Rhythmic Literacy - Fall
Anchor
Standard: Students
become rhythmically literate. Students
are able to perform, creatively use, and communicate rhythmic elements.
Essential
Question: How
are rhythm and meter created and communicated?
Enduring
Understandings
Rhythm is the duration of sound. Steady beat is the foundation for rhythmic
learning and exploration. Rhythm and
beat can be organized into groups called meter.
Know
1.R.Ka. Define steady beat
1.R.K.b. Symbols: quarter note, quarter note rest,
two eighth notes
1R.K.c. Value for the symbols above
Perform
1.R.P.a. Steady beat alone and with others
1.R.P.b. Chant and clap 4 beat patterns
1.R.P.c. Read and decode 4 beat patterns as parts of
songs/poems
1.R.P.d. Read/play 4 beat patterns as parts of
songs/poems
1.R.P.e. Take from dictation 4 beat rhythm patterns (CFA)
Create
1.R.C.a.
Improvise 4 beat patterns, call and response style
1.R.C.b.
Create 4 beat patterns using quarter note, quarter rest, and two eighth
notes (CFA)
1.R.C.c.
Share original patterns with others
Respond/Connect
1.R.R.a.
Listen and respond to the steady beat and rhythmic patterns in the works
of famous composers.
Melodic Literacy - Winter
Anchor Standard:
Students become melodically literate.
Students can perform, creatively use, and communicate melodic and
harmonic elements.
Essential Question: How
are melody and harmony created and communicated?
Enduring Understandings
Music is
organized sound. Melody is organized
pitch. Melody is also organized by
direction and duration. Harmony is
created when two or more sounds are produced together.
Know
1.M.K.a
Experience the major scale
1.M.K.b.Demonstrate
high and low
1.M.K.c.
Write/draw the staff and treble clef
1.M.K.d.
Identify line notes and space notes (CFA)
1.M.K.e.
Demonstrate hand signs for so/mi
1M.K.f.
Ostinato is a repeating pattern
Perform
1.M.P.a.
Demonstrate high and low pitch with the body and a variety of instruments
1.M.P.b.
Sing and play so-mi patterns in a variety of songs (CFA)
1.M.P.c.
Read/decode so-mi patterns from the staff
1.M.P.d.
Take dictation(traditional or non-traditional notation) using so-mi patterns
1M.P.e.
Use an ostinato to accompany a song or poem
Create
1.M.C.a. Improvise so-mi patterns vocally or on
pitched instruments
1.M.C.b.
As a class compose/play a so-mi song,
1M.C.c.
Create a ostinato pattern to accompany songs and poems
Respond/Connect
1.M.R.a.
Sing songs from a variety of cultures and for varied seasons
1.M.R.b.
Respond to music in relationship to history and culture
Harmony and Expression - Spring
Anchor Standard:
Students recognize signs and symbols for musical expression. Students can effectively use and manipulate
expressive elements.
Essential Question: How
does a musician use the elements of expression to communicate their music? How can I use the elements of expression to
express my own ideas and feelings?
Enduring Understandings
Musicians
express themselves through the use of tonality, form, dynamics, tempo, style,
and instrumentation. Learning to
manipulate these elements helps to communicate our musical ideas with others.
Know
1.E.K.a.
Identify the vocabulary for loud-forte/soft-piano
1.E.K.b.
Understand the concept of fast and slow
1.E.K.c.
Understand that music has form and structure
1.E.K.d.
Know the names of classroom instruments
1.E.K.e.
Recognize and identify a variety of voices (man, woman, child, whisper)
Perform
1.E.P.a.
Perform songs and poems with contrasting dynamics
1.E.P.b.
Perform songs with poems with contrasting tempos
1.E.P.c.
Demonstrate a whisper, speaking, singing, and calling voice
Create
1.E.C.a.
Create a visual representation of a chosen element of expression
1.E.C.b.
Plan and perform dynamics to accompany a poem or song (CFA)
Respond/Connect
1.E.R.a.
Identify phrases of a song as same or different
1.E.R.b.
Discover musical terms and concepts that are also used in other disciplines and
express them through moving, drawing, or other art activities.
1.E.R.c.
Respond to various vocal, instrumental and other musical sounds (CFA)
