BRIT/N CALIFORNIA MUSIC EDUCATORS ASSOCIATION CURRICULUM COMMITTEE MUSIC EDUCATION K-6 SCOPE AND SEQUENCE COOPERATIVE CURRICULUM DEVELOPMENT PROJECT 1990 CALIFORNIA MUSIC EDUCATORS ASSOCIATION P.O. Box 847 Concord, CA.94520 (510) 687-1898Before you read the Music Education K-6 Scope and_ Sequence: Administrators, assess the amount of contact time your music teachers have with the children. If they do not have the amount of time recommended in the Preface, work with them to modify the expectations of the Scope and Sequence, or, even better, increase the allocation of time for music instruction. In the event that music specialists are not available, examine the preparation of your classroom teachers; provide necessary inservice to help them gain comfort and capability in teaching music. Music teachers, be aware that the main thrust of the Scope is that the children have the joy of the musical experience. If your students do not have the skills and conscious understandings for their grade level, give them opportunities to learn what is indicated for earlier grades through literature that is appropriate for their present grade level. Children whose music education experiences have previously been limited should begin with items identified for kindergarten. Always check student mastery through reviewing concepts and capabilities in a musical context. Classroom teachers, value your important role in the Music Education Curriculum of your school. As you peruse this document, identify components that you can teach your students. Consult your music teacher for help where you need it. Take music classes to add to your music teaching capacity. Parents, become familiar this document so that you know the ingredients of your child's music curriculum. All of the many facets of music should consistently be included in the school curriculum as a crucial portion of the basic educational life of your child.TABLE OF CONTENTS Preface Page Acknowlegments Organization Format I: g by Grade ‘All components listed for each grade level Kindergarten Grade One Grade Two ‘Grade Three Grade Four Grade Five Grade Six Format U: Listing by Component ‘Each component iracked separately to emphasize sequential concept development Aesthetic Perception (perceptual and conceptual development) Creative Expression (musical skill development) Rhythm ‘Melody ‘Harmony Form Expression ‘Music Heritage (historical and cultural) Aesthetic Valuing (informed judgment) Glossary Suggestions for Revision vi ul 14 7 23 24 28 31 37 42 55