ࡱ> ce`abq` `bjbjqPqP Wb::VTB\6~$hj| yEj 06$*Rk^6DJOJ Elkhart Community Schools General Music Curriculum Guide Kindergarten Introduction Course Description The Standards and Power Indicators Indiana Academic Standards Indicator Example Instruction/Assessment Reference Resource Appendices District Assessment Introduction Music Curriculum Guide Music Mission/Philosophy Statement Mission Statement Music instruction in the Elkhart Community Schools will prepare students to develop their own music capabilities so they will have the knowledge and understanding necessary for making personal and artistic decisions throughout their lives. Music Philosophy We believe the primary purpose of the school music curriculum is to provide a sequential and concept-driven program of instruction that encourages artistic, expressive and cultural development. We believe the music program will lead and direct students toward lifelong learning in music. Therefore, we recognize music as a basic part of the daily life of every student in the Elkhart Community Schools. Each student will have the opportunity to explore and develop self-expression in music and gain an appreciation for the effect that music has on his/her daily life. Music Goals The music proficiencies should provide: A general knowledge of music literature, history, and theory. Basic musical skills which will enable students to participate independently or with a group of musicians. The opportunity to develop life-long appreciation for music as an art, a science, and a profession that will allow the student to enjoy and support musical activities. The opportunity for all students to experience success on a level equal to their developmental stage. The opportunity for all students to understand the relationship between music and other disciplines. Committees Curriculum and Instruction: Philosophy and Goals: John Hill, Director Elkhart Community Schools Music Faculty Dave Benak, Supervisor H. Marie Doyle, Supervisor Bradley Sheppard, Supervisor General Music K-6 General Music Grades 7-8 Ann Fassett Jeff Reinert Cindy Houghton Jill Granlienard Suzanne Shaffer John Krouse Kay Hanft Sharon Stauffer Jeff Reinert Sue Johnson Kristine Weimer Sue Roberts Becky Petersen Ensembles Choral Music Band Strings Cindy Houghton Sandy Carnall Andrew Briddell John Krouse Lynne Gwin Jill Grandlienard Bill Niederer Harold Walt Karen Hershberger Claudia Phipps Dan Burton Jeff Hatfield Jeff Reinert Kurt Weimer Sharon Stauffer Tim Carnall Non-Performance Courses Music History Keyboarding Music Theory Bill Niederer Bill Niederer Tim Carnall Claudia Phipps Claudia Phipps Description Quality Music Instruction: A Description From Indianas Academic Standards for Music Quality Music Education: A Description Quality music education in the schools integrates fundamental musical activities and presents them in a sequential, pedagogically sound curriculum. As identified in the 1997 National Assessment for Educational Progress (NAEP) in music, the processes of creating, performing, and responding to music are interwoven throughout a balanced and complete music program. The first of these processes, creating, involves composing, arranging or improvising music. Through these activities students engage their aural skills and prior knowledge of music to create a personal and original musical idea. By including creative activities from the earliest grades onward, teachers provide opportunities for students to construct new ideas and find satisfying means of self-expression. Since music is a form of communication, performing is a vital and natural aspect of music study. Performing, the second musical process identified, promotes a sense of personal accomplishment, shared goals, community, and the joy of experiencing a musical work from the unique perspective of performing it. Responding to music completes the trio of fundamental musical processes, and includes activities rich in mental, physical, and emotional complexity. As students learn to read and interpret musical symbols, they further their cognitive development and ability to think logically by learning a new sign system and a different approach to the world around them. As they study the historical and cultural aspects of music, students discover that music is a universal human activity. And as music study is connected to other disciplines, students discover the ways that one subject area can reinforce and inform another. Finally, as students learn to evaluate musical works they learn to discriminate, think independently, and develop their own views of musical meaning and beauty. General Music Grades: K-8 Course Description: General music at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in singing, listening, creating songs and dances, moving to music, and discovering the world of music that surrounds them. As student progress, they are taught music fundamentals and skills that enable them to sing unison, two and three part songs, play simple melodic and harmonic instruments, develop their creative talents, and learn to discriminate through listening experiences. The elementary music specialists provide a core of musical skills and concepts and assist the classroom teaching in using music as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials. The middle school courses provide students with an opportunity to continue to develop their interests and musical skills. The curriculum is structured to provide students with an enjoyable experience so music will always have a pleasant connotation to the learner. Throughout the general music program a correlation of art, drama, dance, literature, and other areas of learning are integrated through listening and performing. Course Objectives: General music education students in Elkhart Community Schools: Employ critical thinking skills to evaluate all areas of music. Collaborate as members of a group to achieve a common musical goal. Relate music to their personal lives, to the other arts, and to areas outside of the arts. Apply basic notational reading and performance skills. Interpret and appreciate music from around the world. Kindergarten The Standards and Power Indicators Power Indicators are Highlighted in Bold Standard 1 Singing Alone and with Others Students sing in a group on pitch and with a steady tempo. Students sing a variety of songs from memory.K.1.1Match and echo a given pattern of a limited range of pitches.K.1.2Sing a short song accurately, from memory, and with a steady beat.Standard 2 Playing an Instrument Alone and with Others Students play short rhythmic and melodic patterns with body sounds or on an instrument. Students maintain a steady tempo while playing in a group.K.2.1Echo a short rhythmic pattern played by the teacher.K.2.2Maintain a steady beat.Standard 3 Reading, Notating, and Interpreting Music Students begin to read basic rhythmic notation.K.3.1Read and perform a short pattern of quarter notes and eighth notes by clapping or by vocalizing using syllables.Standard 4 Improvising Melodies and Accompaniments Students improvise musical responses to rhythms and pitch patterns given by the teacher. They improvise using instruments, body sounds, or electronic sounds.K.4.1Create simple rhythms on an instrument or by using body sounds. K.4.2Respond to teacher-played phrases by playing back a similar phrase. Standard 5 Composing and Arranging Music within Specified Guidelines Students create a short melodic or rhythmic pattern. They use several sound sources when composing.K.5.1Invent a short melodic or rhythmic pattern with the instructors guidance. K.5.2Help arrange a piece using many kinds of sounds, including instruments, body sounds, sounds from everyday objects, or electronic sounds.Standard 6 Listening to, Analyzing, and Describing Music Students distinguish between a speaking voice and a singing voice. They know the difference between the volume levels of loud and soft. They can also distinguish between fast and slow musical pace. Students in Kindergarten move to music and use movement to show what is heard in the music.K.6.1Identify a voice as a speaking voice or singing voice.K.6.2After hearing one song sung at a loud level and sung again at a soft level, identify each as being either loud or soft.K.6.3After hearing two pieces of music, identify one as fast and the other as slow.K.6.4Use hand motions to indicate a musical element or concept.Standard 7 Understanding Relationships Between Music, the Other Arts, and Disciplines Outside the Arts. Students begin to identify similarities and differences in the meanings of terms used in more than one art form. They identify differences between music activities and other classroom activities.K.7.1Use terms such as: plain or fancy, same or different, bright or dark, in music class and art class.K.7.2Talk about how music class is similar to or different from other classroom activities.Standard 8 Understanding Music in Relation to History and Culture Students identify how music is used in daily life.K.8.1Name sources of music that can be heard in daily situations. Example: Name a favorite song from the radio, television, or one that is often heard in an activity outside of school.Standard 9 Evaluating Music and Music Performances Students understand the importance of proper concert behavior in a variety of settings.K.9.1Name and imitate an appropriate behavior (such as sitting quietly) at a concert. Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006 Indiana Academic Standards KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS SINGING ALONE AND WITH OTHERS Standard 1: Students sing in a group on pitch and with a steady tempo. Students sing a variety of songs from memory. IndicatorExampleInstruction/AssessmentResource K.1.1  Match and echo a given pattern of a limited range of pitches.  Instructor:What is your name? (mi-mi-mi-sol) Student: My name is Sally (mi-mi-mi-sol). Can be used to check attendance. Match a given pitch and pattern.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS SINGING ALONE AND WITH OTHERS Standard 1: Students sing in a group on pitch and with a steady tempo. Students sing a variety of songs from memory. IndicatorExampleInstruction/AssessmentResource K.1.2  Sing a short song accurately, from memory, and with a steady beat.  Sing BINGO.  Use teacher evaluation with a rubric or discriminating listening.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS PLAYING AN INSTRUMENT ALONE AND WITH OTHERS Standard 2: Students play short rhythmic and melodic patterns with body sounds or on an instrument. Students maintain a steady tempo while playing in a group.IndicatorExampleInstruction/AssessmentResource K.2.1  Echo a short rhythmic pattern played by the teacher.  Use clapping patterns: teacher claps 4 beat pattern and students echo. Use a set of 3-4 tone bells, teacher plays a simple pattern, students echo. Teacher evaluation through listening.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS RESPONDING TO ART: HISTORY Standard 2: Students play short rhythmic and melodic patterns with body sounds or on an instrument. Students maintain a steady tempo while playing in a group.IndicatorExampleInstruction/AssessmentResource K.2.2  Maintain a steady beat.  Pat, clap, or step the steady beat while listening to recorded music, singing a song, or saying a poem.  Teacher evaluation.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS READING, NOTATING, AND INTERPRETING MUSIC Standard 3: Students begin to read basic rhythmic notation. IndicatorExampleInstruction/AssessmentResource K.3.1  Read and perform a short pattern of quarter notes and eighth notes by clapping or by vocalizing using syllables.  Using flash cards with quarter notes, eighth note pairs and rests, teach identification of those symbols (read as ta, ti-ti, and sh or clap). Teacher evaluation of individual and group efforts. KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS IMPROVISING MELODIES AND ACCOMPANIMENTS Standard 4: Students improvise musical responses to rhythms and pitch patterns given by the teacher. They improvise using instruments, body sounds, or electronic sounds.IndicatorExampleInstruction/AssessmentResource K.4.1  Create simple rhythms on an instrument or by using body sounds.  Provide student with rhythm sticks or simple melodic instrument and have each create their own pattern.  Teacher evaluation.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS IMPROVISING MELODIES AND ACCOMPANIMENTS Standard 4: Students improvise musical responses to rhythms and pitch patterns given by the teacher. They improvise using instruments, body sounds, or electronic sounds.IndicatorExampleInstruction/AssessmentResource K.4.2  Respond to teacher-played phrases by playing back a similar phrase.  Use a simple phrase like Whats for dinner? while teacher taps out rhythm of the words. Students respond by saying and tapping their answers. Teacher evaluation.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES Standard 5: Students create a short melodic or rhythmic pattern. They use several sound sources when composing. IndicatorExampleInstruction/AssessmentResource K.5.1  Invent a short melodic or rhythmic pattern with the instructors guidance.  Provide rhythm instrument or tone bells; student creates a 4-beat pattern.  Teacher evaluation.  KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES Standard 5: Students create a short melodic or rhythmic pattern. They use several sound sources when composing. IndicatorExampleInstruction/AssessmentResource K.5.2  Help arrange a piece using many kinds of sounds, including instruments, body sounds, sounds from everyday objects, or electronic sounds.  Create a musical accompaniment to a poem chosen by the teacher. Students choose appropriate sound choices, using body percussion, found items or classroom instruments.  Teacher evaluation.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS LISTENING TO, ANALYZING, AND DESCRIBING MUSIC Standard 6: Students distinguish between a speaking voice and a singing voice. They know the difference between the volume levels of loud and soft. They can also distinguish between fast and slow musical pace. Students in Kindergarten move to music and use movement to show what is heard in the music. IndicatorExampleInstruction/AssessmentResource K.6.1  Identify a voice as a speaking voice or singing voice.  Echoing Four Kinds of Voices Recorded lesson Repeat the example used in the lesson and have students close their eyes and raise their hands in front of their chest when they hear either the singing or the speaking voice Spotlight on Music (SOM) Kindergarten book page 31 and big book page 5.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS LISTENING TO, ANALYZING, AND DESCRIBING MUSIC Standard 6: Students distinguish between a speaking voice and a singing voice. They know the difference between the volume levels of loud and soft. They can also distinguish between fast and slow musical pace. Students in Kindergarten move to music and use movement to show what is heard in the music. IndicatorExampleInstruction/AssessmentResource K.6.2  After hearing one song sung at a loud level and sung again at a soft level, identify each as being either loud or soft.  Using the song, I Got Shoes, have students practice singing the first verse loud and then soft, using their hands far apart to represent loud and close together for soft. Sing the song again without the students and have them show with their hands apart or close together to represent either the loud or soft sound. Song, I Got Shoes from Spotlight on Music Kindergarten page 33.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS LISTENING TO, ANALYZING, AND DESCRIBING MUSIC Standard 6: Students distinguish between a speaking voice and a singing voice. They know the difference between the volume levels of loud and soft. They can also distinguish between fast and slow musical pace. Students in Kindergarten move to music and use movement to show what is heard in the music. IndicatorExampleInstruction/AssessmentResource K.6.3  After hearing two pieces of music, identify one as fast and the other as slow.  Using the song, Walk to School, have students move to the different ways to go to school used in the song, or have students come up with their own ways to go to school.  Have students listen to the song and after the first verse, stop the song and then start it again and have them listen to the second verse. Then, ask students which one was faster. Have them hold up one finger for the first example, or two fingers to mean the second example. Song, Walk to School from Spotlight on Music Kindergarten book page 18.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS LISTENING TO, ANALYZING, AND DESCRIBING MUSIC Standard 6: Students distinguish between a speaking voice and a singing voice. They know the difference between the volume levels of loud and soft. They can also distinguish between fast and slow musical pace. Students in Kindergarten move to music and use movement to show what is heard in the music. IndicatorExampleInstruction/AssessmentResource K.6.4  Use hand motions to indicate a musical element or concept.  Use the song, The Old Gray Cat and have students move to each verse, acting out the changes in the music/song. Divide students into 6 groups and have each group represent a verse to act out. Then, mix up the students and do it again. The Old Gray Cat from Spotlight on Music page 42 and big book page 8. KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS Standard 7: Students begin to identify similarities and differences in the meanings of terms used in more than one art form. They identify differences between music activities and other classroom activities.IndicatorExampleInstruction/AssessmentResource K.7.1  Use terms such as: plain or fancy, same or different, bright or dark, in music class and art class.  Use the art gallery picture, The Starry Night by Vincent van Gogh and Twinkle, Twinkle Little Star to talk about how artists and musicians use lines to show high and low. Discuss with children what the artist might have been trying to portray. Help them compare the paintings visual elements to elements in music, such as higher and lower starts to pitches and darker and lighter paint to different tone colors. Spotlight on Music page 66 and any recording of Twinkle, Twinkle Little Star.KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS Standard 7: Students begin to identify similarities and differences in the meanings of terms used in more than one art form. They identify differences between music activities and other classroom activities.IndicatorExampleInstruction/AssessmentResource K.7.2  Talk about how music class is similar to or different from other classroom activities.  Use songs like, All Work Together or any songs from the Cooperation theme list to make connections between working together in the classroom to working together in Music class. Sing songs at the beginning and/or the end of class to reinforce the importance of working together in any classroom. Spotlight on Music Thematic index page 372. KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE Standard 8: Students identify how music is used in daily life. IndicatorExampleInstruction/AssessmentResource K.8.1  Name sources of music that can be heard in daily situations. .  Name a favorite song from the radio, television, or one that is often heard in an activity outside of school. KINDERGARTEN MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS EVALUATING MUSIC AND MUSIC PERFORMANCES Standard 9: Students understand the importance of proper concert behavior in a variety of settings. IndicatorExampleInstruction/AssessmentResource K.9.1  Name and imitate an appropriate behavior (such as sitting quietly) at a concert.  Talk about how we behave at assemblies in school and then relate that to concerts and concert etiquette. If possible, have a middle school or high school choir come and sing for Kindergarten as an assessment tool. Tell students you will be watching to see what kind of etiquette choices they make.  Any available performing group. You may also want to create your own rubric to objectively assess your students on the behaviors talked about.     Spotlight on Music. 2005. Macmillan McGraw-Hill. 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