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