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    Here is an overview of the key musical skills and concepts we will focus on this year. This is not an exhaustive list, but rather a curriculum outline for the year.
    After each concept is a letter in parentheses:
    (I) indicates that this concept is being introduced for the first time this year;
    (X) indicates that a concept, which has been introduced previously, is being further explored this year;
    (M) indicates that this concept will be mastered this year. After a concept is mastered, it will be reviewed and used to introduce other, more challenging concepts.

    BEAT Students will:

    · demonstrate a steady beat on pitched and unpitched percussion instruments, body percussion, and through movement. (M)

    · demonstrate a steady beat on pitched and unpitched percussion instruments while singing a song or speaking a rhyme. (X)

    RHYTHM Students will:

    · distinguish between slow and fast singing and playing. (M)

    · identify a "tie". (I)

    · perform two-part rhythm pieces (changing rhythm + ostinato). (I)

    · echo, read and compose simple rhythmic patterns using:second grade rhythms

    METER Students will:

    · demonstrate an understanding of phrase length. (M)

    · sing, move, and play pitched and unpitched percussion instruments in 2/4, 4/4 and 6/8 time. (M)

    FORM Students will:

    · find repetition and contrast in AB and ABA forms. (I)

    · perform pieces in two-part form. (M).

    · arrange pieces using contrasting sections. (M)

    · compose and perform sections using word chains. (M)

    MELODY Students will:

    · identify upward and downward melodic movement. (M)

    · improvise and compose melodies on pitched percussion instruments. (I)

    · sight-sing simple melodies using the solfege syllables "do", "re", "mi", "so" and "la". (I)

    · use Curwen-Glover hand signs for do", "re", "mi", "so" and "la". (I)

    HARMONY Students will:

    · experience singing two-part harmony (melody + ostinato). (I)

    · experience singing one melodic line, while playing simple borduns, drones and pedal points on pitched percussion instruments. (M)

    · experience singing one melodic line while playing an alternate bordun on pitched percussion instruments. (I)

    · perform group melodic improvisations on pitched percussion instruments. (X)

    EXPRESSION Students will:

    · demonstrate forte (loud) and (piano) quiet singing and playing. (M)

    · demonstrate "crescendo", "diminuendo" and "fermata". (I)

    TIMBRE Students will:

    · identify pitched percussion instrument groups (xylophones, metalophones, glockenspiels, bass bars) by their sound alone. (M)

    · identify unpitched percussion instruments by their sound alone. (M)

    STYLE Students will:

    · perform and move to cultivated and vernacular music from various historic periods and world cultures. (X)