Grade 1

Page 1

Elementary Music Curriculum Outline – Grade 1 Outcomes added to Grade one are in bold Singing/Saying

Playing Instruments

Creating/Improv.

Reading/Writing

Listen/Analyze

Vocabulary

Student Demonstrates:

Student Demonstrates:

Student Demonstrates:

Student Demonstrates:

Student Recognizes:

Student Recognizes::

• High & Low • Mi, Sol, La • Higher

• pitch • staff

• Beat • Beat vs. rhythm • Duple vs. Triple

• • • • • •

• Melody alone vs. accompanied

• Melody • Chord Bordun

• Introduction • Elemental forms (aaab, aaba, abab, abba, abac)

• Form

Mi Sol (La)

Pitch • • • • • •

Accurate use of singing voice High & Low Higher (la) Singing vs. speaking voice Melodic patterns Tonal Center (sol-based)

• • • •

• 2-line staff • Line vs. space • Higher (la)

q qr Q

Rhythm/Meter

Harmony

Vocal exploration Pitched vs. Unpitched High & Low Higher (la)

• Rhythmic speech

• • • • •

Beat competency Long & Short Walk & Jogging Rhythm Duple vs. Triple

• song ostinati • poetry ostinati

• chord bordun • quarter note ostinati

• Long & Short • Walk & Jogging • Language and rhythm

• quarter note ostinati

Form

Expressive Qualities

• Loud & Soft • Fast & Slow • expressive speech

• Loud & Soft • Fast & Slow • High & Low

• Sound exploration (pitched and unpitched)

Movement

• skip/walk/hop beat while singing

• Mallet technique (pinch/grab) • skip/walk/hop/etc to beat

• • • • •

self vs. shared space levels walk & jogging Traveling vs. stationary Pathway

• dotting rhythm & language

• • • • • • •

Beat Rhythm Quarter n ote 2-8th notes Quarter rest Walk & Jogging

Loud & Soft Fast & Slow High & Low Tone Color Multicultural works Historical works Popular works • • • • •

self vs. shared space levels walk & jogging Traveling vs. stationary Pathway


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