., folk and work songs.
• Devise criteria to evaluate music performance, e.g., ensemble, intonation, balance.

Understanding Culture/History

• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity.
• Put music into a cultural and historical context.

VOCAL MUSIC

Singing is the foundation of all music skills in the elementary vocal music curriculum. Music skills are sequentially taught and divided into five content areas: melody, rhythm, reading and writing, part work and form, using grade appropriate songs, singing games and rounds.

INSTRUMENTAL MUSIC

The instrumental music program provides intensive instruction to develop music skills and is a natural extension of the classroom music curriculum. Students in grades four and five have the opportunity to study a band or orchestra instrument. Small group lessons occur during the school day. Large ensembles rehearse weekly before school.

Singing

• Sing songs independently; in tune, accurately, including partner songs and rounds.
• Sing expressively, with the appropriate dynamics, phrasing and interpretation.

Instrumental Music

• Play songs independently; in tune, accurately, including partner songs and rounds.
• Play expressively, with the appropriate dynamics, phrasing and interpretation.

Reading/Notating

• Read and write simple rhythmic and melodic patterns; e.g., dotted quarter and eighth; pentachordal melodies.
• Identify symbols, traditional terms and standard music notation.
• Identify simple form, e.g., theme and variations.

Listening/Evaluating

• Listen to and recognize basic form, styles, meter and tonality.
• Use terminology in describing and analyzing music, e.g., theme and variations.
• Devise criteria to evaluate music performance, e.g., ensemble, intonation, balance and blend.

Understanding Culture/History

• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity.
• Put music into a cultural and historical context.

The middle school music curriculum includes classroom instruction for all students in grade 6 and is aligned with State and National Standards to ensure a comprehensive and sequentially appropriate experience. The elective program includes band, orchestra, and choral ensembles. Further extension and enrichment of the curriculum is offered through co-curricular ensembles: jazz band, select string, and vocal ensembles.

Performance Ensembles Performance ensembles focus on building individual and ensemble skills through a broad selection of music literature. Components include:

• Blend
• Ear Training
• Posture
• Bow Control
• Expression
• Sight Reading
• Breathing
• Intonation
• Tone
• Quality

Instrumental students also receive small group instruction focusing on individual technique within a specific instrument grouping.

Classroom Instruction

Students continue the development of musical skills from elementary school. Reading, writing, improvisation, and listening skills are emphasized. The music of Mexico and Canada, as well as songs and dances from around the world, are included in the curriculum.

The middle school music curriculum includes classroom instruction for all students in grade 7 and is aligned with State and National Standards to ensure a comprehensive and sequentially appropriate experience. The elective program includes band, orchestra, and choral ensembles. Further extension and enrichment of the curriculum is offered through co-curricular ensembles: jazz band, select string, and vocal ensembles.

Performance Ensembles Performance ensembles focus on building individual and ensemble skills through a broad selection of music literature. Components include:

• Blend
• Ear Training
• Posture
• Bow Control
• Expression
• Sight Reading
• Breathing
• Intonation
• Tone Quality

Instrumental students also receive small group instruction focusing on individual technique within a specific instrument grouping.

Classroom Instruction

Students study American music, with an emphasis on African-American music. Students continue to develop vocal techniques and musicianship skills through singing, reading and writing music, improvisation and critical listening.

The middle school music curriculum includes classroom instruction for all students in grade 8 and is aligned with State and National Standards to ensure a comprehensive and sequentially appropriate experience. The elective program includes band, orchestra, and choral ensembles. Further extension and enrichment of the curriculum is offered through co-curricular ensembles: jazz band, select string, and vocal ensembles.

Performance Ensembles Performance ensembles focus on building individual and ensemble skills through a broad selection of music literature. Components include:

• Blend
• Ear Training
• Posture
• Bow Control
• Expression
• Sight Reading
• Breathing
• Intonation
• Tone Quality

Instrumental students also receive small group instruction focusing on individual technique within a specific instrument grouping.

Classroom Instruction

Students, through the use of Music Technology, develop their performance skills on the keyboard, explore compositional styles, apply music theory and notation concepts, and continue their study of composers and their music.