| Cherokee Elementary Music
Every person should have the ability to perform, to create, and to listen to music with understanding. To
achieve that end, every student should have access to a comprehensive, balanced, and sequential program of
music study in school. The following methods, tools and mediums are used in the instruction of the Cherokee Elementary
music curriculum. A diverse collection of methods and tools used by the music specialists creates a rich musical experience.
The methods and tools include: · Macmillan/McGraw series “Spotlight on Music” for grades K-5 · Orff Schulwerk methods · Kodaly methods · Composer resources · World and American music resources Children should be active participants in the music making process with a goal of musical independence. The mediums through which students participate include: · singing · using speech · setting sound · moving · reading music · using body percussion · writing music · listening · improvising · composing · responding · evaluating An understanding of music is gained through the sequenced development of concepts based on the elements of music: rhythm, melody, harmony, timbre, form, expression, and history and style, and composition and performance. The “Scope and Sequence” document illustrates the comprehensive, balanced, and sequential program of the Cherokee Elementary Music Curriculum.
Quality Core Curriculum
Standards in Music (K-5)
What Students Need to Know and Do Rhythm: 1;8;7 - Comprehend and demonstrate steady beat
- Identify and use long and short sound
- Identify sound and silence
- Understand and use quarter notes and paired eighth notes
- Understand that musical notation moves from left to right
Melody: 1;6;10;12 - Identify and demonstrate high/low pitches
- Read, write and perform short melodic patterns using high/low (sol–mi) pitches
Harmony: 1 - Identify the use of accompaniment and no accompaniment in the piece
Timbre: 1;4;5;12 - Identify the different vocal sounds – singing, talking, whispering and shouting
- Identify the different instrumental sounds – woods, metals and skins
- Explore the use of body percussion
Form: 1 - Recognize the beginning and ending of the song
- Understand and perform echo
- Explore varied phrases
- Identify the same/different phrases and understand the concept of AB form
Expression: 1; 3;11 - Understand and demonstrate the concept of loud and soft in musical sense
- Understand and demonstrate various fast and slow tempi
History/Style: 1;16 - Explore music from various composers.
- Explore the music from Asia, Africa, Australia, Pacific Islands, central and south America, north America, Canada, and Europe and identify some of the characters
Composition/Performance: 1;6;9;10;12;14;15 - Compose, perform, and respond using quarter notes and paired eighth notes
- Compose, perform, and respond using sol and mi
- Participates in song stories, singing games, and musical dramatizations
Terms to Know and Use: 1; 2;13 sound/silence beat/rhythm long/short high/low loud/soft fast/slow same/different phrase eighth notes quarter notes AB form echo singing voice talking voice whispering voice shouting voice What Students Need to Know and Do Rhythm: 1,6,17 - Demonstrate steady beat and no beat
- Accurately echo rhythmic phrases using quarter notes, eighth notes and quarter rests
Melody: 1,2,4,5,7,17 - Identify melodic phrases that move upward or downward
- Sing in the range of E-B
- Accurately echo melodic phrases
- Read, write and match pitch using solfege notes do, mi, sol, and la
Harmony: 1,10,15,17 - Identify and perform ostinati
- Perform chordal borduns on xylophones and metallophones
Timbre: 1,3,11,12,17 - Identify solo and group performances
- Identifies classroom, folk and orchestral instruments
Form: 1,2,6,10,17 - Understand and use the repeat sign symbol
- Perform songs and instrumental pieces using echo
Expression: 1,13,17 - Understand and use louder and softer dynamics
- Understand and use faster and slower tempi
- Identifies prenotation symbols such as line notation and stick notation.
History/Style: 1,17,18 - Recognize and sing music from Asia, Africa, Carribbean, central and south America, north America, Canada, and Europe and identify some of the characters
- Explore music from various composers.
Composition/Performance: 1,2,6,7,8,9,10,15,16,17 - Create, perform and respond with music skills and vocabulary
- Moves expressively to music
- Participates in song stories, singing games, and musical dramatizations
Terms to Know and Use: 14 melody quarter rest repeat sign staff eighth note ostinato quarter note phrase echo What Students Need to Know and Do Rhythm: 1,2,5,6,7,10 - Understand beat and rhythm
- Understand 2/4 time signature
- Read, write and accurately echo rhythmic phrases using tied quarter notes, half note and half rest
Melody: 1,2,5 - Identify treble clef lines and spaces
- Read, write and match pitch using solfege notes do, mi, so, la, re, and do’
Harmony: 1,6,8,11 - Identify and perform rounds/canon
- Perform broken borduns on xylophones and metallophones
- Identify and perform ostinati
Timbre: 1,4 - Identify orchestral instruments tuba, cello and clarinet
Form: 1,3,5 - Understand and use question/answer and ABA form
- Perform rounds/canons
Expression: 1,2 - Understand and use piano and forte dynamics
- Understand and use crescendo and decrescendo
History/Style: 1,14,15 - Recognize and sing music from Asia, Africa, Carribbean, central and south America, north America, Canada, and Europe and identify some of the characters
- Explore music from various composers
Composition/Performance: 1,2,5,6,9,10,13 - Create, perform, and respond with music skills and vocabulary
- Creates new texts for familiar songs
Terms to Know and Use: 12 Beat rhythm meter round canon question/answer broken bordun piano forte crescendo decrescendo ABA What Students Need to Know and Do Rhythm: 5,11,12 - Understand meter in 2 versus meter in 3
- Understand time signatures 3/4, 4/4
- Read, write and accurately echo rhythm phrases using dotted notes, whole note, whole rest, eighth note and eighth rest
- Understand measure and bar line
- Explains and follows text for multiple-stanza songs
Melody: 4, 6,13 - Identify steps, leaps and repeats
- Read, write and match pitch using solfege notes do, re, mi, so, la, low la and low so
Harmony: 1,5,6,9 - Identify and performs partner songs and 3 part rounds
- Understand the difference between unison and harmony
- Sings in harmony by performing rounds, echo songs, partner songs, and simple ostinato
- Creates simple pentatonic improvisations on melodic instruments
Timbre: 1,2 - Identify orchestral instruments trombone, string bass and bassoon
- Demonstrate proper technique on the recorder
Form: 3 - Understand and use introduction, coda and fermata
- Distinguishes among repeating and contrasting phrases, sections, and simple formal structures – AB, ABA, and AABA
Expression: 1,4 - Understand and use pianissimo, mezzo-piano, mezzo-forte and fortissimo dynamics
- Sing in tune using good posture, diction and breath control
History/Style: 1,7,18 - Recognize and sing music from Washington State
- Explore music from various composers.
Composition/Performance: 1,4,7,8,10,15,16 - Create, perform, and respond with music skills and vocabulary
- Participates in singing games, action songs, simple folk dances, and musical dramatizations
- Creates movements for musical dramatizations and interpretations
- Recognizes scale patterns by ear and from notation in songs
- Creates simple rhythmic and melodic accompaniments for songs
- Creates new texts for familiar songs.
Terms to Know and Use: 14 duple meter triple meter measure bar line step leap repeat unison 3 part round partner song level bordun coda introduction fermata dynamics posture What Students Need to Know and Do Rhythm: 1 · Understand and use syncopated rhythms (ti ta ti) and sixteenth notes Melody: 1,12,18,21 · Identify and use the note names of the treble clef staff · Read, write and match pitch using solfege notes low sol, low la, do, re, mi, fa, sol and la · Identifies the flat and sharp symbols and understands their function. · Recognizes and names frequently used musical symbols such as treble clef, notes, rests, and 2/4,3/4,4/4 meter signatures · Performs simple instrumental melodic patterns and rhythmic patterns by ear and from notation Harmony: 1,3,9 · Discriminate between the use of unison and harmony · Perform arpeggiated borduns on xylophones and metallophones · Distinguishes aurally between music in major and minor keys · Sings in harmony by performing rounds, echo songs, partner songs, simple ostinato, and descants. Timbre: 1,2,4,5 · Demonstrate proper technique on the recorder · Understand that sound is produced by vibration · Identify various instruments of the four orchestral families by sight and sound Form: 1 - Identify and perform rondo form and interludes
History/Style: 1,6,7,16,24,25,27,28 · Perform music from the U.S. Native Americans and Colonial Times · Explore music from various composers. · Recognizes how melody, rhythm, timbre, and texture affect the style of music. · Distinguishes among repeating and contrasting phrases, sections, and simple formal structures – AB, ABA, AABA, and ABACA · Identifies composer or folk source and documented publication information from musical score. - Interprets text and musical style in folk and ethnic music of America and other countries.
Composition/Performance: 1,8,10,11,12,13,14,15,20,22,23,26 · Create, perform, and respond to pentatonic melodies on the recorder · Performs with increasing accuracy in pitch, dynamic level, tone quality, diction, blend, and balance by singing developmentally appropriate songs. · Plays melodic, harmonic, and percussive instruments to accompany folk and ethnic music. · Creates movements for musical dramatizations · Creates sound compositions, sound stories, and sound collages using body percussion, environmental sounds, and classroom instruments. · Improvises accompaniments using body percussion, environmental sounds, and classroom instruments. · Creates new texts for familiar songs. · Explains and follows text for multiple-stanza songs. · Demonstrates emerging skills in folk dances and a variety of cultures. Terms to Know and Use: strings woodwinds percussion brass pitch rondo form interlude unison tempo accelerando ritardando harmony allegro andante syncopation moderato What Students Need to Know and Do Rhythm: 10,18 - Understand and use rhythms including dotted eighth and sixteenth note combinations and triplets
- Descriminates between simple and compound meters: 2’s, 3’s, 4’s, and 6’s.
Melody: 3,14 - Identify and use sharp, flat and natural
- Identify the note names of the grand staff (bass and treble)
- Aurally discriminate between major and minor tonalities
- Perform a major diatonic scale using recorder, pitched instrument or voice
- Read, write and match pitch using solfege notes low sol, low la, do, re, mi, fa, sol, la and ti
Harmony: 8,9,13 - Perform two part songs within an ensemble
- Understand and use the chord changes of I, IV, V on pitched instruments
- Creates improvised accompaniments to pentatonic songs on melodic instruments.
Timbre: 4,5 - Identify various vocal ensembles including duet, trio and quartet
- Identfy various orchestral families including string, woodwind, brass and percussion
Form: 6 - Identify and perform theme and variation
History/Style: 1,21,22,23,24,25 - Explore music from various composers.
- Compares music of an era or a nation with other art forms of that era or nation.
- Expands knowledge of selected famous composers and their music.
- Uses print and non print media to locate information about music and musicians.
- Describes career opportunities in the field of music.
- Describes the instruments and style of folk and ethnic music from America and other countries.
Composition/Performance: 1,7,11,12,16,17,19 - Create, perform and respond with music skills and vocabulary
- Demonstrates developing skills in folk dances from a variety of cultures.
- Creates new texts for familiar songs.
- Explains and follows text for multiple-stanza songs.
- Understands and explains that other art forms may inspire musical compositions.
- Describes personal response to listening selections.
Terms to Know and Use: 2,15,16,20,21 grand staff chords I, IV, V orchestral families sharp major duet theme flat minor trio variations natural two part song quartet dotted eighth/sixteenth note comb |