Filling Our Minds With Music... |
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Filling Our Minds With Music... |
The Kyrene School District has based its curriculum on the National Standards of Music Education:
1. Singing, alone and with others, a varied repertoire
of music.
2. Performing on instruments, alone and with others, a varied repertoire of
music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
In an attempt to meet the standards of music education, the curriculum is broken down by grade level:
| Kindergarten |
| Students will: |
| recognize different instruments by timbre (the way they sound) |
| move to a steady beat |
| learn to sing in tune with different pitches |
| explore playing barred instruments |
| recognize tempo (fast and slow) differences |
| differentiate between quiet and loud |
| recognize high and low pitches |
| play simple patterns on non-pitched percussion instruments |
| work in a cooperative group (through all grades) |
| 1st Grade |
| Students will: |
| recognize high and low pitches |
| hear upward and downward melodic movement |
| recognize repeated phrases and patterns |
| read and play simple patterns on instruments |
| sing songs from different cultures |
| continue developing proper playing technique on instruments |
| recognize even and uneven patterns |
| create melodies on pitched percussion instruments |
| continue developing singing technique and pitch |
| move to a steady beat |
| 2nd Grade |
| Students will: |
| recognize same, different and similar melodic patterns |
| demonstrate understanding of phrase length |
| find repetition and contrast in AB and ABA form |
| sing more accurately on pitch with a greater range |
| recognize more instruments by timbre (the way they sound) |
| play melodies and accompaniments on instruments |
| move rhythmically to a steady beat |
| sing and play songs from different cultures |
| create melodies on instruments |
| read and play
rhythms using eighth notes, quarter notes, half notes, quarter rests and half rests |
| 3rd Grade |
| Students will: |
| demonstrate understanding of strong and weak beats in meters of 2 and 3 |
| create melodies within specific guidelines on pitched percussion |
| recognize music symbols |
| demonstrate understanding of melodic movement by step, leap and repeat |
| sing and dance to songs of different cultures |
| sing more accurately on pitch with a greater range |
| move rhythmically to a steady beat |
| demonstrate understanding of form (how music is put together) |
| play melodies and accompaniments on instruments |
| read and play
rhythms using quarter, eighth, half and whole notes, and quarter, half and whole rests |
| 4th Grade |
| Students will: |
| read and play more complex rhythm patterns (syncopation, sixteenth notes) |
| recognize chord progressions |
| sing in rounds |
| move rhythmically to a steady beat |
| create chants and accompaniments |
| read and write notes on a staff |
| begin playing the
recorder (a flute-like wind instrument) and develop playing skills |
| create melodies on the recorder |
| create melodies on pitched percussion |
| sing and dance to songs of different cultures |
| 5th Grade |
| Students will: |
| read and play more complex rhythm patterns (cross rhythms) |
| continue developing recorder skills |
| create melodies on recorder and play alone |
| move rhythmically to a steady beat |
| create melodies and accompaniments within specific guidelines |
| sing songs of different cultures |
| sing songs in a variety of styles |
| write melodies and accompaniments for varied instruments |
| read and write music on a staff |
| demonstrate understanding of chord progressions |