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This document was exported from Numbers '08. Each table was converted to an Excel worksheet.
Numbers Sheet Name Numbers Table Name
CDE Standards (new)
Table 1
DPS at-a-glance
Table 1
Orff1
Table 1
ORFF2
Table 1
Psych
Table 1
MusicMvmt Curriculum Goals
Table 1
DPS Standards
Table 1
Music Standards (old)
Table 1
PreK-5
Table 1
6-8
Table 1
9-12
Table 1
Band
Table 1
Basic Rubrics
Table 1
Rhythm & move
Table 1
Daily Breakdown
Table 1
Table 2
1st Grade YearLong Plan 2010
Table 1
2nd Grade YearLong Plan 2010
Table 2
3rd grade YearLong Plan 2010
Table 1
4th Grade YearLong Plan 2010
Table 1
5th Grade YearLong Plan 2010
Table 1
6th Grade YearLong Plan 2010
Table 1
SQUILT
Table 1
e was converted to an Excel worksheet.
Excel Worksheet Name
CDE Standards (new) - Table 1
DPS at-a-glance - Table 1
Orff1 - Table 1
ORFF2 - Table 1
Psych - Table 1
MusicMvmt Curriculum Goals - Ta
DPS Standards - Table 1
Music Standards (old) - Table 1
PreK-5 - Table 1
6-8 - Table 1
9-12 - Table 1
Band - Table 1
Basic Rubrics - Table 1
Rhythm & move - Table 1
Daily Breakdown - Table 1
Daily Breakdown - Table 2
1st Grade YearLong Plan 2010 -
2nd Grade YearLong Plan 2010 -
3rd grade YearLong Plan 2010 -
4th Grade YearLong Plan 2010 -
5th Grade YearLong Plan 2010 -
6th Grade YearLong Plan 2010 -
SQUILT - Table 1
Standard 1: Standard 2: Standard 3: Standard 4:
Expression Creation Theory Aesthetic Value
1. Performance in groups and solo. 1. Creation of music through a 1. Comprehension of of expressive 1. Demonstrate respect for music
variety of experiences. qualities of music. contributions.
2. Respond to music through
movement. 2. Identification of a wide variety 2. Comprehension of meaning from
ECE
of sounds. works of music.
3. Identification of music in their
daily lives.
1. Performance in groups and solo. 1. Creation of music through a 1. Comprehension of musical 1. Demonstrate respect for the
variety of experiences. opposites in music. contributions of others in a musical
2. Respond to music through setting.
movement. 2. Identification of simple musical 2. Comprehension of basic
patterns. elements of form in music. 2. Comprehension of works of
KG music and the performance of other
3. Comprehension of vocal and musicians.
instrumental tone colors.
3. Recognition and talk about
4. Comprehension of simple music and celebrations in their daily
rhythmic patterns. lives.
1. Performance in groups and solo. 1. Creation of music alone and with 1. Comprehension of gradual 1. Demonstrate respect for the
others. changes in dynamics and tempo. contributions of others in a musical
2. Performance of simple rhythmic, setting.
melodic and harmonic patterns. 2. Identification of patterns in 2. Comprehension of simple
music. notational elements and form in 2. Comprehension of works of
1st music. music and the performance of
musicians according to the elements
3. Comprehension of basic vocal of music.
and instrumental tone colors.
3. Identification of music as an
4. Comprehension of simple integral part of everyday life.
1. Performance in groups and solo. 1. Creation of music alone and with 1. Comprehension of dynamics, 1. Demonstrate respect for the
others. tempo, meter, using appropriate contributions of self and others in a
2. Performance of simple rhythmic, music vocabulary. musical setting.
melodic and harmonic patterns. 2. Identification of patterns in
notation. 2. Comprehension of notational 2. Critical evaluation of
2nd elements and form in music. performance of musicians according
to the elements and aesthetic
3. Comprehension of vocal and qualities of music.
instrumental tone colors.
3. Demonstration of an increased
4. Comprehension of rhythmic and awareness of the variety of music in
melodic patterns. daily life or special events.
1. Perform from memory and from 1. Creation of music at an age 1. Application of dynamics, tempo, 1. Explanation of personal
traditional notation. appropriate level. meter and articulation using preferences for specific musical
appropriate music vocabulary. works and style.
2. Performance of rhythmic, 2. Beginning notation of music.
melodic and harmonic patterns. 2. Analysis of simple notational 2. Response to and making
3rd elements and form in music. informed judgements about music
through participation, performance,
3. Analysis of vocal and or the creative process.
instrumental tone colors.
3. Articulation of the significance
4. Comprehension of melodic, of music in their lives.
rhythmic, and harmonic patterns.
1. Performance using correct 1. Creation of music using grade 1. Application and analaysis of 1. Explanation of personal
production techniques. level concepts. dynamics, tempo, meter and preferences for specific musical
articulation using appropriate music works and styles individually and as
2. Perform a variety of rhythmic, 2. Beginning notation of music. vocabulary. a participant.
melodic, and harmonic patterns.
2. Aural and notational analysis of 2. Identification of the musical
4th 3. Performance of extended elements and form in music. values of others.
melodies from the treble staff using
traditional notation. 3. Analysis of vocal and
instrumental examples.
4. Application of melodic,
rhythmic, and harmonic patterns.
1. Performance using correct 1. Creation of music using grade 1. Application and analaysis of 1. Explanation of personal
enhanced techniques. level concepts. dynamics, tempo, meter and preferences for specific musical
articulation using appropriate music works and styles.
2. Performance of more complex 2. Intermediate notation of music. vocabulary.
rhythmic, melodic, and harmonic 2. Articulation of meaning in music
patterns. 2. Aural and notational analysis of according to elements, aesthetic
5th elements and form in music. qualities, and human responses.
3. Performance of melodies from
the treble staff and bass staff using 3. Analysis of more complex vocal
traditional notation. and instrumental examples.
4. Application of melodic,
rhythmic, and harmonic patterns.
August September October November December
ECE Literacy Coming to Coming to All about me Family and Family and
school school and (Safety, (Gingerbread (Gingerbread
Fire Man, Man,
prevention, Holidays, Holidays,
Fall, Harvest, Celebrations, Celebrations,
Nocturnal All about me) All about me)
Animals,
colors).
KG Literacy Reading and Reading and Reading and Learning Personal
writing writing writing about books Narrative
workshops workshops workshops
1st Literacy Reading and Reading and Small Small Nonfiction:
writing writing Moments Moments How to…
workshops workshops
2nd Literacy Reading and Reading and Personal Personal Nonfiction:
writing writing Narrative Narrative How to…
workshops workshops
3rd Literacy Reading and Reading and Nonfiction CSAP Reading and
writing writing Reading and Reading and Writing Poetry
workshops workshops Descriptive writing test-
Writing taking
4th Literacy Reading and Reading and Nonfiction CSAP Reading and
writing writing Reading and Reading and Writing Poetry
workshops workshops Informational writing Test-
Writing taking
5th Literacy Reading and Reading and Nonfiction CSAP Reading and
writing writing Reading and Reading and Writing Poetry
workshops workshops Essay Writing Writing test-
Taking
KG Science Physical Physical Physical Earth and Earth and
Science: Science: Science: Space Space
Investigating Investigating Investigating Science: Science:
My Senses My Senses My Senses Investigating Investigating
Here, There, Here, There,
and and
Everywhere Everywhere
1st Science Physical Physical Physical Earth and Earth and
Science: Science: Science: Space Space
Investigating Investigating Investigating Science: Science:
Properties Properties Properties Investigating Investigating
Weather Weather
2nd Science Physical Physical Earth and
Physical Earth and
Science: Science: Space
Science: Space
Designing Designing Science:
Designing Science:
Sound Sound Sound Investigating Investigating
Systems Systems Earth
Systems Earth
Materials Materials
3rd Science Physical Physical Physical Earth and Earth and
Science: Science: Science: Space Space
Investigating Investigating Investigating Science: Science:
Electrical Electrical Electrical Investigating Investigating
Systems Systems Systems Objects in the Objects in the
Sky Sky
4th Science Physical Physical Physical Earht and Earht and
Science: Science: Science: Space Space
Investigating Investigating Investigating Science: Science:
Physical and Physical and Physical and Investigating Investigating
Chemical Chemical Chemical the Changing the Changing
Properties Properties Properties Earth Earth
5th Science Physical Physical Physical Eartha and Eartha and
Science: Science: Science: Space Space
Investigating Investigating Investigating Science: Science:
Heat and Heat and Heat and Investigating Investigating
Changes in Changes in Changes in Weather Weather
Materials Materials Materials Systems Systems
kg Social Respecting Respecting Respecting Making Making
Science Ourselves, Ourselves, Ourselves, Friends and Friends and
Families, and Families, and Families, and Soiving Soiving
friends friends friends Problems; Problems;
Cultures and Cultures and
Experiences Experiences
Influence Influence
Peoples' Peoples'
Perceptions Perceptions
1st Social Rules Rules Rules Individuals Individuals
Science and Societies and Societies
Make Choices Make Choices
about about
Resources. Resources.
2nd Social Rules and Rules and Rules and How People How People
Science Authority; Authority; Authority; Affect the Affect the
Culture Culture Culture Economics of Economics of
a Community a Community
3rd Social The Rights The Rights The Rights Who is Who is
Science and and and Colorado? Colorado?
Responsibilitie Responsibilitie Responsibilitie
s of Justice s of Justice s of Justice
4th Social Social Social Social Geography Geography
Science Sciences and Sciences and Sciences and and History of and History of
Geography of Geography of Geography of the Southeast, the Southeast,
the Northeast the Northeast the Northeast Midwest, and Midwest, and
Southwest Southwest
5th Social Early Early Early Early We, The
Science Migration, Migration, Migration, Migration, People;
Exploration, Exploration, Exploration, Exploration, Project Citizen
and and and and
Settlement; Settlement; Settlement; Settlement;
Colonization Colonization Colonization Colonization
kg Math
1st Math
2nd Math
3rd Math
4th Math
5th Math
January February March April May
Farm and Community Community Zoo and Bugs and
(Winter, and and (Spring, Ocean
Forest) (Friendship, (Friendship, Plants)
pets, Bears) pets, Bears)
Personal Poetry Nonfiction Author Study Author Study
Narrative Reading and
Writing
Nonfiction: All Nonfiction: All Author Author Poetry
About About Studies Studies
Nonfiction: All Nonfiction: All Author Study Reading and Poetry
About About and Authors Writing with a
as Mentors focus towards
CSAP
Fiction Fiction Research and Author Study Author Study
Reading and Reading and report writing and Response and Response
Narrative Narrative to Literature to Literature
Writing Writing
Fiction and Fiction and Research and Author Study Author Study
Narrative Narrative Report Writing and Book and Book
Writing Writing Reviews Reviews
Fiction Fiction Research and Author Study Author Study
Reading and Reading and Report Writing and Literary and Literary
Narrative Narrative Essay Essay
Writing Writing
Earth and Life Science: Life Science: Life Science: Life Science:
Space Investigating Investigating Investigating Investigating
Science: Myself and My Myself and My Myself and My Myself and My
Investigating Family Family Family Family
Here, There,
and
Everywhere
Earth and Life Science: Life Science: Life Science: Life Science:
Space Inverstigating Inverstigating Inverstigating Inverstigating
Science: Animals and Animals and Animals and Animals and
Investigating Their Needs Their Needs Their Needs Their Needs
Weather
Earth and Life Science: Life Science: Life Science: Life Science:
Space Investigating Investigating Investigating Investigating
Science: Plants Plants Plants Plants
Investigating
Earth
Materials
Earth and Life Science: Life Science: Life Science: Life Science:
Space Investigating Investigating Investigating Investigating
Science: Life Cycles Life Cycles Life Cycles Life Cycles
Investigating
Objects in the
Sky
Earht and Life Science: Life Science: Life Science: Life Science:
Space Investigating Investigating Investigating Investigating
Science: EcoSystems EcoSystems EcoSystems EcoSystems
Investigating
the Changing
Earth
Eartha and Life Science: Life Science: Life Science: Life Science:
Space Investigating Investigating Investigating Investigating
Science: Human Human Human Human
Investigating Systems Systems Systems Systems
Weather
Systems
Making Individuals Individuals Individuals
Friends and and Societies and Societies and Societies
Soiving Make Choices Make Choices Make Choices
Problems; about about about
Cultures and Resources. Resources. Resources.
Experiences
Influence
Peoples'
Perceptions
Individuals Maps and Maps and Maps and
and Societies Cultures Cultures Cultures
Make Choices
about
Resources.
How People How Do We How Do We How Do We
Affect the Use Maps and Use Maps and Use Maps and
Economics of Learn About Learn About Learn About
a Community Our Our Our
Community Community Community
Who is Denver Denver Denver
Colorado? History History History
Geography The West and The West and The West and
and History of Foundations Foundations Foundations
the Southeast, od Democracy od Democracy od Democracy
Midwest, and
Southwest
We, The We, The We, The We, The
People; People; People; People;
Project Citizen Project Citizen Project Citizen Project Citizen
1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade
Tempo= fast / slow Introduce tied Contrast duple Read, write, Read, write,
quarter notes = and triple sing, and play sing, and play
half note. meter using songs and
movement. instrumental
pieces using
a
nd sixteenth
rests.
Dynamics= loud / soft Define 2/4 meter Define 3/4 Introduce Change the
and bar line meter and divisions of beat unit to 8.
placement barline the beat into Perform
placement. and Rhyt rhythm and
; read, hm bar instrument
write, sing and pieces in 4/8
Rh play. and 3/8
yth meters.
m
tone bar / non-pitched Perform Perform3/4 Read, write, Read, write,
percussion for soundscapes movement, meter songs, and perform sing, and play
Voc
speech, and and pitched eighth rests in pieces in 6/8
abu
rhythm (overlap and unpitched songs and meter.
lary
imitation) percussion instrumental
pieces; pieces.
conduct triple
meter.
Rh
yth
m
Rhy
thm
I
lary
phrase identification in text Read, write, and Take four- Perform Indentify la
and simple songs perform half notes measure syncopated tonal center in
(and rests) in rhythmic rhythm pattern diatonic
Rh Melo
songs, rhtyhms, dicatation material
yth dy
and instrumental using all note (aeolian
m
pieces. values. mode)
Rhy
thm Create rhythm Learn Read, write, Sing and play
I pieces using absolute pitch sing, and play pieces using
eighth note pairs, names of the and parallel 3rds
, , quarter G Clef and 6ths
rest, and half note;
add one
complementary
Me
ostinato
lod
y
pulse (speak, Take simple 4- No Identify Take rhythmic Sing chord
clap, play, step) beat rhythmic tati pentatonic dicatation: roots and play
dictation. on tonal centers eight-twelve on bar
of C, F, G beat patterns instruments
using all pieces
learned note requiring a I-
values. IV-V harmonic
setting.
Text
explore speech pieces Clap rhythm of Perform Read, write, ure Perform 3 and
(inflection, improvisation, rhymes and songs speech, sing, and play 4 voice
rhythm) while walking the movement pieces canons with
beat. body, or beginning with accompanime
unpitched up-beats. nt.
ostinati as Conduct up-
accompanime beats.
nts to texts
(two
complementar
y parts)
Rhy
thm
&
Ton
e
Transfer text rhythm to Clap a simple Perform body Add fa in the Perform
Rhy sound color (body complementary percussion key of F. pieces with
thm percussion / unpitched ostinato while canons from Recognize the three
& perc.); distinguish rhythm singing. imitation need for the independent
Ton from pulse flatted 4th voice parts.
e scale degree.
Col
or Create rhtyhmic composition Develop Add ti to the Perform and
using texts canons using tonal listen to
Te
movement vocabulary of pieces with
xtu Rhyt
and vocal C and F. irregular
re: hm II
sounds. phrase length
Co
construction.
unt
er
Review mi, re, do Perform vocal Recognize the Improvise
poi
motive; On staff contrapuntal need for the pieces with
nt
and play on material; raised 7th bar and other
Me
instruments. melodies with scale degree instruments
lod
vocal ostinati, (ti) in the key employing
y
melodies with of G. expressive
a second Impr contrasts.
complementar ovisa
y voice part, tion
and three-part
canons.
imitate rhythm motives in Review sol-mi, Perform Write key Perfom,
place (non-locomotor); later and mi-so-la; On instrumental signatures in create, and
in space (locomotor) staff and play on canons. C, F, and G listen to
Liste
instruments. diatonic. examples of
ning
theme and
Mel
variations
odi
form.
c
Not
atio
n
Mel
odi
c
imitate rhythm motives (body Accompany m r d Add low la to Sing three-
Not
percussion / unpitched songs with moving the tonal and four-part
atio
instruments) bordun (two vocabulary. diatonic
n
players); add a canons.
complementary
sound color or
ostinato. Te
xtu
Rhy High / low pitches (sing and Read, write, sing, Identify la re Sing chords
thm locate on instruments) and play songs in pentatonic roots and play
& pentatonic (F and tonal center. pieces
Ton G). requiring a I-V
al harmonic
Me setting on
mor Me tone bars
y Echo-sing melodic motives. lod Add low sol to Create
y the tonal instrumental
Im
vocabulary. introductions,
pr
codas, and
ovi
contrasting
sat
sections for
ion
song material.
Texts as basis for Add fa to the Perform and
exploration on tonal listen to
pitched/ unpitched vocabulary. examples of
Lis
instruments. Read , write, chaconne.
ten
sing, and play
ing
in the keys of
C and G.
Imp
rovi
sati
, (pairs), quarter rest Build Rhythmic Improvise with
phrases using 4- instruments
beat questions Im and voices in
and answers pr pentatonic
performed with ovi using texts,
upitched or body sat rhythmic
percussion. ion phrases, and
I Q & A phrase
building.
Imp
rovi
Identify "end" symbol and Vocally improvise Perform
sati
repeat sign, ostinato a short rhyme arpeggiated
on
Rhy using m, r, d bordun
thm motive. accompanime
Not nts for
atio pentatonic
Ac songs and
n
co instrumental
m pieces.
pa
Create one and two voice Improvise Perform
ni
rhythms with above rhythmic questions and moving
m
notation. answers on bar bordun
ent
instruments using accompanime
s
m, r, d motive. nts to songs
and
instrumental
pieces (one
player).
Perform pulse with Perfrm speech, Create
simultaneous speech movement, body, introductions,
Im
and unpitched interludes,
pr
percussion ostinati and codas for
ovi
as songs and
sat
accompaniments instrumental
ion
to texts. (one or pieces.
II
two voices).
Tex
ture
Sing melody and play pulse Perform vocal Perform,
:
simultaneously onstinati as Lis create, and
Co
accompaniments ten listen to rondo
unt
to pentatonic ing form.
erp
melodies.
oint
add tonic accompaniment Learn simple two-
with appropriate melodies part rhythm
Acc canons.
om
strong-beat bordun Learn simple two-
pan
accompaniment to part melodic
ime
accompany song canons.
nt
Level bordun to accompany
song
Add second complementary Identify as
sound color to bordun (tied), and
accompaniment (tied)
broken bordun; add a second Read, write, and
complementary sound color perform (note
and / or unpitched and rest) in
percussion part melody and
rhythm pieces.
Define 4/4 meter
Rhy (and barline
thm placement).
II
Rhy
thm
II
(mi re do) imitate and Construct 8-beat
improvise melodies vocally rhythmic phrases
and on instruments; add using
simple tonic accompaniment. (and
rests); add one or
two accompaning
ostinato parts.
Play aural recognition games
Mel using mi, re, do syllables.
ody
Add tone syllable names to
rhythm syllables as a step
toward music reading.
Introduce sol, and la pitches
to complete pentatonic scale
vocabulary; add tonic and
bordun accompaniments.
List Sing, play, and listen to List Perform and listen
eni music in binary (AB) form eni to ABA form.
ng ng
Curriculum Goals Conscious Applications Grid Experience Grid
Grade Pulse Rhythm Melody Texture Harmony Form Grad Pulse Rhythm Melody Texture Harmony Form Grade Pulse Rhythm Melody Texture Harmony Form
e
K Fast / Slow Aural Analysis only Maintain beat Tonic ostinatos Same / different K Responses to Expressive Solo and Monophonic K Beat Expressive Use
Beat in 2/4 & 6/8 Expressive speech / singing alone Chord bordun (call & repsonse) beat singing group singing movement speech accompanime
Short / Long / High / Low / Same Maintain beat with drones A B (verse / refrain) with pitch Basic nts to outline
Same (beat) Contours speech / song Awareness of awareness Locomotor Solo speak / phrases
Matching pitch Perform alone and matching pitch mvt. sing
Developing repertoire others Shorter than /
same as / build repertoire
longer than
1 Beat competency ta, ta-rest, ti-ti patterns Aural Analysis Monophonic Tonic ostinatos (motive aa) 1 Beat Rhythms Tuneful singing Unison Drone 1 Duple & triple Experience
6/8 (aural) sm repeats Ostinato High-low singing Tonic bordun meters [s m], [s m l]
sml Counterpoint with Broken bordun, A B (verse / refrain) [ta ti-ti taRest] contour Solo singing ostinato
smld ostinatos chord with 1
mrd accompanime
2 2/4, 4/4 time tied ta's = daah note Read and write: Speech / song Motive to phrase 2 2/4 time [ta ti-ti taRest] Aural analysis Monophonic Instrumental 2 3/4 time daaaah / rest Pentatonic
tied ta-rests = daah rest [s m; s m l; s m l d; m r d; d r with 2-parts Level Bordun, 2 a-a-b-a Repeat sign of melodic with 1 parts , vocal daah-ah patterns
four tied ta's = daaaah m s l] sing 2-part canon people a-a-a-b introduce patterns ostinato [s l d r m], [s l
note Vocal onstinato a-a-b-c daah Instrumental m r d] [d l s]
four tied ta-rests= Instrumental A B Read / write Theme and pieces
daaaah rest onstinato a-a-a-b a-b-b-a meloic patterns ostinato do-centered
play 2-part canon A in F pentatonic
a-a-a-b la-centered
pentatonic
3 3/4 time three ta's = dotted daah Name lines and spaces Speech / song Arpeggiated 4-bar phrase 3 2/4, 4/4, 3/4 daah, daaaah, Read / write 2-part canon All borduns: 3 Anacrusis [ti ta ti] Hexatonic Harmonic
anacrusis with three parts bordun, (2/4 & 3/4) daah-ah melodic chord sixteenth [d r m f s l] ostinatos
ti-rest do pentatonic 2-3 part canons Rondo patterns in F, 2-part broken 6/8 time patterns do and la-
la pentatonic Bass onstinato of ABABA G, C instrumental moving dotted rhythms centered movement
do hexatonic chord roots ABACA response to
(d r mf s l d) Also in d, e, Instrumental Melodic Interval harmonic
and a pieces ostinatos identification changes by
phrases
Diatonic
4 3/4, 3/8, 6/8 tie, ti-ta-ta-i dotted la hexatonic 3-4 part Speech / Moving bordun, Rondo 4 Anacrusis Pentatonic Melodic All borduns: 4 2, 3, 4, 5 Typical Diatonic Half and whole
patterns rhythm combinations l td r m s l song Chord, I song ostinatos chord meters patterns scales cadences
ti-pi-ti-pi, ti-pi-ti diatonic: 3-4 part canons I-V progression ti-ta-ta-i Hexatonic song broken (modes)
combinations Ionian (do) dotted rhythm in: 2-3-4 part moving dotted and Sing chord
triple-ti, dotted half ta, Aeolian (la) combinations F-d canons (vocal 16th rhythms Interval roots
daah combinations ti-pi-ti-pi, ti-pi- G-e / Bass identification
ti C-a instrumental) onstinato
combinations (chord roots)
triple-ti, dotted Staff letter
half ta, daah names
5 6/8, 5/8, 5/4 [16th-8th-16th 16th- Diatonic: Counter-melody Cadences: Theme & variations 5 Common tiRest; 16th Ionian (do), sing with 2 2-4 part 5 Unusual Syncopations Modal Chord
patterns dotted 8th dotted 8th- Ionian (do) 4-part canons Half (I-V) Unequal phrase meters rest Aeolian (la) vocal canons meters melodies accompanime
16th 16threst] Aeolian (la) Paraphony Full (V-I) lengths melodies onstinatos 5/4, 5/8, 7/8 nts
Dorian (re) I-IV-V Syncopation I-V in all I-ii, i-VII
Mixolydian (sol) Augmentation Instrumental scales I-vi, i-III
/ diminution melodies and I-IV-V, i-iv-v
4 parts
6 2/2, C, cut-time, Modes: Up to 4-part canon I-IV-V 12-bar blues 6 Uneven Rhythms Modes: Part singing Chords 6 Changing Gapped, Chord
7/8, 5/8, 5/4 time Ionian (do) at the 5th, 4th, I-ii-V Sectional forms phrases Ionian (do) meters unusual scales accompanime
signatures Aeolian (la) and octave I-V (march, trio, pop) Dorian (re) I-V, I-IV in all nts
Mixolydian (sol) 2-3-4 part singing I-iv-v Common Phrygian (mi) scales
Dorian (re) meters Lydian (fa)
Mixolydian (sol)
Unusual Aeolian (la)
meters Locrian (ti)
Bloom's Taxonomy
6 Evaluation
5 Synthesis
4 Analysis
3 Application
Understanding/C
2 omprehension
1 Knowledge
Piaget's Stages of Cognitive Development
Sensorimotor
Preoperational
Concrete
Operation
Formal Operation
Vygotsky's Constructivist Vision of Learning
Gardner's Multiple Intelligences
Linguistic
Intelligence
Logical-
Mathematical
Intelligence
Spatial
Intelligence
Musical
Intelligence
Bodily-
Kinesthetic
Intelligence
Interpersonal
Intelligence
Intrapersonal
Intelligence
Naturalist
Intelligence
appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support,
value, evaluate
arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write
analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test
apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write
classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select,
translate,
arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state
from Development
ages of Cognitive birth to age 2 years (children experience the world through movement and senses and learn object
permanence)
from ages 2 to 7 (acquisition of motor skills)
from ages 7 to 11 (children begin to think logically about concrete events)
after age 11 (development of abstract reasoning)
Constructivist Vision of Learning
Child-centered teaching / learning
Child is able to build on prior / existing knowledge.
If you do not relate to current knowledge of child, you run the risk of losing the child.
SOCIAL LEARNING- we must learn from others, not alone in a vaccuum.
Vicarious learning- look for role models and social groupings.
Peer Tutoring- will retain info longer than adult-delivered instruction.
Multiple Intelligences
Effective use of language
Logical reasoning, especially in Math and Science
Notice sight details, imagine and "manipulate" visual objects in one's mind
Ability to create, comprehend, and appreciate music
Ability to use one's body skillfully
Aware of others' behaviors
Aware of own feelings, motives, and desires
Recognize patterns and differences in nature and natural objects and life-forms
K 1 2
Demonstrate q
uarter note/half
note pulse,
identify pairs
Demonstrate pulse of eighth notes,
(individual/group), identify and
identify pulse as Ta, label half
sound/silence as notes andrests,
Ta/Rest, fast/slow as define tempo,
* Beat - experience, TiTi/Ta, differentiate experience met
loud-soft, fast- between er (2/4, 3/4,
slow,short-long sound/silence, 4/4, 6/8),
patterns, Label
patterns of Ta and experience fast/slow, recognize time
Pulse/Rhythm Titi, accent meter (2/4, 4/4, 6/8) signature
Demonstrate
contour, proper
vocal
technique,
develop a
repertoire of
songs
(folk/seasonal/
multicultural/p
Differentiate between atriotic),
high/low, experience experience
up/down, SM/SML MRD
melodies, develop a melodies,
repertoire of identify Do and
songs (folk/seasonal/ Re scale tones
Vocal exploration (4
types of voices), high- multicultural/patriotic and hand
low, tone match, ), identify SM/SML signals,
music can express scale tones, perform
feelings, respond to
so-mi hand signs, demonstrate contour, MRD/SMRD/S
Melody prepare la hand signals MD/SMLD
Develop
proper mallet
technique,
Develop proper demonstrate
mallet technique, ostinato,
create sound simple bordun
effects, (broken),
demonstrate Develop proper experience
simple bordun mallet technique, major/minor,
(chord), demonstrate simple vocal ostinato,
experience bordun (chord), suspended
Harmony ostinato experience ostinato pitch
Experience
same/different, Demonstrate
music is organized identify phrase, phrase, identify
into phrases, free introduction, repeat coda, ABC, bar
movement, imitation,
action songs, sign, same/different line/double
Form same/different as AB (ABA) bar/measure
Identify unpitched
percussion, four
levels of body
percussion Identify
(snap/clap/pat/ forte/piano,
stamp), differentiate pitched
between vocal percussion
qualities (xylophone/me
(speak/sing/whisper/s tallophone,
hout), demonstrate glockenspiel),
Singing games, dynamics accent,
sound effects, (loud/quiet), classify demonstrate
classroom
instruments, classify unpitched hand drum
Timbre/Instruments by sound percussion(wood/met technique
Self space/General Pathways-
space Direction: High/middle/low curved/straight/zigz
forward/back, levels, pattern- ag, Patterns-
right/left, Pulse, short/long, Weight
Start/Stop, Narrative, short/long, beginning, (strong/light),Relati
Body Parts, Non- middle, end, ABA, onships (near/far,
Locomotor with Locomotor: Gallop, meeting/parting,
pulse, Basic alone/connected)
locomotor (walk, run, hop, skip, slide Play Parties
Movement gallop, tiptoe) Body shapes (community)
3 4 5 6
Demonstrate pulse,
identify
Demonstrate pul syncopation, demo Demonstrate Demonstrate
se, identify and nstrate Question- pulse, identify pulse, identify
label whole Answer (body syncopation, syncopation,
notes and percussion/unpitch demonstrate demonstrate
rests, dotted half ed/barred Question-Answer Question-Answer
note, label instruments/record (body (body
sixteenth notes, er), label eighth percussion/unpitc percussion/unpitc
rest, experience hed/barred hed/barred
experience
accelerando/ritardainstruments/recor instruments/recor
Question-
ndo, label pick-up der), experience der), experience
Answer (anacrusis), mixed meter, 5/4, mixed meter, 5/4,
technique (body visualize 6/8, 7/8 and 7/8 and
percussion), 2/4 demonstrate demonstrate demonstrate
time signature conducting in conducting in 4. conducting in 4.
Develop a Develop a
repertoire of repertoire of
Develop a songs songs
repertoire of songs (folk/seasonal/m (folk/seasonal/mu
Demonstrate (folk/seasonal/mult ulticultural/patrio lticultural/patrioti
proper vocal icultural/patriotic), tic), review treble c), review treble
technique, review treble clef clef lines and clef lines and
lines and spaces, spaces, spaces,
develop a
experience experience experience
repertoire of BAGEDC' on BAGEDC'D'F#C BAGEDC'D'F#C
songs, soprano recorder, F on soprano F on soprano
experience demonstrate recorder, recorder,
SLMRD and Question-Answer demonstrate demonstrate
SMRDL, on recorder Question-Answer Question-Answer
identify D', L, S, (GM/em on recorder and on recorder and
Fa scale tone pentatonic), barred barred
and hand signal, experience instruments instruments
countermelody, (GM/em (GM/em
label treble clef
identify Ti, pentatonic), pentatonic),
lines and spaces, identify ledger experience experience
staff, experience lines, experience mixolydian and mixolydian and
BAG on scale and label dorian melodies, dorian melodies,
recorder sharp/flat. and label and label
Demonstrate Demonstrate
Demonstrate proper mallet proper mallet
Demonstrate
proper mallet technique, technique,
proper mallet technique, experience experience
technique, experience canon/round, canon/round,
simple bordun canon/round, experience experience
(crossover), experience ostinato, ostinato,
score reading ostinato, distinguish distinguish
(two-part), demonstrate between between
experience simple bordun major/minor, major/minor,
(level), distinguish label I-V, I-VII label I-V, I-VII
ostinato,
between and I-IV-V, and I-IV-V,
distinguish
major/minor, experience 2-part experience 2-part
between demonstrate and 3-part and 3-part
major/minor, moving bordun recorder, recorder,
label and experience I- demonstrate part demonstrate part
canon/round V. singing singing
Demonstrate Demonstrate
phrase, phrase,
Demonstrate
Demonstrate experience rondo, experience rondo,
phrase, identify
phrase, experience label 1st and 2nd label 1st and 2nd
interlude, rondo, identify A', endings, and endings, and
experience label D. C. al Fine, experience 12- experience 12-bar
extended form, experience bar blues, label blues, label
label rondo additive form Theme and Theme and
Differentiate
between
crescendo and Demonstrate
decrescendo, musical Demonstrate
identify expression musical
orchestral string Identify recorder through speaking, expression
family, fermata, family, identify singing and through speaking,
orchestral moving, identify singing and
orchestral
woodwind family, mezzoforte, moving, identify
percussion
identify orchestral identify mezzoforte,
family, brass family and orchestral identify orchestral
demonstrate identify families families
accent on hand pianissimo/fortissi and explore and explore found
drum mo. found sounds. sounds.
Rhythm- syncopated
patterns
Divisions of Space Accent,
(fractions),Rhythm/m Canon/Round,
eter- triplet/waltz Balance
Divisions of Time Relationships single focus/multi- single focus/multi-
(fractions), (over/under, focus, Breath, Flow focus, Breath, Flow
Energy(sharp/smoot around/through, (free/bound), (free/bound),
h), RONDO, beside/between, Abstract/Geometric Abstract/Geometric
Mirroring/shadowing above/below) form, Folk Dance form, Folk Dance
Combined locomotor Folk Dance (regions (early American (early American
movements(step- of the US, 5th), Rotation and 5th), Rotation and
hop, grapevine, etc.) Rennaissance) Elevation Elevation
Denver Public Schools Content Standards
Reading Writing Math Science Geography
Reading Number Sense: Students Scientific Investigation: Geographic Tools:
Comprenhension: develop number sense, Students apply the Students know how to
Students read and appropriate Math vocabulary, processes of scientific use and construct maps
understand a variety of numbers and number investigation and design, and other geographic
Standard 1
materials. relationships in problem- conduct, communicate tools to locate and derive
solving situations, and about, and evaluate such information about
communicate reasoning used investigations. people, places, and
in solving these problems. environments.
Oral and Written Algebraic Concepts: Students Physical Science: Students Physical and Human
Communication: use algebraic methods to know and understand Geography: Students
Students write and explore, model, and describe common properties, forms, know the physical and
speak for a variety of patterns and functions involving and changes in matter and human characteristics of
purposes. numbers, shapes, data, and energy. places and use this
Standard 2 graphs in problem-solving knowledge to define and
situations and communicate the student regions and their
reasoning used in solving these patterns of change.
problems.
Oral and Written Data Analysis Including Life Science: Students know Earth's Surface:
Conventionality: Students Probability and Statistics: and understand the Students understand
write and speak using Students use data collection characteristics and structure how physical processes
formal grammar, usage, and analysis, statistics, and of living things, the shape the Earth's
Standard 3 sentence structure, probability in problem-solving processes of life, and how surface patterns and
punctuation. situations and communicate the living things interact with systems.
reasoning used in solving these each other and their
problems. environment.
Higher-Level Thinking Geometric Concepts: Students Earth and Space Science: Human Population
Skills: Students apply develop spatial sense and use Students know and Patterns: Students
thinking skills to their geometric concepts, properties, understand the processes understand how
reading, writing, speaking, and relationships in problem- and interactionsof Earth's economic, political,
listening, and viewing. solving situations and systems and the structure cultural, and social
Standard 4 communicate the reasoning and dynmaics of Earth and processes interact to
used in solving these problems. other objects in space. shape patterns of human
populations,
interdepence,
cooperation, and conflict.
Research: Students read Measurement: Students use a Human Interaction:
to locate, select, evaluate, variety of tools and techniques Students understand the
and make use of relevant to measure, apply the results in effects of interactions
information from a variety problem-solving situations, and between human and
of media, reference, and communicate the reasoning physical systems and
Standard 5
technological sources. used in solving these problems. the changes in meaning,
use, distribution, and
importance of resources.
Literature To Understand Computation: Students link Applied Geography:
Human Experience: concepts and procesures as Students apply
Students read and they develop and use knowledge of people,
recognize literature as a computational techniques, places, and
record of human including estimation, mental environments to
experience. arithmetic, paper and pencil, understand the past and
Standard 6 calculators, computers, and present and to plan for
other manipulatives in problem- the future.
solving situations and
communicate the reasoning
used in solving these problems.
Technology: Students Technology: Student
understand and use apply the process of
appropriate technologies to geographic inquiry
perform mathemiatical examining issues by
constructions and using geographic skills
computations, simulate and appropriate
Standard 7 mathematical experiences, and technologies to ask and
to access, process, and answer geographic
communicate information questions.
related to the application of
mathematics in problem-solving
situations.
History Music Visual Art Dance Drama Technology
Chronology: Students Perform: Students will Students recognize and Students understand, Students develop
understand the chronological sing or play on use the visual arts as a demonstrate, and interpersonal skills and
organization of history and instruments, a varied form of creativity and perform grade- problem-solving
know how to organize events repertoire of music, communication. appropriate dance skills capabilities through group
and people into major eras to alone or with others. within their physical interaction and artistic
identify and explain historical ability range. collaboration.
relationships.
Inquiry: Students know how Literacy: Students will Students know and apply Students understand Students understand and
to use the processes and read and notate music. elements of art, and apply the principles apply the creative process
resources of historical principles of design, and of choreography by to the skills of story-telling,
inquiry. sensory, expressive, and creating, performing, playwriting, acting, and
creative features of and responding to directing.
visual arts. various stimuli in terms
of dance structure.
Diversity of Societies: Create: Students will Students know and apply Students create, Students understand and
Students understand that create music. visual arts materials, communicate, and apply the creative process
societies are diverse and tools, techniques, and problem-solve through to enhance skills of design
have changed over time. processes. dance and dance and technical theater.
performances.
Science, Technology, and Analysis: Students will Students relate the visual Students understand, Students understand and
Economic Activity: Students listen to, analyze, arts to various historical perform, and relate the relate the role of theater
understand how science, evaluate, and describe and cultural traditions. purpose of diversity of arts to culture and history.
technology, and economic music. dance in culture and
activity have developed, history.
changes, and affected
societies throughout history.
Politics: Students History and Culture: Students analyze and Students understand Students analyze and
understand political institution Students will relate evaluate the the benefits of fance for assess the characteristics,
and theories that have music to various characteristics, merits, lifelong fitness and merits, and meanings of
developed and changed over historical and cultural and meaning of works of repsond to the needs of traditional and modern
time. traditions. art. their bodies. forms of dramatic
expression.
Religion and Philosophy: Stidemts understand Students know and apply
Students know that religious relationships and connections between
and philosophical ideas have connections bnetween theater and other
been powerful forces dance and other disciplines.
throughout history. content areas and be
able to respond, create,
and perform based on
these connections.
Technology: Students use
appropriate technologies to
ontain historical information;
to study and/or model
historical information and
concepts; and to access,
process, and communicate
information related to the
study of history.
Phys. Ed. Library
Students Students demonstrate the ability
demonstrate to read, locate, select, and make
competent skills in a use of relevant information from a
variety of regular variey of media, reference, and
physical activities technological sources. (CO-R&W
and sports. Standard 5)
Students Students read and recognize
demonstrate literature as a record of human
competency in experience. (CO-R&W Standard
physical fitness. 6)
Students Students demonstrate ability to
demonstrate use the processes and resources
knowledge of the of historical inquiry. (CO-History
factors important to Standard 6)
and the benefits
gained from
participation in
physical activity.
Students understand Students demonstrate responsible
the importance of citizenship and awareness of
physical activity and safety in accessing and using
its contributions to a digital information. (DPS
healthy lifestyle. Information Literacy and
Technology Proficiencies)
National / State / District Standards for Music
Denver Colorado National Standards
1 Sing
3 Playing on instruments
S will sing or play on
Experience relationship with
instruments a varied
1 8 other disciplines inside and out
repertoire of music,
of the arts.
alone or with others.
1 Perform
Conducting musical ideas with
10
gestures.
S will relate music to
Understanding history and
5 various historical and 9
culture.
cultural traditions.
S will read and notate
2 Literacy 2 5 Reading and notating
music.
Improvise melodies, variation
2
and accompaniment.
3 S will create music.
Compose and arrange music
4
with guidelines
Analysis /
3 6 Listen, analyze, describe
composition
S will listen to, Evaluate music and
7
4 analyze, evaluate, and performance.
describe music.
Reflecting and expressing
*11
through movement.
* Not actually a National Standard; added in Grenoble Studio
New Standards May 2009
Denver Colorado National Standards
1 Sing
3 Playing on instruments
Experience relationship
1 Expression 8 with other disciplines
inside and out of the arts.
1 Perform
Conducting musical
10
ideas with gestures.
2 Creation
2 Literacy 3 Theory 5 Reading and notating
Improvise melodies,
2 variation and
4 Aethetic Valuation of Music accompaniment.
Compose and arrange
4
music with guidelines
Analysis /
3 6 Listen, analyze, describe
composition
Evaluate music and
7
2 Creation performance.
Reflecting and
*11 expressing through
movement.
* Not actually a National Standard; added in Grenoble Studio
Standard 1: Standard 2: Standard 3: Standard 4: Standard 5:
Performance Musical Literacy Creativity Analytical Historical and Cultural
Students will sing or play on Students will read and notate Students will create music. Students will listen to, analyze, Students will relate music to
instruments a varied repertoire music. evaluate, and describe music. various historical and cultural
of music, alone or with others. traditions.
1. Sing and hum in groups 1. Identify various styles of 1. Sing and listen to past and
2. Use classroom instruments in a instrumental and vocal music, both present ethnic and cultural music
ECEgroup setting historic and contemporary
3. Participate in singing games
and finger plays
1. Distinguish the four voices of 1. Recognize musical opposites 1. Demonstrate creative 1. Identify various styles of 1. Sing and listen to past and
singing (i.e., singing, speaking, (e.g., loud/quiet, fast/slow, movement to steady beats instrumental and vocal music, both present ethnic and cultural music
shouting, whispering) high/low) historic and contemporary
2. Demonstrate echoing 2. Recognize visual beat patterns 2. Create rhythm 2. Identify different instruments 2. Participate in line dances and
accompaniments for songs by sound circle games of various cultures
3. Demonstrate solo or group 3. Sing songs from various
performance countries
4. Demonstrate steady beat
KG
through body movement and
classroom instruments: echo four-
beat patterns and play steady beat
on classroom instruments
5. Demonstrate creative
movement to steady beats and
create rhythm accompaniment for
songs
1. Demonstrate two- and three- 1. Use music vocabulary to read 1. Demonstrate creative 1. Identify various styles of 1. Expand ethnic music
note patterns with solfege, numbers and/or write beginning notation, movement to steady beats instrumental and vocal music, both repertoire by singing folk songs
or letter games, rhythm band, or including quarter and eighth notes, historic and contemporary from various ethnic and national
Orff instrumental accompaniment to rest, lines, space, treble, and clef origins and songs that introduce
age-appropriate songs words in other languages
1st 2. Sing or play for other classes, 2. Recognize two- and three-note 2. Create rhythm 2. Identify significant
school assemblies, and/or parents patterns accompaniments for songs compositions
3. Expand vocal exploration and
singing games
4. Demonstrate rhythm patterns
with body percussion and classroom
instruments
1. Demonstrate note patterns with 1. Use music vocabulary to read 1. Improvise a four-beat pattern 1. Attend quality musical 1. Expand ethnic music
solfege, echo, and number or letter and/or write half, dotted half-whole on classroom instruments presentations by schools and repertoire and activities by
activities; detect same and different notes, and rests professional musicians and emphasizing recordings and live
pitch patterns in other voices; community concerts for children performances of ethnic music
perform rhythmic ostinate; sing and and watch and listen to television
walk the beat of a song; sing and and radio shows that play children’s
dance a singing game and identify music
orchestral and classroom
2nd instruments by name and sound
2. Identify opportunities in the 2. Read two- and three-note pitch 2. Create original activities that 2. Demonstrate an appreciation
community for active participation patterns using solfege, numbers, or include other art forms for audience manners
in musical community groups or letter names
area children’s choirs
3. Recognize pitch patterns in 3. Identify the qualities that make
printed music a performance musical
4. Read simple rhythms from a
chart
1. Identify and participate in 1. Recognize sixteenth notes and 1. Create original songs or poetry 1. Attend quality musical 1. Demonstrate an understanding
singing and playing activities in rests and dotted rhythms, as well as about other content areas presentations by schools and of the origins of various
school and participate in sharps, flats, naturals, and intervals professional musicians and compositions and the backgrounds
community groups when given the community concerts for children of various musicians and recognize
opportunity and watch and listen to television musical instruments associated with
3rd and radio shows that play children’s other cultures
music
2. Sing and play a solo and 2. Identify the line and space 2. Demonstrate an appreciation
perform in an ensemble letter names of the treble staff for audience manners
3. Practice sight reading through 3. Identify the qualities that make
solfege, canon, or two-part music a performance musical
1. Demonstrate basic knowledge 1. Identify basic note values in 1. Improvise I-V-I 1. Identify the elements of sound 1. Recognize cultural forms in
of keyboards different meters, counting ties accompaniments to simple folk that make music expressive (e.g., music
songs on classroom instruments dynamics, tempo, form, texture,
timbre, pitch, rhythm, style)
2. Sing with accurate intonation, 2. Match lyrics to rhythm in 2. Identify various Denver 2. Participate in cultural
rhythm, diction, and pleasing tone printed song performance sites and public radio exchange through interdistrict or
quality; sing one’s own part in a and television stations that feature citywide activities
4th
small group; sing and match the the arts
beat of a song; sing and clap rhythm
patterns; and perform dance steps
with rhythmic accuracy
4th
3. Demonstrate audition skills 3. Identify I-IV-V-I chords or 3. Attend a Colorado Symphony
necessary for performance groups roots concert
and participate in a performance
audition
1. Demonstrate the use of 1. Read and use common musical 1. Improvise harmony on a 1. Distinguish between acoustic 1. Participate in multicultural
keyboards to include a variety of signs that indicate tempo, dynamics, classroom instrument and synthesized sound musical events
timbre and sound wave definitions meter, time signature, and key
signaturee
2. Perform in individual singing 2. Read and follow a part in a 2. Improvise melody using the 2. Listen to recordings of various
or duets, trios, or quartets scor pentatonic scale ethnic origins
3. Sing in three-part choral music 3. Recognize the impact of music
and perform with appropriate stage throughout the world
man-ner, good singing posture,
correct use of breath, and eye
5th contact with director
4. Demonstrate rehearsal
techniques to prepare for
performances and sing and play for
other classes, school assem-blies,
parents, and the community
5. Demonstrate the concepts of
stage presence, response to director,
performance with others, and
audience acknowledgement
Standard 1: Standard 2: Standard 3: Standard 4: Standard 5:
Performance Musical Literacy Creativity Analytical Historical and Cultural
Students will sing or play on Students will read and notate Students will create music. Students will listen to, analyze, Students will relate music to
instruments a varied repertoire music. evaluate, and describe music. various historical and cultural
of music, alone or with others. traditions.
1. Demonstrate advanced solo 1. Demonstrate the use of 1. Demonstrate creative 1. Distinguish different types and 1. Focus on different types and
and group performance skills (e.g., dynamic markings; individual harmonization through functions of music by manner of functions of music by manner of
motor, listening, performing rounds instrumental, vocal, ensemble, improvisation performance and identify important performance and identify important
or canons, accompanying songs on timbres; syncopated rhythms; compositions and composers and compositions, composers, and
a variety of instruments) rhythmic and tempo changes; major musical styles historical styles (e.g., Renaissance,
phrasing; basic forms such as AB, Baroque, Classical, Romantic,
ABA, rondo contemporary, jazz, popular, gospel,
hip-hop, Latin)
2. Sing rounds; accompany songs 2. Create original rhythms, 2. Attend live concerts 2. Demonstrate an understanding
on a variety of classroom melodies, and harmonies of music careers
6th instruments; and identify musical
structures through dancing and
other body movement in groups,
school choirs, citywide ensembles,
or school and community
productions
3. Perform music in other 3. Identify music in other
languages, from various ethnic languages and from various ethnic
groups and countries, and from groups and coun-tries and focus on
various cultures, composers, and music of various cultures,
locations composers, and locations
1. Focus on different types and
1. Demonstrate advanced solo 1. Demonstrate the use of 1. Demonstrate creative 1. Distinguish different types and
functions of music by manner of
and group performance skills (e.g., dynamic markings; individual harmonization through functions of music by manner of
performance and identify important
motor, listening, performing rounds instrumental, vocal, ensemble, improvisation performance and identify important
compositions, composers, and
or canons, accompanying songs on timbres; syncopated rhythms; compositions and composers and
historical styles (e.g., Renaissance,
a variety of instruments) rhythmic and tempo changes; major musical styles
Baroque, Classical, Romantic,
phrasing; basic forms such as AB,
contemporary, jazz, popular, gospel,
ABA, rondo
hip-hop, Latin)
2. Sing rounds; accompany songs 2. Identify vocabulary and correct 2. Create original rhythms, 2. Describe aesthetics and its 2. Demonstrate an understanding
on a variety of classroom spelling of music terms in English melodies, and harmonies expression through music, rhythmic of music careers
instruments; and identify musical and foreign languages changes in a piece of music, major
structures through dancing and and minor sel-ections and their
other body movement in groups, effect on mood, the significance and
school choirs, citywide ensembles, value of a live perfor-mance, and
or school and community proper concert behavior
productions
3. Perform music in other 3. Demonstrate an understand 3. Identify feelings different 3. Identify music in other
languages, from various ethnic beat pat-tern of the conductor and music can convey (e.g., warm, languages and from various ethnic
groups and countries, and from fraction and division concepts of happy, sad, somber) groups and coun-tries and focus on
7th various cultures, composers, and written rhythms music of various cultures,
locations composers, and locations
4. Demonstrate more complex
performance skills (e.g., perform in
front of an audience with
confidence)
5. Demonstrate scientific
principles of acoustics as they relate
to music
6. Use basic sign language in
singing
7. Demonstrate more complex
singing and playing activities (e.g.,
songs designed for part singing
[soprano-alto, rounds])
8. Identify the language, word
meaning, and use of correct
pronunciation from music of
various cultures, composers,
locations, and major musical styles
1. Perform in organized 1. Identify vocabulary and 1. Demonstrate creative 1. Distinguish different types and 1. Focus on different types and
productions in front of an audience notation required to successfully harmonization through functions of music by manner of functions of music by manner of
participate improvisation performance and identify important performance and identify important
compositions and composers and compositions, composers, and
major musical styles historical styles (e.g., Renaissance,
Baroque, Classical, Romantic,
contemporary, jazz, popular, gospel,
hip-hop, Latin)
2. Demonstrate the ability to in performing ensembles 2. Create original rhythms, 2. Describe aesthetics and its 2. Demonstrate an understanding
audition for a musical solo or melodies, and harmonies expression through music, rhythmic of music careers
production changes in a piece of music, major
and minor se-lections and their
effect on mood, the significance and
value of a live perform-ance, and
proper concert behavior
8th 3. Attend a variety of concerts 2. Follow musical notation while 3. Identify feelings different 3. Perform music in other
presented in the community and lis-tening to choral and symphonic music can convey (e.g., warm, languages and from various ethnic
recognize differences in live music happy, sad, somber) groups and coun-tries and focus on
performances as viewed on videos music of various cultures,
4. Demonstrate preparedness for 3. Identify various forms found in 4. Demonstrate aesthetic
performances choral and symphonic music appreciation while listening to
music
5. Demonstrate self-expression 5. Demonstrate an understanding
through participation in musical of aesthetics, its expression through
productions music, and the response to music of
varying styles in a variety of ways
(e.g., mood, color, tempo)
6. Interpret music through
experimentation with different
styles
Standard 1: Standard 2: Standard 3: Standard 4: Standard 5:
Performance Musical Literacy Creativity Analytical Historical and Cultural
Students will sing or play on Students will read and notate Students will create music. Students will listen to, analyze, Students will relate music to
instruments a varied repertoire music. evaluate, and describe music. various historical and cultural
of music, alone or with others. traditions.
1. Perform in organized 1. Identify vocabulary and 1. Demonstrate self-expression by 1. Distinguish different types and 1. Describe orally and in writing
productions in front of an audience notation required to successfully using acquired music skills and functions of music by manner of musical features of compositions
participate in performing ensembles create sim-ple rhythms, melodies, performance and identify important from various historical eras and
and harmonies compositions and composers and cultural backgrounds
major musical styles
2. Demonstrate the ability to 2. Follow musical notation while 2. Create basic jazz and popular 2. Describe aesthetics and its 2. Explore various careers in
audition for a musical solo or lis-tening to choral and symphonic styles and interpret music through expression through music, rhythmic music
production music experimentation with different changes in a piece of music, major
styles and minor sel-ections and their
effect on mood, the significance and
value of a live perfor-mance, and
proper concert behavior
3. Attend a variety of concerts 3. Identify various forms found in 3. Identify feelings different 3. Identify composers in different
presented in the community and choral and symphonic music music can convey (e.g., warm, time periods (e.g., Middle Ages,
recognize differences in live happy, sad, somber) Renaissance, Baroque, Classical,
performances as viewed on videos Romantic, 20th century, present, non-
Western cultures, popular, new age)
4. Demonstrate preparedness for 4. Use the elements of music to 4. Demonstrate an understanding 4. Investigate interdisciplinary
performances read ad-vanced rhythm and melodic of aesthetics, its expression through connections of music
notation music, and the response to music of
varying styles in a variety of ways
9th (e.g., mood, color, tempo)
5. Demonstrate self-expression 5. Identify aesthetics and its 5. Demonstrate basic music forms 5. Evaluate the roles of musicians
through participation in musical expression through music (e.g., AB, ABA, rondo) and discuss the impact music has
productions throughout the world
6. Use technology (e.g., 6. Analyze, compare, and contrast
amplification systems; stereo, live performances versus videos,
videotape, projection equipment; television, and radio shows
lighting; electronic key-boards;
synthesizers; computers) and begin
use of MIDI by using keyboards
7. Demonstrate an understanding 7. Analyze qualities of sound that
of technology used in the music make music expressive
industry (e.g., metronomes,
electronic tuners, keyboards,
amplification and recording
systems, computers) understanding
8. Demonstrate an 8. Demonstrate an awareness of
of conducting gestures music as an art form by analyzing a
variety of music
1. Perform in organized 1. Identify vocabulary and 1. Demonstrate self-expression by 1. Distinguish different types and 1. Describe orally and in writing
productions in front of an audience notation required to successfully using acquired music skills and functions of music by manner of musical features of compositions
participate in performing ensembles create sim-ple rhythms, melodies, performance and identify important from various historical eras and
and harmonies compositions and composers and cultural backgrounds
major musical styles
2. Demonstrate the ability to 2. Follow musical notation while 2. Create basic jazz and popular 2. Describe aesthetics and its 2. Explore various careers in
audition for a musical solo or listen-ing to choral and symphonic styles and interpret music through expression through music, rhythmic music
production music experimentation with different changes in a piece of music, major
styles and minor se-lections and their
3. Demonstrate preparedness for 3. Identify various forms found in effect on mood, the significance and
3. Identify feelings different 3. Identify composers in different
performances choral and symphonic music music can convey (e.g., warm, time periods (e.g., Middle Ages,
happy, sad, somber) Renais-sance, Baroque, Classical,
Romantic, 20th century, present, non-
Western cultures, popular, new age)
4. Use technology (e.g., 4. Use the elements of music to 4. Demonstrate an understanding 4. Investigate interdisciplinary
amplification systems; stereo, read ad-vanced rhythm and melodic of aesthetics, its expression through connections of music
10thvideotape, projection equipment; notation music, and the response to music of
lighting; electronic key-boards; varying styles in a variety of ways
synthesizers; computers) and begin (e.g., mood, color, tempo)
use of MIDI by using keyboards
5. Demonstrate an understanding 5. Identify aesthetics and its 5. Demonstrate basic music forms 5. Evaluate the roles of musicians
of technology used in the music expression through music (e.g., AB, ABA, rondo) and discuss the impact music has
industry (e.g., metronomes, throughout the world
electronic tuners, keyboards,
amplification and recording
systems, computers)
6. Demonstrate an understanding 6. Analyze, compare, and contrast
of conducting gestures live performances versus videos,
television, and radio shows
7. Analyze qualities of sound that
make music expressive
8. Demonstrate an awareness of
music as an art form by analyzing a
variety of music
1. Perform in organized 1. Identify vocabulary and 1. Demonstrate self-expression by 1. Distinguish different types and 1. Describe orally and in writing
productions in front of an audience notation required to successfully using acquired music skills and functions of music by manner of musical features of compositions
participate in performing ensembles create sim-ple rhythms, melodies, performance and identify important from various historical eras and
and harmonies compositions and composers and cultural backgrounds
major musical styles
2. Demonstrate the ability to 2. Follow musical notation while 2. Create basic jazz and popular 2. Describe aesthetics and its 2. Explore various careers in
audition for a musical solo or listen-ing to choral and symphonic styles and interpret music through expression through music, rhythmic music
production music experimentation with different changes in a piece of music, major
styles and minor selec-tions and their
effect on mood, the signi-ficance
and value of a live performance, and
proper concert behavior
3. Demonstrate preparedness for 3. Identify various forms found in 3. Identify feelings different 3. Identify composers in different
performances choral and symphonic music music can convey (e.g., warm, time periods (e.g., Middle Ages,
happy, sad, somber) Renais-sance, Baroque, Classical,
Romantic, 20th century, present, non-
Western cultures, popular, new age)
11th4. Use technology (e.g., 4. Use the elements of music to 4. Demonstrate an understanding 4. Investigate interdisciplinary
amplification systems; stereo, read ad-vanced rhythm and melodic of aesthetics, its expression through connections of music
videotape, projection equipment; notation music, and the response to music of
lighting; electronic key-boards; varying styles in a variety of ways
synthesizers; computers) and begin (e.g., mood, color, tempo)
use of MIDI by using keyboards
5. Demonstrate an understanding 5. Identify aesthetics and its 5. Demonstrate basic music forms 5. Evaluate the roles of musicians
of technology used in the music expression through music (e.g., AB, ABA, rondo) and discuss the impact music has
industry (e.g., metronomes, throughout the world
electronic tuners, keyboards,
amplification and recording
systems, computers)
6. Demonstrate an understanding 6. Analyze, compare, and contrast
of conducting gestures live performances versus videos,
television, and radio shows
7. Analyze qualities of sound that
make music expressive
8. Demonstrate an awareness of
music as an art form by analyzing a
variety of music
1. Perform in organized 1. Identify vocabulary and 1. Demonstrate self-expression by 1. Distinguish different types and 1. Describe orally and in writing
productions in front of an audience notation required to successfully using acquired music skills and functions of music by manner of musical features of compositions
participate in performing ensembles create sim-ple rhythms, melodies, performance and identify important from various historical eras and
and harmonies compositions and composers and cultural backgrounds
major musical styles
2. Demonstrate the ability to 2. Follow musical notation while 2. Create basic jazz and popular 2. Describe aesthetics and its 2. Explore various careers in
audition for a musical solo or listen-ing to choral and symphonic styles and interpret music through expression through music, rhythmic music
production music experimentation with different changes in a piece of music, major
styles and minor selec-tions and their
effect on mood, the signi-ficance
and value of a live performance, and
proper concert behavior
3. Demonstrate preparedness for 3. Identify various forms found in 3. Identify feelings different 3. Identify composers in different
performances choral and symphonic music music can convey (e.g., warm, time periods (e.g., Middle Ages,
happy, sad, somber) Renais-sance, Baroque, Classical,
Romantic, 20th century, present, non-
Western cultures, popular, new age)
12th4. Use technology (e.g., 4. Use the elements of music to 4. Demonstrate an understanding 4. Investigate interdisciplinary
amplification systems; stereo, read ad-vanced rhythm and melodic of aesthetics, its expression through connections of music
videotape, projection equipment; notation music, and the response to music of
lighting; electronic key-boards; varying styles in a variety of ways
synthesizers; computers) and begin (e.g., mood, color, tempo)
use of MIDI by using keyboards
5. Demonstrate an understanding 5. Identify aesthetics and its 5. Demonstrate basic music forms 5. Evaluate the roles of musicians
of technology used in the music expression through music (e.g., AB, ABA, rondo) and discuss the impact music has
industry (e.g., metronomes, throughout the world
electronic tuners, keyboards,
amplification and recording
systems, computers)
6. Demonstrate an understanding 6. Analyze, compare, and contrast
of conducting gestures live performances versus videos,
television, and radio shows
7. Analyze qualities of sound that
make music expressive
8. Demonstrate an awareness of
music as an art form by analyzing a
variety of music
DPS MUSIC STANDARDS
INSTRUMENTAL MUSIC Standard 2:
Standard 1: Standard 3: Standard 4: Standard 5:
Performance Musical Literacy Creativity Analytical Historical and Cultural
Students will sing or play on Students will read and notate Students will create music. Students will listen to, analyze, Students will relate music to
instruments a varied repertoire music. evaluate, and describe music. various historical and cultural
of music, alone or with others. traditions.
1. Demonstrate basic music 1. Identify basic music notation 1. Demonstrate two-note 1. Demonstrate an appreciation 1. Perform music from a
performance skills (e.g., appropriate (e.g., whole note and rest, half note improvisation (e.g., I-IV-V-I of expression, feeling, and emotion particular country or ethnic
instrument selection; proper and rest, quarter note and rest, progression) (e.g., play a solo in a ensemble, celebration
instrument handling; sound eighth note and rest, sixteenth note incorporate other content areas)
production; proper maintenance; and rest, dotted note and rest, tie)
basic music notation, terms,
symbols relative to the individual
instrument; individual performance
in class)
EVEL2.1 Demonstrate concert 2. Demonstrate a recognition of 2. Demonstrate creative 2. Listen to a variety of music 2. Perform and identify a variety
preparation (e.g., respond to diatonic pitch patterns and letter harmonization through and attend a wide variety of of folk instruments and identify
director, continue playing after names of notes of the treble and improvisation (e.g., I-IV-V-I concerts countries where instruments are
making a mistake, acknowledge bass staves (e.g., treble lines: E, G, progression) played
audience) B, D, F; treble spaces: F, A, C, E;
bass lines: G, B, D, F, A; bass
spaces: A, C, E, G)
3. Play a simple melody and 3. Become aware of music as an
major and minor chords art form and of qualities of sound
that make music expressive
1. Demonstrate concert 1. Identify extended music 1. Demonstrate two-note 1. Demonstrate an appreciation 1. Perform music from a
preparation (e.g., respond to notation (e.g., diatonic, scales, improvisation (e.g., I-IV-V-I of expression, feeling, and emotion particular country or ethnic
director, continue playing after sharps, flats, naturals, intervals) progression) (e.g., play a solo in a ensemble, celebration
making a mistake, acknowledge incorporate other content areas)
audience)
2. Demonstrate and proper stage 2. Exhibit an understanding of 2. Demonstrate creative 2. Perform and listen to music 2. Perform and identify a variety
deport-ment (e.g., exhibit stage the seven elements of music (i.e., harmonization through that expresses the following: warm, of folk instruments and identify
presence, per-form with others, dynamics, form, pitch, rhythm, improvisation (e.g., I-IV-V-I soft, cold, hard, happy, playful, sad, countries where instruments are
demonstrate respon-sibility for tempo, texture, timbre) progression) relaxed, gentle, patriotic played
one’s part in the music)
3. Demonstrate audition skills for 3. Exhibit an understanding of 3. Demonstrate an understanding 3. Participate in multicultural
instrumental groups (e.g., Citywide melody and harmony (e.g., identify I- of the elements of sound that make music events
2
EVELElementary Band, Citywide IV-V chords) music expressive (e.g., tempo,
Elementary Orchestra, community dynamics, harmony, melody,
groups, marching band, jazz band) texture, timbre)
4. Demonstrate simple and 4. Listen to recordings from
compound meter various ethnic origins
5. Identify intonation with pitch 5. Discuss the impact music has
discri-mination (e.g., tuning the throughout the world
instrument)
6. Identify common music signs
(e.g., tempo, dynamics, time and
key signatures)
7. Demonstrate an awareness of
music technology
DPS audition STANDARDS
1. DemonstrateMUSICskills for 1. Identify and use the elements 1. Demonstrate two-note 1. Demonstrate that music 1. Demonstrate an appreciation
INSTRUMENTAL of music
instrumental groups (e.g., Citywide MUSIC (e.g., treble lines: E, G, B, improvisation (e.g., I-IV-V-I expresses varying emotions of different types of music and
Elementary Band, Citywide D, F; treble spaces: F, A, C, E; base progression) functions of music (e.g., manner of
Elementary Orchestra, community lines: G, B, D, F, A; base lines: A, perform-ance, types of
groups, marching band, jazz band) C, E, G; dynamic markings; compositions and composers, major
individual instrument timbres; music styles)
syncopated rhythms; rhythm and
tempo changes; phrasing; b asic
forms such as AB, ABA, and rondo)
2. Exhibit an understanding of 2. Demonstrate an understanding 2. Demonstrate creative 2. Demonstrate an extended 2. Perform music from various
intermediate music performance of technology used in the music harmonization through appreciation of music (e.g., listen to cultures and countries
skills (e.g., memorizing, sight- industry (e.g., metronomes, tuners, improvisation (e.g., I-IV-V-I a variety of music, listen to music as
reading, improved intonation, keyboards, recording systems, progression) an art form, listen to radio and
increased speed and dexterity in computers, amplification systems) television stations that feature
finger patterns, embouchere control Denver performing arts, distinguish
3
EVELfor improved tone quality, execution between acoustic and synthesized
of nine major and three minor scales sounds, exhibit aesthetic awareness
with arpeggios and/or the first 13 through the use of music)
standard American percussion
rudiments, execution of one-octave
chromatic scale, vocab-ulary
knowledge, correct posture, breath
control, tonguing technique)
3. Demonstrate proper stage 3. Identify background
deportment (e.g., prepare music to information about the song being
perform for class, parents, the played (e.g., composer, cultural or
public; respond to directions given geographic origin)
by director; exhibit stage presence;
demonstrate self-confidence,
appropriate performance behavior)
1. Demonstrate audition skills for 1. Identify and use the elements 1. Demonstrate two-note 1. Demonstrate that music 1. Demonstrate that music
instrumental groups (e.g., Citywide of music (e.g., treble lines: E, G, B, improvisation (e.g., I-IV-V-I expresses varying emotions (e.g., expresses varying emotions
Elementary Band, Citywide D, F; treble spaces: F, A, C, E; base progression) perform as a soloist, in an ensemble,
Elementary Orchestra, community lines: G, B, D, F, A; base lines: A, in chamber music settings)
groups, marching band, jazz band) C, E, G; dynamic markings;
individual instrument timbres;
syncopated rhythms; rhythm and
tempo changes; phrasing; basic
forms such as AB, ABA, and rondo)
2. Exhibit an understanding of 2. Demonstrate an understanding 2. Demonstrate creative 2. Demonstrate an extended 2. Perform music from various
intermediate music performance of technology used in the music harmonization through appreciation of music (e.g., listen to cultures and countries
skills (e.g., memorizing, sight- industry (e.g., metronomes, tuners, improvisation (e.g., I-IV-V-I a variety of music, listen to music
reading, improved intonation, keyboards, recording systems, progression) as an art form, listen to radio and
increased speed and dexterity in computers, amplification systems) television stations that feature
EVELfinger patterns, embouchere control
4 Denver performing arts, distinguish
for improved tone quality, execution between acoustic and synthesized
of nine major and three minor scales sounds, exhibit aesthetic awareness
with arpeggios and/or the first 13 through the use of music)
standard American percussion
rudiments, execution of one-octave
chromatic scale, vocabulary
knowledge, correct posture, breath
control, tonguing technique)
DPS proper stage
3. DemonstrateMUSIC STANDARDS 3. Identify background
deportment (e.g., prepare music to MUSIC
INSTRUMENTAL information about the song being
perform for class, parents, the played (e.g., composer, cultural or
public; respond to directions given geographic origin)
by director; exhibit stage presence;
demonstrate self-confidence,
appropriate performance behavior)
Standard 1: Music Performance Standard 2: Music Literacy Standard 3: Standard 4: Standard 5: Effort &
Music Music Music History Behavior
Composition Analysis and Cultures
Sing Play Move Pulse Rhythm Melody Terms
4: ADVANCED
(EXCEEDS I play I follow the I can use
EXPECTATIONS) I move I read and I read and My I listen to I relate music I follow Mrs.
instruments steady beat learned music
I match pitch expressively write rhythms write pitches composition music without to history and Johnston's
with proper with my terms
ALL OF THE to the music correctly ALL correctly ALL follows criteria talking ALL culture ALL instructions
technique ALL classmates correctly ALL
TIME! ALL OF THE OF THE OF THE ALL OF THE OF THE OF THE ALL OF THE
OF THE ALL OF THE OF THE
TIME! TIME! TIME! TIME! TIME! TIME! TIME!
TIME! TIME! TIME!
3: PROFICIENT (Meets I play I follow the I can use
expectations) I move I read and I read and My I follow Mrs.
instruments steady beat learned music I listen to I relate music
I match pitch expressively write rhythms write pitches composition Johnston's
with proper with my terms music without to history and
MOST of the to the music correctly correctly follows criteria instructions
technique classmates correctly talking MOST culture MOST
time! MOST of the MOST of the MOST of the MOST of the MOST of the
MOST of the MOST of the MOST of the of the time! of the time!
time! time! time! time! time!
time! time! time!
2: PARTIALLY
PROFICIENT
(Sometimes meets I play I follow the I can use
expectations) I move I read and I read and My I follow Mrs.
instruments steady beat learned music I listen to I relate music
I match pitch expressively write rhythms write pitches composition Johnston's
with proper with my terms music without to history and
SOME of the to the music correctly correctly follows criteria instructions
technique classmates correctly talking SOME culture SOME
time! SOME of the SOME of the SOME of the SOME of the SOME of the
SOME of the SOME of the SOME of the of the time. of the time.
time. time. time. time time.
time. time. time.
1: UNSATISFACTORY
(Below expectations) It is It is
It is It is It is It is It is It is It is It is
DIFFICULT DIFFICULT
It is DIFFICULT DIFFICULT DIFFICULT DIFFICULT DIFFICULT DIFFICULT DIFFICULT DIFFICULT
for me to for me to
DIFFICULT for me to play for me to for me to read for me to read for me to use for me to for me to for me to
follow the follow the
for me to instruments move and write and write learned music listen to music relate music follow Mrs.
steady beat composition
match pitch. with proper expressively rhythms pitches terms without to culture and Johnston's
with my criteria
technique. to music. correctly. correctly. correctly. talking. history. instructions.
classmates. correctly.
***Note- Use "I need
more practice"
COMBINING FOUR-STEP LANGUAGE AND RHYTHMIC LEVELS
LEVEL I LEVEL II LEVEL III LEVEL IV
Single Coordinated Alternating Single Double Combined Double
Motion Motion Coordinated Motions
STEP I: SAY Pat, Pat, Pat, Pat Head, Head, Head, Ears, Chin, Ears, Ears, Chin, Head,
Head Chin Shoulders
- or - - or - - or - - or -
Bounce, Bounce, Walk, Walk, Walk, Apart, Together, Apart, Together,
Bounce, Bounce Walk Apart, Together Up, Down
STEP II: SAY & Unite language and Unite language and Unite language and movement. Both
Do movement. Both movement. hands or feet together.
hands or feet Alternate hands or
together. feet.
STEP III: Continue Step II using a whisper
WHISPER & DO
STEP IV: THINK & Think the language and do movements
DO
FOUR-STEP LANGUAGE PROCESS
Language Used Movement
Step I: "Knees, Knees, Knees, Knees" No Movement
Say (Students chant the body part name. They are setting the
tempo for the movement.)
Step II: "Knees, Knees, Knees, Knees" Pat knees
Say & Do (Link the movement to the word. Pate both knees
simultaneously as the word is chanted.)
Step IV: (Link the movement to the thought.) Pat knees
Do (Think & Do)
*Note: The four-step language process above should be attainable by the end of kindergarten.
LEVELS OF RHYTHMIC COORDINATION
one motion/ one
Level I Single Coordinated Movements beat
A repeated motion for each steady beat using both hands or both feet simultaneously.
EXAMPLE: Pate legs with both hands (lap pat)
Bounce heels to floor (toes remain on the floor.)
two motions/ two
Level II Alternating Single Motion beats
A repeated motion using one hand or foot and then the
EXAMPLE: Pat head, alternating hands.
Tap toes to the floor, alternating feet.
two motions/ two
Level III Double Coordinated Motion beats
A sequence of two motions using both hands or feet simultaneously for each motion.
EXAMPLE: Pat ears one beat, pat chin one beat (both hands to each body part).
Jump feet apart, jump feet together.
four motions/ four
Level IV Combined Double Motions beats
A sequence of four or more motions using both hands or feet simultaneously for each motion.
EXAMPLE: Pat ears one beat, pat chin one beat, pat head one beat, pat shoulders one beat.
Jump feet apart, jump feet together, lift legs, return feet to the floor.
Grade: Cycle: Week:
Date: Music
Enter and gather materials (5 min) "Put on Your Thinking Cap"
20 min Daily SQUILT (10 Min)
Warmups and Vocal Warmups and
SQUILT Rhythm Reading (5 min)
20 min Lesson
Content
Date: Music
Enter and gather materials (5 min) "Put on Your Thinking Cap"
20 min Daily SQUILT (10 Min)
Warmups and Vocal Warmups and
SQUILT Rhythm Reading (5 min)
20 min Lesson
Content
Date: Music
Enter and gather materials (5 min) "Put on Your Thinking Cap"
20 min Daily SQUILT (10 Min)
Warmups and Vocal Warmups and
SQUILT Rhythm Reading (5 min)
20 min Lesson
Content
Date: Music
Enter and gather materials (5 min) "Put on Your Thinking Cap"
20 min Daily SQUILT (10 Min)
Warmups and Vocal Warmups and
SQUILT Rhythm Reading (5 min)
20 min Lesson
Content
Date: Music
Enter and gather materials (5 min) "Put on Your Thinking Cap"
20 min Daily SQUILT (10 Min)
Warmups and Vocal Warmups and
SQUILT Rhythm Reading (5 min)
20 min Lesson
Content
2010-2011 Harrington Elementary School
Grade: Cycle: Week:
Date: Music
Enter with Hello Song Hello Everybody
Body Scale
20 min Daily
Warmups Steady Beat Song Hello, Hello (Putamayo)
20 min Lesson
Content
Date: Music
Enter with Hello Song Hello Everybody
Body Scale
20 min Daily
Warmups Steady Beat Song Hello, Hello (Putamayo)
20 min Lesson
Content
Date: Music
Enter with Hello Song Hello Everybody
Body Scale
20 min Daily
Warmups Steady Beat Song Hello, Hello (Putamayo)
20 min Lesson
Content
Date: Music
Enter with Hello Song Hello Everybody
Body Scale
20 min Daily
Warmups Steady Beat Song Hello, Hello (Putamayo)
20 min Lesson
Content
Date: Music
Enter with Hello Song Hello Everybody
Body Scale
20 min Daily
Warmups Steady Beat Song Hello, Hello (Putamayo)
20 min Lesson
Content
2010-2011 Harrington Elementary School
1st Grade Beat/Rhythm Melody Harmony Form Timbre Movement Theme Songs
Hello Everybody, Welcome
Back to School, Five Little
Monkeys, Two Little Apples,
Clap Clap Clap Your Hands, I
Think Music’s Neat, Hickory
Dickory Dock, Monkey See,
Monkey Do, Look at Me, Sing
Pulse=Ta, me Your Name, Saw Saw Away
High/midd
sound/silence
8/19-9/24: , fast/slow, high/low, mallet same/differen le/low
1st cycle 2/4, 4/4, 6/8 up/down technique t levels
The Muffin Man, Fang and
Twang, Legs and All, Criss
Cross Applesauce, Big Black
Cats, Eency Weency Spider,
Stirring my Brew, Hippity Hop,
Candy Store, LIttle Jack
Pumpkin Face, What will you
Be?, Pease Porridge Hot,
Engine Engine, Yankee Doodle,
Chase the Squirrel, Hop old
Squirrel, America
simple
9/27-11/4: bourdun Body
2nd cycle- rest, TiTi repertoire (chord) phrase shapes Animals
Walk and Stop, I can play the
Woodblock, Now’s the time,
Gobble, Gobble, Gobble, Yuki
Song, Jim Along Josie,
Weekend Fun, Hanukah is
Here, Time For Toys, Jack in
the Box, Teddy Bear, La Pinata,
Holiday Songs
Locomotor
: Gallop,
11/8-12/17: Introduction, hop, skip,
3rd cycle repeat sign slide
1/4- 2/18: 4th pattern- Author Study
cycle ta titi SM, L ostinato short/long (Mem Fox)
All Kinds of Weather by Lynn
Kleiner
beginning,
unpitched
2/23- 4/8: 5th (wood/metal/s middle,
cycle contour AB/ABA kin) end, ABA Weather
4 levels BP,
4/11-5/20: 6th pitched Report
cycle* (wood/metal) Writing
2nd grade Beat/Rhythm Melody Harmony Form Timbre Movement Theme Songs
Vacation Fun,
Go!Go!Go!, Ha Ha This
Away, I can Keep the
Beat, Clap Clap Clap
Clap Your Hands, Charlie
Over the Ocean, Traffic
Lights, Draw a Bucket of
Water, Harvest Song
contour, vocal Pathways-
8/19-9/24: 1st technique, mallet curved/straigh
cycle pulse repertoire technique phrase t/zigzag
2 4 6 8, Down in the
Valley, Poor LIttle Kitty
Cat, Jockey, Christopher
Columbus, Three little
Muffins, Must be
Halloween, Skin and
Bones, Trick or Treat,
Who?, Bounce Hi
Bounce Low, Let us
Chase the Squirrel, All
9/27-11/4: 2nd ostinato, Patterns- Round the Brickyard,
cycle- n= ee major/minor forte/piano short/long Plants Jelly in the Bowl, You’re a
Grand Old Flag,
Grandma Grunts, Mabel
Mabel, Grandpa’s
Whiskers, Sioux Lullaby,
Dredyl Song, Giddy-Up
my Burro, Holiday Treats,
Up on the Housetop,
Relationships There was a Pig, Deck
(near/far, the Hall, Holiday Songs
pitched meeting/partin
11/8-12/17:
qUq= h (xylophone, g,
metallophone, alone/connect Sound
3rd cycle Q Q= H vocal ostinato Coda glockenspiel) ed) Systems
simple
1/4- 2/18: 4th bordun(broken hand drum Play Parties Community
cycle D, R, MRD ) ABC technique (community) Workers
2/23- 4/8: 5th suspended Weight Earth
cycle SMRD pitch accent (strong/light), Materials
tempo, time bar
4/11-5/20: 6th signatures line/double
cycle* (2/4, 3/4, 4/4) SMD, SMLD bar, measure Cultures
3rd grade Beat/Rhythm Melody Harmony Form Timbre Movement Theme Songs
Put on your
Thinking Cap,
Lets Play a Game
*Demonstrate *Demonstrat (name game),
proper vocal e proper Demonstrat *Review Rocky Mountain,
technique mallet e accent on movement Grandma Grunts
Pulse *Echo sing technique, hand drum, Words
8/19-9/24: 1st Review q,
DMS, MSL, *simple *Prepare *Divisions of
DRMD1, bordun Recorder(no Space and
cycle n, ee, h DRMSL (crossover) phrase tes home) Time Lets Sing!
Sugar Sugar, Hot
Cross Buns
*Demonstrate (recorder
proper vocal interactive ppt),
technique All Through the
*Echo sing in Night- Recorder
do pentatonic Routes
*Label staff score *Begin
and identify reading Recorder *BP levels,
9/27-11/4: 2nd lines and (two-part), Books, B Mirroring/Sh Memoirs/
cycle- w, W, d spaces ostinato songs adowing Quilts
Energy
11/8-12/17: (sharp/smoo Electrical
3rd cycle BA songs th) Systems
extended Crescendo/
1/4- 2/18: 4th sixteenth BAG on form, decrescend
cycle notes recorder Rondo oBAG songs Rondo Fractions
Once upon a
Starry Night,
Stars are
Twinkling, Rap of
the Solar System
D’, hand
signals ,
2/23- 4/8: 5th SMRD, Canon/Rou Orchestral Solar
cycle Q&A SMRDL nd String family System
Combining
4/19-5/20: 6th locomotor Colorado
cycle* 2/4 meter major/minor interlude mvts History
4th grade Beat/Rhythm Melody Harmony Form Timbre Movement Theme Songs
Put on your
Thinking Cap,
Name Game
Mallet
8/19-9/24: 1st technique, pianissimo/fort
cycle pulse ostinato phrase issimo
review
treble clef
lines and
spaces, Balance
experience Relationships
BAGE on (over/under,
soprano around/throug
h,
recorder, simple beside/betwee
9/27-11/4: 2nd syncopation, Q&A on bordun Recorder n,
cycle- Q&A recorder (level) RONDO family above/below) Ecosystems
Poetry,
Rhythm,
CD1 on Sword Dance and
11/8-12/17: recorder, and Medieval Rhyme(Med
3rd cycle repertoire A’ folk dance ieval Feast)
eighth rest, Rhythm-
accelerando/ri syncopated
1/4- 2/18: 4th tardando, moving Woodwind patterns
cycle anacrusis bordun, I-V D.C. AL FINE family Accent
Regions of
the
Brass family, US/Geograp
2/23- 4/8: 5th conducting in Ti, ledger Symphony American Folk hy (Land
cycle 3, triplet lines, scale Major/minor Additive form? Orchestra Dance formations)
4/11-5/20: 6th Empty
cycle* canon/round Canon/Round Pot/Respect
5th grade Beat/Rhythm Melody Harmony Form Timbre Movement Theme Songs
Put on your
Thinking Cap,
Concentration,
John Kanaka
Demonstrate
musical
expression
through
hand drum speaking, single
8/19-9/24: 1st Q&A on hand technique, singing and focus/multi
cycle pulse, Q&A drums ostinato phrase, rondo moving focus
distinguish Identify
repertoire,, between Orchestral
9/27-11/4: 2nd review lines major and families(SQUI Breath/Flow Native
cycle- syncopation and spaces minor LT) (free/bound) Americans
Early Colonization
11/8-12/17: Conducting in BAGEDCDF# Label I-V and I- American folk /Early
3rd cycle 4 C on recorder IV-V dance Americans
Heat and
Change
Experience Abstract and Materials
1/4- 2/18: 4th Mixed Meter, Label 1st and geometric (solid, liquid,
cycle 5/4 canon/round, 2nd endings mf, crescendo forms gas)
Experience 2
and 3 part
recorder and 3
2/23- 4/8: 5th part score Rotation and
cycle 7/8 time reading 12 bar blues Elevation Weather
The Rhythm
of My
Life(Culture
4/11-5/20: 6th Explore Found and
cycle* Sounds Citizenship)
6th grade Beat/Rhythm Melody Harmony Form Timbre Movement Theme Songs
Put on your
Thinking Cap,
Concentration,
Demonstrate Mama Dont
musical Allow, Old
expression Blue,
guitar through
technique, speaking, single
8/19-9/24: 1st ostinato, I singing and focus/multi
cycle pulse I Chord songs chord phrase, rondo, moving, Guitar focus
distinguish Identify Quilting-
repertoire,, between Orchestral Geometry,
9/27-11/4: 2nd review lines major and families(SQUI Breath/Flow Culture,
cycle- syncopation and spaces minor LT) (free/bound) Memoir
How Do I
Tell my
Story?(Turn
Personal
Narrative
11/8-12/17: into Art
3rd cycle Product)
Abstract and
geometric
Experience forms,
1/4- 2/18: 4th Mixed Meter, Label 1st and Rotation and
cycle 5/4 canon/round, 2nd endings mf, crescendo Elevation Geometry
Experience 2
and 3 part
recorder and 3
2/23- 4/8: 5th part score Explore Found
cycle 7/8 time reading Sounds
Label Theme
4/11-5/20: 6th BAGEDCDF# Label I-V and I- and Variations
cycle* C on recorder IV-V (SQUILT)
Squilt Pieces3 3 4 5 6
Toccata and Fugue in Dm Spring from the Four 2 part Invention (Bach)
8/19-9/24: Canon in D (Pachelbel) (Bach) Seasons (Vivaldi) Jesu Joy of Man’s Desiring
1st cycle Minuet in G (Bach) Eine Kleine Nachtmusik (Mozart) Rondeau(Mouret) (Bach)
Jupiter:Menuetto(Mozart) Young Person’s Guide to the
Mozart - Symphony Rondo alla turka (Mozart) Young Person’s Guide to the Orchestra (Britten)
9/27-11/4: No. 40 in G minor:1st Papgena! from The Magic Flute Orchestra (Britten) Syncopated Clock
2nd cycle- mvmnt (Mozart) Syncopated Clock (Anderson) (Anderson)
Moonlight Sonata Rodeo from Hoedown
(Beethoven) Gallliard de la Guerre (Copeland)
11/8-12/17: William Tell Overture (Praetorious) Mrs. Winter’s Simple Gifts (Joseph
3rd cycle (Rossini) Jump (Dowland) Brackett/Copeland)
March of the Toreadors
(Bizet) Appalacian Spring (Copeland) Mars (Holst) Take 5 (Brubek)
1/4- 2/18: 4th 1812 Overture In the Hall of the Mountain King Mission Impossible Theme Full Moonlight Dance
cycle (Tchaikovsky) (Grieg) (Schiffirin) (Lbana)
Thus Spake Zarathurstra Railroad Blues (Stower)
(R. Strauss) 3 o Clock in the Morning
2/23- 4/8: 5th Stars and Stripes Forever Blue Danube (J. Strauss) Blues (Peter Oxendale & Gerry 160 BPM (Hans Zimmer)
cycle (Sousa) Semper Fidelis (Sousa) Shepard) Seven (Dave Matthews)
O Fortuna (Orff)
4/11-5/20: 6th Hedwig’s Theme Street Song (Orff)
cycle* (Williams) Round and Round (Libana) Star Wars Theme (Williams)
